A very heartfelt “Thank You” goes out to our class room parents, Mrs. Holloway and Mrs. Knicklebein. Together they planned a fun and creative class party. A party in the pre-kindergarten classroom consists of three or four stations: an art project, a game, a story, and sometimes a snack if time allows for four groups. We rotate all of the students through the stations at 8-10 minute intervals.
Though it might seem a bit rushed, it is much more calming for the children to have direct access to a grown up in a small group with specific goals in mind. Whole group activities generally don’t go as well as one would hope on a day where routines have changed.
After our party, we joined the rest of the school in a sing-a-long and a parade.
One of our favorite pastimes in Pre-K is inventing something new with a box. This fall, we had a huge assortment of boxes at our disposal. Before we began designing, we read both Jane Yolen’s What to Do With a Box and Dana Meachen Rau’s A Box Can Be Many Things. We realized that there were so many possibilities, it would be hard to choose just one giant project. To help us narrow our focus, we closed up all of the boxes and pretended they were blocks, instead. After some preliminary “block building” with the pieces we had on hand, a few ideas came to the forefront.
Options provided by the children included a boat, a rocket, a cat, and a castle. One morning, we all voted to find out which design we should choose. At ten votes, creating a castle was easily the most popular choice.
In the past, we’ve always depended upon duct tape for our box construction needs. This morning we began using some new child-friendly box tools. While the hand saws were fun to use, they were a bit difficult for our Pre-K hands to manipulate. However, I was quite impressed with the resilience of the many that returned to using the saws again and again. The screws and screwdrivers were much more comfortably applied. In fact, you might notice that many screws grace our castle as pure decoration.
When the final walls had been battened down, groups of children went off on their own to create accessories. So far we have a chair, a trash can, and two mailboxes. Signs and flags were also quickly posted on the structure.
It’s hard to believe this entire project was put together in one morning. I wonder what direction it will take tomorrow?
Today we planted daffodil bulbs in honor of Dr. Fech’s welcoming reception. Digging in the mulch wasn’t easy, though burying the bulbs was fun!
One of the hottest (and most toxic) topics in Pre-K and K is Best Friends. Most of the children do not enter the year with a preconceived notion that a Bestie is expected. However, once one child says, “You’re not my best friend anymore,” it pops up all over the place both in the classroom and out.
Friendships in early childhood change on a minute by minute basis. A Pre-Kindergartner’s event horizon can usually be confined to 15 minutes before and after right now. At this age, you are my friend if you want to play what I want to play. The minute you want to play something different, you are either no longer my friend, or simply no longer existing beyond my sphere of awareness. Pre-K children are not trying to be mean in this behavior. Rather their ability to understand the perspective of others is simply not developed enough to see beyond their own interests.
For this reason, “Best Friend” is not an appropriate term for the 4 to 6 set. We encourage the children to realize that all of us are friends in our class. Sometimes, we want to play with one child or group and sometimes we chose another. It has less to do with how much we “like” another person and more with whether or not what we are doing is related.
This week we read, “How Full is Your Bucket? For kids.” In this story, we learned that each of us has an invisible bucket we cart along with us everywhere. With each negative interaction or event drops of “water” drip out. When your bucket is empty, it can be hard to be kind or helpful. It can also make you feel sad or irritated. On the other hand, with every positive interaction or event, our bucket fills up. We also found out that when we are kind or helpful to others, not only do we refill their bucket, but add new drops to our own, too.
Some days, your bucket seems to be leaking like a sieve. Your alarm clock didn’t go off. You burnt the toast. Your dog stepped in the mud and then jumped on your pants as you walked out the door. All of these tiny little things take from your bucket. Children and adults are more quick to anger, irritate, judge, and outright react without thought when their bucket is empty.
We’ve been noticing when our buckets are losing water and when we can help fill another person’s bucket. Today on the playground, I saw children filling buckets by sharing binoculars, taking turns on the swing, helping others build once a building had collapsed, and by inviting friends to join them in play. If you notice your bucket is a bit low, try a small act of kindness. You’d be surprised how quickly it will fill back up.
Finding this bone in the woods has led to much wonder and curiosity. Whose bone is it? Why was it in our woods? This week, we wanted to know why we even have bones.
HuM: Because when you don’t stand up, you don’t have any more bones.
SR: They’re a part of your body.
BW: Because we don’t wanna fall down.
KH: They help us not die and keep us standing.
IP: Help us not be broken.
EH: If we don’t have bones, it’s going to be tough to move.
MB: We’re humans. We need bones to be alive and maybe we’ll be a little bit alive.
MH: Bones are just a decoration.
GK: If we don’t have bones, we would not live anymore. They help us cook our dinner and help us get our lunchbox.
XZ: They help us be strong.
HeM: Not breaking.
MS: Make us feel hard.
AZ: They make us strong.
AH: To be strong and healthy. To grow!
We’ll have to take a closer look to find out more!
One of the children asked us many times if we might try cooking the corn. We asked them how we should cook it. After a bit of thinking, they decided that their mom makes corn in the oven. We weren’t sure where this experiment might lead, but we thought it was certainly an interesting prospect.
The temperature and baking time were suggested by the experimenting student.
These cooked quietly in the science lab while we finished our choice time in the classroom. The children helped us set a timer so we wouldn’t forget to pull them out of the oven. Two students watched the timer carefully for the last 9 minutes.
When Miss. Davis brought them in, the pan was still hot. We noticed they didn’t look too different. We did, however, decide that we should keep them separate from the other corn so we could compare them. One child suggested making a label and another wrote it out for us.
Once we looked a bit closer, we could see some differences between the cooked and uncooked corn. What do you notice?