Expression on you face

Expression On your face.

On nice days we sometimes bring out face paints to the playground.
The children love to select what they want to be. 

I asked them, “why do people enjoy decorating or painting their faces or bodies?”

We decided to go through the process of enjoying how it feels. At first, the drawing
they wanted on their face was complex and difficult to do. They were disappointed
that the vision they had in their mind did not come across as they expected.
They then chose to pick to draw something more simple. Once they saw it completed, i
t was much more like how they envisioned. We really want to express in their own words
what they want.

The children knew what they wanted to draw on their faces or arms. Their favourite ideas
were a unicorn, ninja, spiderman, Pikachu, rainbow and so on.

I asked Declan why he wanted a picture of spiderman. He replied "cool". Jamieson replied
that the works were beautiful. 

Today I talked about why children are beautiful and cool at decorating and expressing themselves.
I had a little conversation time why and what I really wanted to express.

We decided to try another expression next time.

Where the moon lives?

-Where the moon lives?-

                                 

Last time, Hummingbird group found in one book how the bear went to eat moon cakes. We also explored our own method of how to reach the moon), not the one used by the bear. In the process, we became more curious about the moon. They talked about where the moon lives and how it looks to us here on earth. We decided to read "Where The Moon Lives" written by Ivan Gantschev. 

In this book, a little duckling appears, and the duckling goes to the island in search of Swan. The duckling learned the secret of the moon from Swan. The moon revolves around the earth, mountains, lakes, and so on, and found that it shared a lot. I asked the children what kind of people are around us and what friends are living together. Some children said, “ Our parents and friends are around us.”

The children said, “Moon's friends can be people, trees, mountains, and stars etc.”

I asked the children when could they see the moon and why the moon is hard to be seen during the daytime.it sometimes can be seen in the daytime though. Declan replied that the sun was too bright to see the moon.

We expressed the moon's time in dark blue and the moon's friends on it.

We learned a lot about the moon as we talked, but we found more and more questions. Apparently, they knew that the moon was sharing a lot with us, and it seemed to us that our heart warmed by knowing what sharing meant for us.  

Mooncake

We read a book where Bear wanted desperately to know what the moon tasted like. His plan was to travel to the moon and make himself a moon cake to eat. 

Our group decided to imagine what a moon cake would look like and taste like. The children imagined how they would travel to the moon and talked about their rockets, They thought they should make their own rockets as well.

Some children thought that mooncakes would taste like banana or apple flavour. In addition, one child replied that it could taste like strawberries and peaches.

In this book, we talked about how the bear tried to eat a moon cake. We gathered ideas about how to reach the moon and how the moon would taste when we get there. 

Mikayla said she would ride an Apple-shaped rocket, and Rachel would use a banana-shaped rocket.  

Children's imagination is endless and very creative. This book touched on many curiosities we have about our planet and our moon. Some things we can see and we know what things feel like or taste like, and other things we can only guess and imagine what it could be like. This book brought out questions for all of us. The discussions our group had broadened our sense of self as well as enriched our sense of environment. 

The children want to learn about the universe and where the moon lives next. At that time they will have more time to draw out their ideas about the neighbourhood of mooncakes.

Bike day

Today was bike day.

Before going out to ride their bikes, we enjoyed toys with wheels to make tire tracks with paint.

Amanda seemed interested in painting with a car instead of brushes. She put purple on the car wheels and then, she also put dots. Long lines were drawn on the paper, and they were also stamped with the expression method, so that the children could experience various effects of expression. 

It was also an activity that gave them wide opportunity to express their creativity.

I noticed that the paint was doing a different effect on the paper and I pointed to the differences. Sometimes it came out in lines and sometimes it was dots.

They tried various amounts of paint on the wheels and the results on the paper showed the what happens when you have lots of paint versus only a little bit.

I wonder if they can imagine paint on the wheels of their bike tires while riding outside.

Growing seeds

Growing seeds

The idea for this activity sprouted from Saige’s inquiry one day.

She ate an apple and showed the children that the apple seeds were brown.

Will the apple seeds grow into an apple tree?

I showed the children a picture of a small seed planted in the ground.

What plant will this seed become?

Saige: “It would be a daisy flower.”

Dorothy: “It would become strawberries.”

Jayce: “It will be an apple tree.”

Lina: “Dandelion!”

Adrienne: “It would be flowers.”

Quintus: “It would grow to be an apple tree.”

We looked through the pictures of the life cycle of a fruit tree. We discussed what color and what size the seeds are. Lina replied that they are black seeds.

I prepared green beans and asked the children what the seeds need to grow. Adrienne replied that it needed water, and Saige said, the sun. We put the seed on a wet paper towel and into a zipper bag. Lina said she should keep the zipper bag open and Adrienne added that the green beans need air to breathe. So we left the zipper bags open. Then we decided to tape the zipper bags on the wall next to the window where the beans could get sunlight. The children will be watching it everyday to see when it will sprout.

*

Saige ate an apple inside her lunch box and found the apple seed and

showed it to the children that the apple seed was brown.

Children want to know about many things around us, and when

we get to know new knowledge about it, we find that many questions arise.

I want to send encouragement about their imagination and the process of getting to know them.

How do telephones in the past and now differ?

How do telephones in the past and now differ?

Children are always curious and wanting to learn new things.
The Maple group children wanted to know how adults use cell phones and how they work.
Many questions were raised before our exploration. How do telephones now differ from the past?
Do they look the same? Are there cell phones in the past?

We looked at the rotary phone we have at Creative Minds.
I explained to the children that before push button phones were invented people used rotary dial phones.

The children compared the rotary dial phone with the different cell phones we have.

Aegon said: “It's too heavy.”

Ellen said: “This is bigger than that cell phone.”

 

They noticed many differences and came to the conclusion that we no longer
use the rotary phones because push button phones are lighter and easier to carry around.

Winter decoration

During our snowy week, the children prepared hats, gloves, winter jackets, and other winter gears to go to the playground everyday. Our winter gears come in different shapes and colors.

Aegon: When I wear a hat, the snow does not get onto my head and my skin does not peel off. (He was trying to explain not have a sunburn.)
Elly read a story( A three hat day) about a man wearing three hats. There are many kinds of hats in the story.

Ellen liked a striped hat in purple and a hat with a green feather in the story. Lina liked a hat with another kind of feather.
The children looked at pictures of other colorful hats and pointed to their favorite hats and said, "I like this. I want to have it.
Mikayla said, “I'm going to go to the ice cream store, wearing a hat with a house shape.”
Next, we made our own hats with various materials.

When it continued to snow the next day, Mikayla noticed that the trees will be cold but the leaves are still green. The children decided to decorate our hats with nature.
Gwen: Wow, I'll decorate with tree leaves.
We collected leaves and branches from the forest.

The children wore their hats immediately when they finished making them.
Ellen: I'm a princess in the forest.

It was lovely to see how the children connect to our forest and reflected it through the activities for group times. They were able to create their own forest version of the hat story we read.