Beginning a Study in the Hemlock Classroom : RAINBOWS

 The appearance of rainbows inside the classroom (from prisms on the windowsill!) has created a stir of energy and discovery in our classroom.  As it is early days, we are ready to begin a STUDY of those rainbows.  

The study at this level begins with what the children KNOW.  As they have a lot to share, we sit together and BRAINSTORM the various ideas that the children have.  We don't tell each other NO, we accept all ideas, and we write them down.  Mixed in with the scientific knowledge ("water comes down and rainbows come up") there is magic ("unicorns make rainbows").  We listen to all ideas and write them down without judgement, as developmentally there is still magic in these children's imaginations. As a group we are learning acceptance and tolerance for other's ideas. 

We explore rainbows by mixing colors and watercolors, observing the rainbows made from prisms when the sun is out and question where they are when they don't appear, and read simple imaginative stories about rainbows and colors.  The children enjoy the process of painting with colors that run and mix and create new colors,  arrange colors that they find into rainbow order, and draw their own rainbows with markers.  

Painting has turned into a FAVORITE activity, and I need to make sure that everyone gets a turn that is interested!  It feels like everyone is interested!  

This week, we asked the children what they WONDERED about rainbows.  Asking a question to seek knowledge is not easy!  We helped the children by modeling asking our own questions:  "Where do rainbows go when it's not sunny?"  and beginning their comments "I wonder....." and letting them fill it in.   Often I read the children's statements back to them as a question, as it is very early in our process of questioning.  

Now that we have some thoughts about the direction of our study, we will continue to experiment with colors and document what happens, watch the sunlight and shadows, and even try to find out the answers to our questions through ASKING THE EXPERTS.  We will find some books, check in with Sara the Science Teacher, and come to our own conclusions. 

Stay Tuned!  

A Day in the Life of a Hemlock Classroom Child

 As we are headed into our second full week of school, perhaps it's time to share "a day in the life" of your PreK child.  We have busy days, but our routine and schedule are already comfortable and established.  

To begin the day, the children unpack, and then we line up to move -either inside or outside!

We move around freely for at least 15 minutes! 

Then it's back to the classroom to wash hands and eat snack, use the bathroom, and have some journal time. 

Our mornings give the children a chance to establish themselves independently in the classroom and move easily into the rest of the day.  They have had a chance to connect socially as well as move themselves and wake up their muscles and their brains. 

 "Research suggests that promoting movement and activity in young children can help increase memory, perception, language, attention, emotion and even decision making."  (MSU.EDU)

Morning Meeting, our progressive school tradition, happens at about 9:30 each day.   We come together with a song, and share rituals such as breathing together using a the glitter jar, checking the weather and recording it, sharing a greeting, and reading a message aloud.  Often with the message there is some discussion time, when we learn to listen to each other, take turns in conversation, and share with the whole class as a group.  Each child has a role to play in the Morning Meeting.  

Sometimes we do a lot of thinking (and writing) at morning meeting!!!

After Morning Meeting, we have specials OR we have choice time.  On Monday, we have Music with Sara.  On Wednesday, we have P.E. with Darcy. On Thursday, we have Library with Laura.  

                                         "rainbow connection"

                                                                                                          "red light green light"

                                                                                                            "what's your favorite color ?" 

A big portion of our day is spent in "choices", and the children are given the opportunity to choose activities that speak to their energy and interests.  Everyone tries an art activity, and there are building choices, social play, and fine motor or puzzles to do.  The children independently seek the choices that feed their interests.  The room is set up in such a way that materials such as glue and markers and scissors are always available for creations!

And, finally, it's time for a story and a song, and we are outside again!  

Our afternoons have a brief rest time,  table top time for drawing and building, and story, snack, and outside time.  They are free flowing and less time constrained.....Our days are filled with fun! 

Until Next Time,

Michele