COGNITIVE DEVELOPMENT: Mathematics, Pattern

Learning to recognize and create patterns helps cognitive development and is a basic component of mathematical and organizational thinking. As young children learn to see patterns in their world, they will be setting the foundation for higher level thinking such as patterns in numbers, graphs, charts, and so on. 

Audrey has grasped the simple concept of patterns.  She is developing an understanding that a pattern is determined by attributes; e.g., size, color, shape.  Working with small colored teddy bear counters, Audrey was able to create and identify a pattern as “blue, red, blue, red”.  When asked what color will go next, she responded "blue?" Audrey enjoys working with the math manipulatives and practicing newly learned concepts.   

COGNITIVE DEVELOPMENT: Mathematics, Visual Perception

Pattern blocks consist of shapes that are perfect for creative design. Additionally, it is an ideal tool to use to teach basic math concepts, e.g., patterning, basic geometry, visual perception, and to promote problem-solving skills. To endorse critical thinking, during a classroom Math Workshop, patterns blocks was an activity that was provided for creating pictures.

Here we see Audrey as she explores geometric shapes while matching different shapes and colors to replicate the pattern shown. This activity also supports Audrey with good small motor development and coordination. Although challenging, Audrey stayed with activity until completion, experimenting with trial and error along the way. 

“Look! A flower!”

Nov. 2013

Exploring Sewing...

December 2013
Fine Motor Skills 

Amanda introduced the concept of sewing in Art class and demonstrated the skills involved using a large plastic sewing needle, yarn and burlap.  The initial introduction of this activity was done in large group and provided an opportunity for all of the children to practice listening skills and following directions. 

Developing strong listening skills is an important component of our curriculum and our children have many varied opportunities to both practice and develop these skills in our Early Childhood program. The children have matured in their abilities to listen and focus as a group  and they continue to learn and grow so much from each other.

Audrey thoroughly enjoys visiting the art studio and loves to participate in our Art classes with Amanda.  Working in small groups at the art tables, Audrey applied the information she heard and enthusiastically began to sew!  Audrey is eager to try new experiences and challenges and does not frustrate easily.  Sewing involves many steps as well as fine motor coordination and Audrey approached this task with determination! She has mature fine motor coordination and loves the challenge of new experiences to practice new skills.  Audrey spent quite a long time working on her burlap and stayed focused on her work until she felt she was done.

An Imaginary Bird Adventure...

December 6, 2013
Language and Literacy

Audrey's interest in drawing is growing everyday in the Cardinal classroom; at Choice Time she often chooses to work with her friends at the Writing Center drawing pictures.

 During literacy today, Audrey was asked to think about what it means to take an imaginary adventure. She listened attentively as the children shared their ideas about imaginary adventures. "It's like when you can make up any story you want."

 Audrey was asked to draw an imaginary adventure with the bird she chose to research this year. She was able to create an imaginary story reflecting an understanding of  this more abstract concept. 

Audrey's drawings have become quite elaborate and detailed; reflecting her deeper understanding and connection to the world around her.  Through this literacy activity Audrey had the opportunity to practice fine motor skills.  She is using a more mature pencil grip and demonstrates skill in fine motor coordination.  

LITERACY/LANGUAGE: Journaling, Winter Break experience

What did you do during the Winter Break?

“I went to my aunts and the puppy jumped on my back.”

1/6/2014

SOCIAL/EMOTIONAL DEVELOPMENT: Cooperative Play, Board Games

Board games are wonderful learning tools for young children. They can teach important social skills such as communicating verbally, sharing and waiting, taking turns, and enjoying interaction with others as they share each other’s ideas. Board games can foster the ability to focus, and lengthen a child’s attention span by encouraging the completion of an exciting, enjoyable game. In addition to teaching young children about patience and good sportsmanship, board games also help children improve their literacy, mathematical, memory and spatial skills.

Here, we see Audrey and her peer as they play cooperatively The Ladybug Game. In their play, Audrey and her friend are sharing and turn-taking. Also, they are listening to each other’s ideas and responding politely and respectfully to one another.  

1/17/2014

LITERACY/LANGUAGE DEVELOPMENT: Writing

In the Cardinals’ classroom, endless opportunities are provided to write for many purposes. As the children continue to be exposed to language and print and develop an understanding of how words work, they start to understand how to group letters into words.

Each child progresses at their own developmental writing level. The goal is not to tell the children how to write, but to help them sound out words by stretching the sounds. Allowing the child to write the words the way they sound will eventually help them as they learn to read.

Here we see an example of Audrey’s budding interest to write as she writes down her words to describe what she likes to eat for Thanksgiving. As Audrey was provided with help to sound out the words, she wrote:

“PASTA”

“CHICKEN”

“BREAD”

What also helped Audrey was displaying the HWT alphabet chart which enabled her to refer to it as she wrote the words. At times, Audrey knew the sound of the letter she needed to write next but she needed to find its form, so she used the chart as a reference. Along with teacher support, the chart helped Audrey make letter-sound connections to the words she wanted to write.

Eventually, with practice and formal teachings, Audrey will learn what are called the conventions of print, e.g., writing from left to right, the difference between uppercase and lowercase letters, how to put spaces between words, and how to use correct spelling and punctuation.