Month of January 2019



Month of January 2019


Exploring train sounds 


The children have shown a lot of interest in trains, especially the sounds the trains make. At group time, we discussed how the trains communicate with one another using their horns. We provided the children with trains and train tracks to explore with while the sounds of train horns were playing in the background. As the recording was playing, the children heard bells, long horn blasts, and the noise of the train traveling over the track.

Listen to the horns here:









Early Childhood Standards of Quality for Infants and Toddlers 

 Strand D, Goal 1: Infants and toddlers experience environments where they develop attitudes and skills to communicate successfully with others.

 Strand D, Goal 3: Infants and toddlers experience environments where they discover and develop different ways to be creative and expressive about their feelings and thoughts.

 Strand E, Goal 3: Infants and toddlers experience environments where they are encouraged to interact and learn with and alongside others.



Exploring parts of the train 
To extend the children's understanding of trains, we have been reflecting upon the various parts of the trains such as the wheels, various cars of the train, and the whether or not the train has a smoke stack. One of the ways we have extended the children's understanding of trains, is by providing them with cut out pieces of construction paper. Black circles to represent the wheels, yellow rectangles for the windows, blue rectangles to represent the cars, and long black oblong shape to represent the smoke stack. The children represented the train in a variety of different ways.




Early Childhood Standards of Quality for Infants and Toddlers 

 Strand C, Goal 3: Infants and toddlers experience environments where they learn strategies for active exploration, thinking, and reasoning.

 Strand C, Goal 5: Infants and toddlers experience environments where their interests and initiative provide direction for learning opportunities and for the practice and mastery of developing skills.

 Strand D, Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs, and stories.




Drawing our families 

 As a class, we have been discussing families and who is in our family. We have read Todd Parr's "Family Book" and discussed who makes up our family. We went on to explore how we can represent our families using felt tip markers and white paper. Some children represented their families using a variety of different sized circles, and other children represented their families using detailed lines. 








Early Childhood Standards of Quality for Infants and Toddlers 

  Strand C, Goal 2: Infants and toddlers experience environments where they gain confidence in and greater control of their bodies.

 Strand D, Goal 2: Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs, and stories.

 Strand E, Goal 1: Infants and toddlers experience environments where the opportunities for learning are equitable, irrespective of gender, ability, age, home language, ethnicity, or background.


Identifying our feelings 

 Every week, we have been picking one emotion and discussing it in great depths. So far have discussed feeling happy, sad, scared, frustrated, anger, and surprised. The children have been identifying the parts of the face which  help us indicate how a person is feeling. Recently, we have been discussing what can cause us to feel happy, sad, mad, scared and frustrated. We have used puppets, emotion cards, and drawings to help us strengthen our understanding of emotions.


Early Childhood Standards of Quality for Infants and Toddlers 

Strand A, Goal 2: Infants and toddlers experience environments where their social and emotional well-being is nurtured.

 Strand B, Goal 1: Infants and toddlers experience environments where they know they belong and have a place.

 Strand B, Goal 3: Infants and toddlers experience environments where they increasingly understand the nature and boundaries of acceptable behavior.









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