Exploring Trains, Re-telling Stories, Animal Habitats, and Self- Representation

How Can We Get There?

On Wednesdays and Fridays the children have been working together with classroom 2 and 8 to create one long train track that travels down the hallway. We proposed the question, "How can the train travel to the blue door?" The children started the tracks at our classroom door and continued to add pieces to the train track until they reached the blue door. We placed tape on the floor to represent the path the children created using the train tracks. The next week, the children worked on creating a path to get to room 8, their hard work was reflected by the tape line. Once we created one long consecutive path that traveled from the blue door to classroom 8, we were ready to explore it. We provided the children with a scooter train and asked them how they could move together to get to the various classrooms. Throughout this exploration, the children have strengthen their turn-taking skills, communication skills, traveling skills, and measuring skills. 

Michigan 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 1: Infants and toddlers experience environments where the importance of spontaneous play is recognized and play is valued as meaningful learning.

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

How Can we be Represented in Our Classroom Community? 

During self-initiated play in the morning, we noticed that many of the children were drawing their hands and adding various features within their hands. We wanted to expand on this idea of self-representation and self-awareness. We placed white card stock paper and black felt-tip markers on top of the light table. The children worked on representing their hand. Some children placed their hand on top of the paper and moved their marker around the perimeter of their hand, while other children drew their hand by using their other hand as a reference. Once the children completed their hand drawings, we had them pick out a skin inspired paint color that best represented them. They worked on painting their hand using the color they chose. 

                                    

Michigan Standards of Quality for Infants and Toddlers 

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

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

How can we create a home for the Animals?

The children have been very interested in animals. Several of our University students have been working with the children on creating homes for the animals. They have provided the children with blue mat, pieces of green carpet, unit blocks, and plastic animals. The children have been exploring where the animals live, which animals can live together and how they can create a structure to keep the animals safe. 

Michigan 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 1: Infants and toddlers experience environments where the importance of spontaneous play is recognized and play is valued as meaningful learning.

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

How can we re-tell a story?

As a class, we have been exploring the various ways we can re-tell a story. So far, the children have explored telling a story using felt-boards, masks, props, and symbolic representation. Ms. Madison our strategies student has been assisting the children in their re-telling of , " The Three Little Pigs and the Big Bad Wolf."

Michigan Standards of Quality for Infants and Toddlers 

Strand C, Goal 1: Infants and toddlers experience environments where the importance of spontaneous play is recognized and play is valued as meaningful learning.

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.

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.