Trains, Plants, Balance, and Story- Telling




How can we build a passenger train?


Ms. Tina, our strategies student, worked on creating a passenger train with children. She provided the children with a cardboard box, pictures of furniture, and tape. The children placed the various items they found to have the most value inside of the cardboard box. The children then discussed how the items would be useful to a"passenger." 








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


How can the train transport materials to various places?

As a class, we have reflected upon how trains transport people from various locations. The children have shown an interested in what other items the train can carry. We provided the children with scooters that were tied together with rope, and placed baskets on top of each scooter. The children used the baskets to help them transport wood, blocks, and rocks.  The children used different strategies to carry their cargo from the block area to the grey carpet near the door. 







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 do plants grow?

As a class, we discussed what plants need to grow. We determined that plants need soil, water and and sunlight to grow. To help strengthen the children's understanding of the life cycle of plants, we provided the children with pots, soil, seeds, and spray bottles. The children followed step-by-step directions on how to plant their seeds to ensure the best possible outcome.  We are continuing to track the progress of our plants. 






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





How can we tell a story?

Throughout out the school year, the children have shown a strong interest in story telling. At group time, we read the book, "The Soup Opera." A customer walks into a restaurant and orders the soup. He claims to have a problem with his soup. A series of community members try to help him solve his soup dilemma. We provided the children with renaissance inspired masks to re-tell the "Soup Opera." The children took turns asking the customer why he could not eat his soup.



Click on the video above to enjoy "A Soup Opera" 














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

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.









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