Tuesday, 12 July 2016
Earlier that morning I had filled up a big trug of water and after a bit of mixing in the mud kitchen 'S' noticed the water and headed over with some tools to investigate!
After lots of scooping, mixing, splashing and pouring...and even some tasting, 'S' then investigated the trug itself
Running her hands around the edge and then with spoon in hand she was banging on the side under the water; looking, feeling and listening on the outside of the trug. Feeling the resistance of the water in her other hand as she explored the sounds she could make.
When she was finished with that 'S' went back to the water, abandoning her tools, she wanted a really good look...
Supporting her weight with her hands to keep herself safe 'S' lowered her head down towards the water.
Seeing her breath causing ripples in the water 'S' began blowing harder and saw the ripples increasing across the water surface, leaning lower and lower, blowing as she went, until eventually her face dipped in the water at which point she pulled herself back up and looked up with a huge smile on her face!
At this point I took her cue she was finished, and everyone was really quite wet and getting cold so we headed inside to warm up and find some snack!
Characteristics of Effective Learning
'S' was provided with plenty of time to take her self-led learning where she wanted it to go. She kept her attention on this activity for quite some time, not distracted by another child playing around her, sometimes also in the water. She noticed the small details, such as the ripples in the water and tried to take this further, showing her obvious pleasure after her slight dip at the end!
'S' was somewhat aware of the risk of playing with water and knew how to keep herself safe, slowly and carefully exploring, managing her own safety but keen to have a go to extend her knowledge. She used many of her senses to explore the media and displayed curiosity of her tools and how they could be used.
'S' tested out her ideas of banging against the side of the trug and perhaps linked this to her existing knowledge of when she bangs things outside of water. She explored the cause and effect of splashing with different tools and her own hand/arm and decided in her own time when she had finished with her exploration and moved on to another activity.
Extend water play incorporating bubbles, water beads, items that sink/float
Extend scooping/pouring with wider range of containers, funnels, tubes
Transfer skills of scooping/pouring to mud, sand, baking activities
Extend knowledge of resistance to mud, shaving foam
Extend understanding of her breath blowing against the surface by repeating activity, provide straws to observe from a different point of view
Wednesday, 6 July 2016
Tuesday, 4 November 2014
Tuesday, 14 October 2014
'H' and 'M' explored sticking the 'building materials' into the dough 'H' saying "oh no!" as the bigger sticks kept falling over. They used some pig and wolf animals to stick into the dough and we looked at the foot prints they made. I used one of the wolfs to re-act parts of the story saying "I'm going to huff and puff and blow your house down!"then we all blew at the buildings and said "gobble gobble gobble" and the wolf ate up a piggy!!
The younger ones needed a bit of encouragement, but enjoyed taking part in the activities with the older children and lots of snorting and giggling at the end!!
All the children are familiar with Mark-Making but we were using new paint sticks which the younger ones wanted to scratch at to explore and feel the texture of the paint between their fingers before we then gave them a bit of encouragement to colour in their pig faces
Thursday, 9 October 2014
A couple of days later the blocks came out again, 'E' has mostly remembered how they go together, I had to remind her just a couple of times to turn one of them over. She announced she wanted to make a really tall tower!