If you can walk, you can dance. If you can talk, you can sing (Zimbabwe Proverb)

It was a very rainy day today. Horrible day really. We really couldn't go out, so we asked the children after snack time, what they thought we should be doing now. And they all agreed that they wanted to dance and play fun games with the music.  So that's what we did. 

The bee dance

I asked the children to follow the rhythm: they had to pretend to be little bees. When the music was fast, they had to dance fast ; when the music slowed down, they had to slow down too. They LOVED it!! They had so much fun, it was amazing. 

Musical statues

We also played musical statues and I chose tunes which went very quiet and suddenly very loud: Flight of the Bumble Bee by Rimsky Karakov, In the Hall of the Mountain King by Edvard Grieg  or The Return of the Animals by Danny Kosarin. The children had to concentrate a lot. At the beginning, they thought I had paused the music and froze, when the music had only really got quiet. It took them a while to get it right and adjust their movements to it but this was part of the fun! How wonderful it is that with very little effort, a teacher can bring such happiness to children each day just by providing the opportunity to do a little something with music. 

Adapting our classroom to the needs of the children

I have just realised I haven't posted any pictures of our classroom for quite some time now. And things always change in the classroom. I can't push the walls but I surely can adapt the layout to the needs of the children year after year.

This September,  I am opening my doors to  a larger number of 2.5 to 3.5 year-old preschoolers. They will form our "caterpillar" group. The "veterans" (over 3 and a half year old and going to primary school next September 2017) will be called the "butterfly" group.  I wanted to strike the right balance between the 2 groups and accommodate each of their needs, keeping in line with the Montessori method of education and the Reggio Emilia approach. 

Here is what our classroom looks like today: 

Transition bags (also called "quiet" bags)

Transition times in our classroom have always been an exercise that required tact organisation, patience and swiftness. What are transition times I hear some of you ask?Transitions are those periods of time when the children are moving from one activity to the next. In our setting the main transition causing chaos is usually the one after snack time when we need to clean up the tables and help the children putting their snack boxes away in their bag and put on their coats in preparation for our outdoor activities. Well, let me tell you that kids at that time especially get quite excited about going outside.

Our new sensory table

I have been using sensory bins from time to time. But this year, I wanted to have a more permanent feature in our classroom and I have been begging my husband for months for a DIY sensory table.

Gosh, I do love Autum time!

Autumn time is really here. Here are a few self-explanatory pictures to show you what is going on in our classroom at the moment to celebrate Autumn. 

• Learning about acorns:

using seeds to fill in the template

 

 

• Our Autumn Table interest:

 

 

the Root Children

 

• Halloween decorations

 

 

 

 

More ideas to come for Halloween .. Keep in touch! I hope you like it so far..

 

 





The 3rd teacher: our new Reggio inspired classroom

So if you have read my last 2 posts, you will know that I have  decided  to integrate some of the Reggio Emilia approach to my teaching methods. But so that we are clear,  I do not claim to be a Reggio teacher. I have, however, after a few months of study, learned to borrow bits and pieces from different Reggio-inspired teachers, blogs and from many books on the approach. It's not perfect yet.. There are things that I would like to change completely but time and resources were short so I had to do with what I had or what I could find at home (or in car boot sales).

 So where did I start? I transformed my classroom and started with a blank canvas. First, I moved all the furniture in the middle of the classroom. I removed most of the materials too and piled them up wherever I could! What a mess!!!

I studied many pictures of Reggio classrooms and I do love how they are designed to become the third teacher. If the environment is set up right, the children will be more likely to be actively engaged with the materials. I have made sure that the children are actively engaged and that they are  learning through play. I kept my Montessori areas (maths, literacy, science, sensorial and practical Exercises areas) but I made room for a block area and for a small world corner. 

Some of you may ask me why I didn't add a home corner, and why I chose a small world area instead. First of all, I don't have a huge space to play with. So my options were limited. Secondly, at this stage of development and with limited exposure to real life experiences, small children benefit a lot by having small world play clearly modelled to them. Contrary to popular belief, children don't always know how to pretend play, especially with imaginative toys promoting role-play; they do need guidance to show how they can re-enact situations they encounter. Why? Maybe because they have not yet either experienced the scenario for themselves in real life or watched the adult demonstrating what to do. Or because they haven't got the skills and maturity to do so just yet.  When I started my preschool, I did have a small home corner (despite what Montessori thought) but I had observed how chaotic it could become: children were not ready to engage in the early stages of proper imaginative play and the corner was usually a chaotic  and messy space where children felt they could go a bit "wild" . So I got rid of the homecorner as I found it unproductive and as I was eager to follow Montessori by the books. But after a few years of observations and work with the children, I can now say that in my books, Small World play is the stepping stone to homecorners. Let me explain:

1. children start to learn how to use their imagination independently at first then with one other peer.
2. They start to narrate their play and thus developing early story-telling skills
3. They start to re-enact familiar experiences in a similar way to role-play
4.  I found that small world play can be very cheap to set up if you really want to and easy to make from found, natural and recycled materials. 
5. Small World Play promotes  creativity if you provide children with open-ended materials
6. Engaging for all ages from 2 up until 10! Same scenes, different skills and outcomes. 

The children I teach in my preschool are aged 2.5 to 4.5 this year and I think the Small World Corner will address their needs much better. Here is a snap shot of our corner:



And here is our new construction area:

I really think blocks are the epitome of open-ended materials. Children express their creativity when playing with blocks, making designs, constructions and sculptures. In the construction area, a child needs to think, to solve problems, to negotiate and invent. And while they do that, they learn about Blocks require a child to think creatively, problem solve, negotiate and invent. They learn about balance, angles, height, perspective, stability and symmetry through trial and error as they construct their buildings. Magic!! And if you add a mirror, the child will learn  to think 3-dimensionally!!!! 

I have re-thought our reading corner and excluded it from our circle time area. It is more defined this way, especially as I have tried to turn it into a little cosy and private area with the help of a few cushions scattered on the floor and a little lamp (please note that I need to add an extension to the lamp and hide the lead as it is not safe the way I am showing it to you right now). I am hoping the children will find it inviting and will feel more enticed to come along and quick a book for quiet time.

Beside the reading corner is our circle time area. The calendar hasn't been changed and children will sit on the floor together.

Right beside our circle time area, you will recognise our jigsaw shelving unit (which happens to also serve the purpose of a desk - my desk!).

Right beside the jigsaws is now our nature table! I am hoping to use it a lot more than I have in the past and I will look for inspiration on all the wonderful blogs across the blogosphere. I wish I knew how to work with felt and make all these beautiful landscapes that my dear friend Karen creates (click right here to have a look at what she does! Amazing!). Unfortunately, I don't.. I have added mirrors to the table and in front of it to add another dimension to the display and to attract the children. I haven's set it up yet but I will keep you posted on our different types of nature/interest tables in the future.

I haven't moved our science shelves. They are fine where they are and the materials can be used on the round table placed right besides them. On the left hand side of the science area, we are back to the construction corner.

As you enter the room, the first corner you meet, right on the left by the window is our Montessori literacy area (writing and pre-reading). I have a mirror displayed on a small easel for the beginning of the year: I guess you can consider this as my 1st Reggio provocation. I am hoping the children will look at themselves and feel like drawing a self-portrait using the markers/crayons, and googly eyes at their disposition on the table and shelves.

Montessori insets and markers/crayons

Reggio provocation?

Tracing tray

Montessori sandpaper letter and my phonics booklets

In the centre of the classroom, you can see our Montessori Practical Exercises shelving units.  Here is a quick look at what I have put on our shelves for the start of September.

spooning and tonguing

nuts and bolts, key sets and salt pouring

fine motor skills (pincer grasp and hammering, play dough) and our tray of table mats

opening and closing bottles, and transferring activity from one jug to another

Using pegs

Catching fish ( magnetic game) and lacing activity

More lacing as well as balancing game

On the right hand side of the PLE area, you will find the Montessori Sensorial corner, right in front of the reading den.

By the Sensorial area, you can see our Montessori maths shelving until and our Geography/History corner.

And of course, our little art corner with the sink right beside it.

So what do you think? Any suggestions? As I explained, it is going to be a progressive transformation. There are so much more to do !! Stay tune for our next post on all the new materials I have brought in following the Reggio Emilia approach..