It's Raining!
by notjustcute Filed Under: Learning through Play and Experience, Music and Movement 4 Comments
Whole Child Development
by notjustcute Filed Under: Learning through Play and Experience, Music and Movement 4 Comments
by notjustcute Filed Under: Learning through Play and Experience Leave a Comment
When Froebel created that groundbreaking child-centered preschool in Germany, centuries ago, he chose the name “kindergarten”, which translates to mean, “children’s garden”. It seems fitting, that a proper “children’s garden”, might include an actual garden as well! Class gardens are really the best way to teach science topics like seeds, plants, and the origins of food, as well as pro-social skills such as the value of work, responsibility, and working together toward a shared goal. Additionally, few preschool-aged children can comprehend environmental issues in distant places like rain forests and ozone layers, but they will easily learn about the importance of preserving a good environment when it comes to protecting their own prized pumpkins! And we can’t overlook the development of motor skills that takes place as they care for their patch of plants.
by notjustcute Filed Under: Building Readers, Learning through Play and Experience, Positive Guidance and Social Skills 2 Comments
by notjustcute Filed Under: Create, Learning through Play and Experience 2 Comments
It seems like an obvious recipe, and indeed it is, but here’s a picture recipe in case it helps:
Start with the Classic Playdough Recipe.
by notjustcute Filed Under: Building Readers, Learning through Play and Experience, Music and Movement Leave a Comment
You can never really have too many songs and fingerplays, can you? So here’s another one that is kid-tested and approved! Sing to the tune of “I’m a Little Teapot”.
by notjustcute Filed Under: Building Readers, Learning through Play and Experience, Music and Movement Leave a Comment
You can never really have too many songs and fingerplays, can you? So here’s another one that is kid-tested and approved! Sing to the tune of “I’m a Little Teapot”.
by notjustcute Filed Under: Building Readers, Learning through Play and Experience, Music and Movement Leave a Comment
by notjustcute Filed Under: Unit Themes 9 Comments
I was thinking recently about how much I enjoy teaching the topic of seeds and plants to preschoolers. There’s something powerfully gratifying and awe-inspiring about awakening and cultivating life that attracts young and old alike. Planning around the theme of plants and seeds opens up a multitude of learning objectives. Here are just a few:
Plants and seeds fall under the Life Science category, and introduce preschoolers to many of the Life Science objectives. They can learn about the difference between living and non-living things, the needs of living things, and life cycles. (Sunflowers and pumpkins are particularly good specimens for plant life cycles, because their seeds are easily harvested, dried, and planted again.)
by notjustcute Filed Under: Building Readers, Learning through Play and Experience, Music and Movement Leave a Comment
Photo provided by akaak19.
Singing is a great way to promote language skills and phonemic awareness. Oh, and it’s loads of fun! Here’s a little ditty to go along with your grocery or foods theme. It’s great for parents to sing in the car on the way to an actual shopping trip as well! It’s very simple, and silly, and because they get to add to the song, kids just love it!
To the tune of The Farmer in the Dell.
by notjustcute Filed Under: Building Readers, Learning through Play and Experience, Music and Movement Leave a Comment
Photo provided by akaak19.
Singing is a great way to promote language skills and phonemic awareness. Oh, and it’s loads of fun! Here’s a little ditty to go along with your grocery or foods theme. It’s great for parents to sing in the car on the way to an actual shopping trip as well! It’s very simple, and silly, and because they get to add to the song, kids just love it!
To the tune of The Farmer in the Dell.
In early education, there is too much distance between what we know and what we do. I bridge the gaps that exist between academia, decision-makers, educators, and parents so that together, we can improve the quality of early education while also respecting and protecting the childhood experience.
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