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Book Activity: Please Write Back!

February 25, 2010 by notjustcute Filed Under: Building Readers, Learning through Play and Experience Leave a Comment

Please Write Back! (Scholastic Reader Level 1)In Please Write Back! Alfie writes a letter to his grandma- going through all the steps of letter writing addressing and stamping by himself- and then waits anxiously for her reply.  Finally, he gets something.  But it’s not the letter he expected, it’s a package!

After reading this simple story, extend the story and support sensory skills by doing a feely box activity.  Just as Alfie was anxious to find what was in his box, the children can take turns feeling an item in a box and guessing what it might be.  You can simply use a box and hold it high enough that the children can’t see – though someone will always try to peek!  You can create a simple feely box by securing a sock around the top of an empty oatmeal canister.  Then, cut the end of the sock, so that a hand can reach through it and into the box.  You could also make one with a small square box, using an inexpensive (and/or outgrown) stocking cap in the same manner.  Stretch it around the sides and then cut a slit in the top for a hand to reach through.

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Cornmeal Play

February 22, 2010 by notjustcute Filed Under: Learning through Play and Experience 1 Comment

If you’re looking for something new to put in your sensory table, consider cornmeal!  Some types are more fine than others – the fine stuff can leave a bit of a dusty residue on those little hands, but no permanent harm done, right?  Whether you have coarse or fine cornmeal, the kiddos just love it!  Compliment the play with toy cars, scoops in a variety of sizes, and even combs to create a fun texture!  Around Valentine’s Day, I threw in some foam hearts and the children kept themselves engaged burying and digging up their “treasures”!  You could add any foam features, plastic figures, or some beads or rocks. 

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Shaky Egg Sound Match

January 27, 2010 by notjustcute Filed Under: Learning through Play and Experience, Music and Movement Leave a Comment

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Here’s a quick, easy, and inexpensive way (music to a teacher’s ears, right?)  to create a great tool for incorporating music and auditory discernment.  Whoa, back up the truck, what was that?  “Auditory discernment” is the ability to hear the differences and similarities between two sounds.  It can be as simple as hearing the difference between a bell ringing and a horn honking, but it’s also the groundwork for hearing the difference between the sounds in words, like the short e sound and the short i sound.  Phonemic awareness is a critical reading skill, and it is completely auditory.  So building auditory skills actually paves the way for reading skills.  OK, so back to the project at hand!

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Fruity Scented Kool-Aid Playdough

January 25, 2010 by notjustcute Filed Under: Create, Learning through Play and Experience Leave a Comment

I love cinnamon scented playdough, which I listed here, but I also love the fruity scent of Kool-Aid scented playdough!  Adding an extra appeal to the senses could hardly be easier!  Start with the Classic Playdough Recipe.  Add a packet of Kool-Aid to the water before adding it to the pan.  Ta-da!  Simple, right?  Now, if you already have a batch of playdough made up, you can also knead the powder right into the dough.  It takes a bit of time to get it mixed through, but because it hasn’t been cooked, the scent may actually be stronger that way.  Just be sure that the powder has been worked in completely.  You may even want to let it sit overnight to be sure that the powder has been fully absorbed. 

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Paint You Can See…Smell…and Feel!

January 21, 2010 by notjustcute Filed Under: Create, Learning through Play and Experience Leave a Comment

 

If you’d like to incorporate a few more senses into your painting projects, add some regular salt generously to your tempera paint and use as fingerpaint or with a brush.  The resulting project will have a bit more texture and grit that becomes even more visible as it dries.  Use side by side with “regular” paint for a great texture comparison.  This will spark interest as well as encourage the use of new vocabulary words like bumpy, gritty, sandy, smooth, etc.  (If you’re not fingerpainting, you might want to use your older brushes for this one, as the salt tends to get into the bristles a bit.)

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Book Activity: My Crayons Talk

January 20, 2010 by notjustcute Filed Under: Building Readers, Create, Learning through Play and Experience 3 Comments

My Crayons Talk

My Crayons Talk by Patricia Hubbard is a perfect introduction into the interplay between color and language.  The girl in the story explains how her colors talk as she draws.  For example, “Yellow chirps, ‘Quick, Baby chick.'” The accompanying picture shows the girl sitting in a straw-colored meadow, surrounded by baby chicks, while wearing a sunny sun dress and funky sunglasses. 

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Introducing the Five Senses!

January 13, 2010 by notjustcute Filed Under: Building Readers, Learning through Play and Experience, Music and Movement 1 Comment

My Five Senses Big Book

As I mentioned before, the purpose of teaching about the five senses in preschool is not for the children to be able to recite the five senses, but to build sensory awareness.  Whenever I introduce the five senses, I like to start out with the book, My Five Senses by Aliki.  It does a great job of simply introducing each of the senses, and then pointing out how we may use several of them at the same time, and that we use them to be aware of what’s around us.  It’s very brief, very simple, and right to the point.

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Unit Theme: Exploring the Arts through Our Senses

January 11, 2010 by notjustcute Filed Under: Create, Learning through Play and Experience, Unit Themes 3 Comments

Introducing the new unit theme! Dat-da-da-dah!  “Exploring the Arts through Our Senses”! 

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Mitten Match

January 5, 2010 by notjustcute Filed Under: Get Outside, Learning through Play and Experience 5 Comments

For those of you implementing a winter theme, consider creating a mitten match!  You could use actual gloves and mittens and have children pair them together, or create a type of memory game like the one I did here.

I made mine out of felt for quick and easy durability.  I gave each set different characteristics, but you can see, for my older children, I made it a bit challenging by making some pairs similar to other pairs.  I thought I had made each set as a matching pair (with one lefty and one righty), but it looks like a lack of sleep caught up with me and some are opposing and some are not.  I can see an argument for either.  If you make each hand you have an actual pair, but if you make them the same hand, you have an identical match.  I ‘ll let you decide for yourself, or just be like me and make them late at night and see how they look in the morning!  

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A Brainstorm of Snowstorm Painting Projects

January 1, 2010 by notjustcute Filed Under: Create, Get Outside, Learning through Play and Experience 7 Comments

There are so many fun ways to paint a snowstorm, I couldn’t settle on just one!  So instead, you get my rambling brainstorm of the many ways to paint a snowstorm!  With each method, I like to start them out with a background picture, the scene behind the storm.  I may have them color something with crayons or provide geometric shapes cut out of construction paper for them to glue on to create houses (square+triangle), trees (triangles), or even snowmen (circles).  You could also cut out scenery pictures from travel magazines.  Of course, you can also just paint the snow, particularly with younger children.  For many children, the fun is just in controlling the storm, so the background doesn’t really matter much.  Just be sure to use colored construction paper for each of these methods, so that the snow will show up!  Darker colors like blue, gray, and black show the snow even more dramatically!

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I’m Amanda Morgan. Here’s what I’m about…

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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