Children traced the pattern of shadow and light made by using a flash and then we traced our shadow with a crayon. Children chosen their favorite objects in the classroom and make a shadow with it. We also set up a lamp as a light source and place our object between the light and the paper and go outside and trace your body onto the sidewalk with chalk.
Tracing shadow Children traced the pattern of shadow and light made by using a flash and then we traced our shadow with a crayon. Children chosen their favorite objects in the classroom and make a shadow with it. We also set up a lamp as a light source and place our object between the light and the paper and go outside and trace your body onto the sidewalk with chalk.
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To continue to support the children interests, we offered different experiences for them to explore and to express their ideas about insects, snails, and roly-polies, such as creating an insect world with fingerprints,making a roly-poly with paper, exploring paper rolls and creating an insect with wiki sticks. Throughout the exploration, we noticed how much the children know about snails, roly-polies, and insects, as they showed their understanding through the creation. The children also displayed how they shared the tools and ideas with their friends, as they asked each other “How did you make that?”, “Can you show me how to do it” and “Can I use your glue?” which connect to our central idea: "Solving conflicts with others. Look for an answer through books! While the children are discovering things about snails, roly-polies, and insects, they asked each other some questions this week; What do insects look like? Are snails insects? Why snails no legs but roly-polies have many legs? Why ants only have 6 legs? Are they all insects? The children helped each other to answers the questions: “I think snail is insect.” “No, snail is not insect, but he does not have 6 legs.” “ I think because they are just like that,” “Maybe they all insects?” To assist them to develop their research skills, we then asked: “How can we find out the answers for the questions that you have? They suggested: “Maybe be we can take look with magnifying glass”, “We can also use your computer” and “I know, we can ask Ms. Graff to find a book”. We borrowed a book called: Bugs are insects by Anne Rockwell. After reading, the children found out that the insects have six legs and three parts of bodies. The children shared: “So the snail is not an insect, because he doesn’t have legs.” We will continue to investigate about snails, roly-polies, and insects with the children next week. Other exploration: The children enjoy playing phonetic and bingo games with their friends very much. Through games, they are not just learning the sounds and numbers, they also learning how to negotiate and explain to each other how to play the games, which is connected to our central idea: “Solving Conflicts with Others". We are learning how to write our name in Korean! Strawberry Picking!! Thank you Anita (Abel's) mom to help us this time. The children had a great time at the farm. They can't wait to take the strawberries and share with you at home. During the 'connection' stage of our inquiry, of our 'How the World Works' unit of inquiry, we read a book called Fireflies by Julie Brinkloe. We have read this book multiple times as a class, enjoying the beautiful descriptions in the story. "Fireflies! Blinking on, blinking off, dipping low, soaring high above my head, making white patterns in the dark." As we have been reading, we've been noticing lot different things that make light in the story. We noted down the different lights sources that we saw in the story: Philip- My shadow keeps chasing me Mason- Light comes from the Sun Hilma- Ghost likes shadow. Seojin- School time is bright and sleep time is dark. Kaylee- We can make shadow. Queen-Bat likes dark. Simone-Shadow is black Max-Shadow is everywhere. Johannes- “look! I can make a shadow” Clovis- My fingers makes shadows Mina- Shadow is black Clare-Sunshine is too bright Johannes-Let’s catch the shadow Vilmer-I find the shadow Reading Fireflies got us thinking about the other sources of light around us - types of light! So we went on a light hunt around school. Here are what we found! While looking for the light, Junior Preschool friends found many shadow as well. Children noticed that lights and shadow appears together like a friend. We wonder what makes a shadow and where it comes from so, we try to make a shadow together. As part of our investigation into shadows, we came to two agreements about shadows: Shadows are all black (dark) If you're under the light, your shadow will be on the ground but if you're under a tree you can't see your shadow One of the questions that emerged from our investigation into shadows was: 'Can we catch the shadow? We try to make a shadow with a flash light and draw a shadow. Before we make a shadow, we walk around the classroom to find our favorite object to make a shadow. Children help each other to flash a light until their partner is drawing a shadow. Snails and Roly-Polies Discovery After the spring break, the children have been noticing that there are some new flowers in the garden, as well as a lot of different insects. We invited them to go on a nature walk to see what insects were in the garden, in order to support their interest. The children found a lot of different insects and they took a photo when they found one. One day, the children found a lot of snails and roly-polies in our garden after the rain. The children displayed curiosity and engaged with their friends to investigate the snails and roly-polies through observation, communication, and thinking skills, as well as, they have been asking each other a lot of questions about snails and roly- polies. The children also work as a team to wash the snails’ containers and prepare some soil and food for the snails and roly- polies. As teachers, we are going support them when they need it, meanwhile, we are going to listen and observe how they are going to find out the answers. Through this inquiry, the children will demonstrate abilities to use observation and recording skills, in order to share their ideas and findings with others, in addition to other skills, such as counting and language. As well as, they will learn to negotiate while using tools/books that connect to our central idea “solving conflicts with others. When you child ask? “Why is there a moon?” Don’t reply back a scientific answer. Ask him/her: “What do you think?” He/she will understand that you are telling him/her, “You have your own mind, and your own interpretation and your ideas are important to me.” Then you and he/she can look for the answers, sharing the wonder, curiosity, pain, everything. It is not the answers that are important, it is process-that you and he search together. Carlia Ranaldi- Director, Reggio Emilia There are many ways to express yourselves. Through a verities of ways, the children have been sharing their ideas and understanding of insects, such as crafting, drawing, and movement. Having some fun with Ms. Old. Building up the teamwork- fun time with Ms. Son. Ms.Son showed us two fun games to play with our friends. One is called cleaned up your room; Divide the group into two team and each team have some balls. The children need to work as a team to throw the balls to other team as fast as then can in 2 minutes (clean the mess). Which team has less balls which is the winner team. Second game is called the banana game; one of children tack a child and the child needs to put two arms up like a banana. Other friends need to free him/her by touching his/her's arms(peeling the banana). Other explorations Ms. Graff read two books about roly-polies and snails. Junior Preschool friends use a familiar tool in a novel way, utilizing a rolling pin typically found in the kitchen in a new place: We have a few types of special rolling pins we use for painting: one set has varied textures on a roller, while the other has a fabric covering, sopping up the paint and redistributing it onto the paper. The kids are intrigued by the textures and love to swap and share rolling pins during this project.
First week! After the spring break, the children have been noticing there are some new flowers in the garden, as well as a lot of different insects. To support their interest, we then will prepare a variety of materials based on the flowers, insects and spring, for the children to explore. Exploring the new unit "Sharing Our Planet"! We are continuing to explore the inquiry of “How We Express Ourselves”, and we also have been introducing a new inquiry of “Sharing Our Planet”. To help the children understanding the new unit, we then discussed what the meaning of sharing our planet” is. The children showed the confidence to share their ideas: “It’s about sharing toys.” “It means we share the planet.” “I think it about the earth.” “How about what is really meaning of sharing.” “I think it means take turn to share the toys.” “How about the share the earth?” “But How to share the earth?” “But how to share our toys?” To support them to make connections between their understanding and the unit, we then started with “how to share our toys and what does sharing mean? The children showed us what sharing toys looks like when they were exploring the materials. Here are some photos to share with you. Finding a solution! Thank you to Pete's parents to give the children different kinds of erasers. We were supposed to give the children dinosaurs erasers and other different kinds of erasers on Thursday. However, it was a little tricky to choose who could have ice cream, cupcakes, jets or elephant erasers. Therefore, we only gave the dinosaurs to the children on Thursday. On Friday, we discussed with the children how we share other different kinds of erasers and how we choose who can go first to receive the erasers, since we are exploring and discovering a way to share toys and make it fair to everyone. The children came up with many solutions on how to solve the problems and we then took a vote to have a final decision. The children all agreed they can choose four different kinds of erasers and followed a clockwise direction to takes turns. We are so proud of our children who are able to discuss, and listen to solve the problem. Out task is to help the children communicate with the world by using all their potential, strengths and language and to overcome any obstacles presented by our culture. By Loris Malaguzzi |
Meet the EARLY YEARS teachersMS.CarolCarol Lesser has over 20 years of experience in early childhood and ESL education. She has taught in Taiwan and Canada and has also worked at international schools in Korea, Indonesia, Singapore and Mongolia. Carol earned a Diploma and a Bachelor of Education in Early Childhood Education from universities in Taiwan. Additionally, she earned a Montessori Graduate Diploma in Vancouver, Canada. Furthermore, she earned a Master of Education in Teaching Second Languages in Toowoomba, Australia. She also has certification in Reggio Emilia, PYP, ESL, and the University of Cambridge International Primary Program. In her free time, Carol enjoys dancing, cooking, organizing social events with her husband, Michael, and traveling. She has been at Busan International Foreign School since 2015. kATHY SONKathy Son has over 20 years of experience in education. She has worked at BIFS since the winter of 1995. She has a Bachelor’s degree in Child Development in California State University of Fullerton and has done a Teacher Credential Program in Concordia University, Irvine. In her free time Kathy enjoys going shopping and watching movies with her family. Archives
August 2017
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