Creative Explorations

Creative play with loose parts: Inspired by trees

design — Sun, 04 Jun 2023 09:18:16 +0000

Loose parts hold a myriad of potential within children’s creative play. The magic of loose parts is that they can be found all around us. Loose parts ignite a child’s imagination during play and are very often everyday objects. The transformative power of play imparts upon loose parts the ideas and innovation of the child at play.

A simple object can become part of a complex series of ideas as children represent their thinking through their play. Selecting loose parts for the play environment is like curating a treasure collection. Want to know where to look to start building your own loose parts collection? Think of objects you encounter every day. The outdoors is a wonderful material resource and the beautiful part of nature’s loose parts is that they can be returned to the outside when they are not needed anymore. As always we are considerate of taking only fallen nature items and collecting only what we need. Some of our favourite loose parts from the natural world are: rocks, sticks, flowers, sea shells, leaves, acorn hats, and pine cones. Explore the environment around you and add meaningful loose parts from nature to your child’s play.

When collecting your materials for loose parts play a divided tray clearly shows children were to place the items when cleaning-up. Through sorting the materials into the divided tray children also explore their mathematical thinking as they consider the attributes of the objects. Loose part materials can be sorted into clear jars, bowls, and containers for easy tidying up and storage when not in play too. We often find however, that the children want to leave their loose part creations out for further play the following day. A small table is often set in the learning environment with a loose parts tray for small world play which allows the children to revisit their play time and time again as they build upon previous ideas.

In addition to natural items the inclusion of wooden peg people, animal figures, and small items spark the imagination of children as they engage in pretend play. Consider what your child’s current interests are and gather a collection of loose part materials to share with them. Within our learning environment the children had shown an interest in collecting the fallen sticks and branches from the trees in our outdoor space. As they wondered about the sticks and trees they were offered a tray of loose parts along with a wooden stackable tree and small world play wooden hills, mountains, and mushrooms. The addition of picture books can also support children’s interests and curiosities when paired with loose part play materials.

Loose parts play allows for the reworking of ideas. They are open-ended to all the possibilities that a child can imagine. There is not one way to use loose part materials. When children explore and use these materials in their play they build confidence, and trust in their own capabilities through perseverance, trial and error, and creative risk. Study closely the loose parts play of children and you will see all the complexities of their thinking. During small world play children build oral language through storytelling, explore mathematical thinking when manipulating objects, and make sense of the their experiences in the world through imaginative play.

Documenting children’s loose part play is also an opportunity to share ideas with children of how they would like to preserve their thinking. Consider taking photos or video record the child with permission to reflect upon and revisit later to extend the play. When a child is ready, asking them to draw their small world or loose parts design is an opportunity which empowers the child to document their own experience and learning. All of these moments form the foundation of life long learning. The confidence to try new things, experiment, and to find joy in discovering new ideas begins in early childhood.

“The wider the range of possibilities we offer children,
the more intense will be their motivations
and the richer their experiences.”

Loris Malaguzzi

Wishing you all the possibilities of loose parts play!

Sincerely,

The post Creative play with loose parts: Inspired by trees first appeared on Creative Explorations.

Outdoor Play: A Mirror of Possibilities

design — Sun, 04 Jun 2023 03:59:55 +0000

Children need time to explore and play outdoors as part of a healthy connection to the earth and themselves. The benefits of outdoor play impact the wellness and well-being of children. When children have the freedom to play outdoors within their daily experiences we honour their rights and foster their relationship to the natural world. Like all relationships building connections takes time and experiences. Children who connect deeply to the earth will care for her, have an understanding that we are all relations, and will protect this precious planet.

This is the foundation of what we believe and informs our interactions with children. There are so many wonderful materials to add to your outdoor play to spark children’s creative thinking as they explore the natural world. Let’s consider a few materials to offer children that you might typically reserve for indoor play.

A mirror is a fabulous material to add to outdoor learning possibilities. Whether your mirror is hand-held or a larger stand alone this addition brings new perspectives and viewing points to children. As children manipulate the mirror in the outdoor environment they think critically, problem-solve, and explore creatively. Depending on the weather, a mirror will ignite the discovery of reflective light. Which is a fascinating property to explore along side children as we inquiry together.

We have added a mirror to several different outdoor learning experiences with children. The first play opportunity focussed on using a mirror in the springtime while the daffodils were blooming. The placement of the mirror invites your child to look closely at the natural world. This experience also included adding a loose parts tray filled with items to create small world play. The mirror can be a play surface as well as a creative space. Children’s artistic creations in the outdoor learning environment are reflected in the mirror as they work. Sparking innovation and mathematical considerations such as, symmetry and patterning through play.

A sunny day is perfect for bringing rainbow blocks and mirror during outdoor play. We have even added our mirror blocks to our outdoor play. The transparent rainbow blocks illuminate coloured shadows created by the sunlight. Light and shadow play outdoors connects children to the rhymthms of the day and the movement of the sun. As children explore the building and design process with these blocks they also explore scientifically. Their investigations rich in trial and error, creativing thinking, and sharing of theories and design solutions when challenges arise.

Mirrors can inspire your child’s play both indoors and when used during outdoor play. When children are using mirrors it is important to share how to handle a mirror safely with them. There are shatter proof mirrors available that are perfect if you plan on allowing your child to handle the mirror. Supervision is always recommended when children are exploring with mirrors. Our creative community would love to know how you have used mirrors within children’s play. Share your ideas in the comments below.

“Always be on the lookout for the presence of wonder.”
E.B. White

Sincerely,

The post Outdoor Play: A Mirror of Possibilities first appeared on Creative Explorations.

The Theory of a stick Inquiry and wonder in the early years

design — Thu, 01 Jun 2023 17:09:38 +0000

“In all things of nature,
There is something of the
marvelous.”
Aristotle

Children’s connections to the natural world inspire many inquiries and wonders within their everyday experiences. Developing the relationship children have with nature begins the moment they step outside. As children experience the joy and wonder of the ever-changing outdoor environment their senses are activated. When children are allowed to engage in daily explorations outdoors we begin their journey and support their sense of being within the world.

The children often bring in nature’s treasures to the indoor learning environment. Whether from their investigations during recess or when we are at play in the outdoor classroom each afternoon. The children showed an interest in collecting sticks that had fallen from the large trees within the schoolyard. Many of the trees were beginning to show signs of bud growth and this was of particular interest to the children. Their questions focussed on the bumps and markings that they observed on the sticks they collected.

The children were given time over several days to develop their theories and ideas about what these bumps might be. Supporting them through the creative arts, and using visual art materials in looking closely, and recording their observations through drawing they shared their thinking with educators. The children were first offered oil pastels as they considered the branches. Their observations focused on the cracks in the bark and the bumps (buds).

The children’s theories and observations were shared during the creative process of drawing the sticks and during our gathered meeting times.

“There would have been branches on the bumps but people could have took them off. They were growing but and then they pulled the branches off.”

“The trees always make the sticks grow really big. The branches get bumpy and then the bump gets smoother.”

“Leafy, there’s a bud in there. There’s a leaf in it growing.”
“It can be a little house for buds. It looks kind of leafy and looks like a flower.”

“The flowers were falling off the tree and the branches. I feel that the branch came off the tree and no one thought of that.”

“This is an interesting stick. Imagine if these were all together and so giant. This one is so cool it has bumps. If all of these were together with all the big sticks it would be giant. It’s getting gianter.”

“I made it colourful. It looks pretty. I tried to trace the stick. It got messy. I did something else with a new stick. I traced it. I have a sun too. It’s really hot cause in the summer. When it’s summer the leaves start to grow. Then when it’s winter the leaves fall off the trees cause it’s too cold they die. Then when it comes back to summer the leaves grow again.”

“I was thinking when it was really strong then the wind. I think it blowed off and over the fence and bounced off the ground and hit the grass.”

The second creative offering to the children included the sticks with the medium of charcoal. When children revisit and reconsider and reflect on their previous ideas and observations new learning can take place. Charcoal offered a new experience as the children learned about it’s properties with respect to the sticks. When materials are in relationship with a subject matter our own understandings of what we are observing are deepened.

Several storybooks along with the Trees of North America research guide were also offered to the children. They continued to gather information from the images and asked questions as we shared and used these books in conjunction with our stick collection. We are following the lead of the children and allowing them time and materials to process their thinking and wonders about the sticks. How exciting it will be when the spring weather arrives and the first few signs of growth on the trees emerges for the children to observe. Until then we will continue to wonder, create theories and share our ideas with each other creatively.

If you would like each blog post delivered right into your inbox become a blog subscriber. We would be honoured if you joined our creative community.

Sincerely,

The post The Theory of a stick Inquiry and wonder in the early years first appeared on Creative Explorations.

Nature’s Canvas Autumn Leaves

design — Thu, 01 Jun 2023 03:03:27 +0000

Children when given the opportunity to express their creative ideas will inspire you with the depth of their understanding of the world around them. I am excited to share with you the creative explorations the children as they inquired about leaves and trees. The children’s interest in nature began in the Autumn with acorns then grew into a fascination with leaves. As their learning journey continued it sprouted into an interest in trees and how they grew. As we supported their ideas and initial theories about leaves and trees we also gave the children several creative invitations at which they could express their ideas and thinking.

The children asked to paint their collection of leaves. In the art studio they used acrylic paint and the leaves became the children’s canvas. As a secondary exploration the children were presented with an invitation to draw using the Sharpie paint pens on pressed Autumn leaves. We used the wooden cubes with various types of lines drawn on them to inspire the children when drawing on the leaves. The children could roll the cube and then create one of the lines on their leaf.

Several of the children used the natural lines they discovered on their leaf for inspiration. They traced the veins and then added their own line designs to the leaf canvas. The children also shared their observations about the shapes of the various leaves. They began to compare the leaves discussing how many points each leaf had. When the children were finished we collected their leaves to include with our documentation of this interest.

Documenting Observations of Leaves

We used the book, Autumn Leaves by Ken Robbins to support the children through several stages of this inquiry. It was placed at the loose parts table with the leaves for exploration. Eventually, it found its way to the writing centre where several children used it in trying to identify many of the leaves they collected. Lastly, we shared it with the children during our inquiry work when we gathered as a group to read it.

We also shared the book, “Picture a Tree” by Barbara Reid with the children. It is a wonderful book with beautiful plasticine illustrations depicting trees in all their glory. After reading the book we watched the a YouTube video of Barbara Reid. It was fascinating to see the process of her plasticine art and it certainly inspired our little artists.

The children were then invited to create their own plasticine trees in the art studio. We opened the inside cover of Barbara Reid’s book for inspiration. The children worked on foam core cut into various sizes and could choose between working on black or white as a background.

The children enthusiastically participated in this art exploration. Their ability to manipulate the plasticine to represent their ideas was extraordinary. We were so impressed with their creativity. However, as we could not find brown plasticine at the store it allowed us the opportunity to work some colour mixing into our invitation too. The children mixed the three primary colours: red, yellow, and blue. This created brown plasticine and the children were amazed as the colours transformed before their eyes. The children’s finished plasticine art work was displayed along with photos of their experience. A beautiful gallery wall display to celebrate all that they had learned and explored.

Illuminated Leaves

Presenting the leaves to the children in a variety of contexts allowed for new and various opportunities for exploration. The children’s work with the leaves on the light panel led to some discussion about measurement. Several of the children placed small jewels around the perimeter of the leaves while other children covered the surface of the leaves with jewels. These experiences allowed us to discuss and compare the number of jewels used in each type of measurement.

This child is exploring how many jewels cover the leaf and lines of symmetry by placing pink on one half of the leaf and green on the other.

Placing and Counting Jewels

Creating Transient Tree Art

During the course of the children’s investigations, they continued to fill the sensory bin with Autumn leaves. Their focus also turned to collecting sticks that had fallen from our oak and maple trees in the playground. They added the sticks to the sensory bin as well. To develop their ideas we presented to the children an activity in which they could rebuild the tree using their nature collection as loose parts pieces. We placed on the floor a large white sheet. Then using their collected nature loose parts the children collaborated and designed a detailed tree on the sheet. Through their placement of each stick, maple key and the leaves their discussions were rich with their learning. Each placement of a nature item within the design reflected their understanding of the tree as a living being growing and moving through the seasons.

Our Autumn Tree - Collected - Gathered - Recreated

We concluded our work with the children’s interest in leaves and trees with a collaborative art piece. It began with some fine motor work and wrapping their collected sticks with yarn. Each child chose a stick and we tied the yarn onto the end. Then they wrapped the yarn around the stick. The yarn was secured with a small piece of coloured wire. The children could also add beads to their yarn if they wanted as they wrapped it around the stick. This work lasted several days and many of the children created several yarn sticks.

The autumn leaves were so beautiful and treasured by the children that we had to do something special to preserve them. We wanted to celebrate all of the wonderful learning that had taken place during this interest. We created a wall hanging using the yarn wrapped sticks and the children’s painted and line drawn leaves. To hang the branch first fasten an eye hook into each end before adding the yarn-wrapped sticks. Then use jute roping to hang the birch branch from two hooks. Next, add the yarn-wrapped sticks with leaves by wrapping the end wire around the birch branch. The end result was a lovely art piece celebrating the children’s artistic capabilities.

“Creative people are
curious, flexible,
persistent,
and independent with a
tremendous spirit
of adventure and
a love of play.”
– Henri Matisse –
Wishing you all many creative explorations!

Sincerely,

The post Nature’s Canvas Autumn Leaves first appeared on Creative Explorations.

Math Play Everyday

design — Wed, 31 May 2023 15:14:29 +0000

“Learning mathematics is about looking at what you thought you understood And seeing that there is deeper mystery there than you realized.”
Dan Finkel

Children’s mathematical thinking evolves naturally out of their daily play and through their curious nature. When a child engages with materials in a playful way, their natural ability to experiment, test ideas and expand their own thinking through investigations builds their mathematical thinking. Children from a very young age begin their mathematical journey in the way that they investigate the world around them. Early mathematical learning is experiential and taken in through the senses.

A young child who is filling and dumping containers is exploring capacity and size. When children organize their collections by colour many foundational concepts are present such as, sorting and classifying. These are just two examples of how children through play make their mathematical thinking visible. In what ways then can we build upon these initial investigations?

When children are engaged in play it is important to remember that we do not want to take over the natural direction of the play. We must not interrupt the focus of the play with our own agendas. That being said, play provides a rich opportunity, to extend learning and communicate with the child about their mathematical thinking. When observing children’s math play, sharing your observations and posing questions that elicit reflection can provide an opportunity for children to share their thinking. When we photograph and record our dialogue with children it serves as a starting point for our next considerations. Technology provides a wonderful way to capture a diary of children’s play that can be shared back with them. In this way, children become reflective of their own play and ideas which in turn sparks new thinking when we share photos with them. Honoring where the child is at and building upon their understandings we gently guide their math journey in play.

Sensory bin play provides many opportunities for mathematical understandings to be discovered through interactions with materials and others. Children naturally create their own authentic math play as they engage in play. As they share in dramatic play children co-create stories that are rich in mathematical thinking. Observe carefully the interactions of children when at sensory play and delight in seeing their mathematical thinking in action. Use your observations to plan the next steps and developmentally appropriate play opportunities you offer children. Let the children guide the learning as they often revisit concepts and ideas many, many times before moving on to new ideas and experiences. Celebrate the mathematical journey through everyday play and learning.

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Sincerely,

The post Math Play Everyday first appeared on Creative Explorations.

Sensory Play with Flowers

design — Wed, 31 May 2023 05:50:16 +0000

Sensory play provides an opportunity for children to build connections, understand the properties of materials, and make sense of their environment. We receive information about the world around us through our senses. Children are drawn to play materials that appeal to their senses. Each child is unique and therefore has their own preferences when it comes to sensory play. Keep in mind the preferences of your child when offering sensory play. Textures, scents, and sounds all impact whether or not a child may explore certain materials during play.

There are so many opportunities for children to delight in the look, feel, texture, scents and sounds of materials during sensory play. Creating a sensory experience for your child doesn’t have to be complicated. Often simple is best, and some of the most loved experiences that we have shared with children include materials from the natural world. Children are naturally curious about the world around them. As you explore the outdoor learning environment use the seasons as inspiration for your sensory play. Collect only fallen materials and often the best sensory play happens right outdoors authentically through children’s investigations.

To create a sensory play experience, a shallow tray provides a great space for your child to explore the materials and items you present to them. A beautiful tray is a great option and you can thrift trays, giving them new life as part of the children’s play materials. The addition of the small wooden bowls, tongs and a spoon also invite children to give their fine motor skills a workout. As they investigate the natural properties of the materials you present to them it builds their connections to the natural world. Children are also deepening their understanding of the environment around them through their play. This type of play engages children’s curiosity and wonders. They begin to question, investigate and seek out information as they play and explore.

Flowers can be used within sensory play in all stages of their development. We have used both fresh and dried flowers in our offerings to children. Each stage of the flower cycle sparks a different experience when exploring through sensory play. In this way children fully come to know the properties of natural materials.

Think of the beauty of a garden. A garden delights the senses not only visually but through touch, and scent as well. I dried some flowers for this invitation to play by simply placing the cut blooms out on our marble baking slab for about a week. I wanted to preserve them for some sort of play experience and with the arrival of the spring weather, I knew this sensory tray would be perfect.

In the bottom of the tray pink Himalayan salt was added. Then the dried flowers were placed throughout the tray. Next, I added the bowls, tongs, and spoon along with the long wooden cookie press. The addition of a mirror as a backdrop to your child’s play will add an additional element and exploration to the play experience. It allows for an alternative view point and often children will watch themselves as they explore in the mirror. A mirror also lends itself to sparking mathematical thinking as well through the exploration of symmetry during play.

Set a mindful play moment with some quiet music reflective of the spring season such as, “Earth’s Flowers” by Tim Janis.. Tim’s music and videos are sure to ignite inspiration for your child’s play and can be found on YouTube. We play them often for the children

I am thinking of so many other possibilities for flowers in our play! How would you use them in your explorations with children? Share below in the comments.

“If we could see the miracle of a single flower clearly,
our whole life would change.”
Budda

Sincerely,

The post Sensory Play with Flowers first appeared on Creative Explorations.

The Joy of Transfer Play

design — Tue, 30 May 2023 12:35:23 +0000

“Free the child’s potential
and you will transform him
into the world.”
Maria Montessori

The quiet stillness of the winter months brings with it an aesthetic painted in monochromatic colour tones. The bare trees silhouetted against the pale winter sky always have inspired me. Their linear branches etched so delicately and filling the space between land and sky. A chilly January day was the perfect opportunity to create this black and white transfer play opportunity for the children. The early morning was spent preparing the table with the materials for the children to explore. It was important to vary the size of the vessels and spoons that the children would use, to encourage some mathematical thinking around capacity and size. This play also focused on fine motor development, practical life skills and was in response to the children’s love of cooking during their imaginary play.

There is a meditative quality about transfer play. The pouring and scooping of the water into the selected vessel requires care and concentration. As the children investigated the quality of the water and learned about its properties through their own individual experimentation we observed how they interacted with each other. The children delighted in sharing their observations and findings. The addition of the monochromatic coloured beads added greatly to this transfer play through the element of sound. As the children poured and scooped the sound of the beads flowing through the water danced in the air.

There are many ways to offer transfer play to young children. Here are some of our favourite materials and many can be found right in your own kitchen or purchased from second-hand stores.

~ measuring cups & spoons

~ ladles

~ teaspoons

~ those collectible mini teaspoons from souvenir shops

~ silver or glass creamers for pouring

(really anything with a spout will work)

~ muffin tins

~ wooden bowls various sizes

~ I repurpose my glass yogurt containers for this type of play

(check your recycling bin)

~ a tray or baking sheet

~ tongs & tweezers

~ pipettes

~ silicon muffin liners

~ motor and pestle (especially when offering herbs)

Now select your material for transfer. You can choose to use wet or dry materials for this type of play and changing the transfer material will renew your child’s interest in this type of playtime and time again. For water play, you can add items to the water or colour the water if you like. Consider adding ice cubes to liquid water and engage the children in a discussion about the different states of water. Science and play all in one! I have used lavender, mint leaves, rosemary, buttons, beads, beans, rice, oatmeal, rocks, wool felt balls and marbles all for this type of activity.

I hope that you are inspired to try some creative transfer play. I would love to hear about your transfer play explorations. Share in the comments below and let our creative community read all about it.

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Sincerely,

The post The Joy of Transfer Play first appeared on Creative Explorations.

The Power of Storybooks to Inspire

design — Thu, 18 May 2023 05:57:04 +0000

“A book is a dream
that you hold in your hands.”

Neil Gaiman

Literature can inspire even our youngest learners. Storybooks are an integral part of our learning environment. They are incorporated throughout the space to guide and inspire the children. Books have been purposefully placed in the block building area, to our kitchen play, within the math materials space, the art studio, and of course in the bookshelf. Really there are books everywhere! There is no doubt that I love picture books. I always have because I am a visual learner. I can remember as a child being so disappointed the first time that I was handed a chapter book with no pictures. I always loved to draw the illustrations in the books that surrounded me as a child. It’s perhaps why graphic novel books are so well-loved by children in their tweens and teens. I know my own two children love them.

Within the learning environment, we observe children as they explore books even before they have an awareness of text. The illustrations allow them to visually read the story and when we engage in dialogue with children about their observations from the book we begin their journey in reading.

The storybook, “Color Blocked” by Ashley Sorenson and David Miles sparked creative thinking and work by the children over the duration of several weeks. This engaging storybook was shared with the children as they gathered together in the morning. They were then offered the following at the table; watercolours, black fine-tipped markers, and the illustration of the colour factory in black and white from the storybook. Several children situated themselves at the table and began to visually dissect the image from the text. When they were challenged by the complexity of this image we guided them through beginning at the top and drawing small sections at a time of the image on their paper. Defining lines and shapes step by step and breaking down the image visually helped in developing their confidence in drawing this image.

The dedication of the children to their creative process was amazing. Each day several of them would ask to return to their artistic work. Once they were satisfied with the drawing they added colour using the watercolour paint. Each piece was unique and spoke of the children’s interpretations of the story and what they thought a colour factory might look like. This was also a great opportunity to introduce to children who had not explored watercolour paint before techniques when using this wonderful medium. The art studio is alive with so much learning that develops early literacy skills. The inclusion of storybooks in the art studio brings to life artistic expression and critical thinking as children analyze the illustrustions in the book. When children explore the pictures in a storybook they are making meaning as to what the story might be about. This is an important facet of early literacy development. The art studio then allows children to communicate and express their thinking not only verbally through discussion, but also visually through their artwork.

Storybooks provide a jumping-off point for further inquiry within children’s play and learning. They are an integral part of our programming and research alongside the children. Storybooks provide young children with inspiration and information. We explore a variety of fiction and non-fiction texts. The ability to gather information and engage in the learning process with books enables children to become lifelong learners and independent researchers of their ideas. The joy of reading begins with a love of books. Here’s to many creative explorations sparked by the inspiring illustrations found within storybooks.

What picture books inspire you? Share below in the comments we are always looking to add new titles to our ever growing book collection.

If you would like each blog post delivered right into your inbox become a subscriber. We would be honoured if you joined our creative community.

“I do believe something magical
can happen when you read a book.”

J.K. Rowling

Sincerely

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Extending Children’s Play and Learning

design — Thu, 18 May 2023 05:10:37 +0000

I’ve been thinking a lot lately about children’s play and learning. As we build our relationships with children and support them in their learning here are some considerations for extending children’s play. I’d love to hear your thoughts too. So share in the comments below.

After careful observation of the children’s play and thinking, there is an opportunity to extend and build upon initial play ideas. Play does not occur in isolation. Within play a relationship exists between and among materials, children and educators, and the experience itself. Play is born from our previous explorations with materials and ideas too. These experiences inform what will occur in the present and inturn, the present informs how the future play opportunities will unfold. Add to that our own observations of others in play and there is a rich experience filled with multi-layers of nuanced moments and creative opportunities all built upon relationships.

Supporting children to have positive play experiences, therefore, begins with our own ability to carefully listen to and observe children. As parents and educators, we bring our own experiences with play to each encounter with children. Guiding children’s thinking and extending their current play interests rests on our ability to see, listen and honour children’s unique ideas about their play. Play is the space where children experiment, create and innovate. So the big question to consider is, “How do we extend children’s play without taking over with our own good intentions and ideas?” We must be considerate of the children’s play journey. Guiding them without pushing our own agenda on the play honours the rights of the child and their unique experiences in play. Consider the following when engaging in children during play:

Observe the play, document what you see, hear and notice. Take photos, videos, and notes.
Reflect with the children. Share the experience back to them through the photos/videos. Record their thoughts. Ask questions, “I wonder why that happened?” “I noticed this…” “I see you…” “Can you share with me what made you think of that?” “What might you do next?”
Add new materials, books, and opportunities to think about within the children’s interest/play space. The addition of one new material ignites creative thinking and introduces another layer to the play.
Change the location of the play. Bring the play materials outdoors for example. This can invite new thinking and innovation to children’s ideas.
Offer children art mediums to record their play, thinking, and ideas. Paint, pastels, charcoal, and clay can all be considered in relation to the play focus. This not only engages children in documenting their own play and learning but allows for reflection and the sharing of ideas.

Children are often fascinated by the interaction of light with materials from within the learning environment. The addition of transparent materials sparks this discovery and is an intentional addition to our offerings for the children. Some examples of transparent materials are: rainbow blocks, coloured shapes, glass gems, prisms, acrylic pebbles, and sheer fabric.

As we support children’s well-being in the learning environment the calming area has also inspired the children to wonder about reflective light as they explored with the mermaid fabric in the sunlight. These authentic discoveries often begin investigations that last for several weeks as the children continue to inquire about their interests and curiosities. After observing and documenting the children’s initial ideas, thinking and conversations, we curated a collection of transparent materials along with flashlights to extend their play and learning. The materials were set in the sunlight on a sunny day for the children. As they continued to share ideas and make new discoveries we continued to observe and document.

We reflected with the children, looking at the photos captured during their play and allowing them shared their discoveries with each other the following day. This sequence of observe, document the play, and reflect continues for as long as the interest in the children continues to be sparked by new thinking. Quite often children will also move on to a new interest only to return to a previous play exploration or idea later. This ebb and flow of interests is supported through a flexible environment that responds to and values children as autonomous learners. The journey is filled with joyful play and meaningful relationships for a lifetime of learning.

“A child’s play is not simply a

reproduction of what he has

experienced, but a creative reworking

of the the impressions he has acquired.”

Vygotsky

If you know someone who’d love this post. Please share it with them. I look forward to reflecting with you in the comments. Don’t forget to share below.

Wishing You Many Creative Explorations in Play!

Sincerely,

The post Extending Children’s Play and Learning first appeared on Creative Explorations.

The Kindergarten program

design — Thu, 18 May 2023 04:57:47 +0000

It’s been several years since the introduction of The Kindergarten Program document here in Ontario, Canada. As we continue to think critically about our pedagogy when working with children, we also reflect on how our own thinking and practice has developed. Please find below an updated blog post from several years ago with some new reflections and photos reflecting our journey together alongside children. Enjoy! I’d love to hear your thoughts in the comments. Let’s chat!

In 2016, the Ontario Ministry of Education released the new Kindergarten Program document for the upcoming school year. The document shares the thinking and philosophy of the Kindergarten program. One where the child is seen a competent and capable in exploring their own ideas, learning and play. One of the biggest shifts within the document is the introduction of the four frames of learning. They are as follows: Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, and Problem Solving and Innovating. We use these frames throughout our program development to support the children in their learning. Whether it’s while creating the classroom environment, setting out invitations to learn and play, extending their wonders or planning focused activities we continue to frame our own thinking within the Kindergarten document. Within this blog post aspects of our the Kindergarten program have been labelled with the four frames. However, one quickly comes to realize how intertwined the four frames are and how they support one another. Really all the frames work together in all the learning spaces to support the children in becoming life long learners.

The Kindergarten document talks about the learning enviroment as the third teacher as reflected in the Reggio Emilia philosophy of education. The learning environment ebbs and flows as relationships are built with children and materials. While setting up the learning environment we are carefully selecting and creating a space that will support the children in their ideas, wonders and learning. Each item is curated with intention and for it’s potential to engage our youngest learners in a rich experience. The classroom environment is not static. It will change throughout the year in response to the children’s ideas and needs moving their learning forward. Here are some of the learning and play invitations or provocations we have offered to the children. I hope you enjoy taking a peek at the learning environment.

A Place to Wonder

Belonging and Contributing

Self Regulation and Well Being

Demonstrating Literacy and Mathematics Behaviour

In the beginning of our year with a new group of children the building of relationships forms the foundation for future investigations of the children’s wonders and curiosities. Within the learning environment is a space where the children can bring their objects of wonder. This may be an inquiry table or even the top of a shelf. The children will often come to the learning environment with a treasured nature object that sparks their curiosity about the natural world. Having a space to display the object and creating a place for initial observations and wonders tells children that their interests are valued. Some simple materials to begin with are technology to research, blank paper, clip boards, coloured pencils, and magnifying lens. During the first few weeks of the school year we share the book, “I Wonder” with the children. This is a wonderful book with lovely illustrations and I highly recommend it to introduce the children to discovering their wonders. After reading the book to the children we share a discussion on how we might wonder about an idea or object.

Exploring Self With Loose Parts

Belonging and Contributing

Self Regulation and Well Being

An opportunity to create self portraits was set in the art studio or our atelier. The children were immediately drawn to the tray of loose parts. The children interpreted the materials with their own ideas and used the circular cork boards to explore many concepts such as patterning, one to one correspondence, measurement as they compared lengths of yarn and storytelling. Then during the third week of school they created their self portraits. Allowing the children time to explore the materials first openly without any direction from educators let their creativity shine with these loose parts. This was very intentional and very important within the Reggio Emilia learning philosopy. We should allow children to express their creativity and own ideas freely.

Our Home Away From Home

Belonging and Contributing

Self Regulation and Well Being

The Home area is a very popular space of exploration within the learning environment. Creating a space that reflects materials that might be found in a real kitchen was important as the area was set for the children to explore and play. A loose parts tray is offered to the children to use as materials to cook and create with. The items with in the tray are changed as needed based on the interests of the children throughout the year. It never fails that the art studio materials always make their way into the children’s kitchen play as well. This allows for many imaginative and creative opportunities as the children design their own materials to use as they collaborate with each other.

Design and Construction

Problem Solving and Innovating

Our block shelf is home to a variety of materials to support the children as they explore building, constructing, problem solving and innovating. We have included a bin of cans and lids, carpet squares, foam upholstery sheets, and tree cookies to support the children’s constructions. The “Can You Build It” book has photos of famous buildings from around the world.

Exploring Light and Shadow

Problem Solving and Innovating

Belonging and Contributing

Both artificial and natural light play an important role in facilitating wonder and scientific explorations within the learning environment. A light panel and overhead projector are set to invite the children to explore, experiment and discover. They have been such a valuable resource to our classroom. The children love using the rainbow blocks and many other transparent materials when investigating here. Our initial light explorations were with a DIY light box using an under the bed storage box and tap lights from Home Depot. There are many DIY versions out there and it’s easy and affordable. The children also readily explore with the small flashlights from the Dollarama. Light investigations are always fascinating to the children and this medium gives them another avenue to explore and express with thinking.

Mathematical Explorations

Problem Solving and Innovating

Invitations and materials on the math shelf will change through out the year as we explore different mathematical concepts with the children. Some of our favourite staple materials are: number stones 0-20, wooden 3-d figures, DIY ten frames using washi tape and a cutting board, Cuisenaire rods, pattern shapes, 100 board, and measuring tapes. There are also many wonderful picture books that support mathematical thinking. The text, “Friendshape” is a lovely book about friendship and shapes. It’s a great read for the beginning of the year with children.

This offering of coloured glass gems and cupcake liners was very popular with the children. They sorted by colour, explored pattening, compared amounts, participated in imaginary play and explored literacy skills with “The M and M’s counting book.”

This wooden bead offering focuses on transferring the beads from one bowl to the next. The children also used this invitation with the cupcake liner tray during imaginary play. So although it’s primary intention may have been fine motor skills the materials lend themselves to so much more when they are open-ended and children explore them freely.

Pattern Play

Demonstrating Mathematical Behaviour

The learning environment supports mathematical thinking through the materials set out for the children. A loose parts tray filled with tiles and gems of various colours and shapes invites children to consider that attributes of objects through sorting and patterning.

Documenting Our Thinking

Belonging and Contributing

Self Regulation and Well Being

The children are supporting in documenting their own learning. We support them as they draw and write about their explorations. This is a very important step in the learning process as it leads to new discoveries and ideas. When we represent our thinking in new ways there is always new connections and ideas made. The children are so very proud of their efforts and this preserves for them a trace of their learning.

Sensory Play

Belonging and Contributing

Self Regulation and Well Being

The intention of this invitation in the sand bin was to encourage imaginary play and storytelling. The children contributed to this play by incorporating the flashlights from our light and shadow area into their play. As well, there was a bin of cardboard tubes nearby that they added to the bin often. The proximity of materials to each other in the learning environment is very important. As the children often bring materials over from other spaces to extend their ideas during their collaborative play.

We often use large dishpans as sensory bins too! Our favourite is a clear under the bed storage bin. This works well on a tabletop or the floor. There are even DIY sensory tables that you could create as well.

Sensory play engages the whole child and all of their senses in exploration. This collection of buttons was a donation and a treasured material. Creating the environment is most meaningful when the materials have their own history to contribute to the space. The children and their families and the environment are our riches source of inspiration and materials.

Environmental Explorations

Belonging and Contributing

Problem Solving and Innovating

Our environmental exploration area is filled with natural items that the children have collected over the years in our learning program. Bowls are filled with seashells, acorns, feathers, pine cones, maple keys, and sticks. These natural loose parts are there for the children to look closely at, create with and investigate. The children will also continue to add to this space as they collect new natural items throughout the year. We often have live visitors in the fall and spring seasons and the children delight in studying and observing them. In years past we have viewed ladybugs, a toad, a grasshopper, a spider, and worms.

Early Literacy & Books

Demonstrating Literacy Behaviours

Children are invited to explore books throughout the learning environment. Guided by the children’s current interests and investigations books are added to several areas such as, the block shelf, kitchen, and art studio. The children are also able to choose a picture book from the book shelf and sit in the rocking chair. Recently, the shelf was placed next to the kitchen area and the children used the large table to explore the books during their pretend play. Early literacy skills are also support through play. The children manipulate materials set out by educators and develop their letter recognition, letter sounds and words. A few materials to add to your learning space are, letter stones or tiles, alphabet cards, objects for initial letter sound play, and paper/writing materials.

Storytelling and Oral Communication

Belonging and Contributing

Self Regulation and Well Being

Demonstrating Literacy Behaviour

This was perhaps one of my favourite little projects to do. I had an idea for the use of these colourful people stones in the art studio or atelier. The stones were placed in the small world area first. I had so much fun painting these stones. First I chose 10 stones by size so that they grew in size from smallest to largest. The stones were painted in rainbow order. On their bellies, the paint graduates in colour from white to the pure colour at the bottom. Therefore creating a various tints of the colour. Wow, so many ways to stimulate learning from these stones. The children certainly included them in their play. The small world area was right beside the doll house and how clever the children were in placing the 10 stones in the doll house bed. Of course, we then had to sing, “There were 10 in the bed.” Also included with the stone people was an empty house frame which I picked up at Michaels Stores. It was a simple offering of materials and the children added their own ideas and materials.

The Art Studio Our Atelier

Belonging and Contributing

Self Regulation and Well Being

Problem Solving and Innovating

The importance of the atelier is paramount to our learning and play daily with the children. It is one of my favourite spaces in the classroom as an artist with a visual arts background. What I have come to discover as we continue on with our thinking and study of the Reggio Emilia classrooms is that every space in the classroom becomes the atelier. Whether it’s the children bringing art supplies over to where they are investigating to document or the intentional placement of coloured pencils, pastels, and loose parts throughout the learning environment and at invitations. The materials offered at the art studio are done so with intention. We begin the year with crayons, coloured pencils, and oil pastels. Then as they children build their experience and relationship with the materials new ones are added and explored. Next, we might investigate watercolour paint, clay and charcoal. Each time a material is added it is supported by educators through discussions and modelling.

The Engineering Station All Aboard at the Train Table

Problem Solving and Innovating

Belonging and Contributing

The engineering table is set with materials to spark the children’s innovative thinking. The use of the mirrors on the back of the shelf beside the table allows for multiple persepects of the children’s play and investigations. The table was covered with a large piece of butcher paper. In the past, we have added markers to this space for the children to use as well as a tray of loose parts. This space serves many purposes and can be used with the wooden trains or as a research space, and a building place for the Magna tiles or Lego.

“Save My Work”

Belonging and Contributing

Self Regulation and Well-Being

We feel that it is important to honour the effort that children have put into their play by allowing them to keep their work so that they can revisit their ideas. Documenting their work in video, photo or through the visual arts is also a way to support the children in preserving their ideas. When designing the learning environment we are cognizant of this important aspect of our pedagogy. We think carefully about how we can move if needed the children’s work for continued explorations. We also acknowledge that this is sometimes challenging as tables are used for eating and space can be at a premium. Try to find the best solution for your situation while still honouring the children’s work.

A Space for Peace

Self Regulation and Well Being

The peace table is a place to explore emotions and well-being. We will share many texts with the children throughout the year to explore and develop self-regulation. This is a space of safety, beauty, and calmness. The children are not sent here by educators to calm their bodies. They choose to go here of their own accord. The activities here are quiet and reflective. One of our favourite books is, “In My Heart A Book Of Feelings”, by Jo Witek.

As our journey continues alongside children through everyday play and learning we continue to reflect together. There have been many changes to our thinking and the learning environment since the orginal sharing of this blog post. I hope that you have been inspired within your own learning space too. It is through shared ideas and discussion that we move forward with the heart of children’s learning and play at the forefront of our daily relationships and interactions with children.

“Observe and listen to children because when they ask “Why?” They are not simply asking for the answer from you. They are requesting the courage to find a collection of possible answers.”

Loris Maliguzzi

Sincerely,

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