Meet Daisy

Out of the blue one day, a child looked up at me with a great amount of concern on their face. "Where's Duffy? Is he ever coming back to preschool?" For those of you have read the blog often probably know who Duffy is, but for the new readers, Duffy is our Elf on the Shelf. The children haven't mentioned Duffy since Christmas time so I was quite surprised to hear his name! As soon as the others heard Duffy's name it turned into a big conversation, and a lightbulb went off in my head! In storage we have a bin with some stuffed bunnies I planned on using for some Easter invitations, but I thought why not have a bunny buddy hide around our room like Duffy did. At the end of the day I found one of the bunnies, added some accessories, wrote a note to the munchkins, and put her out for the morning.

It took a little while for the children to notice Daisy in our classroom, but when she was spotted the news of her arrival spread like wildfire! When I came downstairs the children rushed over to tell me about her, and told me to read the note. Every night, Daisy "hides" in a new spot, and every morning the children rush in the door to see if they can find her. Sometimes Daisy even leaves little notes for the children to find. 

Daisy has been such a fun addition to our classroom! Like Duffy, Daisy will become a new Spring/Easter tradition here at Little Munchkins Preschool Center! Do you have any special Easter traditions you enjoy doing with your children? 

                                              

- Leslie Dionne 

Growing an avocado tree

One day during lunch a child handed me a zip lock bag with an avocado pit inside. "Here, this is for you!" she said full of pride. When I held up the mysterious object I asked the children if they knew what it was. Some thought it was a rock, but most guessed it was a seed. I passed this mysterious object around the table so the children could get a closer look. "It feels like my skin." said one boy, but then quickly changed his mind saying it looked more like a potato. As each child held the pit they told me an observation:

"It's all brown."

"It's really dark at the top."

"It's the color of skin, but it's not actually skin."

"It's going to grow."

"It's hard." 

I asked the children what they thought we should do with this mysterious object, and the answer was unanimous; we must plant it. 

The child who brought the pit in later explained it was a pit from inside the avocado her mom packed in her lunch. She gave us permission to take a piece and observe that as well. The children smelt it, poked it, and some refused to touch it. 

After lunch we looked up how to grow an avocado pit, gathered the materials, and started sticking the tooth picks in it. I will say we poked that poor pit more times then necessary, but we finally got them "just right!" We then searched the room for the perfect location. The children explained it needed a lot of sunlight, so we all agreed on the window sill by the stereo. I explained we could look at the pit and before I could explain why someone said, "Because that jar is glass and we don't want it to break!" The children decided it was imperative to make a "please don't touch" sign so everyone could read it. I noticed some of the children were even drawing pictures of what they thought our tree would look like once it grew.

Every monday for the last 5 weeks we've all come together to record our observations and measurements of the pit. The children are also responsible for adding fresh water to the jar. The first couple weeks there were no change, but week 3 we noticed a little sprout on the bottom. (I'm not sure who was more excited; the children or me) The children have been measuring every week how much the root has grown. As of today it is 1.5 inches!

This group project has been such a fun experiment to do! I'd like to bring in some avocados so the children can make some guacamole soon. This experiment has led into spring nicely, and can't wait to see what other plants we can start growing! Keep an eye out to see an update of our tree!

Why This Matters: 

Math & Measurement 

Fine Motor Skills 

Delayed Gratification

Science

Responsibility 

Sense of Wonder & Curiosity 

-Leslie Dionne

Three Little Pigs

            Whenever we're outside the children ALWAYS beg me to be the Big Bad Wolf. At this time I am no longer Leslie, but a scary wolf that chases them into different hiding spaces and tries to huff and puff their house down. Their laughter is contagious, and they seem to never get tired of playing this game. After discussing with Tabatha, we both decided it was necessary to set up an invitation of the Three Little Pigs.

 We gathered up a few easy materials that were already in our classroom and set up a table for the children to discover when they arrived the next day. One child walked over to see what I was doing and told me, "Heyyy.. I know what that's for. We gotta build them a house to save them from the big bad wolf." She ran her finger over the words and said "That says straw, that says sticks, and that has to be bricks, but you know that's not really bricks." (They never miss a thing.) I explained our bricks might be too heavy so we'd try out our rocks.
               The next morning some of the children went over and started building structures to help protect the pigs. Once they completed their house, they would ask me to come over and see if I could blow it down. I asked them if they think I could blow it down, and every time it was a very certain NO.  (I will say it was much harder than I anticipated, but refused to give up.) If I was able to blow their house down they would brainstorm with each other how to make it stronger. I left the table for a little bit,  and when I returned they had decided to make a Pig City just like in the story we read "A Wolf's Tale" by Eva Montanari. They made bridges and roads so the pigs could travel and visit one another and live "Happily ever after."

                         Why This Matters:

The children used team work to brainstorm and help each other build the houses for the pigs. (Listening skills along with Cooperation)

Problem Solving was used when they needed to make their houses stronger. 

The children applied their prior knowledge of the story, "The Wolf's Tale" when recreating their Pig City. 

                                      - Leslie Dionne (aka The Big Bad Wolf)

Alka Seltzer Paintings

We decided to combine science and art with our 3 year old group this week. Before we began, we let the children investigate the Alka-Seltzer tablets by touching, smelling, and even tasting it. This is what the children had to say about it:

"It feels like a marble."

"Smells like peppermint..yucky!"

"Taste yucky!"

"It bubbles."

"It's getting smaller."

"It's cool."

"Feels tingly."

Once the children were finished exploring the tablets, we put different colored paints mixed with water in old film containers. Once we were outside we added Alka-Seltzer tablets into the containers, (quickly) put the covers on, and stepped back to see what would happen! The children stood back with great anticipation waiting for the result!  We began to count together to see how long it would take for something to happen. After 14 seconds the first container exploded with a huge POP. Paint splattered over the ground and the children bolted over to see the results!          

                      

When it was time to try our experiment again, the children decided what color we should do next. Tabatha would place the tablet in the next container, the children would run back, and we'd all begin counting! Not all of the containers exploded, but fizzled over like a volcano. When the children decided that it was a "dud one" they'd run over to listen to the fizzling sounds and watch it bubble all over the snow. After we tried shaking the containers to see if it would make a difference, and the cap went flying about 20 feet! 

  

The experiment resulted in colorful artwork all over our driveway. I noticed children bringing their parents over before leaving that day  to show them what they did! I'd like to try the experiment again, but perhaps adding different mixtures to the containers (vinegar & baking soda, mentos & soda) to see what happens! I wonder what kind of mixtures the children would think would work best? 

                                                                                                                   - Leslie Dionne

Snow Cakes!

            Whenever you give a child playdough, slime, mud, or any other moldable concoction they always seem to make one thing; BIRTHDAY CAKE. Earlier this week I got to spend some time with our Littlest Munchkins, and as soon as I sat down to play I was given eight different birthday cakes. When I was done consuming one cake they immediately ran to the kitchen to bake me another. I had chocolate, cheese, strawberry, and rainbow cake along with several glasses of milk to wash it down with. After singing Happy Birthday to me several times I decided to extend this activity by making actual birthday cakes! I wanted the children to be able to have the freedom to decorate as many cakes as they wanted, and with the fresh snow fall I figured decorating snow cakes would be perfect! As soon as we were outside I laid all the materials out in the snow. Immediately, the candles were spotted and they all started yelling, "cake! cake! I want to make cake!" The children all huddled around one area and started opening the containers and decorating the snow. They used the spoons to scoop the snow into piles, and rolling pins to smooth the tops. Luckily the snow was a little wet which made the frosting spread over the tops easier. (Fluffy snow would not be as successful.)

          

                   Different spices allowed the children to make different types of cake. Chocolate was the most popular flavor, but cinnamon was a close second. As they sprinkled the spices on their cake they told me "Mmm that smell good, Les-a-lie!" When I asked them if they had smelled something like they before and one little guy said, "Yes. It's cinnamon."(Like I was crazy for asking! :)
                  Once the candles were in place it was now time to sing Happy Birthday to everyone, followed by taking turns blowing out the candles.

                    The children really seemed to enjoy making snow cakes, and I'm excited to see how else we can incorporate cake making with these little ones!

Why This Matters:

Fine Motor Development - Opening and closing containers, using utensils to cut, scoop, and spread

Hand- Eye Coordination- Placing Candles, Frostin the Cakes

Social Development - Taking turns, Working together to construct & decorate

Language Development - Singing Happy Birthday, Communicating amongst the group

                                                                                                         -Leslie Dionne 

Munchkin Market

       I've noticed a lot of the children carrying bags around the room and filling them up with various objects.    When I looked into their play more closely I had discovered they were shopping. Without hesitation I told Tabatha we needed to make a grocery store. I remember as a child taking all the cans and boxes out of the cabinets and turning the dining room into my personal grocery store. I also remember helping my mom put away groceries, but before I did I made sure EVERY item was "scanned" on my imaginary cash register. (In case my mom is reading this.. thank you for your patience!) 
              
     We both agreed this would be a great addition to our classroom, and started gathering materials we needed. All we added was an old cash register and a new shelf with a couple old boxes and the rest was up to the children. Immediately they flocked to the store with limited props, and began to play. In order for more merchandise to fill the shelves we asked families to donate old cans and boxes. We set up tables with stamps, stickers, crayons, and tape for the children to make their own labels. We also made our very own signs for the store by cutting old flyers. The left over flyers allowed the children to write out their own shopping lists. (Cookies and juice boxes were the most common items.)

      Every day the store fills up with more cans, boxes, and other props the children have added themselves. The children have all worked together to make the Munchkin Market their very own, and take keeping it clean and organized very serious. 

                    

    The Market has been a very successful addition, and it's been so enjoyable to watch the children play together. They take their time choosing which products they want to buy and tell their friends what they are going to cook for lunch. Once they fill their baskets they head over to the cashier to pay. I went shopping and tried not to pay the cashier, but the Munchkin Market has very high security! (So don't even think about!) 

       I'm not saying the Munchkin Market has the best prices in town ($50 for a can of pepper is a little much if you ask me.) but building a play supermarket from scratch has really opened many doors for learning. It also led to conversations what foods are our favorite, and the importance of healthy eating! 

Why This Matters:

Imagination & Creativity - Children create imaginary scenarios in which they explore new    possibilities and take possession of their worlds.

Children invent symbols and develop systems of representation. 

Communicative Practices - Children form relationships.
 Children extend ideas and take actions using language. 

Democratic Practices -        Participate in decisions that affect them 

                                              Practice fairness and social justice. 

Physical Health -   Food & Nutrition

                   

   - New Brunswick Curriculum Framework for Early Learning and Child Care

Literacy - Writing labels, creating signs, word & letter recognition

Math -  Number recognition,  measurement (comparing weight), counting 

Art & Creativity - Painting and making signs, setting up displays

Fine Motor Skills -  Cutting coupons, writing labels & shopping lists 

Responsibility- Keeping area clean, making merchandise to use

Problem Solving - Taking turns using the register, negotiations 

Dramatic Play - Role playing, use of materials & props, pretending & make believe

Communication - speaking & listening skills, making rules 

          

                                                                                               

                                                                                                                   

                                                                                                                           - Leslie Dionne

Winning Big with Fruit Loop Poker!

      

I walked downstairs one morning and the room was quiet, a little too quiet.  I knew there could not be seven 3 year olds down there, and assumed the children had gone outside with Tabatha. Just then I heard, “Pick a card, any card!” When I turned around the corner, I saw seven children sitting at a table with Tabatha. Tabatha looked up and me and said, “It’s Fruit Loop Poker!!” I began to laugh and the children looked up and said “Ya! We’re playing poker!” Without delay , I asked if I could play too, but of course the game is “just for kids!” (I should have known)

Because the game is for kids only, I observed from the sidelines watching the children play. So how does one play Fruit Loop Poker you ask?

    Materials:
                                           Fruit Loops
                                   Deck of Cards (2-10)

 

At the table, the children all sat eyeing the jackpot container full of Fruit Loops. (Of course you do not have to use Fruit Loops, but we had quite a bit left over from a previous invitation.) When it is the players turn you pick a card from the deck, say the number, and pick that many fruit loops from the jackpot. It is the player’s decision what to do with the winnings. Most decided to eat them, however, Fruit Loop bracelets were also popular. I know you’re probably thinking “that’s it!?” but to three year olds this was pure bliss! Perhaps the snack of fruit loops had a little bit to do with it, but the learning in this simple activity is vast.

 

Why this is Important:

 

·        Math Skills – Recognizing Numbers

Counting

Adding & Subtracting

Classifying Objects

 

        ·        Social Development – Listening Skills

 Taking Turns

Working Together (Helping each other count)

 

·        Fine Motor Skills – Lacing the Fruit Loops on their bracelets

Tying knots

 

In the afternoon when the 4 year olds joined our group we played the game again. The 3 year old explained the rules to the others and they were just as engaged. Tabatha and I both discussed how we were surprised how well the game went. No one got upset when they only got a low number, or took the other children’s fruit loops. It was a very successful activity that began when Tabatha noticed the attention the box of Fruit Loops was receiving. This game has been popular all week, and I'm sure this isn't the last time we'll play!

 

 

Do you have any favorite counting games?

                                                        - Leslie Dionne