The children practiced writing, counting, and of course communication skills in the dramatic play area where we had an auto shop set up. The children were able to play the role of receptionist, mechanic or customer.
They also engaged in pretend play with a police and fire station and car ramp.
Students had fun painting with cars.
The children observed the effects of color mixing as they drove cars through paint and shaving cream.
Our math focus over the past few weeks was building 1:1 correspondence skills and number recognition. The children counted rocks to put in dump trucks, raced cars along a track, and counted blocks for a given number. The students also completed activities to practice pattern skills and made shape vehicles.
We read several stories related to our transportation theme including Who's Vehicle is This? by Sharon Katz Cooper, Little Blue Truck by Alice Schertle, and Seals on the Bus by Lenny Hort.
During these read alouds, the children are building comprehension skills as we discuss main characters, beginning, middle and end, setting and book parts.
Our study of land vehicles ended with a STEM activity in which we tested different ramps. As a class we discussed what a ramp is and made predictions about the speed of a car and the height of the ramp. We then tested our theories with matchbox cars. The children then worked with partners to build their own ramps. It was amazing to see the ideas they came up with for making the car go faster and a longer distance.
As Thanksgiving approaches we shifted our focus to the holiday, but also tied in water transportation as we discussed the Pilgrims' voyage on the Mayflower. We discussed the different purpose of boats, one of those being to transport people from one place to another.
As a group, we read Toy Boat by Randall de Seve. In this story, a boy constructs a toy boat and the boat ends up lost in a big lake where it encounters many other types of boats. After reading the book, the children had the opportunity to build their own boat and test it to see if it could both float and hold cargo (pennies).
We also read a story that introduced the children to the Pilgrims and Wampanoag. Although it is difficult for children at this age to understand time and history, it is important to expose them to some of the symbols of the holiday. After reading a Thanksgiving book, we discussed what Pilgrims wore, how they reached America and what their homes were like. The children acted out the story. Then the class watched a short video filmed at Plimoth Plantation, in which a young Pilgrim boy describes a day in his life. The children are able to carry over their learning to the dramatic play area where we have a pretend Mayflower and Pilgrim homestead.
Our discussion of Thanksgiving also included the food that the Pilgrims and Native Americans might have eaten. The children made connections between what they might eat at Thanksgiving and what was eaten long ago. As an extension to our food discussion, the children had the chance to paint with corn and play with cranberries in water at the sensory table.
Later, we replaced the feathers with pipe cleaners and the students counted out a given number of beads to decorate the turkey's feathers.
Also this month we began partner play. Twice a week students are asked to choose a partner to play with during our choice time. The children have to compromise on what they want to play and learn to follow a plan. They are also getting to know one another better and making new friends.
Mystery Reader:
We had two more wonderful visitors to Library. The children love when parents visit!
