K/1 Start Up ! Series

K/1 Start Up ! Series August 31 2015 Facilitated by Fiona Morrison

Shape of the morning • Linking Back • Playful inquiry through invitations to learning • Exploring Sunflowers • The role of the learning environment • The environment as the third teacher • Seven Principles of Design • Closing process

Welcome to today /Linking back activity • Welcome from Fiona • Introductions-find a partner, tell them one big idea you got from yesterdays session with Sheri • Introduce your partner and share their “Big Idea”

Playful inquiry through invitations According to Deb Curtis an invitation is a collection of interesting materials that can be used in a variety of ways… the intention is to invite children to pursue their interests in the world and express their unique ideas. Four ways to use invitations are:

Invitations 1. To respond to and enhance emerging interests.

Invitations • To help children learn new skills and multiple uses for tools and materials that are part of their daily environment.

Invitations • To offer activities and experiences with particular content knowledge.

Invitations • To introduce children to new concepts or events. (Childcare Information Exchange, May/June 2004)

Let’s explore… Number off 1,2,3 take some time to explore the 3 invitations . During your play, think about the questions below and discuss them with your group. • How could you see yourself using “invitations” in your program/classroom? • How would you use “invitations” to enhance children’s learning and encourage playful inquiry? • What skills are children learning while they are exploring “invitations”?

Invitations • Sunflowers • Apples • Seashore • Links to literacy-see display of texts

Art Process extensions • SUNFLOWERS • Sunflowers: Still life- vase of sunflowers yellow orange and brown paint, brushes, blue construction paper as background • Sponge Painting • Class Mural • Fence Painting –painting on the vertical plane • Mosaics with seeds • Collage table-cupcake liners, seeds, tissue paper , sequins

Art process/ Extensions • APPLES • Prints with apples and/or sponges • Red, yellow, green paint, white paper ,brushes • Tissue paper trees,apples, ripped paper • Tracing childs arm and hand as the tree and layering apples on top • Add cinammon to red or yellow or green playdoh • Apple pie centre ( see sample) • Make applesauce

Art Process/Extensions • SEASHORE • Sand art-greeting cards or cereal boxes covered in tin foil, white glue with a little blue paint added, brushes or q tips. “Paint” a picture using the glue on the tinfoil, add sand, shake off excess,bedazzle,let dry • Driftwood-paint with various colours • Shell creatures-be creative, add other natural elements-twigs, moss etc

Invitations Hints for success: The way materials and props are offered is as critical to their use as what is offered… • designate an accessible location with enough space for 1 to 4 children to work with the invitation • provide a background for the materials such as cloth or trays to highlight the materials and define the work area • offer collections of like objects and locate next to tools/materials they can be usedwith • arrange the materials in beautiful ways (D. Curtis, Childcare Information Exchange, May/June 2004)

“When I carefully arrange props and representational materials in the environment with a particular focus in mind, the children are delighted to discover and play with them, eagerly share their ideas and theories, and seek more information.” (Deb Curtis, Childcare Information Exchange, May/June 2004)

The Role of the Learning Environment-The third teacher • The learning environment should……… • Be welcoming and safe • Be cozy and comfortable • Display culturally relevant materials • Be attractive and aesthetically pleasing • Provide varying levels of stimulation

The Learning environment should… • Be flexible, recognizing that children learn holistically • Offer materials that are open ended, natural and foster imagination and rich inclusive play experiences “When children are in environments where learning is occurring in a meaningful context, where they are encouraged to follow their interests, learning takes place best. (Singer et al 2006 Full Day Kindergarten Program Guide British Columbia Page 31)

Say something…. • In small groups talk about the seven aspects of the learning environment • Together construct a plan/picture of an “ideal” early learning environment-what are some “must have” components?

The classroom environment from a child’s perspective • Use the statements below to assess your classroom environment. What are your thoughts? • 1.I can see who I am and what I like to do at school and at home. • 2. There are comfortable places for me and grown ups to sit together • 3.The natural world can be found here (leaves, shells, pinecones) • 4.There is something sparkly , shadowy wondrous or magical here

5.My teacher leaves out a special object every day so I can keep figuring out its properties and how it works . • 6. There are materials here that I can use to make representations from what I can understand or imagine. • 7.I can feel powerful and be physically active here. • 8.I can learn to see things from different perspectives literally and through assuming roles in dramatic play.

9. I see my name written and get to write my name here. • 10. I get to know my teacher here –what she likes ,how she spends her time and which people and things are special to her. • Source: Carter and Curtis 2003 Designs for Living and Learning Pg 12

Reflect and respond • In small groups reflect upon the ten items . • Talk about how you might create a learning environment that reflects the perspective of a young child. • Debrief key points

Resources to support the design of a quality learning environment • Early Environments That Work,2001 RebeccaIsbell and Betty Exelby • Designs For Living and Learning,2003 Deb Curtis and Margie Carter • Inspiring Spaces For Young Children,2010Jessica Deviney,SaandraDuncan,SaraHarris,Mary Ann Rody,LoisRosenberry

Seven Principles of Design • 1. Nature Inspires Beauty • 2. Color generates interest • 3.Furnishings define space • 4.Texture adds depth • 5.Displays enhance environment • 6.Elements heighten ambiance (light) • 7.Focal points attract attention • Source: Inspiring spaces for young children

Examining resources on classroom design • In small groups look at the teacher resource provided. • Identify 5 pages/ideas to share with the group ( use sticky notes to mark them.

Closing Process: Personal Inventory • 1.Close your eyes and recall a favourite setting • 2.What sounds did you like at this place? • 3. How about the sense of touch? • 4. In what place do you feel the smallest? • 5. Where do you feel the largest? • 6. Where do you feel alone? • 7. Where do you feel the most crowded?

Your views about space continued • 8. look around your home. What items or features make you feel comfortable? • 9. What don’t you like? • 10. What are some “things of beauty” that you enjoy? • 11. What colours do you like? Make a connection from this personal views about space to the design of your classroom • Source: Early Learning Environments That Work page 67

Terrific Transitions! Lets sing and chant together!!! Handout provided

K/1 Start Up ! Series