Our latest investigation is taking us under the sea! In the weeks following our culminating Harvest Fest, we observed the children spending a great deal of time engaging in pretend play involving pirates, mermaids, and submarines. We viewed this as an opportunity to use the environment as a provocateur. In Reggio inspired settings, the environment is viewed as the child’s Third Teacher. Reggio inspired teacher, Julianne Wurm, explains it well when she says, “this concept of the environment as a participant in the educational experience opens up the possibility for students to engage the environment with their peers and respond to thoughtful decisions made by the educators in an effort to support student engagement. This calls on the adults to render the environment a living space that actively participates in the educative process.” In looking to “set the stage” for more underwater play, we found that the placement of materials, as well as an imaginative backdrop, were instrumental in expanding the children’s interest and levels of engagement. You can read more about the environment as a Third Teacher here.
The dramatic play area of the room, in addition to the loose parts of ocean animals, shells, stones, and jewels, inspired more underwater play. The children began to use the classroom bus as a submarine to explore the animals of the sea. Observing the children’s interest in sea creatures and the idea of exploring provided us with a clear direction. With their consent, it was agreed that the bus would turn into a submarine. The children helped remove the articles that gave character to the bus and brainstormed what we would need for a submarine.
After reading the book, Super Submarines, we knew our submarine needed windows to see out of and enough room for a crew. We asked the children if they thought we would have more room if the wardrobe was standing up or turned on its side. The children agreed that if it was turned on its side, it would be wider and therefore more children could fit inside of it.
We spent the following days painting and assembling our submarine. The students made a list of sea creatures they imagined they would see out of a submarine window and assembled photographs of these animals on the windows. The children were also inspired to create sea creatures to attach to the west wall of our classroom that was recently covered with blue fabric to create an underwater setting.
After reading the book, Super Submarines, we knew our submarine needed windows to see out of and enough room for a crew. We asked the children if they thought we would have more room if the wardrobe was standing up or turned on its side. The children agreed that if it was turned on its side, it would be wider and therefore more children could fit inside of it.
We spent the following days painting and assembling our submarine. The students made a list of sea creatures they imagined they would see out of a submarine window and assembled photographs of these animals on the windows. The children were also inspired to create sea creatures to attach to the west wall of our classroom that was recently covered with blue fabric to create an underwater setting.
We have been partnering with the SK students and Mr. Reynolds in the TinkerLab to create sea animals using various materials - including construction paper, cardboard, egg cartons, tape, tissue paper, bubble wrap and more! In this process, the children are engaging in problem solving as they collaborate with an older peer. The SK students have been mindful to listen to the ideas of the PK children and then provide suggestions of materials and methods for the design process.
As we create each sea creature, we are researching facts and information about each animal and posting them on the sea wall near the animal displays. The children have also experienced meaningful writing as they write the animal’s name on a large sign for the wall.
Up next, the children are eager to design periscopes to help them see above their submarine and onto the surface of the water...