Bows, Bows, Bows!
Over the past few weeks, we began noticing some children had taken a liking to creating paper bows during Indoor Exploration time. This bow making consisted of a two step process; first folding or crumpling the paper in the center, making two triangular sides, and second, securing the center with a pipe cleaner or tape. In the Reggio mindset of respect for the children’s creations and ideas, we thought about ways to continue and enhance this avenue of design for the children. Thanks to some wonderful DIY tutorials on Pinterest and YouTube, we found a simple, yet somewhat challenging method of creating ribbon bows. Using two dowel rods and some scrap wood, we easily assembled a bow maker.
Over the past few weeks, we began noticing some children had taken a liking to creating paper bows during Indoor Exploration time. This bow making consisted of a two step process; first folding or crumpling the paper in the center, making two triangular sides, and second, securing the center with a pipe cleaner or tape. In the Reggio mindset of respect for the children’s creations and ideas, we thought about ways to continue and enhance this avenue of design for the children. Thanks to some wonderful DIY tutorials on Pinterest and YouTube, we found a simple, yet somewhat challenging method of creating ribbon bows. Using two dowel rods and some scrap wood, we easily assembled a bow maker.
Working in groups of 3 in the TinkerLab, we explored how to use the bow maker by threading ribbon through the rods and continuing a pattern of looping the ribbon back and forth. We used marked inches on the wood to help us measure if we wanted a bow with long loops or shorter loops. Similar to the paper bows, when this step was complete, students chose a pipe cleaner to secure the bow in the center. While this process was more challenging in regards to the fine motor techniques and focus required, the challenge seemed to lure our students in more. They were intentional in their choice of ribbon as well as choosing a coordinating color for the pipe cleaner. When we had a large pile of both ribbon and paper bows, one child suggested we display them on the wall of the TinkerLab, so we did just that. We have now set up a bow making shelf in the classroom for those who are interested to continue this skill.
Mas Leche Por Favor!
Ms. Harpole has been visiting our classroom each day, often during Snack, Indoor or Outdoor Exploration. During Snack she works with the community shoppers to pass out the snack using Spanish words. We have learned that the graham cracker bunnies we love so well are called “conejos” and when we would like more water, we ask our neighbors for, “Mas agua, por favor!” See below for some Spanish vocabulary and pronunciations that we have been using in the classroom.
SPANISH VOCABULARY
BASIC COURTESIES
por favor (pohr fah-BOR) = pleasegracias (GRAH-see-ahss) = thank you
de nada (deh NAH-dah) = you're welcome
yo quiero (yoh kee-YER-o) = I want (to/it)
tú quieres (too kee-YER-es) = You want (to/it) (can be a question also)
SNACK-TIME PREP
el vaso (BAH-soh) = glass
el plato (PLAH-toh) = plate
la cesta (SEHS-tah) = basket
la servilleta (sehr-vee-YET-ah) = napkin
FOOD/DRINK
el agua (AH-wah) = water
la leche (LEH-cheh) = milk
la piña (PEEN-yah) = pineapple
la naranja (nah-RAHN-ha) = orange
la galleta (gah-YEH-tah) = cracker/cookie
el batido (bah-TEE-doh) = milkshake/smoothie
el queso (KEH-soh) = cheese
el melón (meh-LOHN) = melon
Ms. Harpole has been visiting our classroom each day, often during Snack, Indoor or Outdoor Exploration. During Snack she works with the community shoppers to pass out the snack using Spanish words. We have learned that the graham cracker bunnies we love so well are called “conejos” and when we would like more water, we ask our neighbors for, “Mas agua, por favor!” See below for some Spanish vocabulary and pronunciations that we have been using in the classroom.
SPANISH VOCABULARY
BASIC COURTESIES
por favor (pohr fah-BOR) = pleasegracias (GRAH-see-ahss) = thank you
de nada (deh NAH-dah) = you're welcome
yo quiero (yoh kee-YER-o) = I want (to/it)
tú quieres (too kee-YER-es) = You want (to/it) (can be a question also)
SNACK-TIME PREP
el vaso (BAH-soh) = glass
el plato (PLAH-toh) = plate
la cesta (SEHS-tah) = basket
la servilleta (sehr-vee-YET-ah) = napkin
FOOD/DRINK
el agua (AH-wah) = water
la leche (LEH-cheh) = milk
la piña (PEEN-yah) = pineapple
la naranja (nah-RAHN-ha) = orange
la galleta (gah-YEH-tah) = cracker/cookie
el batido (bah-TEE-doh) = milkshake/smoothie
el queso (KEH-soh) = cheese
el melón (meh-LOHN) = melon
Fulton River Park Fridays!
We visited Fulton River Park again this Friday with the JK and SK classes. We are excited to announce that each Friday after our All School Morning Meeting and Snack, the entire school will head to Fulton River Park together for some great outdoor time. A few friends took on the roles of pusher and swinger at the park on Friday. Anticipating the correct amount of wait time and rhythm needed to keep a steady swing builds visual spatial skills as well as our large upper motor muscles.
We visited Fulton River Park again this Friday with the JK and SK classes. We are excited to announce that each Friday after our All School Morning Meeting and Snack, the entire school will head to Fulton River Park together for some great outdoor time. A few friends took on the roles of pusher and swinger at the park on Friday. Anticipating the correct amount of wait time and rhythm needed to keep a steady swing builds visual spatial skills as well as our large upper motor muscles.