Slack Line

Check out our new outdoor attraction.  We call it a Slack Line.  It's like a mini tight rope.  

It's great for building large motor skills, teaching balance, spatial awareness, and self-confidence and cooperation taking turns.

The students are learning so many things and meeting so many pre-k standards:
MATHEMATICS
4.PK.2 Identify positions (in front, behind, next to, up, down, etc).
SOCIAL/EMOTION
H1.Pk.1 Children begin to complete simple tasks together.
H2.PK.1 Begin to recognize that problems can occur in groups.
PHYSICAL DEVELOPMENT
1.PK.1 Identify the basic vocabulary of simple movement patterns(walk, run, jump, hop, coimb, etc.)
2.PK.1 Demonstrate a basic form in walking, running, climbing, jumping, hopping, etc.
2.PK.2 Perform a variety of large motor skills.
5.PK.2 Demonstrate turn taking and cooperation during physical activities.
5.PK.3 Interact positively with others regardless of personal differences.
3.PK.1 Demonstrate locomotor movements such as up, down, forward, and backward.

Look even our little toddler students can join in the fun!

 Doing this as a group makes the students have to work even harder as the need for group problem solving and coordination occurs.

SOCIAL/EMOTION
G5.PK.1 Identify direction and location (up/down and above/below).
C13.PK.2 Participate in group decision making.
5.PK.2a Participate in cooperative groups to complete a task.

Address Field Trip

We focused on addresses this week.  We wrote each student's address on a paper and they each worked on memorizing it. 

 

MATH

1.PK.3a  Recognize and read numerals 0-5.

 

Then we walked around Ms. JoAnn's neighborhood to see actual numbers representing addresses. 

 

PHYSICAL DEVELOPMENT

2.PK.1  Demonstrate a basic form in walking, running, climbing, jumping, hopping, and walking up and downstairs.

5.PK.3  Interact positvely with others regardless of personal differences.

1.PK.5  Identify some safety rules (pedestrian safety).

 

SCIENCE

N.PK1.a Observe their world.

N.PK1.b Ask questions about their world.

 

Some addresses were on the curb..

LANGUAGE

1.PK.4 Recognize environmental print and symbols

1.PK.5 Demonstrate awareness that print carries a message.

 

some were by the front door...

SOCIAL/EMOTIONAL

H3.PK.1 Begin to understand that differences exist between home and school.

and some were on a mailbox.

Happy smiling faces!  The students love being outside!

What is Play?

As you read and explore HO4K you see the children play!  and play!  and play!  Our wonderful teachers facilitate learning into play and play into learning.  You'll notice at the bottom of most posts what the children are learning as they're playing.  The following is a great perspective from Exchange EveryDay on play:

"Historically, play has been viewed as a frivolous break from important endeavors like working and learning when, in fact, a child’s ability to fully and freely engage in play is essential to their learning, productivity, and overall development," observe Steve Gross and Rebecca Cornelli Sanderson in their article, "Play is the Way," in the Beginnings section of the September/October 2012 Exchange magazine. They continue:

"A natural drive to play is universal across all young mammals. Children from every society on earth spend time playing. Why? Because play is a crucial vehicle for exploring and learning, developing new skills, and connecting with others. From an infant’s first smile to a preschooler’s careful construction of a tower, children use play to engage with and learn about their world. Play has key neurological, cognitive, socio-emotional, and physiological benefits for children’s health. Most importantly, play is the way in which children form loving, trusting relationships.

"People often think of play in terms of specific ‘play activities’ such as tag, soccer, or playing in the sandbox. In contrast, they think of work in terms of activities like raking leaves, cooking, cleaning, or doing homework. It is our belief that any activity, as long as it is done with a playful approach, is play. In other words, it’s not about what you do, it’s about how you do it. Playfulness is the expression of our natural drive to freely and joyfully explore, engage, and connect with the surrounding world."

The above picture is a perfect example of impromptu play that the students came up with on their own and Ms. JoAnn and Mr. Eddy facilitated their play into learning.  Everyday the students play outside at HO4K.  This particular day in the giant sandbox was windy.  Despite the wind, the students still had a blast using their imaginations throwing tissues up in the air and watching them fly!  One student also learned on his own if the tissue has sand on it that it will not fly.  This activity worked for every age and the children and teachers had an unforgettable time!  Now the question is, do you think March will come in like a lamb or a lion this year??
...And here's what the students learned:
PHYSICAL DEVELOPMENT
2.PK.1  Demonstrate a basic form in walking, running, climbing, jumping, hopping, and walking up ad down stairs.
2.PK.2  Perform a variety of large motor skills (throw a ball in purposeful direction, attempt to catch a large ball, etc.)
SCIENCE
E.PK.1  Observe and identify weather from day to day.
P.PK.2  Explore and demonstrate how object move.
P.PK.4  Explore what happens to objects in relation to other forces.
SOCIAL/EMOTIONAL
G8.PK.1  Identify weather conditions
2.PK.1b  Move through routines and activities with minimal adult/teacher direction.

Pushing to Peddling

 One of our cute students has been transitioning from pushing the trike to figuring out how to peddle with her feet.  Looks like she's got it!!  Great job!!

 

PHYSICAL DEVELOPMENT

4.PK.1  Engage in daily moderate to vigorous physical activity.

2.PK.2  Perform a variety of large motor skills.

Jumping, Rumbling, and Rolling

Check out our new fun!  The students use their imaginations coming up with different ideas and activities to play.  Not only are they jumping, rumbling, and rolling, they're also cooperating, waiting their turn, and talking to friends to work out who's turn it is and how much longer, etc.
The students are also learning to follow our 3 rules by looking at the sign:

• 2 people at a time
• Can jump, rumble, roll when both friends have smiles and are having fun
• If friends are waiting for a turn, the longest turn is 5 minutes

MATHEMATICS

1.PK.3a  Recognize and read numerals 0-5

5.PK.1  Identify and sort information (interpret quantity in pictures).

LANGUAGE

1.PK.4  Recognize environmental print and symbols

1.PK.5  Demonstrate awareness that print carries a message.

4.PK.1  Demonstrate and understand that printed material contains information (illustrations, graphs, and charts).

4.PK.5a  Recall information from an event, text, or picture related to self and the world around them.

4.PK.5b  Respond to or ask a question about an event.

4.PK.7  With teacher assistance, follow, a simple pictorial direction.

SOCIAL/EMOTIONAL

H2.PK.1  Begin to recognize that problems can occur in groups.

H3.K.4  Demonstrate respect for each other in the classroom and school.

C13.PK.1  Follow classroom and school rules.

C13.PK.2  Participate in group decision making.

1.PK.1a  Make independent choices from diverse interest centers or activities.

1.PK.2a  Express ideas for activities:  initiate and participate in discussions with teachers or peers.

5.PK.1b  Play in pairs and small groups.

5.PK.2b  Take turns with teacher support.

PHYSICAL DEVELOPMENT

2.PK.1  Demonstrate a basic form in walking, running, climbing, jumping, hopping, and walking up and down stairs.

2.PK.2  Perform a variety of large motor skills.

4.PK.1  Engage in daily moderate to vigorous physical activity.

5.PK.1  Participate appropriately during physical activities.

5.PK.2  Demosntrate turn taking and cooperation during physical activities.

5.PK.3  Interact positively with others regardless of personal differences (skill level, gender, race, and disability).

Climbing in the Sandbox

The students had lots of fun climbing in Ms. JoAnn's giant sandbox. 
"Beginning with the freedom to walk, run, jump, climb, hop and do other physical activities in and out of doors, children are introduced to exploring different ways they can move.  Throughout the preschool years, children are focusing on large muscle development that includes:  Strengthening of muscles, balance, coordination, and muscle control." 

The students love exploring in the sandbox and coming up with their own adventures. While climbing can sometimes be dangerous and makes teachers and parents nervous, it is important to let kids take reasonable risks. The activities the students were inventing while playing were quite daring for some of the more timid. Therefore Ms. JoAnn encouraged them to continue...always asking them how they felt and if they felt safe.

The look on their faces shows pride and a greater sense of self confidence, which really escalated when Ms. JoAnn asked them to demonstrate it or teach a friend how to do it.

 

PHYSICAL DEVELOPMENT

2.PK.1  Demonstrate a basic form in walking, running, climbing, jumping, hopping, and walking up and down stairs.

3.PK.2  Demonstrate the ability to follow basic movements (e.g., over, under, in, out, and in between).

4.PK.1  Engage in daily moderate to vigorous physical activity.

5.PK.3  Interact positvely with others regardless of personal differences (e.g., skill level, gender, race, and disability).

 

HEALTH

3.PK.1  Identify and express basic feelings (e.g., happy, sad, angry, frightened, etc.).

3.PK.3  Identifty potential hazards at home, school, and community, etc.).

 



Play is Deep Learning

The following article is from  *ExchangeEveryDay*    

*October 19, 2012*

*I Think I Can... I Think I Can... I Think I Can.

-The Little Engine that Could*

"Watch children at play and you might suddenly realize that they are not

just frivolously wasting time or mucking about," notes Paul Bailey in his

book, "Think of an Elephant" (London: Watkins Publishing, 2007).

"Child's play is deep learning: a self-directed state of deep "connectedness"

and personal engagement.  It is also an enthusiastic and absorbing state of

relaxed attention — healthy qualities often missing from adult life.  Play

is a creative learning exchange between mind, body, and circumstance into

one integrated and healthy whole.  Awash with symbols and mental imagery,

children at play are learning in a way that can be wildly creative,

insightful, and visionary....

"Research shows that the more animals play, the bigger their brains grow.

Moreover, brain imaging techniques show that social play seems to rewire

our brain, increasing the activity of connections between our brain cells.

Play also helps develop our logical reasoning, our ability to learn, and

our behavioral flexibility."

These children are building and playing with blocks. As you can see some are working together while our little ones watch and learn how to build.  The student below even created individual rooms, adding people and pretending what goes into each room (ex. a bathroom and bedroom, etc.) This is great modeling for the younger children with advance skills in building and pretending!

As stated above, "play" time is actually critical learning time. Look below to see just some of the Nevada Preschool Standards that are addressed while doing an activity like block building. 

SOCIAL EMOTIONAL

4.PK.1c Respect rights and belongings of others ****Take note above at the little one, who even though tempted to knock the blocks over, respected the work of the older student! Wow! This takes restraint :)

1.PK.1a Make independent choices from diverse interest centers or activities.

1.PK.1b Select materials to use for individual expression.

1.PK.2b Acknowledge actions and accomplishments verbally and non verbally.

1.PK.2a Express ideas for activities; initiate and participate in discussions with teachers or peers.

5.PK.1a Play independently.

5.PK.1b Play in pairs and small groups.

5.PK.1c Engage in dramatic play.

5.PK.1d Initiate play, or enter into play with a group of children already playing.

5.PK.2a Participate in cooperative groups to complete a task.

5.PK.2b Take turns with teacher support.

5.PK.2c Share some of the time.

CREATIVE EXPRESSION

2.PK.1 Select progressively more challenging tasks.

2.PK.2b Express satisfaction when accomplishing a task and achieving a goal.

2.PK.3 Demonstrate persistence by trying again when faced with challenges.

PHYSICAL DEVELOPMENT

6.PK.1 Demonstrate skills in eye-hand coordination

SO...next time your little one wants to "play", think of all the learning that is about to take place and just have fun!

London Bridges Falling Down

Our little ones learn best by watching others around them. Several weeks ago the older children played movement games like London Bridges Falling Down and Ring Around the Roses. We helped each other learn how to sing and play. How adorable that we captured on film the little ones initiating and playing on their own. Holding hands, they played together nicely, trying to recite the words and sing along! We have the cutest kiddos!

Water Play

 

Really? Could the kids at HO4K get any luckier? The kids love to get wet and to play in the water on the warm days. It is always fun to watch as they invent new games, use their imaginations and practice their social skills. Little or big, we find ways to splash and have fun together.

 

Students came up with the idea to wash the outside toys and make a "car wash" for cleaning! What a great time splashing and cleaning we had. It is always more fun to "clean" when it involves dramatic play, imagination and getting wet! Needless to say, the toys are clean and so are the kiddos!

 

 

WHOA! Look how he can balance 3 cups full of water while helping to clean! What a great helper!

 

Students came up with the idea to wash the outside toys and make a "car wash" for cleaning! What a great time splashing and cleaning we had. It is always more fun to "clean" when it involves dramatic play, imagination and getting wet! Needless to say, the toys are clean and so are the kiddos!

Who Has Rhythm?

 

When children have guided play time with instruments, they naturally start to create rhythmic patterns. The student above experimented with loud, soft, fast and hard movements. This created different sounds. She also was able to copy patterns using her instrument. What fun we have dancing and exploring with movement and music!

 

 

Our little ones also love to "play" the musical instruments. They are learning how to cooperatively share and take turns while creating music together. Above they are using hand-eye coordination and their motor skills to practice playing the instruments. As they continue to develop these skills, it is music to our ears!

 

Some of the Nevada Preschool State Standards addressed through these activities would be: Music and Movement1.PK.3aRecognize and select a variety of simple songs, finger plays, musical games, and musical activities alone and with others.
2.PK.1
Play and identify a variety of musical instruments.
2.PK.2Participate in a rhythm instrument band.
2.PK.4

Accompany simple music with rhythminstruments or clapping.

3.PK.1
Improvise simple songs and rhythmic patterns using voice, body or instrument.

Energy Drain!

Often children have a hard time not arguing, talking back and/or listening the first time they are asked to do something. Of course, we struggle with this from time to time, even at HO4K. As teachers noticed this becoming a problem they quickly came up with a plan! Students conferenced with teachers about things they love to do! Playing in the wading pool with bubbles was easily the popular answer. Deciding on something we all love to do was not the difficult part. Next, we came up with ideas to make sure that Ms Mary and Ms JoAnn would have enough energy to plan this activity. Students agreed that they needed to work on listening and obeying the first time, so a goal was set! We were going to all do our best!

It took 2 weeks, but WE DID IT!!!! Wow, we have learned how to be better listeners and got to have a fun day full of bubbly fun!

Perfectly Pretending!

Let's have a picnic! These two initiated having lunch together complete with a tablecloth, food and drinks! They enjoyed each others company as they sat and talked about their day. They took turns dishing up food, sharing entrees, and finally cleaning up. What great experiences they must have to be able to recreate this dramatic play scene.

 Milkshakes! Milkshakes! Who wants a milkshake? Students created a milkshake stand full of flavorful yummy shakes! Brainstorming together they decided to sell their shakes for $65.00. Apparently it was a little steep for some and sales were low! After a quick meeting, they changed their price to $FREE$ and they became a best selling milkshake store!!! The students used several props and water to recreate the scene of an ice cream store. Working together they took turns being  the store operator, cashier, scooper and customer. What fun they had using their imaginations together. Many wished that they could really go to a milk shake store and buy whatever they want!

As explored in previous posts, dramatic play is crucial in child development. It helps students socially and academically. It allows for open play and for students to have the opportunity to learn to work together, validating each others ideas and actions. Students explore their imagination while recreating situations and relationships either already experienced or created by the child. Below is a list of a few of the Nevada State Preschool Standards addressed in dramatic play! Never underestimate this wonderful play time!

SOCIAL STUDIES/SOCIAL EMOTIONAL STANDARDS

5.PK.1a Play independently.

5.PK.1b Play in pairs and small groups.

5.PK.1c Engage in dramatic play.

5.PK.1d Initiate play, or enter into play with a group of children already playing.

5.PK.2a Participate in cooperative groups to complete a task.

5.PK.2b Take turns with teacher support.

5.PK.2c Share some of the time.



CREATIVE EXPRESSION STANDARDS


1.PK.1 Act out a role observed in his/her life experiences; for instance, mother, baby, doctor.

1.PK.2a Make up new roles from experiences and familiar stories.

1.PK.2b Direct peers and/or follow directions from peers in creating dramatic play scenarios

1.PK.3 Act out roles that involve another child(ren) in related role; for instance, mother and baby, grocer and shopper.

1.PK.6 Use available materials as either realistic or symbolic props as part of dramatic play.

1.PK.7 Use dress-up clothes or costumes and other props in dramatic play.

2.PK.1 Distinguish between persons, animals, and objects by identifying characteristics (e.g., the sounds animals make).

2.PK.2 Imitate roles observed in child’s life experiences.

2.PK.3 Assume the role of a familiar person or thing and talk in the language/tone appropriate for that person or thing.

Our Special Talents!!!

It is so important for children to recognize their special talents and gifts. It is also important for them to have confidence and feel pride while sharing these with others! We were so lucky to have some visitors with us last week who shared with us their special gift of dance!

Our first visitor is a 9 year old who did her own choreography for her school talent show and came to demo her hoola hoop skills for us. We were amazed at all the cool tricks and amazing moves she has with that hoop!

 
The other talent shared was by a recent HS graduate....clogging. We asked the children what they knew about clogging. Some said "I have no idea". One said "It's when something gets into something and stops the water " another added, "Clogging a toilet. I clogged a toilet before. It's how you make floods."
We learned clogging originated in Ireland and Netherlands with wooden shoes. First people used to wear wooden shoes to work in factories. Then they noticed when they tapped their toes to music it made cool rhythms. They stated dancing....it's evolved into metal taps on shoes. One student was able to figure it all out as they excitgedly shouted "There are little metal things on the bottom of her shoes. It makes a noise!"  Another added, "it sounds like bells because there's stuff on the bottom of her shoes." What great observers they are!

 After our special visitors, we read the book "The Talent Show" by Jo Hodgkinson. Each of the children decided to participate in their very own talent show.  We have challenged the kids to think about their special talents and cant wait for them to share them with us.

Come see our annual program "Hands-On-4-Kids Preschool Talent Show!" You will not want to miss it!  This year it will be held on Friday, August 17th, at 7pm. All students will be participating and we will have 6 kids graduating so it will be a wonderful event!

Learning In The Water!

Seriously? How lucky are these kids? There are not many schools that provide such learning experiences as playing in the water, sand and mud! This past week, students enjoyed using their imaginations to create their own car wash. They worked together to create tools, methods and also assisted in any help needed. Taking turns was easy, as each different option was fun and wet!

Using the hose was a real treat as we experimented with water pressure. We have control making the water come out fast or slow. Whoa! We discovered that water pressure can move objects! Spraying the water also strengthens our small motor skills, which we need for writing. What fun we have while learning!

Bubble blast!

 Experimenting with different bubble wands was a blast! Students took turns predicting the shapes and sizes of bubbles before blowing with different wands. It is amazing that different wands actually do create different bubbles. We all participated, taking turns even with our little ones! Bubbles are always fun to blow, but even more fun to catch, pop and stomp on!

At HO4K we always love the warmer months as it allows for so much adventure and fun outside! Make sure your child has their water clothes and sunscreen on each day, as we don't want them to miss out on any of the fun.

Learning is fun!

When we work with our bodies, our brains remember! The students are again working together to review their letters while creating them with their bodies! What a great way to practice teamwork while reinforcing our alphabet knowledge!

The letter E had us exploring elephants!

Students at HO4K were enthusiastic about creating their own elephant masks! The students started off by creating "elephant skin" by mixing and layering different paints to create a textured look. After the "skin" dried, we created elephant masks. The students loved participating in dramatic play, as they moved throughout the room as elephants, creating body movements and sounds that can only be heard in the African safari! Students will remember the letter E as it is tied to the memories of their elephant experience at school.

Writing is something that students develop at their own pace. Many will go through stages when they enjoy writing and then struggle to find the desire. It is always exciting when students engage in any form of writing independently. The above student used her chalk to not create with pictures, but instead with words. She wrote "Apricot,apricot go to the zoo “ ! What a great start for a future author!These are important pre-writing skills!

Whenever you get the chance, provide a few art and writing materials at home for your child. You will be amazed at how creative our little ones are. Their imaginations get the best of them as they sit down to create without specific assignments. It is then that they work within their own boundaries and creativity. There is nothing holding them back as they explore and create!

Lately in math

We used our bodies to learn more about the concept over and under. We created a pattern of chairs and then students practiced going over and under each chair. We had fun as we practiced this concept first with movement and our bodies. Later we reinforced "over and under" as we created oval Easter eggs in art. We weaved with paper which helps with hand-eye coordination and fine motor skills, while reinforcing the pattern of "over under". Check out your little ones art work as they bring them home. You can help review this concept by asking them to show you what going over and under something looks like!

Nevada State Standards addressed in the above activities include:

Math Standards

2.PK.2

Recognize and replicate simple patterns(e.g., ABAB).

4.PK.2

Identify positions (e.g., in front, behind, next to, up, down, inside, outside, on top, ordinal positions).

Physical Development Standards

3.PK.1 Demonstrate locomotor movements such as up, down, forward, and backward.

3.PK.2 Demonstrate the ability to follow basic movements (e.g., over, under, in, out, in between).

The above student practiced stacking cups into a pyramid formation. We talked about estimation and how many she thought she stacked. Next time, we will estimate how many she can stack in 1 minute, 3 minutes and so on. We plan on recording the data to be able to compare if she gets faster with each attempt. On a cold day, have your child show you how they can stack cups. Record the data as you practice and see just how fast you can go!

Nevada State Standards addressed in the above activity include:

Math standards
1.PK.3b Estimate the number of objects in a set of 5 and verify by counting.

Physical Development Standards
6.PK.1 Demonstrate skills in eye-hand coordination (e.g., stacking, sorting, lacing toys, stringing beads,
reproducing basic patterns, complete six-piece puzzle, Legos and peg-boards).