A personal blog sharing experience, reflections and inspiration about education, in particular early childhood education, listening, democratic learning and introducing the idea of Original Learning.
Yesterday I shared a post with a film where I played with prisms, and also shared two films about how do prisms work and rainbows...
in those films there was the statement that white light could be created with just the colours red, blue and green and that the full spectrum was not needed to create white light...
So in the first film I made today there is some playing with these ideas... of red, blue and green light and the shadows...
What is really interesting when you play with light like this is that when you move the red light it is not the red shadow that moves but the green one... this could be a great stimulus for children to think about why this is the case... they can present their theories and why they think this...
here is a film showing how you can do this experiment on a bigger scale (I was just using torches/flashlights with coloured plastic over them) - my next investment would be the lamps as in the below film
In the next film... it explains why the shadows are different colours... and why they are not the colour that you would maybe first expect...
The local lake where I live has been a source of lots of inspiration... to slow down and notice the small things, and to appreciate what nature has to offer... I also think nature can inspire our experiments inside (and outside)
For instance I love watching how the light reflects off the lake and creates patterns on the trees surrounding the lake, and overhanging the water... the ripples in the lake caused by the wind, and also the movement of fish (as was the case today... in some places it looked like the water was boiling because the fish were feeding off the seeds falling from some of the trees.
I am thinking trying out the same experiment another time but with a less reflective tray to contain the water... to see how this will impacts the reflection on the wall. I am also interested in floating other things on the surface too, including oil. The great thing with the water and light play is that there is so much science and learning happening at the same time... not just about light, but also about floating, about the impact of movement, of wind... could the tray be put on a speaker so that sound can create waves?
I think if I was working with very young children I would set this up as a usual water play session but change the lighting so that it created patterns on the wall to see how the children react... do they notice the patterns... does this change their way of playing and pouring things? I would select the materials for pouring and floating carefully to be a part of the shadow making, with transparent, opaque and solid materials... I think most children will want to experience the water first... so this is not an experiment I would try with children as their first contact with water for a while... it would be an experiment that has context... either we had noticed the reflections outside on the lake together and decided together to recreate them back at the preschool, or it would be a development of their water play...
with the splashes of water on a mirror during the snow play the other day... it got me interested to play a little more and explore...
so this time armed with a mirror water and a pipette I started to make lots of little drops... then went off to make coloured water too... to see how that would affect my transient art...
well a half hearted approach to art... some of it was a conscious effort to make patterns and then suddenly swept by the idea to test how big I could make a drop... how close I could put the drops without them merging, what happened if I merged two different colours... could I make lines etc etc
This is a great exploration for children... using their fine motor skills to control the speed of water coming out of the pipette... and so easy to wipe dry and start again and again.
I used food colouring, just a tiny drop to give the water a blue hint. It could be fun to try and make a rainbow out of waterdrops... or try paint in this way too...
Here is a film I put together of the drops on the mirror (på svenska efter bild/film)
med inspiration från att stänka vatten på en spegel under snöspelet härom dagen ... blev jag intresserad av att leka lite mer och utforska ...
Den här gången, beväpnad med en spegel, vatten och en pipett, började jag göra massor av små droppar ... och sedan göra färgade vattnet för att se hur det skulle påverka min tillfällig konstverk ... ... det var delvis en medvetenhet för att göra mönster som gick över till att testa hur stort jag kunde göra en droppe ... hur nära jag kunde sätta droppar utan att de slog ihop, vad hände om jag slog samman två olika färger ... kan jag göra linjer etc etc
Det här är en rolig utforskning för barn ... med hjälp av sina fina motoriska färdigheter för att kontrollera vattnets hastighet som kommer ut ur pipetten ... och så lätt att torka och börja om och om igen.
Jag använde karamellfärg, bara en liten droppe för att ge vattnet en blå nyans. Det kan vara kul att försöka göra en regnbåge ur vattendroppar ... eller prova måla på detta sätt också ...
As part of the outdoor play and learning workshop we created bottles of nature. Since I had a focus on brining magic, imagination and creativity into play and learning the International Fairy Tea Party has been a great base for exploring these.
The idea was that the educators (I have also done this with children) should create their own magic potion, using what nature has to offer. I had 10 bottles of water... each filled to the brim, the purpose of this was so that water displacement could be experienced... as they put something into the bottle some water came out... some educators decided to empty a little water to create space... others just placed materials in carefully, and others enjoyed the splash of water coming out as they shoved more nature into their bottle... these are all different strategies and are worth while to observe as a teacher... do the children (or in this case educators) react as you though they would... do the observations give you more ideas about experimenting with water displacement?
No tools were given, so they had to find their own in nature to help get it down the narrow neck of the bottle... again this was with purpose to get children/educators thinking about problem solving.
In the forest there are things that should not be picked because they are endangered... this activity is a great way to share this information with children (and adults) in a meaningful way - to let them know that some leaves and flowers should not be in the bottle and explaining why).
As children/adults look for materials in the forest (or in any outdoor location of your choosing) the children get to see the small details, colours, textures, size, smells that maybe they would have missed. They make their own discoveries in nature.
When the children are satisfied with their bottle there is time to watch the sinking and floating, how the water and nature moves in the bottle if you put it upside down, or shake it... a chance to compare with others... how many have chosen the same things... why was that, what enticed them to putting that nature material in their bottles... this allows the children to see that sometimes the same material is chosen for very different reasons.
Then imagination can be brought back into the activity... what does their potion do... (reminding them that this is pretend) - is the potion meant to be bathed, in, wiped on the skin like a lotion, used on plants, on humans, as a medicine, to change things from one things to another... etc etc there are so many possibilities, really only the imagination can limit them... if you write down their words you have, as an educator, the chance to observe their language and communication skills. There is also the opportunity to take this further... to write stories about their magic potions (either together with the children if they are pre-writers - or let them write themselves if they are already writers and capable of creating their own stories on paper - drawing the story can also be an option). OR, the children could create a story together - thinking about what characters are in the story, what the potions do, For philosophical dialogues you could ask the children... are the potions for good or for bad., why are bad potions made.. how can the potions help people/animals/nature, which of the potions would be the most useful if they had to choose just one and why would it be the most useful...
The bottles I used were made of glass... of course plastic bottles can be used to... there could be an experiment with different size bottles, different shape bottles, different colour bottles... also the liquid used... one bottle could be oil, another water and a third vinegar etc so that over time the different processes could be observed - how do these liquids affect the nature inside them... if doing this maybe there is a need to have a more controlled content... ie the same number of berries, the same number of certain leaves etc...
The bottles can also be explored with light. We had painted on a sheet and when it was still wet we held it up with the sun shining through... we experimented with different materials to create shadows... including the bottles...
Other light sources can be used to explore the bottles - if you see in the film we did this... but think about doing this in the dark as well... or how about using UV light and giving the children the opportunity to experience the difference in colours... thus brining the nature bottles inside and connecting learning in and out.
Over time the bottles will change colour, the water quality will change, the contents will also change... many things the children can observe and ask questions about... or you as an educator can ask why the children think this is happening... thus children are given the chance to learn more about nature and science.
At the end of this post you can see a film I made about these bottles... including film footage of the bottles in action.
Of course there is the sensory value of these bottles too... to watch and be mesmerised with the finished bottles, using them as a calm down feeling. And during the collection process there is the smells and textures as well as the sounds and sights of the nature around them.
magic potions with preschoolers as part of an outdoor celebration of International Fairy Tea Party
magic potion making as part of an indoor celebration of International Fairy Tea Party ... indoors because of the fairy wings did not like rain... outdoor play came later when we took our wings off!!
Now for a few after photos... as I have kept these bottles for a year, and every now and again taken photos of them using different techniques... from sunlight, to torches and coloured light and also UV light...
sunlight - but why red? None of the other bottles went red despite containing the same berries... is it the mix of materials that has helped the red leach into the water...?
sunlight shadows
the mould growing is beautiful... this ONLY happened in one of the bottles
fairy lights to illuminate
looking at the details
fairy lights in front... behind and above and below... what difference does this make?
UV light... nothing in any of the bottles glowed... some just ended up VERY dark... if you want a contrast, make a nature bottle with tonic water... as that DOES glow with UV light.
more details . to watch how the colours change with time
Also interesting to watch how SOME of the bottle developed lots of particles at the bottom while others only a bit... so many differences and yet so many similarities to observe and compare and discuss.
Puddles really are brilliant... they offer so much play potential... from running through and feeling he difference that makes... to jumping and splashing, to sitting in them, collecting water as an ingrediant... to making rivers in the gravel and sand... when there is water... there is nearly always play...
Not much has changed... this was the case when I was a child... when my much younger colleagues were children... and also I see it now... hopefully this puddle play will always be with us and no-one will be making signs banning it..
We started off the day with exploring bubbles... the children and Elin had carefully followed the recipe for making extra big bubbles - and had also made bubble wands with wire by the time I got to work (late start today, as I had the closing shift)...
After some fruit we headed out to make loads and loads of bubbles...
but there was a slight problem... we just couldn't get the bubbles to work... just the odd one (and with a special technique of wrist flicking rather than blowing... and even that was not particularly reliable) - we tried adjusting the mix, but to no avail... but we did give it a good try...
There was time to make fairy wands.... quite by accident. I had taken some foil out to make ponds in the sandbox... but the foil was soon put to other use...
In the afternoon we played with the hose - including making rainbows, lots of water play with tubes, watering cans, buckets etc and the big plastic boxes... we addded the bubble mix at the end and used a whisk to make lots of foam... and pretended to make it snow... and used the tube to blow bubbles too...
snowfoam....
climbing into the bubbles...
rainbow shower
one of the few bubbles we managed... and I just had a mess about session this evening to see what sort of effects I could use and how it changed the look of the bubble.... a good mess about with technology is needed every now and again...
Gargling and bubbling with your drink is fun... but at lunch and snack its not so appropriate... (mostly because it get's carried away - one starts, they all start, they stop eating and half an hour later there are hungry children who have forgotten about the fun reason why they did not eat their food!!! Roll eyes!)
So when I see the need to bubble and gargle I simply acknowledge the need and say - let's use straws and blow bubbles this afternoon... there is the usual happy cheer, theyd rink and eat their food like children again (instead of experimenting)
Today I used plastic cups with a squirt of washing liquid and some water - each child had their own and could blow to their heart's content... there was great excitement as nine children sat round the table all blowing (and humming as they blew) into their cups and making the bubbles flow over...
little bubbles BIG bubbles... or just mixing to make foam!
SO MUCH LAUGHTER and squeals of joy... Bubbles could be blown across the table, or popped with a finger... so much to explore. AND its such a great way to train those mouth muscles to help with pronunciation...
AND cleaning up afterwards was fun... I thought since there was so much soapy water on the table... why not experiment... so I poured som paint directly onto the table for them to mix...
There HAD to be another bath tonight... we had to experiment a little more...and this time we had bubbles... but as Michael has sensitive skin it was bubbling bathsalts that don't make a THICK bubbling mass, but a thin layer of white foam... which actually turned out perfectly... Michael soon discovered that he could create shadows under the bubbles with his hands...
We also used the rotary handwhisk to make the bubbles - with different depths and angles to see what would be the best method for creating bubbles and foam... it turned out I had the speed and coordination to get a good froth on...!! And popping bubbles make such a great sund too! The bath salts were blue so it gave a blue hint to the water, which also added to the effect...
And of course when there are bubbles no bath would not be complete without a bubble beard!
Today my order for waterproof battery run lights arrived and we had to put them to the test...
So bathtime was in the dark today for full exploration... swirling the water and blowing bubbles to see how it created patterns both on the water and on the wall and ceiling. Designing patterns and faces on the bottom of the bath... and putting them in a box to change the effect... bathtime took a lot longer than usual for sure!!
I bought them as I want to to not only experiment with them under water - but also out in the snow... to create snow houses and other creations with the lights inside to make them glow... I can hardly wait to get started and to share them... good job that it's due to snow some more at the end of the week... the snow we have at the moment is a little too powdery... and now my mind wonders about putting them inside ice-sculptures... hmm - now that could be done without waiting for more snow...
these are the white ones... rather tempted to get UV ones!!!!
The park we went to today had a big puddle that had frozen over and was now melting - creating a big wet slippery surface. I just KNEW it was going to be a child magnet - at the same time I knew that the children would feel cold if they got wet - and there was not going to be much of an IF if they played on that surface...
So instead of telling them no - I said that they could - BUT that they must be prepared to get wet and they must be prepared to feel cold, as getting wet in temperatures just above freezing means that you will feel cold quickly. I also knew we were not far from the preschool so that if they did get cold it would not take us long to get back to the delicious warmth, and be able to put their clothes in the drying cupboards.
At first all the children went to the other end of the play space, but about 15 minutes later a child ventured over and was soaking within 5 seconds as she slipped over laughing. She was joined by three other children who had a wail of a time, smashing ice, running, sliding and throwing themselves down to glide across the puddle. The water was literally dripping off them!
This time last year I could hardly walk due to tearing ligaments in my ankle (the second year running - so this year I am really cautious) - so I stood at the edge watching and laughing - but even so - those bubbles under the surface of the ice were just SOOO enticing that I just HAD to put my foot on the ice and make them move - and make a few holes by smashing my heel down. I LOVED doing this as a child. My sister and I used to spray the back yard with water so that we could create a "skiddy patch" that we would launch ourselves at full speed!
My most mitten resistent child actually stopped sliding and went to get her mittens! And as we were about to leave the first tears came - as a hat fell off in the deepest part of the puddle and got soaking wet... the fact that the rest of her was totally dripping had not bothered her until then. The children that had played in the water did mention that they were cold on the way back - one even said to me "Next time I don't want to get so wet" - I answered - "well it's much better that you have learned this yourself, now you really know"
The Snail Park lived up to it's name well and truly today...
after a downpour of rain we went outside in the hope to splash in puddles and get wet in the downpour - but as we went out the downpour stopped and the sun tried to get out... the path turned river that we had thought of playing with vanished as quickly as it had appeared - the water was evaporating before our very eyes... so what about snails... maybe we would find a few today...
A few..
in the end we lost count... but it was more than 50 I can tell you that...
the children were fascinated about how they would climb over each other - were they fighting, or hugging, or just not aware of each other?
We were also fascinated by the variety - not only of the beautiful shells with their different patterns and colours - but also their slimey bodies came in different colours too! And some were big and some were middle sized and some were REALLY small!
there was a lot of gentle touching... the children are more familiar with the snails now - and even the ones that had shown a great deal of fear or disinterest before the summer break were now fully focussed on getting to know the snails.
after a while some of the children started to do their usual climb walking - from one end to the other of the fencing... this time they paused - MORE snails and they were feasting on rosehips by the look of things...
the children decided that all the snails should get to try the rosehips - so all 50 something snails were transported over - ALL the children were involved in this.
and here the snails got to have their party. PLENTY discussions about whether snails HAD to be at the party and whether or not they were free to leave when they wanted... and did the snails really want to be placed on top of each other like building blocks, or would they want more space... not easy questions to answer...
There was also spiders to be spotted, woodlice to follow and the rain had also given us the opportunity to play with the water on the leaves.
A busy morning in the Snail Park!
Reflection December 2013 Without a shadow of a doubt the snail park is the children's favourite park... even now when there is virtually no vegetation left, we don't really find snails or other forms of wildlife (although the bushes are now filled with birds (sparrows) seeking warmth together). Ellen and I have often wondered why THIS park is their favourite - maybe it is because this is the "park" we visit the most as it is closest - when we don't have much time to walk to the park and play then we play in the snail park. This means the children have developed a relationship with the park - and this relationship offers a kind of security that allows their play to develop rather than always discovering. New parks ARE fabulous for meeting the new and challenging - but they do not always allow children to deepen their own understanding of their own play - of trying things over and over and over again - and adding new twists and adding new challenges... Looking back at the snails I see that interacting with wildlife is an excellent and natural way to help the children develop and act upon their sense of empathy. It's a shame that we are unlikely to see snails again until late April (if we are lucky) or May. Animals ARE a great way for children to develop their sense of empathy... so maybe I will have to see if there is a way we can inorporate that into our routine and include it in the project "Tillsammans på Torget" (Together on the Square) - again I am thinking big, and I am not sure of time, possibility etc etc... but rather too many ideas to choose from than no ideas at all...
On Monday we returned with the children to what we have affectionally called the "Snail Park" an area of green between the preschool and the underground station that we have watched change over the year... and of course it had changed once again... the high jungle like paths were gone as the heavy rain of recent had flattened the plants... some flowers had gone to seed and yet new flowers had started to bloom...
I like coming to theis small patch of green, I like to see together with the children all the changes... but I also like to see how the children play here... there are no toys, no climbing frames nothing traditionally "children's play area" but they ALWAYS find so much to do... AND it also brings the children together - because instead of interacting with play equipment they need to interact with each other...
One of the play scenarios included four girls playing mamma, pappa, big sister and little sister at the same time as creating some artwork with an old flier they found on the ground and bits of nature... they went back and fourth dipping the paper in the birdbath, dipping plants and leaves in the bird bath in the role of the character they had all become as part of the play... I could stand a little distance away, able to listen to what they were saying and at the same time far enough away not to disturb their play-flow.
gathered around the artwork - big sister was off collecting more things...
the art work with petal bits, grass and the paper ripped and also in balls similar to a papier-maché consistency.
So we thought that we would give them an opportunity to continue their artwork in the same spot, using the paints which they had also shown a great interest indoors... and also to allow the others who had not participated in the art role play on Monday a chance to get arty outside...
wasn't so easy at first working out a system to wet their brushes in the birdbath to make the art - they all wanted to start at the same time... but once they got going there was a natural flow...as the ground was quite uneven here it was a decent challenge on the gross motor skills too!
some of the children knew exactly which colours they were going to use... others were not too fussy... for some it was just too tricky to deal with the fact that the colour wanted was not in the exact spot wanted and tears followed and a variety of options were made by teachers and children, but the experience could not be repaired and the child went on to do other things instead...
some colours were on the ground, others on the bench, so this was an art session that involved a lot of moving and social interaction. A few frowns but it felt good to see the children work out how to create together
some children knew exactly what they were painting when we were outside... the rest had the chance to present their artwork to the rest the group at our pre-lunch meeting... the children appreciated this time to tell their friends about their art.
"look I have drawn my letter"
when most of the children had created enough there was more room for experimentation - for example dipping your paper in the birdbath to get it wet before painting with the water colours...
and holding the paper up to see how the paint moved on the paper... this piece got named, sun cloud and rain (which was exactly like the weather we have had all week)
After the session I cleaned the bench and washed the paint out of the birdbath too - we need to respect our snail park and take care of it so that others can enjoy it as much as us... The children spent the rest of moring enjoying running down the slight inclinations and up again, using the metal railings as a climbing/balancing frame and talking with the poeple that visit the area to feed birds etc...
The paintings are waiting for another step - a black permanent marker to add some details... before they get put up on the walls...
