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Monday, 3 December 2012

Winter light box and glitter

salt mixed with some blue glitter - Christmas shapes have been added as well as "jewels" and sparkly pom poms

patterns swirling swirling

pretend snowballs too 

much time was spent creating small piles of salt and then letting it pour through the fingers  as if snowing onto the light box

after a while I changed the pom poms etc for animals, stones and pine cones as the children showed more interest in animal role-play 

 There was a great interest in making tracks - and how the animals made different tracks when they ski-ed across the light box from when the hopped around the light box

the rocks allowed the "mountain" to grow higher - and soon more rocks were collected from the construction room to help increase the height of the mountain.

a polar bear became king of the mountain. The children discussed which animals should play in the "snow" deciding that lions and leopards would not like the coldness...

we have a maximum of three children at the lightbox - others may watch - so that there is space enough to play (we have tried four - but every time it has lead to arguments about how much space, and "that's my patch of salt" etc and I would much rather the children can be in a situation they can manage than one that requires adult intervention everytime). The great thing is that its never the same combination of three - and it is always just one child that leaves to be replaced by another so ideas are shared in a very organic and inspiring way...

In the afternoon we started decorating Christmas trees - the older children could cut out their own trees, the 2 and 3 year olds received trees to decorate themselves. As I was cleaning the table afterwards I used my hands to sweep glitter off the table into a bowl - and my hands sparkled of course - so several of the children then became very sparkly as they rubbed their hands all over the table... It was lovely to see how CAREFUL one of the children put on her clothes to go home so that the glitter magic stayed on her hands!

Sunday, 2 December 2012

Christmas is coming

decorating pepparkakor
 This weekend our family has got into the Christmas spirit. We have decorated pepparkakor (Swedish spiced biscuits/cookies with cinnamon/ginger and other spices) - this year you can see that my children have liked making flags (maybe a bit of the Olympics influence there) as well as trees and people - we even had a go at turning a pepparkaka man upside down and decorating it as a reindeer!!
experimenting with long exposure and movement
 Our garden looks lovely in the snow with the Christmas tree lights on - I started off taking proper shots of the tree and then did about 20 where I whizzed the camera around on a long exposure. Now I want to utilise the long dark nights with the preschool children - imagine giving them a torch and getting them to make patterns in the air as you take a long exposure photograph - will HAVE to try this tomorrow!!

making Lucia buns
 Once the saffron flavoured sweet bread has risen it is time to make the Lucia buns - the most traditional shape being that shown in the photograph below - however tradition only makes up a part of the experience - once a few traditional buns are made the fantasy flows and there are reindeer heads, plaited garlands, pizzas and hot-dogs to name a few...
Lussebullar
 The Christmas tree has gone up this year again. I have to admit that we have an artificial one - it was bought when the twins were crawling most of the time and I just did not want to be pulling pine needles out of 2 rascals - so the tree we have had for 11 years now - and I guess by us re-using it every year it is a part of a planet friendly approach to Christmas.

the Christmas tree is up
Anyway I am eager to start Christmas activities at preschool and this coming week there will be a series of shorter posts about what we are up to!


outdoor environments - International

my children call this the Rabbit Park as it has rabbit/hare sculptures, it also uses brick throughout the park, which definitely challenges you as a parent and preschool teacher to view this as a great risk taking park - so many corners and hard edges - and yet I have never dealt with an accident here ... yet.
This time I will let the links talk for themselves more or less, just the odd comment here and there. Its is very apparent that a natural playing environment is favoured by most pedagogues as the optimal learning experience

http://creativestarlearning.blogspot.se/2010/05/outdoor-play-at-cowgate-under-5s-centre.html - this preschool in Edinburgh has a wonderful outdoor and indoor environment - I love how they compliment each other. I also felt that this blog is better than the actual homepage for the preschool, as I would have linked up the actual preschool homepage but there were less pictures and they have designed it is such a way that the text becomes hard to read as it does not all fit on the screen at once!

http://www.naturalplaygrounds.com/gallery/index.html - a company that designs natural playgrounds - this is the link to their photo gallery. I like the idea that they do not have a set catalogue as each preschool is unique and requires its own solutions...

http://www.creativekidslearningcenter.com/preschool-program/preschool-playgrounds/ - Las Vegas - devoid of nature - hopefully we are moving away from these colourful but yet impersonal playgrounds.

http://www.first5la.org/articles/not-enough-play-on-preschool-playgrounds  - fear of playing outside in case of injuries, thankfully this is not something that we experience in Sweden - we are outdoors alot - in the yard and on excursions - I LOVE the fact that time is not spent writing risk assessments to go on trips outside the preschool premises - this means we can really follow the children's lead - if we talk about a certain park or forest or museum, we can go there the same day or the day after if we wish...

http://www.turtlerockpreschool.com/?p=1031  - the conversion to a natural playground a year ago - great to see how a preschool transformed their playground into a natural play space - I love the "rooms" in the play space.

http://www.preschooldraper.com/files/Importance_of_Play.pdf - about the importance of outdoor play

http://landscapeonline.com/research/article/7131  - reggio inspired playground with photos and explanations of their thinking.

http://architypesource.com/projects/964-cow-hollow-school-playground  another interesting playground   -" in providing children with dynamic outdoor spaces that encourage self-instruction and participation, the landscape design of the playground emphasizes the natural landscape adjacent to the site and becomes an extension of the classroom itself". This also has Reggio Emilia as a source of inspiration

http://www.castleviewchildcarecentre.com/p/our-play-yard.html - playground for a preschool in Australia

http://www.childrenandnature.org/downloads/White_YoungChildren.pdf  - article about the benefits of young children playing with nature

http://progressiveearlychildhoodeducation.blogspot.se/2011/05/play-heats-up-in-outdoor-kitchen.html - blog about mud kitchens and the use of materials - not just sand and mud but sawdust too. This blog is certainly worth exploring

http://www.flor.com/blog/natural-outdoor-playspaces/ - I really like how the ground can become inspiring by changing the surface - look at the last photo of the wood - there is texture. I think we should consider the shape and patterns of the surface more as a contributing factor to learning and imagination - and also their effect on how children interact with the environment - for example it is easy to ride a trike fast on asphalt and other smooth surfaces but harder on gravel and sand - science comes into riding a bike - but also the idea of using different surface materials to slow down cyclists in an area where the youngest children like to play...

http://info.evergreen.ca/en/blog/entry/natural-playscapes-healthy-diverse-and-inclusive - the awareness that cities need to put nature back into play areas as the city claims nature

https://www.facebook.com/media/set/?set=a.319310421460852.73108.245263905532171&type=3  - outdoor environment of the Blue House Nursery School in Singapore - a very inspiring outdoor environment. I really wish the outdoor sand in Sweden was as fine as this and other preschools I see online - or have visited in the UK.

http://playgrounddesigns.blogspot.se/2008/03/natural-design-elements-for-playgrounds.html - fantastic resource for outdoor play inspiration - another blog worth browsing

http://www.naturalplaygrounds.com/documents/NaturalPlaygroundsDotCom_KidsDon't_NeedEquipment.pdf  - interesting read

http://rethinkingchildhood.com/2012/03/07/playground-safety/ - the idea that children need to be risk takers and not be wrapped in cotton wool. Sometimes children need to hurt themselves to understand and to learn... it is part of the process.

http://www.beltzig-playdesign.de/indexd.html - German playground designer with grand designs

http://www.londonplay.org.uk/file/584.pdf - with photos and links to more resources and inspiration this is worth looking at

http://loveoutdoorplay.net/2011/01/06/kierna-corr-we-love-outdoor-play-because/ - playing outdoors with young children is fun and inspiring - lots to look at here too.


It has been hard to STOP surfing the net looking for inspiring outdoor play areas for preschoolers - maybe if you know a great playground you could link it up in the comments section here. Many thanks if you do take the time.

Saturday, 1 December 2012

Outdoor play 2 - a Swedish look

sand and waterplay - image found online

So I have taken a look at some of what has been written about outdoor play and preschool playgrounds here in Sweden. The links are of course in Swedish - some have photographs - and if your interest is in the outdoor playing environment then maybe it is worth translating them.

The focus on having natural elements and variation is found in all of the links - the need for the children to feel safe in order to be able to explore fully is also expressed. In "Outdoor Pedagogy and the Role of Teachers in Children's Play" (2009) it is discussed how children have more freedom outside than inside - as there is the need to tidy up after themselves indoors, which is not necessary in nature, noise pollution is not the same outdoors and there is more freedom for gross motor skills outside. In this link the focus of outdoor play is in the forest/nature rather that the preschool yard - as I find that the same tidy up constraints are still in place in preschool yards as there is indoors - in fact I would say that in cities where the preschool shares its yard with the people who live in the apartment complex have to tidy up outside almost more than inside as otherwise toys can be stolen, destroyed or neighbours complain that it is messy. Indoors projects can be saved - a block construction can be continued the next day (simply write a sign for the cleaner not to bother with the room - or have very low tables, raised surfaces so that cleaning can be done around constructions) - a similar construction left outdoors in a shared facility would not be guaranteed to be there the next day - to the great disappointment of the children.

The following photographs all come from one park in Stockholm - Rålambhovspark - and shows how one park can have many rooms...

experimenting with spinning - I have seen children spin Autumn leaves etc in small groups

experimenting with weight and gravity - for two

role play with bikes and trikes - from a single child to a group of children

water play

motor skills being put to the test. This climbing frame can be used as a boat theme role-play or as part of an obstacle course...

more spinning experimentation for one or more (helpers)

more motor skills - a different sort of climbing frame with more challenges

the slide is definitely different and challenges children to think how to use it...

mud kitchen
There is also a big wide slide, swings, a big basket like swing, a climbing wall, marble run, an area for the 0-2 year olds, a spooky forest in a bush area as well as a zip line. This park certainly has lots of rooms.

Of course motor skills is an area that is raised in all the university paper links - in "It's in to be outside" improved health is discussed as in the last post about outdoor environments. It also discusses the fact that the outdoor environment should have "rooms" where children can play and fulfill their need to crawl and hide and explore small areas as well as their need to run around.

In Bredäng preschool yards were inspected with the following criteria

  • at least 6,000 sq metres so that children can run freely and pick up speed
  • bushes instead of fences should be used to divide areas off
  • 50% of the yard should be in the shade, preferably trees/natural shade, and that climbing equipment etc should be placed so that it is located in the shade between 11am and 3pm
  • favourite play areas should be integrated with nature - eg rope swings in trees.
  • utilise passages (between buildings and the fence/boundary) as an interesting play area rather than fencing them off
  • the yard should be safe from traffic and criminality.
You can look at the link and see the photographs of the preschools they checked the viewed them as follows
Utmärkta gårdar/Excellent yards
Förskola F 
I huvudsak bra gårdar, som kan förbättras med vissa åtgärder/On the whole good yards, that can be improved with certain measures
Förskola A, C 
Gårdar som behöver förbättring/Yards that need improvment
Förskola B, H 
Gårdar som behöver större förbättringar/yards that need much imporvement
Förskola D, G, K, I 
Dåliga gårdar, som inte lämpar sig för verksamheten/bad yards that are not suitable
Förskola E

a designed preschool - but where is the vegetation/shade? Image found online

The link to the paper about designing yards with a Reggio feel also takes up the concept of "rooms" in the yard and goes on to describe how the outdoors should be a compliment to the indoor environment. It also points out that many preschools are not found in natural environments and that this means we as teachers need to plan and design how to bring natural elements in to the outdoor yard.

In my next look at playing outdoors I will go international again...

http://dspace.mah.se:8080/bitstream/handle/2043/8065/Examensarbete.pdf?sequence=1
Utomhuspedagogikens och pedagogernas roll i barnens lek
Outdoor Pedagogy and the Role of Teachers in Children’s Play
Lärarexamen 210hp Barndoms– och ungdomsvetenskap 2009-03-13
Stina Arnberg Maria Berggren



det är inne att vara ute - it's in to be outside

preschool yards in Bredäng - here you can see how Bredäng is considering how to develop the preschool yards - trying to utilise the "dead" areas of the yards and think how they can be used in a more imaginative way

preschool yards with a Reggio Emilia feel - some photographs too.

to think about when building a preschool yard. Malmö - lots of photographs once you scroll down long enough. Malmö has produced this document as advice in the design and construction of preschool yards to improve the play value of yards.

Wednesday, 28 November 2012

Blowing bubbles

lots and lots of bubbles
Blowing bubbles is not only fun but its a great way to train up mouth muscles and help with pronunciation - sounds do not just come automatically a mouth has to be mature enough to wrap your tongue around them!!

Of course there is science in bubbles too - to talk about why they are always round, even when you blow through something that is square or star-shaped? Do bubbles stay round when they meet another bubble? What colours can be seen? Why do bubbles pop - and then sometimes you can slide your finger carefully into the centre of one?....

A great mouth training and bubble activity is bubble painting - taking a cup with bubble mix and paint in it and then getting a child to blow through a straw to make it bubble up to the top (or over onto the table) MESSY WARNING!! Then to capture the bubbles on paper.

a bubble print - when they were dry we cut them out and they became planets...
 Of course for some children capturing the bubble-prints is a rather secondary activity - making lots of bubbles being the most important part of the activity - and being allowed to make a mess only heightens the fun. Watching the colours spread across a table and then start to mix into each other - well more exploration, more science... who am I to stop that?

and when there is lots of colour everywhere - then its fun to blow air and see how it moves and flows across the table!
On this occasion the children exploring discovered they could make new patterns by blowing into the overflow - the table re-appeared - bubbles sailed across the table (and of course I was thinking - yes more mouth training, more exploration, more discovery...) for the children its fun and laughter - they do not notice that I can see their brains ticking, they do not know they are learning. So it is great when in the middle of a morning meeting when children are talking about preschool and school and they say they don't learn anything in preschool I can remind them, bring out the photographs and show them how they learnt about bubbles, wind and colour (or whatever the documentation relates to) - suddenly children get to see their own learning - adding another layer of learning, a new depth to their understanding of the experience... and then it is to give it another go to allow them to apply this learning...

Oh and cleaning up after this activity was almost better than the actual activity for three of the children. They got to clean on the pots of different coloured paints in the long trough like sink together - and they marveled at all the bubbles and how the colours mixed to make new colours - and handing over a couple of whisks to the experience allowed for a whole load of role-play to slip into the action - lots of language to test their pronunciation skills - lol!

Monday, 26 November 2012

Outdoor Environments

water play in Austria - simple but effective
 So here comes a little bit about outdoor environments. Not much, just a little taster and some link with some great texts and fabulously inspiring photographs. So if quality outdoor environments imprive sleep and health in young children - what makes a great outdoor environment?
I think there are so many variations - most seem to have a nature theme to them, space for role-play and space to explore - but I still think the vital component is the adults. Its what we do with the outdoor environment that will really make it meaningful. Yes, the children need time to explore in their own way - but they also need adult scaffolding. I remember reading about free-play often being the time when bullies can be more active (will look that one up again) so our presence and involvement is important. I think that often the outdoors is not used as effectively as the indoors by teachers - its like break time - the children run free. Not saying this of all places - but I just think the outdoor learning arena has not yet reached its full potential.
sometimes it is enough with some natural elements to experiment with
 I am lucky that my own three children get plenty of time to explore nature - my in-laws live in the middle of the countryside - allowing my children to explore in the forest, the lake, the meadows and all the animals that live there - as well as visiting the farms in the area. I see this as a huge gift, and wish that all children could have access to these kind of natural experiences.
mud kitchen in one of Stockholm's play areas
I also think that the parks and playgrounds in Stockholm are fantastic with varying outdoor facilities - some with animals and some also have indoor facilities with staff too. I feel fortunate to be raising my children in Stockholm.

Now for a few links to sites and pdf's that have great inspirational photos and information/research about playing outdoors.

Beacon Rise Primary School, just outside Bristol - play area at Beacon Rise Primary School

Here is a great site with lots of photos of play areas - so take the time to scroll down naturalplay

Another useful document  -from Australia


Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design
Ashley Parsons (no photographs)

http://scholar.lib.vt.edu/theses/available/etd-05062011-114155/unrestricted/Parsons_AE_T_2011.pdf




Well that is it from me today - I will be returning to outdoor environments again - and I will take a more Swedish focus next time...

Sunday, 25 November 2012

Sleep and Preschool part 2ii


So now I return to yesterday's post about outdoor environments being an important part to health and sleep quality in preschool children. In Sweden 97% of all 3-5 year olds attend a preschool setting (referred to as a DCC in the research article - Day Care Centre) this means that in Sweden the time spent at preschool covers a large proportion of a preschooler's life.
example of a great outdoor environment - half way up a mountain in Austria

The article points out that microbes and the spread of infections may be slower due to the expanded outdoor spaces compared to the indoor environments, but there is research that can show both sides of the coin - that infections spread equally fast and that outdoor preschools and "indoor" preschools tend to have the same number of absences as each other - obviously more research needs to be made into this area...


Today, overweight, craving appetite, a lack of sleep, restlessness
and medicalization to calm the parents’ worries are
important health issues for the child population even in a
welfare country such as Sweden (1)

The article goes on to describe how a good outdoor environment can have a positive impact on the above mentioned quote. The quality of the outdoor environment at each preschool was assessed by the Outdoor Play Environment Categories (OPEC) scoring tool. 


Vegetation gives protection from excessive ultraviolet radiation
known to affect the occurrence of skin cancer.
Green outdoor environments are also known to buffer the
impact of life stress in young individuals, especially if they
grow up in deprived areas compared to the impact on
children from affluent areas. Preschool children
areas including woodlands had better attention capacity,
were calmer and appeared less stressed than did children
who attended urban DCCs in a more dense and barren
environment. (1)



OK, so far not a whole load about sleep - so I will not go into the details about weight, stress and health so much and will focus on what the article has to say about sleep. As I mentioned yesterday the children playing in preschool yards that rated high on the OPEC rating system tended to sleep longer, and since sleep has a positive impact on health one can deduce that the affects of a good outdoor environment has a double positive impact on the preschoolers health.


Important for children′s health is the length of sleep per
24 h. This study indicates that the quality of the outdoor
environment in combination with long outdoor stay
resulted in longer night sleep. Physical activity was less
important as an explanatory variable, with the effect of
OPEC and outdoor stay removed. (1)

This means that being physically active indoors does not have the same effect as being outdoors for long periods of time. It is the time spent outdoors in a good quality environment that is important. This can be tricky when weather is extreme - either extremely hot or extremely cold and therefore limiting time that can be spent outdoors, but does indicate that it is important that we think about HOW we can lengthen time spent outdoors - appropriate clothing, shade, shelter etc. There was no more mention about routines in USA restricting outdoor play - this is something I will have to look elsewhere to find out more...

The article points out that children's night time sleep has decreased in many countries around the world in the last 10 years. Iglowstein et al (2) write that bedtime resistance has decreased significantly between 1974 and 2001 - could it be that our parenting techniques are in fact hindering children from getting enough sleep? Are we making a decision NOT to enter the whole bedtime resistance fight scenario and allowing our children to stay up longer (rather than deal with the tantrum) - since children still have to get up to go to preschool/school in the morning, parental wishes to avoid bedtime arguments could in fact be having a detrimental effect on our children's health through lack of sleep over 24hrs.? Lack of sleep, so I read, increases children's appetite and weight and occurrence of infections (1).


However, many parents experience
difficulties to put the child to bed for the night if the nap is
too long at DCC. At the preschools studied in United
States, the mid-day nap was mandatory for the
children. These children were much alerter at pick-up
time compared to their peers in Malmo¨ , as experienced by
the research team. We could be criticized for not including
the nap on the way home in the night sleep variable.
Children from high-quality outdoor environment had
however, even though they napped on their way home,
longer night sleep. (1)

Interesting to read that napping is mandatory in the preschools in USA, I would be VERY interested to find out more about how the napping effects the night sleep - but there was no more information about this in the article... But I interpret these words to mean that napping does not seem to impact night sleep as much as lack of outdoor play in a good quality environment.

Studies from United States show that children
from very poor areas benefit more from high-quality
environment compared to better off peers. Thus,
the relation between environment and health found in this
study would be even more pronounced with participants
from low socio-economic groups. (1)

The more ECE research I read the more it seems apparent that children from very poor areas always seem to be the ones that benefit the most from good quality settings which means that there needs to be investments made in all preschool settings, and not just the ones that can afford them.

Söderström et al have written several articles based on this research, I have included another one on the reference list here (3) where there is more information about how a good outdoor environment helps support children's attention levels. In this article it does go on to describe the "outdoor preschool" (UR och Skur/Forest School) as positive for most children as they are outside for long periods of time BUT that the long days for some children means that these children remain stressed - as "children cannot re-store their cognitive capacity beyond restoration" (3) - as a nature-like environment or environments with nature elements added to it, helps with restoration.

So I end this post with
  • we need to play outdoors in a good quality, nature like, environments to aid longer sleep
  • we need to make sure we adults take up the bedtime fight and ensure our children are getting enough sleep
  • it would be good to find out how long we should be playing outside for the children to benefit from the positive effects mentioned 
  • I want to find out more about how napping and night sleep impact each other
  • there needs to be a post soon about good outdoor environments...

References


(1) The quality of the outdoor environment influences childrens health – a
cross-sectional study of preschools
M Söderström (masod@sund.ku.dk)1,2, C Boldemann3, U Sahlin4, F Mårtensson5, A Raustorp6,7, M Blennow8  October 2012 Acta Pædiatrica ISSN 0803-5253

 (2) Pediatrics 2005;115;233
H. Largo
Oskar G. Jenni, Heidi Zinggeler Fuhrer, Ivo Iglowstein, Luciano Molinari and Remo
in the First 10 Years of Life
A Longitudinal Study of Bed Sharing and Sleep Problems Among Swiss Children

(3) Outdoor environmental assessment of attention promoting settings for preschool children

F.Ma ̊rtenssona,C.Boldemannb,􏰀,M.So ̈derstro ̈mc,d,M.Blennowe,J.-E.Englundf,P.Grahna