Graggers!

The children in Kitah Alef are proud of their graggers this year for many reasons. Not only did they display their growing fine motor skills but they helped the environment as well. Our graggers are made of sticks, wire, jingly bells and recycled plastic caps.

Over the past few weeks, we've become familiar with all different kinds of graggers. Anything can be a gragger, really, as long as it makes noise!

In our classroom we have sensory bottles that double as graggers. They are filled with varying materials that produce different sounds.

During music with Morah Adina she showed us a wooden gragger from another country and helped us shake it loud!

In making our graggers our first step was to gather sticks and poke holes in the caps (thanks, Oliver's dad!). When we had a nice assortment, we worked on threading the wire through the holes. The stiff wire was the perfect material for little hands to practice threading. Once they saw it poke through the other side, they slid it down the wire, sometimes with an added "choo, choo!"

The children excitedly pointed out the applesauce caps since they provide a positive, yummy association for them.

After all the caps and bells were strung on the wire, the wire was wrapped tightly around a stick and glued in place. 

We hope you enjoy our unique, environment-friendly graggers - we know the children do!

Chag Purim Sameach!

Putting It In Practice

 So, What Does It Look Like?  And How Can We Apply It?

(And what, exactly, do we mean by "it.")

    

     We were very fortunate to recently attend a Conscious Discipline conference here at school.  What do we mean by Conscious Discipline?  The "official" definition is:   Conscious Discipline® is a comprehensive social- emotional and classroom management program that uses everyday life events to teach children and adults self-control, conflict resolution, character development and social skills. Conscious Discipline® has been specifically designed to make changes in the lives of adults first. The adults, in turn, change the lives of children.

     How do we go about this?  How do we, as teachers--and parents--practice self-control, conflict resolution, character development and social skills?  Equally as important, how do we encourage our children to do the same?  (And, to give this over to our children, we need to work on acquiring this ourselves first.) 

     One step is by teaching the children to articulate their emotions.  The children are learning to "name" their emotions.  (Above, Dalia identifies sad and happy; below, Leah works with paper faces with a multitude of expressions.)

 (Below:  Avraham Chaim, and Harper,  investigate our books, people and mirror as they become familiar with a set of emotions.)

    

     The Morahs don't have to reinvent the wheel:  there is plenty of material for us to share with the children.  (Below, Morah Susan reads Shubert's Big Voice to the class. In  this story, Shubert learns that he must speak up when a classmate has intentionally offended him.  His teacher assists by providing him with the appropriate vocabulary.)

 

     This is the second time we have experienced the adventures of Shubert.  In Shubert's New Friend, Shubert's class teases a newcomer to the class.  Shubert's teacher comforts the teased child first, then models empathy, encouraging the class to do the same .  The class then successfully "rewinds" the situation, welcoming the new child appropriately.

     An important step in this process is breathing.  We practice inhaling and exhaling by using S.T.A.R. (Stop, (smile) take a deep breath and relax), Drain, Balloon and Pretzel. (Below, we share our interactive book about emotions and breathing.)

Emmett places his token with a facial expression in the book.

Above:  One of our Conscious Discipline books, I Can Calm which guides us to practice breathing, along with our breathing tool reminder.  

Above:  When I Feel helps us to identify our emotions. It reminds of our breathing techniques, too.  We shared this book earlier in the year; we are now revisiting it in Circle.  Shubert's Big Voice encourages us to be assertive, to make our needs known appropriately so we don't feel frustrated.  

     Want to learn more about Conscious Discipline?  Stop off at our Intown Jewish Preschool front office regularly to get a peek at our little--but mighty--calendar.  For each day of the year, there is some practical advice and valuable thoughts to carry you through your busy day.

The Morahs of Kitah Gimmel 

Presidents Day--and Special Places

Happy Presidents' Day!

     If it's February, it's time to learn about the presidents.  Where does the President live?

     We shared a few picture books.  Do you know that the White House is located in Washington, D.C.  We do!  We also know that there is a bowling alley in the White House, as well as a swimming pool and a theater.  Children have lived in the White House, too.  (President Theodore Roosevelt's children brought their pet horse into the White House!)

     We focused on George Washington and Abraham Lincoln.  We found out that Washington is on the quarter, and Lincoln is on the penny.  Some interesting trivia we learned:  Washington had more than 36 dogs.  Lincoln grew a beard when a young girl made the suggestion.  A major concept we spoke about:  voting for a leader.  (Pictured:  Leah, Eli and Annabel inspect their coins.  Later in the week, we will pattern with our quarters and pennies.)

     We make Lincoln stovepipe hats.  Lincoln was a lawyer, and he kept some of his important papers in his hat!  (Above, Logan and Shayan prepare their hats.  Later in the week, we have the option of making Washington trifold hat.)

 (Above:  Eli checks out his stovepipe hat; below, Leah and Dalia get a giggle while looking in the mirror.)  (What fun pics!!  Thank you, Morah Leah!)

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     When we first introduced the concept of the White House, the children immediately understood it was a special place.  But so much learning is going on in Kitah Gimmel--and we learn about other special places as well.  (Below, Avraham Chaim investigates the Mishkan.)

     At Circle, when we initially introduced Presidents Day, we asked the children, "Where is the White House?"  Annabel told us it was in Shushan (yep, we're learning about Purim, too.)  Shane told us it's in the Mishkan (and we 're learning about the Parsha, the weekly Portion.)  

     We're  Jewish, and we're Americans.  We're beginning to understand our history, and we're beginning to appreciate all the important places in our lives.

     (Above, Eli, Shane, Menny and Ezra coordinate their Mishkan dramatic play.)  

Happy Presidents Day!

The Morahs of Kitah Gimmel

Our Construction Visitor . . .And Why Are Blocks So Important?

We Get a Visitor . . . and We Learn More and More . . .

    

     Shayan's dad came for a visit.  He works in construction, and he came prepared with a lot of tools and so much information to share.  He told us that construction can be dangerous, so he wears a hard hat and an orange vest when he's working.

The children had a lot of comments:

Avraham Chaim:  They're building next to my house!  My dad's a worker.

Shayan's dad:  We need plans, from an architect.

Menny:  I got a new house!

Harper:  I have a purple house.

Dad:  It's a job site.

Emmett:  It's a fixing site!

Dad:  We need bulldozers.

Avraham Chaim: and a raker.

Emmett:  And a dumptruck.

Rafi: And the bulldozer.

Menny:  And a tape-measure!

     Dalia remarked that a worker can't cut the wood wrong.  Shayan's dad agreed--a building would lean over if that happened!  The dad then showed us a variety of wrenches, for all different sizes of bolts.  Dalia noticed that one looked like a fish.  "It's a snip!" the dad told us.
     We then looked at a builders' knife.  Shayan's dad said, "I can change the blades.  I can cut rope, paper, so many things."
     Then he showed us a drill!  It was noisy!  Leah noticed that it had a light attached to it.  Amazing!

      Why did we invite Shayan's dad to visit?  We have been investigating our blocks, and visiting the construction site down the block.  So we were ready to learn more about building, from a professional with first-hand experience.  (Above:  Shane and Shayan work on a single structure consisting of a 2D section, with a 3D section attachment. Notice Shayan's stance as he contemplates the next move.)

     Our Morahs are learning more about block-building, too.  Did you know that there are several areas of development that are enhanced by block-building?  Yes, indeed.

     This is what the research says:  building with blocks promote all aspects of a child's development.
     Math:  shape recognition, symmetry, measurement, size, one-to-one correspondence,
     Language Arts:  sharing ideas, naming buildings, creating stories, creating signs, labeling,
     Social Studies:  mapping
     Science:  balance, experimentation, inclined ramps, stability, gravity,
     Physical development:  hand-eye coordination,
     Social-Emotional Development:  sharing, patience, cooperation, pride of work, respecting peer's          work.
(Above:  Harper explains to the Morah that she needs one square plus four triangles to make each of her mini-towers.)

     We know this is true from our observations--the anecdotal evidence.  We see the children building everyday, and we see the learning as it progresses.  (Shane and Ezra use both wooden blocks and the MagnaTiles while building.)

      We've also noticed how the children's constructions have become more complex.  There are various stages in block-building, and we see how the different elements have been added--spontaneously by the children--as the months have gone by.  (Above, Avraham Chaim has added cars to his construction.  Below, the train tracks and bridges have been integrated into the MagnaTile creations.)

     What are these stages?
     1.  Children carry the blocks from one place to another without a plan.
     2.  Stacking blocks in a row or tower.
     3.  Bridging.
     4.  Enclosures are created.
     5.  Increased height, pattern, balance.
     6.  Dramatic play, structures are named ("It's a garage!"  "Here's the jail!")
     7.  Building structures representing everyday life.

     The Morahs usually like to take notes on the iPad as the children talk about their constructions.  Recently, we've begun something new:  we jot down the children's discussions in front of them, so they can see the writing process.  We ask the children to contribute illustrations, too.  (Above, Menny, Asher and Ezra build; Dalia creates an illustration of the construction.  Look at this cooperation and coordination of skills!) 

                                                    So much learning is going on!

        Morah Susan, Morah Estee, Morah Leah and the amazing builders of Kitah Gimmel

(Work cited:  Introduction to Block Building with Children by Meredith@Homegrown Friends, March 28, 2014)