Observation: The Focus of a Child Centered Curriculum

A slightly different format in this newsletter. Our photos will help to tell the stories of the play and learning the children were engaged in this week. 

Observation: The Focus of a Child Centered Curriculum

The title for this article comes from a book I find myself a bit immersed in these days called Reflecting Children's Lives: A Handbook for Planning Your Child Centered Curriculum by Deb Curtis and Margie Carter. Curtis and Carter, along with many other experts in the field of early childhood education laud the various benefits that come when teachers keenly observe and record the goings on of children. In at day at school, these observations can take on a variety of formats, from recording the social interactions between children, to listening closely and noting all of the story lines involved in a child's imaginative play. 

When adults observe and then reflect on what they have observed, it allows for a few things to happen (and note, that observation is a real cornerstone of what we would call a developmentally appropriate practice, and this is merely a tiny list!)

• When we observe and reflect, we get to know the kids better for who they are. When we know children better, we can form strong, close relationships with them; this is the foundation for success is many arenas of development.
• We understand how to better plan for the children. By being open to observation, it's likely that noticeable trends take shape. A great example of this at our school was the interest and enthusiasm the Pre-K children had for all things beavers last summer. And in carefully observing and listening to the children, Jen was able to create opportunities for further investigation and exploration of the topic. 
• Observation allows us to understand the struggles and strengths of every child. We all have gifts to bring, and being a thoughtful watcher and listener helps us to identify how to embrace a child's gifts, or support them in the development of a budding skill set. 

Observation is not just a tool to be embraced by teachers alone! It can be a simple and effective means for parents to learn more about their children as well. It can start by simply slowing down and quieting down, to take time to see just what it is your child is doing. Here are a few examples of observations from the week at school. We hope they highlight the creativity, wonder, compassion and joy that seems to be ever present...a gift indeed. 

"I"m Trying to Catch the Wind"

C is looking up high and craning her neck.

Sam: “C, what are you doing?”

C: “I”m trying to catch the wind.”

C holds out her arms to catch the wind, and watches the wind in the sky.

C: “I could reach it.”

Sam: “Where?”

C:“In the trees.”

C is carefully watching the wind blow the branches side to side above her.

C reaches and opens her arms to catch the wind.

C: “It’s working!”

C: “It’s not working.”

Sam: “Why?”

C: “I don’t know. But I didn’t catch the wind.”

C picks up a nearby tube and uses it to try and catch the wind.

The plan was short lived and C decided that the tube did not help her catch the wind.

C smiles and decides to continue watching the wind. She notices the pine cones are blowing in the wind too, and one even falls to the ground.

"The Tube"

JD discovers a cardboard tube and sits down in the shade to investigate.

JD initially uses the tube to make loud noises. “Whooo, whoooo, ooooo.”

S watches and approaches JD.

JD lifts the tube to S and looks through to see her.

S peeks through the tube and both watch each other. They giggle and JD says, “S’s eyes.”

"Jump Rope"
H and I are having a disagreement over how to best use the long jump rope. Each child wants to hold it. They are explaining their frustration.

I and H work try to figure out a solution, I insists that two people can hold the handle at a time.

I shows the handle and the children can see that it is large enough for both their hands.

H and I go off with the rope together, on their way recruiting F and C. H and I show C and F how to hold each handle together. They run around the playground holding the rope and switching up partners.

"I'm Dancing, I'm Twirling...."

Sam: What are you up to M?

M: "I'm dancing, I'm twirling."

Classroom Happenings

Infant I: As more children make their way to their tunnies, we have been doing more and more art in our classroom. This week teachers put paper into zip bags filled with paint and let the kids squeeze and push the paint around. The class has also focused more on sensory activities and providing more materials for the children to manipulate. The class has two new students and welcome another young child this week!

Infant II: Yoga skills have really increased! We practice yoga together every morning outside before heading in for lunch. Downward dog, triangle pose, and plow are some of our favorites. We have also been working on our flexibility, sitting with our legs out and kissing our knees (try it at home!). We planted a few more flowers, the children are getting very good at helping fill pots with soil and being very careful with the flowers. Due to children's requests we brought out our dollies and carried them around them, showing them all that we do outside.

Toddler I: This week we welcomed a new student who is adjusting wonderfully! We've broken into small groups which has allowed for less over-stimulation. Because of the small group time, the class was able to fit in more art. The students worked with crayons, dobbers, colored bubbles, chalk and spray bottle paint. On both Thursday and Friday we went on walks and really did an outstanding job. The children held the rope and walked all the way up to the end of Thomas Lane. At the end of the road they did yoga poses and stopped to hydrate. The class will keep practicing and "training" for longer walks, with an possible goal of making it all the way to the town library. 

Toddler II: A big part of the week for the Toddler II classroom was time in small groups. The small groups are a way to enjoy more art time, outdoor activities and freeplay. The groups may also change up occasionally to allow the children a bit of variety with whom they interact with. The class welcomed two students from Toddler I and a brand new student as well. On Friday, the class had a huge fruit salad and read their "Friday book," All the World outdoors. 

Pre-K: The kids enjoyed a lot of playground time this week, and after reading a book at circle have an interest in playing a few party games like Limbo and Pin the Tail on the Donkey. Overall, the class is working on social skills which include naming their problems. Instead of telling a peer that they, "don't like that" they are trying to focus on the specific issue: "I don't like it when you do x,y, and z." This way the issue is named and recognized. The class is also focusing on the concept of friendship. Just because we're all in a class together does not mean we have to all be friends...BUT, we do have to be kind and respectful. 

Thanks for Reading

-Sam