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Fizz-tacular Painting Activity

Looking for a fun and easy twist on your regular painting activity?  This one is a sensory delight!  It’s perfect for reviewing and learning colours, it includes elements of science and encourages artistic expression!  Perfect for all ages.

On alternating Fridays I blog about the final activity of our current theme 

This week’s Theme:More Colours

Activity Description: Science Experiment: Fizzy painting activity!

This Activity’s Main Area of  Development: Language, creative, cognitive, fine motor, gross motor, social, emotional

O&M’s Ages (at the time of posting this): 24 months

1.  I explained to the girls that we were going to do a painting activity with ‘special paint’.

2. Prepare the paint:

In a container, I added the following: Juice crystals of desired colour, 1/4 cup of baking soda, a squirt of clear dish soap and I slowly added water to get the consistency that I wanted.  A thicker consistency of paint allows for more textured painting and can be sprayed multiple times for more fizzy-fun.  Our four colours this week are: pink (pink lemonade crystals), orange (kool-aid), brown (iced-t crystals) and purple…I used purple kool-aid but it was far from purple…more of a green I would say!

 

Home-made, scented, fizzy paint!

Home-made, scented, fizzy paint!

3. Review the colours & paint away!!

Mommy demonstrates

Mommy demonstrates

M goes straight for the pink

M goes straight for the pink

O painting with 2 brushes

O painting with 2 brushes

Mommy makes a lion

Mommy makes a lion

O adds some last minute touches

O adds some last minute touches

 

 

Voila!

Voila!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. This painting activity is not over yet!  Now for more fun, let’s make it fizz! (spray with vinegar)

Mommy demonstrates.  Oh wow, says M!

Mom demonstrates. Oh wow, says M!

M does some spraying

M does some spraying

 

 

 

 

 

 

 

 

 

 

O wants to make it fizz too!

O wants to make it fizz too!

Time-out! O found a sticker (which trumps EVERYTHING)

Time-out! O found a sticker (which trumps EVERYTHING)

 

 

 

 

 

 

 

 

 

Fizz-tacular fun was had by all!

Fizz-tacular fun was had by all!

This painting activity kept them occupied for AGES!!!  They kept saying, “more paint mommy, more fizz mommy”. We will definitely be doing this one more often!

If you’re doing this activity in the winter, you could easily do it in a shower or bath! The mess would wash right down the drain!

This post was based on an activity included in the Reaching Roses curriculum.  Click here to learn more!

A Moment in Time

We’ve come to the end of the Clothing activity plan from the Reaching Roses curriculum (which is now available for purchase!…apologies to those of you who have been waiting).  This activity provided a lot of learning opportunity and enjoyment for today but will also serve us well in the future! …. I’m already imagining the fun and educational activities we could do with this in ten years time…

On alternating Fridays I blog about our final activity (starring my twin babies)

 

This week’s Theme:Clothing

Activity Description: Make a family time capsule about clothing!

This Activity’s Main Area of  Development: Language, cognitive, fine motor, social, emotional

O&M’s Ages (at the time of posting this): 22 months

 

1. Get a sturdy box (insulate it with a plastic bag if you wish)

2.  Decorate the box

Decorating with stickers

Decorating with stickers

Making wrapping paper

Making wrapping paper

 

 

 

 

 

 

 

 

 

3. Insert clothing articles.  Here’s what we included:

  • Baby’s clothes at the time of making the capsule (for size) – we put in the onesies “shirts” they made this week
  • Pictures of current fashionable and trendy clothes (to laugh at in the future!) – we put in a recent copy of Rolling Stone
  • Pictures of your baby  and family members in relevant clothing – we put a small photo album in with the following pictures:
      • a recent family photo
      • a photo of them in their first pair of underwear (we started wearing them a few weeks ago)
      • photos of them playing dress-up this week
      • a photo of them wearing the onesies they made this week (which are also included in the box)
      • a photo of them in their favourite pj’s
      • a picture of them in their bathing suits and water shoes and sunglasses (this summer’s favourite ensemble)
      • pictures of them with other family members (aunts, grandparents, cousins)
      • a picture of us the day we made the time-capsule

We also included some items not related to clothing:

  • a letter from Mommy
  • some of their recent artwork
  • certificates of achievement from the summer gymnastics class they just completed
O adds her papers

O adds her papers

M adds her papers

M adds her papers

 

 

 

 

 

 

 

 

 

Adding their "shirts"

Adding their “shirts”

Making sure they're snug in the box

Making sure they’re snug in the box

 

 

 

 

 

 

 

 

 

M adds the photo album

M adds the photo album

O adds the Rolling Stone magazine

O adds the Rolling Stone magazine

 

 

 

 

 

 

 

 

 

4. Seal the box (very well) – you can make it prettier but since we were wrapping ours, I wasn’t concerned with that

Good ol' duct tape

Good ol’ duct tape

Showing how to place tape

Showing how to place tape

 

 

 

 

 

 

 

 

 

Helping mommy with the wrapping

Helping mommy with the wrapping

M helps with the tape

M helps with the tape

 

 

 

 

 

 

 

 

 

5. Add a clear label on the box that says this is a time capsule created on such and such day and is not to be opened until (insert date)

 

Mr. Y & I decided to open it in 10 years

Mr. Y & I decided to open it in 10 years

All done!

All done!

 

 

 

 

 

 

 

 

 

6. Store in a safe place

I hope you enjoy doing this with your family as much as we did!  Leave us a comment to let us know what things you included in your time-capsule.

 

This post was based on an activity included in the Reaching Roses curriculum.  Click here to learn more!

 

 

Planes, Trains and Automobiles….(and Boats)

Research shows that words and phrases need to be learned in context in order to give language meaning.  When something is meaningful to somebody, it makes it’s way into their long term memory.  So, simply put, the more you can put language into context for your children, the more meaningful the language becomes and the more likely they are to remember and use the language!  (Indeed this forms the foundation of The Crystal Teaching Method philosophy and curricula)

Today’s culminating activity is an example of putting language into context.  I plopped the babies right into the middle of the language they have been learning, which made the words make more sense (more meaningful). Plus, it was super exciting, which made them want to use the language to express their experiences!

On alternating Fridays I blog about our final activity (starring my twin babies)

This week’s Theme: Transportation

Activity Description: See and experience transportation in action

This Activity’s Main Area of  Development: Language, cognitive, gross motor, fine motor, social, emotional

O&M’s Ages (at the time of posting this): 19 months + 3 Weeks

 

Planning

There are several different options for this activity.  Here are a few that I came up with:

  • Go to a train or subway station, ride the train!
  • Take a local ferry somewhere, go sailing, canoeing or visit a harbour!
  • Visit the airport or sit somewhere where you can see airplanes taking off and landing…or go on vacation and take a plane….wouldn’t that be nice :0)
  • Go to a car show or go on a small road trip.
  • Go to an amusement park and ride on boats, cars, planes and trains!

 

We chose to go to an amusement park!  And boy oh boy, did we have fun!

Train!

Train!

Choo-choo!

Choo-choo!

O riding the train

O riding the train

M lovin' the train ride

M lovin’ the train ride

Boat!

Boat!

Do you like this one?

Do you like this one?

Car!

Car!

 

 

 

 

 

 

 

 

 

In the front seat for once!

In the front seat for once!

Plane!  They were too small to ride this.....

Planes! They were too small to ride this…..

... so we did a different one that went up in the air...

.. so we did a different one that went up in the air

...and talked about how it flies just like a plane!

…..and talked about how it flies like a plane!

 

Relaxin' in the shade

Relaxin’ in the shade

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

P.S….

Interested in some of the context-based activities we did to learn this language in the first place? Click here!

Dinner is Served!

We’ve come to the end of the Meal Time activity plan from the Reaching Roses curriculum and our culminating activity is going out to eat!  When it comes to taking toddlers to restaurants it can sometimes seem like it’s more effort than it’s worth.  As a friend of mine put it, “Why would I pay to put myself through torture?”…..here are some tips on how to make eating  out with your toddler a more enjoyable experience (and of course a learning experience ;0).

On alternating Fridays I blog about our final activity (starring my twin babies)

This week’s Theme: Meal time

Activity Description: Go out to a restaurant for a meal and involve your baby in the experience as much as possible

This Activity’s Main Area of  Development: Language, cognitive, gross motor, fine motor, social, emotional

O&M’s Ages (at the time of posting this): 19 months

 

1. As a precursor to our outing, we read two stories “Going Out”, (Oxenbury) and “Froggy Eats Out” (London).  We talked about appropriate behaviours, manners and social interaction (like being seated, choosing food from a menu, etc).  I explained to them that we were going to go to a restaurant to eat dinner too. They were wiggling with excitement.

2.  I checked the menu a head of time and printed out a couple of food options for the girls so that when it was time to order, they would have a picture to look at in order to make a choice (in case the menu didn’t have many pictures).

3. We had a very enjoyable meal (the best dining-out-as-a-family outing so far)…because we changed our strategy to involve them in the experience.  Here are some things we did:

 

  • We allowed them to choose their own food (Cognitive learning: decision making)

 What a concept!  I don’t know why we never did this before.  Luckily the menu had lots of pictures so I didn’t need to use the ones I printed.  We explained again that this is a “book” where you can pick what you want to eat.  They both chose the same thing.

Looking at the food options

Looking at the food options

M knows straight away what she wants

M knows straight away what she wants

 

 

 

 

 

 

 

 

 

  • We encouraged interaction with the server (Social Learning: common social settings, Language: using language in context)

We encouraged them to say hello, order their own food, say thank you to the server when things were brought to the table – you could even let your toddler pay.  (When our server came, I just let her know that the girls would try to order themselves.  She was very obliging.)

Ordering their own food!

Ordering their own food!

  • We encouraged them to self-feed (Emotional learning: self-confidence, Fine motor skills: eating)

Actually this was easy for us because they ordered mostly finger foods BUT…. I brought along our own plastic utensils (that they are used to feeding themselves with and even a couple of plastic bowls).  Don’t be embarrassed to do this, it can really make your toddler more comfortable and therefore, your life a lot easier.  Often at restaurants the dishes are very heavy, breakable and too big for a toddler to easily manage them.

M drinks using a straw

M drinks using a straw

Yummy finger foods!

Yummy finger foods!

 

 

 

 

 

 

 

 

 

Time for dessert

Time for dessert

Well done O!

Well done O!

 

 

 

 

 

 

 

 

 

M likes ice cream

M likes ice cream

Good job M!

Good job M!

 

 

 

 

 

 

 

 

 

  • We practiced table manners (Social Learning : social norms)

If they started to be loud, I reminded them of the books we read before.  (I used the same phrasing as I did in the book).  I told them to look around the restaurant and see that there were other people who don’t want to hear yelling and that nobody else is sitting at their table yelling.  This seemed to work.  Although there was a baby somewhere that was crying and they kept saying “baby, cry, cry”..(I’m not sure if they were just expressing their understanding of a sound or weather they were trying to argue by saying that somebody else was being loud)…LOL!

We all really enjoyed ourselves!

We all really enjoyed ourselves!

As I said before, this was the best restaurant experience we have had so far (with the babies in tow).  We didn’t have to get out a single toy, we didn’t have to offer them appeasement to keep them quiet, we weren’t apologizing to people, we weren’t fussing about them the whole time.  As a matter of fact, Mr. Y and I actually had a couple of  interesting adult conversations!

Try this out with your toddler and leave us a comment to let us know how it went!

P.S. Want to see a few of the activities from the Meal Time! activity plan?  Click here.