Tag Archive | creative skills

Exploring Measurement: A Reggio Provocation

Here it is! Another example of the amazing results of a Reggio Emilia provocation.  No matter how many times I do this, I am in awe of what transpires.  A Reggio provocation is characterised by its unbounded, limitless potential – a true reflection of a child. It is just so exciting to watch unfold!  If I haven’t expressed it enough, PLEASE, try a Reggio provocation with the children you love – they will astound you in more ways than you could imagine! – In more ways than they already do!  Children have so much to express, give them the opportunity!

On alternating Wednesdays I blog about a Reggio Emilia Provocation

This week’s Theme: Bed Time

Description of Provocation: Exploring Measurement: Provide measuring cups, rulers, soft (tailor’s) measuring tape, numbers (plastic, foam, magnets, etc.), feathers (variety of sizes and colours)

O&M’s Ages (at the time of posting this): 2 years+ 5 months

 

Initial Topic (Observe and question your tot about a topic of interest)

  • The girls have shown a significant amount of interest in bird nests over the last couple of weeks.  Also, we went shoe shopping for Mr. Y, and the girls LOVED measuring their feet at the store.  Last, they really enjoy putting measuring cups in order.

Materials (This can include anything)

  • For the measurement component, I chose measuring tools (measuring cups (plastic & ceramic), straight rulers & a tailor’s tape measure)
  • I chose a variety of bird feathers because I felt that would relate to both the bird nest interest and our bed time theme (because feathers are often used to make pillows, blankets and even beds!)

Set-Up (This should be visually appealing and intriguing)

  • Where?:  I chose a space with natural light in a fairly open area.
  • Workspace: I defined the workspace using place mats.  I laid a ruler on the mat horizontally and I also placed some magnetic numbers vertically along the side of the mat.
  • Display:  I displayed the measuring cups on the wall using hooks – to add a 3D element – (plus they like manipulating things on and off hooks).  I displayed the feathers in blocks of colour on a clear plastic tray (or in small buckets)

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Observation (Observe your tot interacting with the provocation you have set up.  Remember not to interfere or ‘teach’.  If you stay out of the way, you will be pleasantly surprised!)

  • What was interesting?  Initially, M was interested in the feathers and O was interested in the measuring tools
initial contact

Initial contact

"measure," said O

“Measure,” said O

O inspects the ceramic measuring cups

O inspects the ceramic measuring cups

 

 

 

 

 

 

 

"What is this?" asks M

“What is this?” asks M

M manipulates the feathers

M manipulates the feathers

 

 

 

 

 

 

 

 

 

  • What was asked? The only question I recall from them was M asking, “What is this?” (in regards to the feathers.)  I answered her and asked her, “Do you know what a feather is?”  “No,” she said.  So I gave a brief description (including that we use them to make pillows/blankets etc.) – this did not incite any interest at all.
  • What was said? So much was said, it’s really difficult to relay.  I think it’s best to illustrate some of the main ideas of what was said, into the ‘What was done’ section below.  This is why it is really important to take notes!  You cannot remember it all!
  • What was done? A LOT!!!  None of which I anticipated.  (I haven’t written them in order of occurrence, I’ve written them from smallest amount of interest to largest.)

#1 – Butterflies!  O makes the connection that feathers are used to fly and butterflies fly so we can make butterflies out of these feathers:

"I make a butterfly!" says O

“I make a butterfly!” says O

 

#2 – Time for a pedicure!  M decided to use the feather as a nail polish and then decided that the other feathers should be my toe separators!  (I can’t believe I’m showing the world pictures of my unkempt toenails…but in the name of education, and M’s brilliant idea, I am!)

M carefully places the toe separators

M carefully places the toe separators

M paints my nails green

M paints my nails green (I paint their toes green!)

 

 

 

 

 

 

 

 

# 3 – O’s invention.  O strung the measuring tape through the cupboard handle, stood back and said, “Watch!”.  Then she pulled the door open proudly.

O pulls the measuring tape taut

O pulls the measuring tape taut

1-2-3 Pull!

1-2-3 Pull!

 

 

 

 

 

 

 

 

#4 – Measuring.  This was mostly driven by me.  I asked O, “You said measure before, what is measure?”  She said, “I can measure all my things!”  “Yes you can!  But what does measure mean?”  “I don’t know,” she said.  So I gave a brief description, “Measuring is how big or small something is.”

I said, "This feather goes to 7, and this one goes to 4.  Which one is longer?"

I say,”This feather goes to 7, this one goes to 4. Which is longer?”

"Which measuring cup holds more?"

“Which measuring cup holds more feathers?”

M wanted to wrap the measuring tape around her. (6 times)

M wanted to wrap the measuring tape around her. (6 times)

 

#5 -IMAGINARY PLAY (this was the big one!)  They decided they were going to make a castle.  The play then revolved around Santa coming to visit this castle.  It went on for ages!  I got to sit back and watch.

"We make a castle here." (The measuring tape is the main structure)

“We make a castle here.” (The measuring tape is the main structure)

"We decorate the castle."

“We decorate the castle.”

 

 

 

 

 

 

 

 

 

"I make a map so Santa can find us"

“I make a map so Santa can find us”

"This is where Santa can sit"

“This is where Santa can sit”

 

 

 

 

 

 

 

"Shh! Hide under here. Santa will come and we can see him."

“Shh! Hide under here. Santa will come and we can see him.”

 

Extension (Based on your observations, add new materials as needed)

  • New Materials: Because the bulk of the initial interaction revolved around a castle, we did a bit of picture research on castles (Google Images search).  They pointed out their favourites – coincidentally, one they chose was a castle I used to live near! (I didn’t even see it until they pointed it out).  I also added blocks.  Next, I lessened the amount of feathers and measuring equipment.

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  • What Transpired?: Castle building……
"This one the best"

“This one the best”

"This one my favourite"

“This one my favourite”

 

 

 

 

 

 

 

 

Castle #1

M builds

M builds

M adds 'flowers' to the castle garden

M adds ‘flowers’ (feathers) to the castle garden

 

 

 

 

 

 

 

M uses a green feather as a hose to water the flowers (making a sound effects as she did it)

M uses a green feather as a hose to water the flowers (making sound effects as she did it)

M is jumps  'because the castle is so strong, so it won't break when I'm jumping'

M jumps “because the castle is so strong, so it won’t break when I’m jumping”

 

 

 

 

 

 

 

 

 

 

 

 

 

Castle #2

O & M made this catle together

O & M made this catle together

O says, "this is where you skate" (I think she was referencing Disney's Frozen)

O says, “this is where you skate” (I think she was referencing Disney’s Frozen)

 

 

 

 

 

 

 

 

 

 

 

 

Castle #3

O explains "this is trick door"

O explains “this is trick door”

"I open trick door, people is coming out"

“I open trick door, people is coming out”

 

 

 

 

 

 

 

M adds Princess Ariel "to live in the castle"

M adds Princess Ariel “to live in the castle”

I mention that where Ariel is sleeping, looks like this bridge

I mention that where Ariel is sleeping, looks like this bridge (the castle that O said is the best)

 

 

 

 

 

 

 

 

 

…..after I said that….. O decides to make it.

Castle #4

O carefully constructs

O carefully constructs

The castle's bridge

The castle’s bridge

O's bridge (same rectangular shape)

O’s bridge (same rectangular shape)

 

 

 

 

 

 

 

The castle's door

The castle’s door

O's door (it has the same arched shape)

O’s door (it has the same arched shape)

 

 

 

 

 

 

 

O's towers (same cylindrical shape)

O’s towers (same cylindrical shape)

M came over with a tiaras for us to live in the castle.  So that makes me the Queen Mum! LOL!

M came over with tiaras “for us to live in the castle.” So that makes me the Queen Mum! LOL!

 

 

 

 

 

 

 

 

 

 

 

This is what I found when I woke up this morning:

O does some sorting

O had done some sorting

 

Once again, their ability to independently blend their creativity and knowledge astounds me!

 

Click here for more Reggio Emilia!

Click here to see how Reggio fits into The Crystal Teaching Method’s overall philosophy!

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A Fish in Bubbled Waters

Wow!  We are already at the end of our first activity plan from the Leaping Lilies curriculum; Bath Time!  We’ve had a lot of fun learning over the past two weeks….and boy are we (and our dolls) clean!  Today’s post demonstrates how to turn any simple, one dimensional activity (like a craft) into a whole-learning experience.  (Meaning that all areas of development are being challenged or addressed in a meaningful way)

 

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

This week’s Theme:Bath Time

Activity Description: Make a soap fish to use in the bath

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): 2 years + 4 months

 

Lets get started!

  • Make your soap fish!

You will need:

  1. Wash cloth
  2. Bar of soap (oval shaped works best)
  3. Craft foam sheets
  4. Elastic band
  5. Piece of lace or ribbon
  6. Needle & thread (or crazy glue… I tried it for ease and speed – it seemed to work just fine)

Instructions:

Place the soap in the centre of the cloth

Place the soap in the centre of the cloth

Gather the cloth around the soap

Gather the cloth around the soap (Mommy helped!)

 

 

 

 

 

 

 

 

 

 

Secure with a strong elastic band

Secure with a strong elastic band

Cut out foam pieces for eyes, fins and mouth

Cut out foam pieces for eyes, fins and mouth

 

 

 

 

 

 

 

Secure foam pieces with a couple of stitches.  (I also tried crazy glue for ease and speed - it seemed to work)

Secure foam pieces with a couple of stitches.

Tie decorative ribbon around the elastic

Tie decorative ribbon around the elastic

 

 

 

 

 

 

 

Taa Daa! Finished soap fish!

Taa Daa! Finished soap fish!

 

 

Excited to use these in the bath!

Excited to use these in the bath!

 

 

 

 

 

 

 

 

 

  • Use this activity to create a whole-learning experience

Language Development:

The entire process encourages self-expression and conversation.  Teach new words as they come up in context.  Make conversation around the parts that your tot finds interesting or curious.  Ask questions that require an opinionated response.

Creative Development:

Have your tot take participate in the creative process (as much as possible).  My girls chose the materials; the cloths, the colours for each of the foam elements, the ribbon and they helped assemble the fish.

Fine Motor Skills:

Manipulate the cloth (folding & gathering)

Manipulate the cloth (folding & gathering)

Scissor skills (cutting the foam pieces)

Scissor skills (cutting the foam pieces)

 

 

 

 

 

 

 

 

 

 

 

Gross Motor Skills:

Encourage your tots to wash themselves.  Give them instructions that are more physically challenging for them.  (Such as, wash the back of your neck, under your arms, the bottoms of your feet, use the opposite hand)

Emotional Learning:

Obviously your tot should never be left alone in or near a bath but there are elements of bath time that can be used to encourage self-reliance (such as, undressing independently, testing the water before getting in to see if it is suitable and self-washing).  Parts of the activity also help to develop patience (such as, waiting for and adult to do certain parts before they can continue).  This is also the appropriate age to start learning the importance of personal hygiene. (What is it?  Why is it important?)

Social Learning:

In our case, this activity provided exposure to new situations/activities because I am NOT overly competent with a needle and thread so it was something different for them to see me doing.  Also, I’m pretty sure they have never seen a bar of soap before (only liquid).  In story books, the soap is always pictured as a bar of soap and they are always confused when I tell them that the image/drawing is soap!

VERY interested in what Mommy is doing.

We’ve never seen this before!  VERY interesting!

Cognitive Learning:

First there is the sensory component (touching/feeling all the different materials, choosing colours, smelling the soap..and yes, one of them even tasted it, despite my warnings).  It is also necessary to follow instructions (several multi-step instructions) to complete this!  Finally, this is a great activity to develop awareness of sequencing (first, next, last) because this is a step by step process that is completed in a specific order.

The girls really enjoyed using the soap fish to wash themselves but, I chose not to share pictures of the girls in the bath.

 

Want to see culminating projects from Clever Clovers?  Click here!

Want to see culminating projects from Reaching Roses?  Click here!

Reggio Provocations Explained

The Reggio Emilia educational philosophy (established in Italy) is one that is quickly gaining momentum in countries world wide – and for good reason. I spent three years working at a kindergarten school that followed the Reggio philosophy which is where I gained a thorough understanding and love for it!  The Reggio approach has many wonderful facets but today I will focus solely on Reggio provocations.  If you are interested in the Reggio approach to early childhood education, I encourage you to take some time to read this.

On alternating Fridays I blog about parent/teacher

hot topics & interesting info or Q&A

 

 Today’s Topic: Reggio Provocations

Provocations (as They Relate to Reggio Emilia)

  • What are Reggio provocations?

First, it is important to note that there is no set or specific objective to be achieved.  Simply put, the sole purpose of a provocation is to elicit some kind of response. Then, based on the response given, new materials, questions or opportunities are introduced to further explore a topic.

 

  • What is so valuable about Reggio provocations?

The idea of learning by means of provocation (rather than ‘being taught’) is valuable because there is:

  1. Genuine Interest – Children have a lot of control over the direction of their learning
  2. Genuine Experience – Children learn through touching, moving, listening and observing
  3. Natural Curiosity – Children are encouraged and provoked to explore materials, relationships and environments with as few limits as possible
  4. Genuine Self-Expression – Children can be afforded endless ways and opportunities to express themselves
  5. Authentic Tasks – Children are engaged in work that is purposeful and meaningful to themselves and others.  They are more likely to retain the knowledge (and more importantly) the skills that they acquire, because their desire to do the tasks is intrinsic; therefore they identify problems themselves and eagerly want to solve them.
  • How can I set up Reggio provocations?

While setting up Reggio provocations requires careful thought, they can be simple, inexpensive and the possibilities are infinite!

  1. Initial Topic – Observe and question your tot about a topic of interest.
  2. Choose MaterialsMaterials can include anything; books, natural materials, art supplies, collections, tools, blocks, light, mirrors, water; the list is endless.
  3. Set-Up – Set up should be visually appealing and intriguing – inviting exploration. First, consider where you will set up.  What kind of space is required?  Next, choose a way to display your materials; consider the type of containers or holders you will use – they should be interesting and compliment your materials.  Last, define the workspace using trays, mats, table cloths, paper, etc.  When you define a work area, children naturally move towards it.
  4. Observation – Observe your tot interacting with the provocation you have set up.  What is interesting?  What is said?  What is asked?  What is being done? Take notes.
  5. Extension – Based on your observations, add new materials as needed.  Respond to your tot’s interests by supporting his/her efforts to “do” something.  (This inevitably leads to some sort of ‘project’)
  • Can I see examples of Reggio provocations?

Of course!  The example below is a brief overview of this post (if you want to see the full thing).  However, that post does not include the extension, which is crucial and is noted below.

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  1. Initial Topic – The girls had been talking a lot about catching butterflies with nets, going for walks and going to the playground so I decided to present my materials using spring themed containers, holders and colours.
  2. Choose MaterialsI chose the materials to be textiles related to bathing because our theme this week is ‘bath time’. I also added some art supplies (stamp pad, markers and paper on the wall)
  3. Set-Up – I chose a space with natural light in an open area.  The items used to display the materials were engaging.  I defined the work space with the green tape on the wall to add another dimension and to provide a larger-than-usual canvas.
  4. Observation – The girls were VERY interested and much was done, (click here to see the initial response) but the element of this provocation that generated the most interest was the decorative tree and even more specifically, the decorative eggs in the tree.
  5. Extension – As a result of the observation, the next day, I introduced plastic eggs to the table.
New materials added (plastic eggs) as a result of the previous day's observations

New materials added (plastic eggs) as a result of the previous day’s observations

This led us to two projects: (Keep in mind that the girls are 2 years + 4 months)

Project #1 – Creating ‘Surprise’ Eggs – While exploring all the materials, one of them decided that they wanted to put something into the plastic eggs to make a ‘surprise’.  I asked them what they would like to put inside.  The unanimous response was “chocolate”.  I told them we didn’t have any chocolate.  Rather than choosing to solve that problem, they came up with a different suggestion.  “I make a picture, put in eggs. Please get me paper.”

Problem 1 – I used suggestive language and said, “Here is your paper, this is quite a big paper to fit into a little egg”.  They quickly decided to cut the paper.  Then they drew pictures which I labelled for them.

M cuts her paper into smaller pieces

M cuts her paper into smaller pieces

O's labelled pictures

O’s labelled pictures

 

 

 

 

 

 

 

 

Problem 2 – There were 4 eggs that needed to be divided equally.  They chose one at a time until gone. (“M 2 eggs & O 2 eggs”, was said) – They’re teaching themselves math!!!

Problem 3 – The drawings were still too big to fit into the eggs.  “I cut, use scissors”, said M.  As she began to cut, O said, “No! M, break picture my made” – so cutting was no longer an option.  With A LOT of prompting and questioning by me (my final prompt was, “How do we get our clothes to fit into our drawers?”), they came to the conclusion that we could FOLD the drawings.  Then they placed them into the eggs and gave them to guests that visited later that day.

Folding the paper so it will fit into the eggs

Folding the paper so it will fit into the eggs

Putting the surprise into the egg.

Putting the surprise into the egg.

 

 

 

 

 

 

 

 

Project #2 – Decorating Eggs – They decided they would like to decorate the plastic eggs and tried using marker on them which kept coming off on their hands.  They asked me about a book we recently read inwhich the characters decorated eggs.  I explained that they were real eggs.  “I decorate real eggs too”.

Problem 1 – I tried having a conversation about how eggs are fragile and break open easily and that we needed to find a way to make them hard.  In the end, they just had no ideas and no way of knowing how to make an egg hard.  So I told them that we would cook them in boiling water.  I asked them to choose the pot that was most appropriately sized to cook the eggs in.   I showed them the bubbling water which amazed them! “Steam, very hot”, they said.

Choosing the appropriate sized pot

Choosing the appropriate sized pot

Watching water boil - NOT BORING with these two!

Watching water boil – NOT BORING with these two!

 

 

 

 

 

 

 

 

 

Problem 2 – They wanted to decorate them right away but obviously they were too hot.  “How can we make them colder?”, I asked.  “Put it in fridge”.  Done.  I asked them how they wanted to decorate.  They told me they wanted to paint the eggs so I chose this opportunity to introduce them to water paints, which they have never used before.

M using water paints for the first time

M using water paints for the first time

Learning how to use water paints

Learning how to use water paints

 

 

 

 

 

 

 

 

 

"I like red"

“I like red”

M is pleased with our decorated eggs

M is pleased with our decorated eggs

 

 

 

 

 

 

 

 

 

 

 

 

Problem 3 They wanted to eat them for lunch.  How do we get the eggs out of the shell?

Peeling eggs - fine motor skills at use!

Peeling eggs – fine motor skills at use!

Eating eggs with our lunch!

Eating eggs with our lunch!

 

 

 

 

 

 

 

 

They really liked the water paints…so now I might set up a provocation table related to water paints with flowers and a Claude Monet book, etc.  It is important to note that even though the projects shown were short-term projects, they can take as long as is needed.

  • In Summation

This was a lengthy post, I hope you found it helpful and worthy of your time.  That being said, I would like to leave you with this idea:  I liken Reggio provocations to planting seeds.  You provide a seed and your child’s knowledge, curiosity and creativity will cause it to flourish in beautiful ways; often in ways that you could never predict or imagine.

 

P.S.  Last Chance!!!

This weekend is the last opportunity to take advantage of our anniversary sale (20% off all of our curriculum).   Use the code: CTM20 at check-out and bag yourself a bargain!! This offer will end March 29, 2015.

 

 Click here to visit our shop

A Work of Bubble Art

It’s short and sweet today!  An inexpensive, simple-to-do, art activity using items you already have in your home.  It makes beautiful and fascinating artwork.  Enjoy!

Here’s one activity we did today from the Leaping Lilies curriculum

 This week’s Theme: Bath Time

Activity DescriptionBubble Art: Place some bubbles into a container, add food colouring and mix.  Put a straw in the container and blow bubbles until they reach well above the rim of the container, gently place a paper on the bubbles and repeat.  Use different colours.

This Activity’s Main Area of  Development: Creative Development

Specific Skill: Experiment using different art mediums

O&M’s Ages (at the time of posting this): 2 years + 4 months

 

This activity is pretty straight forward and doesn’t require a lot of pictures to explain, so here goes!

 

    • Mix the bubbles with the food colouring (encourage your tot to do this)

      Add food colouring to bubbles

      Add food colouring to bubbles

 

    • Insert a straw into the container and blow!!! (explain that sucking will be yucky!)  O accidentally sucked in the mixture even after the warning and she ended up blowing a bubble out of her mouth which made  M laugh so hard which in turn made O so happy that she forgot about the yucky taste in her mouth! (We did keep some juice on hand just in case we needed to get a yucky taste out of our mouths)

      Blow until bubbles rise out of the cup

      Blow until bubbles rise out of the cup

 

    • Place a piece of paper gently onto the bubbles/cup

      Place paper onto the cup

      Place paper onto the cup

 

  • Repeat using different colours

    Taa Daa!  Beautiful bubble art!

    Taa Daa! Beautiful bubble art!

M & O happy with their bubble art

M & O happy with their bubble art

 

 

 

AND….  Don’t miss out!!!

Remember we are celebrating our one year anniversary by offering all of our development programs at 20% off.   Use the code: CTM20 at check-out and bag yourself a bargain!! This offer will be available through March 29, 2015.

 

 Click here to visit our shop

There Are Plenty of Fish in the Sea

Today’s activity is a great example of how to add purpose and comprehension to an art project.  It’s illustrates exactly, how to turn fun into learning, how to engage and excite a child’s natural curiosity and how to prepare a child so that an activity is meaningful to them.  I hope you enjoy this post as much as we did!

Mondays and Wednesdays I choose one activity we did today from the Reaching Roses curriculum and share our experiences (starring my twin babies)

 This week’s Theme: Ocean Animals

Activity DescriptionOceanic Wall Mural (Sensory): Get a large canvas or large piece of poster paper as the basis for your mural.  Gather bubble wrap (different sized bubbles would be great) and cut them into manageable pieces (suitable for your baby).  Paint the bubble wrap blue (use different shades if desired) and stamp it onto the poster paper to make the ocean back ground.  Then glue/stick/draw on ocean animals and plants to complete the mural.

This Activity’s Main Area of  Development: Creative Development

Specific Skill: Making a print

O&M’s Ages (at the time of posting this): 24 months + 1 week

This activity had two parts (because we had to let the paint dry before we could add plants and ocean animals)

Part 1 – Making a print

1.  I briefly explained that we were going to make a big picture of the ocean to put up on our wall. It’s a new concept so they weren’t quite sure but they understood that it involves water.  So I explained to them that we were going to make the bubbles in the water for our picture.

2.  I demonstrated how to paint the bubble wrap and press it onto the mural. Then it was their turn!

O & M painting the bubble wrap

O & M painting the bubble wrap

O presses it onto our mural

O presses it onto our mural

Taa Daa!  O made a print

Taa Daa! O made a print

M makes a print too

M makes a print too

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3. Once the background was dry, I added seaweed and coral and tried to explain what they are. Then we set that aside to dry.

Several prints later.....

Several prints later…..

Mom adds coral and seaweed

Mom adds coral and seaweed

 

 

 

 

 

 

 

 

 

Part 2 – Completing the mural

4. The first part of our warm up involved looking at a plush globe we have (Hugg-A-Planet). I just tried to convey that the coloured parts are where people live and the blue parts are the ocean where the fish live.

Hugg-A-Planet - Thanks Auntie M - we love it!

Hugg-A-Planet – Thanks Megs – we love it!

M put the whale on the ocean part of the globe

M put the toy whale on the ocean part of the globe

 

 

 

 

 

 

 

 

 

 

 

5. For the second part of the warm up, we watched the BBC’s Blue Planet (not the whole thing, I fast forwarded to relevant parts).  I tried to convey that the ocean is an enormous body of water that many, many fish live in.  I paused the documentary several times to further explain concepts (like showing the seaweed and the coral and how the smaller fish like to live/eat/hide there and the ocean animals).  They were really excited saying things like, “Look, yellow fish. Wow, really big!”blueplanet

6. Now that they had a pretty good understanding of the ocean and a lot of practice with the vocabulary (ocean animals), we started to complete our mural. I showed them the stickers we had and asked them to name each one. I talked to them about space on the paper (a concept they are beginning to understand) – because we didn’t want all the stickers in one little area.

The materials we had to work with

The materials we had to work with

7. Then I let them loose!

…fine motor skills at work

M peels the sticker backing

M peels the sticker backing

M delicately places an octopus sticker

M delicately places an octopus sticker

 

 

 

 

 

 

 

 

 

…..spacing and placing the stickers

Jellyfish

Jellyfish

An orange fish

An orange fish

 

 

 

 

 

 

 

 

 

……the final product

A close up of one section

A close up of one section

Another section

Another section

We love our ocean mural

We love our ocean animals mural

 

 We had a great time doing this activity together! They were so excited to show it to Mr. Y when he got home; talking all about it! They really learned a lot!

 

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