How did plants and animals get to Hawai`i? Imua Inclusion

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How did plants and animals get to Hawai`i? Imua Inclusion
Imua Inclusion Preschool Newsletter
March 5-10
DATES TO REMEMBER
March 15
Farmer’s Market walking
trip
March 20-24
Spring Break NO SCHOOL
March 21
Family Work Day
March 21 & 22
Family/Teacher conferences
March 27
Prince Kuhio Day
NO SCHOOL
March 29
Nature Center Learning Trip
IMUA EVENTS
April 8
70th Anniversary Platinum
Jubilee at the Hyatt. Get
your tickets now !
How did plants and
animals get to Hawai’i?
For the last two weeks we have
continued to talk about birds. The
children took their binoculars with
them on a birdwatch at the park.
The children can easily identify the
call of the cardinal and have started
to ask what the other birds are that they can hear. Our program is placebased which means we try to build a relationship with our local
surrounding and use local culture and environment as a platform for
developing classroom learning opportunities. The children used bird
identification cards to learn the names of the birds we saw on our walk.
We spent so much time watching birds, we didn’t have time left to play on
the field. We nticed big gray clouds forming and raced across the field
towards the school before the rain came. We made it just in time! The
following week, we hid pictures of birds on the playground and the
children used the bird identification cards to play a matching game. They
raced around the playground crossing off the birds as they found them.
Continuing on-going topics enabes us to go deeper with the children and
for them to really build interest and knowledge on a subject. Next week,
we will continue with birds as we plant seeds in compost and soil and see
which grows fastest...some seeds arrived to the islands in bird poop and
they thrived, let’s see what happens in worm poop!
Collaboration
The children had practice using tape and building with recyclables during their morning activities in preparation
for building their bird houses. We encouraged the children to work in teams of two or three on their collaborative
project. The children had ideas about furniture for the birds, where they would eat, where they would stand and
where they would go to sleep. There were many opportunities for overcoming frustrations and trying out
multiple ideas. Some bird houses looked remarkably like the architects design from last week...others did not!
Welcome to Uncle Matt
Uncle Matt will be joining us every Wednesday and Friday mornings.
“I was born on October 11th, 1988 in Santa Cruz, California to loving parents. There was nothing unusual about
my behavioral development as an infant; I loved to play, I was affectionate, and my speech development was on
par with other infants (if not advanced for my age). However, by the age of three, my parents were beginning to
suspect something was different about me. I was fascinated with vacuum cleaners, gardening equipment and
trains and had difficulty interacting with other children. By first grade, it became more apparent that there was
something very atypical about my personality in general, and certain obsessive behaviors specifically. I seemed to
be in a state of continuous conflict with my peers due to my awkward social interactions and my obsessions with
the aforementioned subjects would dominate any discussion I had. Compounding my social interactions problem
was my lack of comprehension of nonverbal communication or. body language. In addition, both my gross and fine motor skills were delayed. Clearly,
we needed help so my parents sought the advice of a child psychiatrist. Asperger’s Syndrome was not widely known within the medical community in
1991, so sadly, I was initially misdiagnosed with Attention Deficit Disorder, Fortunately, before I entered second grade, I was correctly diagnosed with Asperger’s Syndrome (AS) which answered so many questions concerning my
behavior. “
The Vet is In!
Once again, our sociodramatic play scenario has found a new life...as an animal hospital. We had
observed the children spontaneously creating emergency pet hospitals in the block area, mostly
for Jacob and Zoe’s animals from home, so we decided to build on this interest. The children
brainstormed what we would need to include and what kinds of areas to create. We have a
waiting area, a reception, an x-ray and an examination table. During dramatic play, children
are developing all kinds of skills through their natural instinct to play! We have included writing
materials to encourage pre-literacy skills as well as open ended materials such as corks to inspire
the imagination. The children have to wait and take turns. They are practicing self-regulation
and communication. The interest is high right now and will remain so while teachers are actively
engaged in the children’s play. By modeling play behaviors, we can help children to sustain their
own play for longer periods of time building their attention and focus. According to studies, when
grown-ups engage with children as a co-player, their dramatic play can last up to five times as
long. We need to be careful not to take over the play, however, and are carefully observing to
see when our scaffolding is no longer needed.

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