"Afternooners" (aka Extended Day Children)

This past week was glorious and so our "afternooners" or extended day children decided to work outside in the afternoon.  The children helped to carry tables and chairs outside in the shade.  They decided what work they wanted to do and brought that outside too.  While working we were able to hear and see chipmunks, squirrels and various birds and watch leaves and walnuts fall from the trees.  We were also able to do a more in-depth experiment based on "sink and float" which we did in the morning session a few weeks ago. 

First, we filled up a basin with water.  We then read our book about sinking and floating.  Objects were already prepared.   We then predicted if they would sink or float and dropped items into the water. 

We then recorded under the appropriate columns. 

After the children completed this work, they collected various objects, predicted and dropped in the water to see what happened. 

Muffin Recipe

We made muffins again, this time with carrots.  The children love to help measure and pour the ingredients, mix and eat!  One thing that is challenging at times is getting the paper off of the outside (and of course waiting for the muffins to finish baking)!  Thank you to all of the parents who have brought us baking ingredients!
Recipe:
1 c. whole wheat flour
1 c. white flour
3/4 c. brown sugar
2 t. baking powder
1 t. baking soda
1/2 t. salt
1 t. cinnamon
3 eggs
1/2 c. canola oil
1 t. vanilla
1 c. carrot puree or any other fruit or vegetable puree

Mix all ingredients until moistened.  Bake at 350 degrees for 20 minutes or until cooked through. 

Many children love to help in the kitchen, pull up a sturdy stool (away from the stove) and let them pour the ingredients, turn on the mixer and work your way up to measuring.  One very helpful tip is if they are stirring, I will tell my boys to keep the top of the spoon on the bottom of the bowl, this prevents various ingredients from popping out...  Enjoy!

Caterpillar update!! Metamorphosis continues...

Very exciting news!  Our Black Swallowtail caterpillar has entered the early pupa stage!  This happened overnight and the children were able to see the transformation! 

The caterpillar as a full grown caterpillar, getting ready for the pre-pupa stage.  It formed the "girdle" which looks like two very thin strings and attached itself to the parsley stalk. 

Here is the early pupa stage which we discovered this morning.  It is amazing to see! 

Below is a website which provides some interesting information about the life cycle of a Black Swallowtail Butterfly.  We are hoping the butterfly emerges when the children are here and NOT on the weekend!  It looks like we will be able to tell if it is a male or female by the pattern on the wings.  Only 10-14 more days to go...
www.pbase.com/rcm1840/lifecycleofblsw

Hands on Art!

The first week we started out with play dough, crayons, chalk on a chalkboard and stamping which many of you have seen come home with your child. We then went on to use finger paint, painted at the easel, painted with blue watercolor to make land and water, and made some apple and potato prints. We have strung noodles on yarn to make necklaces. This week children began gluing scraps of paper onto other paper.  They have also applied paint onto paper through a stencil.

When designing art activities we feel it is very important that children are able to manipulate the material; paintbrushes are easy and satisfying to hold. A small container of glue is given with a brush that easily fits into it.  Art activities are available at all times and it is wonderful to see children enjoying them! 

“The hand is the delicate and structurally complicated organ that allows the mind not only to manifest itself but to enter into special relations with its environment.”  From The Secret of Childhood by Dr. Maria Montessori

Bird Feeders

Today we made our own birdfeeders!  We strung O's on pipecleaners which was very fun for the children.  Some even made 5 birdfeeders!  Very lucky birds indeed!

Math: Matching Quantity and Symbol

Many of our children are very interested in math!  They have entered their sensitive period for numbers and all things related (see post on sensitive periods).  The Montessori materials follow the developmental sequence of the child when they become interested in math.  We have heard many voices saying the numbers which is called rote counting.  This is when a child can repeat the numbers because they have memorized them. 

We have also seen some number recognition.  This is when a child can visually identify the number which we call the symbol.  (We use the sandpaper numerals.)

We are working toward 1:1 correspondence.  This is when a child can match the quantity to the symbol, for example, the number four with four items.  Once a child understands this concept, they are able to begin the  mathmatical operation of addition. 

1-1 correspondence up to 5- this is a good place to begin with those just entering into this type of activity

another 1:1 correspondence game with a die

table top number rods

Montessori cards and counters, matching quantity and symbol.

If your child is interested in numbers, take a few pinecones or leaves and count them.  In the beginning we may need to touch the object with our finger or four can become six.  The children are used to rote counting which can go faster than the finger can move.  If we stop on each one as we count, it reinforces the 1:1 correspondence.  Use refridgerator magnets as numerals and count pieces of fruit in the kitchen.  Place the number next to the amount.  There are many different activities you can do to help your child learn this concept.  As always, we never push the child to do work if they are not ready or interested.  If they are showing you signs of readiness, count away! 

Island and Lake

To continue our geography curriculum, we have begun studying land and water forms.  We have presented the children with the forms for lake (an area of water surrounded by land) and island (and area of land surrounded by water).  We do this by presenting a model in which the children can interact.  Our aim is to help the child develop their knowledge of, and interest in, the forms and shapes that land and water can adapt.  As in most Montessori materials, we give a concrete representation of the concept.  We also give the children the vocabulary.  As Montessori (The Absorbent Mind, 2007, pg. 154) said, "We found that our children who had the opportunity of learning these words early, recalled and remembered them easily when they found them later in the ordinary schools... while those children who met them for the first time found it difficult to remember them.  So the logical conclusion is to give scientific names at this age, of 3 to 6 years.  They are not given mechanically of course, but in connection with specially prepared apparatus, so that they are based on real understanding and experience." 

Here a child is pouring water into the lake. 

The child then pours water into the Island form.

We will continue with cape and bay next.