Table Activities and Games

Educational Value:

1. In this center, with a choice of solitary or group play, the child works on social skills and learning when he needs to be alone, which is important to mental health.
   
   
2. There is the developing of eye-hand coordination, because many of the materials are specifically designed to assist in fine motor development.
   
   
3. Some materials involve creativity in design or arrangement, and others call for a specific solution. Both skills are needed in formal learning.
   
   
4. Becoming familiar with rules of games, learning to keep track of scoring, and being able to lose as well as win are essential abilities as one enters the formal learning years. Here it is safe to decide when one is ready for such competition.
   
   
5. Considerable mathematics is learned here as the child counts, matches shapes, locates the position of materials, and paces objects into series or into categories.
   

The table activities center is usually one of the more quiet centers. It is a place where children go alone or in very small groups to work on fine motor and problem solving skills with small sized materials. Most programmes have many skills with small sized materials. Most programmes have many of these materials, and it is merely a matter of setting them up in an order that is logical and creating an atmosphere where children will want to be.

Dividing the area into two sections makes a significant difference in how the area in used. The materials in one section are for individual use, which means that a child is not expected to share. This is important, because sometimes the child really needs to be alone. A child needs some time and space to work undisturbed by his peers without pressure from adults to share with others. However, in these instances sharing may be in the form of agreeing to a time limit with a particular item, his sole use of it is supported by the adults. Children are more likely to share freely at the end of their turn, when their rights to exclusive usage are protected while they are using the item.

The other section contains puzzles and games, which encourage team effort of several players. Children know that these materials are to be shared with others up to the maximum limit of the particular item.

In having the two sections, children learn more classification skills. The child using the individual game or puzzle is responsible for cleaning up and storing before he leaves the center or takes another item. In the other section, the group must clean up and store the item before leaving the center or choosing another item for use. If one child leaves before the group has completed its use of the item but is replaced by another child, the child replacing the first assumes the responsibility for the former's share of clean up and storage. Children in four-year-old groups are able to understand this concept, although it takes some time to share this concept. Teachers may need to assist frequently in the beginning for some groups. It is worth the effort, however, for the order that is established and the learning that comes out of this system are worthwhile.

One of the nice things about working in theis center is the flexibility of the use of space. Some children like to work in the floor; therefore, having a comfortable rug is essential. It will protect the children from drafts and cold floors and provide a place that feels soft.

This area needs very little monitoring. The most assistance needed would be the provision of a helper at clean-up time when a puzzle might be too difficult.

Recipe: Water Colour Paint

Here's a recipe to make your own watercolor paints. These vivid, non-toxic paints can be used wet or allowed to dry and used like regular watercolor paints.

Materials:

3 Tbs. baking soda
3 Tbs. corn starch
3 Tbs. white vinegar
1-1/2 tsp. light corn syrup
food coloring

1. Mix vinegar, baking soda, corn starch and corn syrup together in a small bowl.

2. Divide the mixture into several small plastic tubs or jar lids.

3. Add six to eight drops of food coloring to each tub or lid then mix.

Tips:

Use paste food coloring if you want especially vivid colors and lots of color choices. Some oil based food coloring will not stir in well, but it will blend perfectly by the time it's dry.

Take the opportunity to teach little ones about color mixing. We made purple, green and orange and then went a step further to make mixtures like red-violet and blue-green by adding one part of one primary color to two parts of another. Mix all three primary colors to make brown.

You can make a larger batch and make the paints in an old ice cube tray. Other possible containers are empty watercolor kits and pill boxes (the kind with a compartment for each day of the week).

The more food coloring you add, the more vivid the paints will be.

These take a long time to dry!

If you make them in bottlecaps, you can store the dry paints in a plastic baggie or even tie a few of them in a small cloth with a ribbon as a sweet gift.

What's InBlog For August

BLOG READS:
When a life is imperiled or a dire situation is at hand, safe alternatives may not exist. While it is always best to consult a highly trained professional, they may not always be available when the safety or sanity of individuals is at risk. What do you do in such situations (Share with us!)?

For the month of August, we'll be focusing ultimately on:

WORST-CASE SCENARIOS in PARENTING DEPARTMENT.

While we do not guarantee that the information we provide are complete, safe, or accurate, some tips might help, and you're bound to have a good laugh or two. We promise.

There are also two brand new weekly features on our blog from the month of August:

• Wordless Wednesday
  We fell prey to peer pressure. Everyone's doing it.
  
  
• Twitter Follow Friday
  While everyone does it on Twitter, we do it on our blog too! Every Friday of the week, we grab a favourite Twit (oops), and blog about them.
  

AUGUST GIVEAWAY:
We enjoyed our July giveaway, as much as you did we'd like to think. August's giveaway is only going to get much better!








We promised to deliver, and here it is! Angel Lily's gorgeous clip-safe, oh-so-gorgeous hair clips are up for grabs. We're giving away not one, but two! Be sure to be on the look-out for that. Contest details will be announced in the first week of August 2009.

REVIEWS:
August 09 will mark our first service review, and we're thrilled! Oh-so-thrilled! While it's always nice to review new products and services, it's nicer being approached to review an established service-provider.

So keep a look-out for that, and much more product and website reviews lined up for you this month.


EVENTS/CELEBRATIONS:

• August 2nd marks International Friendship Day.
  We will be having a closed-door (oops sorry?) event with our closest friends who have worked together with us to bring us to where we are today. How are you celebrating it?
  
  
• Come August 9th, we celebrate Singapore's 44th birthday.
  While we will probably be under the Television set watching the parade and peeking out of our windows with the hope of perhaps getting to see a bit of the fireworks, there are probably lots of you Singaporean readers who will be out-and-about watching the parade on-site, or perhaps grabbing great shots from nearby buildings. Do share your moments with us!
  
  

SPECIAL NOTE:
Our blog subscribers and daily readers might notice our lack of articles from August 25th till the 1st of September. This would be due to our re-treat, well not really, we're working hard in preparation for our expansion, and we've still got loads to settle! It is still going to be fun, and re-treat-like, we hope. We promise to be back, and keep feeding you with awesome readers after that. Meanwhile, we'd try our best to share with whatever time we might find in our hands!

Winner! - July's Blog Giveaway

Congratulations! Irene Lam, you are the very lucky winner of our very first blog giveaway! You have won herself a quirky 2GB handmade thumb-drive from Alas, My Dear.

We'd like to thank all our loyal readers who participated in July's giveaway. Missed the July's win? Fret not! We'll be announcing August giveaway details, real soon.

This Week @littleredbus

Recipe: Play Dough

The Writing Center

WW: Bedtime Stories

Recipe: Papier Mache

The Storytelling Center

Recipe: Finger Paint

Recipe: Peanut Butter Play Dough

The Library Center

Recipe: Applesauce Cinnamon Dough

The Music & Sound Center

Recipe: Sidewalk Chalk

The Sand & Water Center

Free Colouring Pages: Birds

Learning Center: Living Things

Mathematics Center

Educational Value:

1. There is opportunity to explore a variety of concepts through the direct manipulation of materials.
   
   
2. There is such a variety of materials and levels of experience that the child can move to the materials that he is ready to understand and work with the concepts at his own rate.
   
   
3. This center offers the child the chance to work alone, or with others to develop a working math vocabulary that is so necessary for the formal education that follows.
   
   
4. It provides acquaintance with adult instruments used in the field of mathematics and provides an opportunity to ask questions that build a strong foundation in a very concrete way.
   
   
5. It offers the opportunity to work at the child's pace, thereby he is free from being held back or pushed too rapidly. Both alternatives are unhealthy for self-esteem and for the development of positive attitudes about learning.
   

Within the Math Center, spatial relationships and quantity are discovered. Here, children are introduced to the tools of this science and begin to ask questions that come out of their direct experiences. It is more difficult not to teach math than to teach it; for by becoming involved in projects, a child becomes involved in mathematics.

One of the ways this happens, is through block play. There is a need for a certain size when building a structure; and usually there are not quite enough of that particular size. The child must improvise by finding a combination of other sizes that will be equivalent to the one being used. By placing various sizes along side each other, a child begins to discover the relationships of one another. In order to insure that the child will make the proper discovery, the blocks must be "unit blocks," which are designed with these relationships in mind. These activities can be carried on in a small version with the miniatures of the large floor blocks that you can place in the Math Center on the table top.

In addition to the relationship among sizes, there are various shapes that are contained in such a set. In playing with these shapes, the child becomes familiar with how it feels and works in a concrete structure as well as learning what the shape is called.

Math begins concretely as does all learning for young children. It begins with play; and through the game, the child becomes familiar with the principles involved, the tools we use, and the symbols to which we refer. The important thing with symbols, is that they be attached to something concrete and familiar.

Young children are very much interested in themselves. They study themselves seriously. Using their bodies to teach math is another natural way to teach some concepts.

As with other learning centers, vary the mathematics by bringing new items to the center as you notice an interest or need. Remove items that are no longer being used on a regular basis. They can be returned to the Math Center after a period of absence. You will notice that sometimes, children will receive the return of these things as though they had not used them before. Change the arrangement of materials in the center and notice a similar revitalization of interest. It is as though any change stimulates the children to notice new things as well as experience new perceptions about familiar items.

Math may have been difficult for you when you were in school; and it may seem especially challenging to you to set up a learning center in a concept idea about which you feel uneasy. Think about the math tools you use successfully every day: counting, writing numerals in order to record inventories, measuring, making comparisons of sizes and quantities, using money, to name just a few.

Help the children identify these daily uses of math in your life. In this way, you will become a role model for them by sharing your use of math naturally and easily. In one sense, you will conduct your routine mathematical operations aloud by counting the number of children present, determining if a particular learning center is filled to capacity, etc. Be more obvious in your use of tools. Talk about the ways in which math is helping you. The children will "catch" math from you naturally by being in your presence; that is teaching.

Play Dough

1 cup of flour

2 teas. Cream of Tartar

½ teas. Salt

1 cup cold water

1 TB. Vegetable Oil

About 10 drops of food coloring

Mix all of the ingredients in a medium saucepan (non-stick, if you've got it). Place on medium heat and stir until it gets thick and hardened, about 4 minutes or until mixture forms a ball. Remove from pan and allow to cool on the counter for at least 5 minutes. Knead the dough for about 30 seconds or until its smooth and blended. Cool completely and store in an airtight container. Refrigeration isn't necessary, but will help preserve it for longer. Allow to warm to room temperature before playing.

The Writing Center

This is a place where children communicate in writing. Young children want to write and often read what they have written. Capturing this early interest and providing a place that supports their beginning efforts in very important in the early childhood classroom.

Integrated Learning in the Writing Center

Literacy
- Magazines with children's writing
- Books that demonstrate writing
- Writing on different materials
- Writing stories, poems, and rhymes

Motor Development
- Developing small motor coordination using writing tools

Art
- Creating stationery
- Illustrations for writing
- Creating postcards and stamps

Self-Concept
- Display of children's writing
- Communicating ideas to others
- Building confidence in writing ability
- Learning how to make the computer work

Science
- Experimenting with different writing tools
- Using new technology

Social Skills
- Appreciating the writing of others and diversity of style
- "Reading" the writing of others
- Services provided

Math
- Use of space


Learning Objectives:

1. To encourage them to communicate their ideas in written form.
   
   
2. To learn the importance of written communication.
   
   
3. To appreciate the writing of others.
   
   
4. To learn about computers and how they can be used in writing.
   
   

Time Frame:
Can be set up in the classroom during the entire year. If interest fades, it can be removed and returned at a later time.


Teacher-Collected Props
- typewriter
- wipe off cards
- magic slates
- chalkboards
- writing tools
- stamp pad and letters
- neon glue
- craft sticks
- writing materials


Educational Value:

1. The opportunity to become familiar with our written symbol system, the alphabet, is available here.
   
   
2. There is an introduction to the concepts taught in pre-primer and primer reading systems without the use of programmed materials.
   
   
3. This is a place to discover one's own compositional abilities and to record these through dictation for some and actual writing for those who are ready.
   
   
4. Here the child explores the world of written and spoken language at his own pace and place of readiness. Readiness is a condition of the child, not something that can be taught.
   
   
5. The child has a choice of written expression, with the typewriter as an alternative for those fo whom holding a pencil is still difficult.
   
   
6. This is a place where ideas are shared during group discussions, planning, evaluating, and problem solving.
   
   
7. The opportunity exists to write either alone, or as part of a group, teacher led experience.
   

We live in a culture where there is a strong emphasis placed upon one being skilled in many forms of spoken and written communication. Our children become aware of written symbol systems at a very early ae. One of the tasks of early childhood is to begin the symbol deciphering process. Young children usually start by noticing and questioning signs that they see in the community. Along with these are the many written messages found on television. Some of the advertising on TV is aimed at preschoolers; and it is not long before most in this age group can identify their favourite cereal, or other product by matching the television advertisement with the actual packaging design in the market place. This is the beginning of reading.

Writing is actually a picture of sound, representing our spoken language. In the beginning, children see illustrations and letters in the same category. Both represent pictures of the concret objects they see and the spoken language they hear. Each child will come to you in his or her unique place in this process, which is why a learning center for language arts is so very important.

Here, as we have seen in other centers, children will find the tools that they need for decoding of our language. Here, they will find games and materials to help them practice the skills they need in reading words and phrases. They will also learn how to share ideas with each other. The process of discussion helps children with their spoken language skills.

Having typewiters and word processors as part of the center is a gift to your new writers that will be very much appreciated. For many children, holding pencils and forming letters is a skill area which lags behind the readiness level for getting words into print. Some are able to identify letters well enough to find them and type them long before they are able to write them by hand.

Story time provides a good opportunity to read the stories that the children write or dictate. Set their poetry to music. Acknowledge the creative writing talents present in the group. Encourage writing and sharing of ideas. Read for pleasure and information yourself; and do this in front of the children so they will see how important reading and writing is to you, not because you say so, but because you live a life that includes language arts in a major way. The children assimilate this love of reading from you and they pass it on to their peers. They know that you like to write; and their stories will emerge from knowing this.

As with other areas of the curriculum, language is learned through imitation. Each generation passes this gift on to the next in much variety and through many methods. Whatever method you select, be sure to choose wisely, for you can share the love of language arts, or you can make it a chore. Make a difference!

WW: Bedtime Stories

The good news is that, also unlike most Sandler movies, there aren't any crass jokes, and both language ("butt kiss" is as wild as it gets) and sexuality (a couple of fairy-tale kisses and one brief scene of a clothed man and woman in a hot tub) are mild. The violence is also minor and mostly cartoonish, although there's some gunplay in the Wild West bedtime story.

Papier-Mâché

2 cups cold water

1 ½ to 1 ¾ cups of flour

Newspaper, cut or torn into strips

Mix water and flour in a large bowl with a wire whisk until smooth. Mixture should be the consistency of heavy cream. Coat your mold (such as a inflated balloon) with one layer of the newspaper strips that have been dipped in water. Then dip strips into flour mixture and lay over the first layer until mold is well coated. Allow to dry completely until your mold is hard. If desired, add another layer of newspaper strips that have been dipped in the flour mixture and allow to dry. Paint over the strips in any design or color of your choice.

Storytelling Center

Stories capture the interest of young children since the listening material is both entertaining and enlightening.

Stories that are told allow children to be both the audience and participant. Young children who hear stories told like to repeat the story for others. In this retelling process, they begin to understand how stories work and use these elements in their oral language/telling.

These experiences provide a strong oral foundation for emerging literacy. The Storytelling Center establishes a special place in the classroom where teacher, children, or guests can enjoy telling stories.

Integrated Learning in the Storytelling Center

Literacy
- Listening for repeating phrases
- Folk tales that are good for telling
- Using descriptive language in retelling
- Developing oral language

Motor Development
- Small motor with glove puppets
- Involvement in participation stories
- Manipulating puppets and shadow puppets

Art
- Constructing puppets
- Designing costumes to match storyteller
- Creating tent or parachute designs

Self-Concept
- Creating original stories
- Puppets talking for them
- Retell stories to others

Science
- Volume: soft/loud
- Problem solving sound effects for stories
- Observing response of others
- Experiencing cause and effect

Social Skills
- Learning about other cultures
- Enjoying listening and telling humorous stories
- Listening to others as they tell stories

Math
- Using flannel board characters for sequence
- Order and sequence of story and tellers

Music
- Tempo: slow/fast
- Listening and selecting music for stories


Learning Objectives:

1. To have the opportunity to hear stories told by the teacher, guests, and peers.
   
   
2. To experience stories told in many different ways.
   
   
3. To expand their oral language as they listen, participate, and tell stories.
   
   
4. To begin to understand the form, characters, and morals of stories.
   
   
5. To enjoy and expand their interest in literature.
   
   

Time Frame:
This center can inspire "budding tellers" for several weeks. It functions most effectively after it has been in operation several days, giving children the time to examine the contents and move on to becoming storytellers. Set up the center several times during the year.


Teacher-Collected Props:
- a tent/parachute
- cassette
- earphones
- tapes of stories
- dress up clothes

Finger Paint

1/3 cup of cornstarch

3 TB. Sugar

2 cups of cold water

Food coloring

Mix the cornstarch, sugar and water in a medium saucepan. Cook and stir over medium heat about 5 minutes, or until thickened. Remove from heat and divide into separate cups or containers. Tint mixture in each container with a different color and stir until well blended. Allow to cool completely. Store in an airtight container. (This paint works best if you use it the same day it is made.)

Peanut Butter Play Dough

1 cup smooth peanut butter (not reduced fat)

1 ½ cups powdered skim milk

3 TB. Honey

Mix ingredients in a medium bowl until dough is smooth. Store unused dough in an airtight container in the refrigerator. Great fun and tastes delicious!

Library Center

The library center is an important area in the early childhood classroom. It should be designed to draw the children to the area and capture their interest in books and related materials.

Display books where children can see the covers and easily select the books that appeal to them. Soft pillows and stuffed toys add to the cozy atmosphere of the Library Center.


Integrated Learning in the Library Center

Literacy
- Observing an adult reading
- "Reading" books
- Choosing favourite books in stay in collection
- Books o tape
- Writing invitations to the book fair
- Evaluating books for others
- Writing books
- Telling stories using flannel board

Motor Development
- Book handling
- Working tape recorder
- Making manipulative books work

Art
- Illustrating books
- Making posters for center
- Creating wordless books

Self-Concept
- Becoming an author or illustrator of a book
- "Reading" a book
- "Reading" a book to others

Science
- Learning how to make choices
- Learning from books about their world

Social Skills
- Books from diverse cultures
- Appreciating author's work
- Books about self and others

Math
- Using different sizes of books
- Selecting a specific number of books

Music
- Music to read by
- Listening for sounds on tape to turn the page


Learning Objectives:

1. To develop their interest in a variety of books, magazines, and other printed materials.
   
   
2. To learn that stories can e in many forms including books, magazines, tapes, flannel stories, and puppet stories.
   
   
3. To enjoy reading books and retelling books.
   

Time Frame:

This center should be included in every early childhood classroom as an invaluable part of the children's environment for the entire year. Change the collection of books monthly, with interesting materials added to maintain enthusiasm throughout the year.


Teacher-Collected Props:

- a collection of children's books appropriate for the interest and developmental level of the children in the classroom.
- include a minimum of five books for each child that will be in the center at one time
- children's magazines
- cassette tape player
- earphones
- books with tapes
- flannel board with story pieces in plastic bags
- pillows that are soft and movable
- posters of book characters or pictures of children reading
- a stamp, ink pag, and cards
- a small table and chair
- newspaper and "Mini Page"
- a large cardboard box
- a lamp or clamp-on light
- an unusual item to draw interest to the area
- soft cuddly animals or teddy bears for snuggling when reading


Educational Value

1. The child becomes aware that books are special items that need special handling. Also, these books are used in a place where people are quiet and relaxed.
   
   
2. Here the child is introduced to the world of books. This is a special place where one wants to be. The desire to read is born and nurtured here.
   
   
3. Because the teacher (and perhaps the children's librarian) has selected good literature, the child is introduced to quality art and design in addition to excellent examples of plot and character development.
   
   
4. Children see that there is a wide variety of topics available. Their interests can be developed by showing children that thereare books that deal with many things in which they are interested.
   
   
5. Through reading, children are shown a constructive way one can seek a retret from the buy side of life.

When the printing press was invented in the Middle Ages, the world has one of its finest made gifts. At least, in addition to the traditions of sharing stories, drama, and poetry through the spoken word, we could relax on our own to enjoy this adventure into literature. We teach children to read for information; but few teachers teach reading as though it were one of the most enjoyable pleasures of life.

There is no doubt that children need assisance in developing the skills for formal reading; but when the ime is right for them, when they are ready. The skills will be acquired more easily than before the time arrives. Whether one is teaching formal reading or introducing the world of literature formal reading or introduing the world of literature informally, there needs to be a center where these processes are promoted with warm invitation.

The center should invite children to bethere. Since we all read in different positions and settings, allow for variety in these fo the children. Some like to lounge on pillows, some like to lie on the floor, and others prefer to sit at tables. The idea is to be comfortable and to want to be with books. A window seat can be delightful, especially when cushioned. By making the seat from a large wooden box, you can have valuable storage space for collections of magazines of different types.

The library center is a quiet area. Children come here to relax, to be alone. Some will become sleepy as they read. That is a perfect rest for them. Some will become energized by a story and want to share it with someone. An adult can then join this child in the center and read this book to him or her. Others will gather, and before long, a small group will gathered to share the story. The adult should behave in ways that tell children how much the adults likes being there and how much the adult enjoys the opportunity to be reading. The love of reading is another contagious condition.

Sometimes the reading center becomes a place for discussion, because a tory may cause an issue or concern to emerge. The adult can help the children decide what they might want to do about these matters. Sometimes children ned to act out; sometimes they need to draw or paste; sometimes they need to construct something out of cardboard to play it out. At other times they need to go to the science area to try it out. Sometimes they just need to sit and talk it out. A sensitive teacher watches and listens to note the best way to follow this up; and usually the children are very clear about their needs.

The library center is a place where ideas are born. It can stimulate work in the other centers and serves as a place of reference. It can be a place where one goes to enjoy being with books and the world of imagination and new concepts. As people are drawn to public libraries because they offer solitude and quiet in a busy world., children enter the library center for the same purpose. In addition to being a place of peace.

Applesauce Cinnamon Dough

½ cup cinnamon

½ cup applesauce (not chunky)

Pour the cinnamon and applesauce into a small mixing bowl. Stir and knead until the mixture turns to dough. Roll out and cut shapes with cookie cutters. If making hanging ornaments, remember to make a hole at the top with a plastic drinking straw. Allow to dry for approximately 12 hours or until hard. You may need to turn over after 6 six hours to assist in the drying. These creations make nice ornaments or sachets.

Music and Sound Center

Music delights young children and invites them to participate. It is designed to give children opportunities to listen to a variety of types of music and move or sing to the songs they hear. They will be experimenting with different homemade instruments as well as rhythm band instruments. When they choose to work in the Music Center during center time, they will enjoy making music.

Young children are captivated by music and sounds. Beginning in infancy and continuing into childhood, music inspires joyful responses to sounds and rhythms.

Integrated Learning in the Music and Sound Center

Literacy
- Books about music
- Magazines about music
- Songbooks
- Writing music
- Listening to sounds
- Charts with favourite songs

Motor Development
- Coordination to play instruments
- Creating sounds and music with their bodies
- Filing shakers

Art
- Decorating instruments
- Making posters to advertise performance

Self-Concept
- Tape of children singing
- Finding a new way to express ideas and feelings
- Others enjoying their creations

Science
- Discriminating sounds and instruments
- Creating vibrations
- Experimenting with sounds

Social Skills
- Appreciating others' work
- Working together in a group
- Listening to music from different cultures

Math
- Recognizing patterns and rhythms

Music
- Making up songs
- Creating homemade instruments

Learning Objectives:

1. To enjoy making music and participating in musical activities.
   
   
2. To explore sounds produced by many different objects and instruments.
   
   
3. To listen to a variety of music.
   
   
4. To enhance their self-concept as they learn new ways of expressing their feelings.
   

Time Frame:
The music and sound center should be rotated in and out of the early childhood programme throughout the year, remaining approximately two to three at a time. Each time the center is returned to the classroom, there will be renewed interest in making music.


Teacher-Collected Props
- rhythm instruments
- cassette tape player and tapes
- tapes of music from different cultures, types of music, etc

During the early years, it is important to expose children to a variety of music as they begin to develop preferences.


Educational Value

1. In the exploration of sound there is a close connection to physics and mathematics. Through this exploration the child experiences tone, pitch, and rhythm directly rather thanbeing told about them.
   
   
2. Another experience in matching happens in this area. Sensing likenesses and differences is a critical skill needed in math and science, as well as hearing these differentiations in the preparation for formal reading.
   
   
3. There can be a time to relax and develop a sense of a wide variety of music, provided by a library of taps and records. This is very important for children who may grow up with limited resources or exposure.
   
   
4. There is an opportunity to practice skills with specific instruments thereby having a possible talent emerge and be recognized and nurtured.
   
   
5. A respect for audio-visual equipment is taught. The care of delicate equipment and materials becomes a part of daily routines.
   
   
6. Children can work alone or with others in this area. Group interaction fosters the development of social skills.
   

Our homes are filled with music of all sorts; one can not shop without music coming from somewhere behind the scenes. Our children are growing up in a culture where music is a vital part of our tradition and our lives. All children are musicians; just as all are artists. A music center will give each child an opportunity to develop that talent and a taste for a wide variety of musical styles.

We live a life of rhythms. We talk with a rhythmic stride, rock ourselves in chairs, and sway naturally to gentle music when we are listening carefully. We began life rocking gently in a warm watery environment, listening to the internal organs of our mother's body. We responded to being held and rocked after we were born. When we dance with another, we rock each other to the music; and life feels peaceful and good. Music is a major contributor to our mental health and gives us a sense of great joy.

Music is taught by passing the love for its forms to the next generation. We pass the love by living with it as a part of our own lives, trusting our own abilities to make pleasing sounds, and by surrounding children with good examples of various types of music and the instruments with which to create it.

Do you hum or sing to yourself when you are busy? You did when you were little. Try to get back t that; for work songs are a significant part of the lives of the people in many cultures, including our own. Children make up verses easily, just as did the sailors on shipboard or workers along miles of railroad beds.

Did you know that music is in you? There are very few (if any) tone deaf people, if you do not sing, or are afraid that you cannot, you are living with some brainwashing from your personal history. Once someone could have told you to be quiet while you were singing; and you learned that you were making noise instead of music. Children are not music critics from the newspaper art section. They think that you are singing wonderfully; and they are inspired to join in with you.

If this is new to you, try something. Experiment with a nursery rhyme that has a little tune. Try it while you are tying a shoe, watch the response from that child.

Did you know that you could play a musical instrument? You hands are instruments. They clap. You can snap your fingers, and tap your feet. Children teach each other from one age group to the next. Some rhythms have been recorded, because of their beauty and contribution to cultures.

The human voice is a wind instrument. It is best accompanied by an instrument or more. Like every other instrument, it is too a tool of music. They need special care, as do all tools. Store your instruments on pegboard backboard above the music center counter. Children could see these whenever they need them; and return them carefully to the proper place for storage at the end of their play time.

Music gives colour to life. It belongs nearly everywhere in some form. Some people hear music in their heads constantly. Children need to understand this and to have offered to them an opportunity to develop their talents in this area. Some of them have no musical instruments in their homes; and it may be that while in your programme their special gift will be discovered and nurtured!

Sidewalk Chalk

1/3 cup quick-setting Plaster of Paris (may be purchased at a craft store)

1 TB. Powered tempera paint

3 TB. Water

Toilet paper tube that has been sealed with plastic wrap on one end and secured with a rubber band or duct tape

Prepare your toilet paper tube mold and set aside. Mix the plaster powder and tempera paint powder together in a small bowl or glass measuring cup. Add water and stir until blended. Quickly spoon or pour the mixture into the mold that has been prepared and allow to dry. Immediately wipe out your bowl or measuring cup with a paper towel, being careful to remove all of the plaster mixture. Wash with soap and water and set aside. After 30-45 minutes of drying time, gently peel the paper away from the stick of chalk before use. (If you want to create an assortment of colored chalk, each mixture must be made separately because the plaster sets up so quickly.)

Sand / Water Center

The early years of children's lives are a crucial time for learning. This center provides children with opportunities to explore natural materials while learning about their world.

In this center, children measure water, observe boats floating, and explore wet and dry sand as they learn math and science concepts. As they experiment with different tools, such as sifters, funnels and tubes, children develop coordination. It is amazing to observe the long periods of time children concentrate on sand and water activities as they increase their attention span.

Integrated Learning in the Sand and Water Center

Literacy
- Labels for storage
- Books about sand and water
- Oral language written down
- Creating charts

Music
- Listening to sounds

Motor Development
- Developing small motor skills; pouring, sifting, filling, spraying, and transferring

Art
- Visual exploration of materials: colour, texture, and design
- Building 3D structures with wet/dry sand

Self-Concept
- Developing skills
- Controlling the action of materials and tools
- Questions and ideas respected

Science
- Making predictions
- Experimenting with responses of nature
- Learning about natural elements
- Observing changes wet/dry, clear/soapy
- Using nature items

Social Skills
- Sharing tools and materials
- Talking to others about activities
- Working with partners

Math
- Making patterns in sand
- Observing differences in size, shape, quantity
- Charts and graphing
- Understanding more, less

This is an important center for young children. These natural materials encourage them to explore and experiment as they learn about their world. As children interact with the materials they refine their coordination and develop new approaches for successful use of tools.

Children's interest in sand and water make this center an effective place to increase their attention span while involving them in meaningful activities.

Children here are busy and active, and they can be noisy. Locate it near the other noisy areas. Zoning active and quiet areas facilitates effective management of centers without restricting children's enthusiatic participation.

Learning Objectives:

1. To learn about natural elements in the environment.
   
   
2. To develop small motor coordination as they manipulate the materials and tools.
   
   
3. To have the opportunity to experiment with materials that are immediately responsive to their actions.
   
   
4. To use problem solving as they explore the properties of sand and water.
   
   

Time Frame:
The center can include sand, water, or both. Different combinations of materials allow this center to rotate in and out of the classroom throughout the year.

Educational Value

1. There is an opportunity to explore the beginning of map-making in the sand area. Reproduction of real life setings promotes discussions in social studies and problem solving.
   
   
2. There is tremendous emotional satisfaction, as theis is a highly tactile medium area for both water and sand.
   
   
3. Science, especially the physical sciences, is learned through play, as children experiment with wet and dry materials, as well as with volume and quanitites and their comparisons.
   
   
4. There is a growth in fine motor coordination through practice in pouring and steadying containers while filling them.
   
   
5. There is an excellent opportunity for social growth; for many discussions center around the fantasy involved in this play and work together.
   

Children have a natural fascination for water. I am sure that you know this from the number of times you have come upon a flood in the bathroom around the sink and toilet areas in your building. If there is a hose outside, there will be children to explore the possibilities with that. If there is a sand table, there will be an attempt to experiment in adding water.

Adults have the same needs; but they satisfy them in adult ways. They may seek to spend time at their waterfront property, vacation at a resort complete with swimming pool, set up an aquarium in a favourite room, or listen to audio tapes or ocean sounds. Most of us are drawn to the water; and children show us how powerful that attraction can be.

It is only when chldren discover that washing the dishes falls into the category of a job, that they see it as a chore, instead of play. Many parents discourage this play in the years when it is sought as a treat. Parents tend to believe that the dishes are cleaner or better rinsed when an adult does it; and there is less water on the floor. Therefore, it is important to have a place where curiosity about water and sand can be explored safely with rules which are acceptble to everyone. The equipment should be child-sized, safe, and approved by the adults for use in the area.

Look for an area where the traffic is minimal. This will allow for some wet flooring without disrupting the rest of the programme. Children are wonderful about wiping the wet places, so sponge mops which have had the handles shortened and pails with pour sprouts should be provided.

Children are also fascinated with dirt; therefore, a sand table filled with dry material that cna be poured is another important piece of equipment. If you have no sand table, a large plastic tub can be used. The larger the table, the more opportunities for experimentation are present. Here, the beginnings of mapmaking take place. I have seen roadways, farmlands, and lakeside commnitities. The landscapes can become very complicated with the older children, whose mapmaking skills are beginning to mature.

Younger children are more interested in what the material is and what it can do. Having the material damp sometimes is a special twist to the discovery time.

Sometimes the center is a kitchen with the sand table filled with "pancakes" and "flour" sifting. There is always someone very happy to fill up the dish pan with suds and wash all of the equipment toward the end of the work time. Having a dish drainer there is an easy way to dry and store things that need special drying time.

When you provide a center where water and sand are acceptable, you will be able to set limits in the bathroom area much more easily. Even very young children are able to make the distinction as to the appropriateness of place for certain activities. You are a better facilitator when you redirect an activity to the correct place rather than stopping it and treating it as unacceptable. A good programme will recognize the need for the scientific exploration of wet and dry materials.


Teacher-Collected Props:
- sand/and or water table
- plastic or shower curtain liners
- small broom and dust pan or smal hand-held vacuum
- bag of sterilized play sand
- spray bottles, containing water
- clear plastic boxes
- plastic nesting measuring cups
- plastic measuring spoons
- rocks, pebbles, pieces of wood, shells
- funnels
- strainers
- various size of plastic bottles
- plastic tubing
- sponges
- straws
- rubber animals
- toy people
- medicine droppers
- small plastic wheel toys
- balance scales
- plastic eggs
- kitchen tools
- whisks

A teacher's role in this area is to stand by to record the observations that will be made. There will be many science notations; and your recognition of these will offer critical "teaching moments." You should also record feelings; for this is a highly tactile setting.

Learning Centers: Living Things

Educational Value:

1. Children have the opportunity to develop an understanding of and appreciation for life.
   
   
2. The study of the use of the scientific method comes into play as children ask questions and observe their findings carefully.
   
   
3. For some children, this is the only place where live animals can be a part of their experience. The emotional satisfactions are very high.
   
   
4. The care of living things is taught and observed; and attitudes about dependency are fostered. Children have a chance to feel needed.
   
   
5. Books are seen as one resource.
   
   
6. Grown-ups are not afraid, are able to receive found creatures for spare jars and cages, and are there to encourage questions.

Children and animals find each other; and adults are so charmed by these encounters that numerous calendars are printed each year with photographs of these precious moments. What adults see as endearing, children view as a serious study of living things. These living things enter the classroom in pockets, cupped hands, and sometimes socks. It is a good idea to have a collection of jars. Punch small holes in the tops in readiness for these occasions. It is more difficult to punch holes with the animal already placed in the jar.

Some creatures do poorly in captivity; therefore, it is a good idea to prepare the children for that reality; yet, allow them to try to keep them alive as part of their study of life and death.

You do not have to have large-scale events to help children process life. The drama of life can be played out in a fish tank or a gerbil cage. With all of the equipment for assisting in this stored in the center itself, you can be prepared for the unexpected. By having a library area devoted to living things located in the center, children can research further information about the animal and plant life present in the center. An aquarium tank serves many purposes, because it has glass sides through which children can see easily. It also holds messy wood chips and saw dust inside, which is helpful from a maintenance perspective. By storing the food supplies right there, children can compare the diets of various creatures, which is valuable information for them to have. Children should have the job of feeding the classroom animals, as well as a major role in cleaning and caring for the housing and the center in general.

Animals need care; therefore, you should discuss your decision to have classroom animals with the children. All should agree to help. We are concerned about our environment and animals are a part of that. Helping children understand about our responsibility to care for our world should be a part of the curriculum in all programmes for young children. It starts with noticing wildlife, it moves to asking questions, touching gently (when appropriate), learning how to give long-term care, and then becoming aware of man's responsibility in the world of living things.

Sometimes in their enthusiasm and keen interest, children are too rough as they handle things. The animals and plants may experience trauma and even death. It is important that we remember that children are learning about life and its care. They are also trying to understand death. We must also realize that sometimes living things die as a result of a deliberate experiment in killing something; for children are curious about having this much power. We also know that sometimes living things die as a result of an accident in the handling process.

Children are naturally very close to animals. They need a place where they may be friends with them within a setting where questions are encouraged, records on care and behaviour are kept, and where attitudes are modeled by adults whose own level of enthusiasm for living things acts as a stiumlus for the children. Of course, the teacher's genuine interest, respect, and enthusiasm invites children to explore and learn about the world of living things.

In the same way we communicate enthusiasm, we may also communicate fear and hesitation. Our sense of security and comfort will influence the children's participation. Our attitude either way is more important than the information we share with our children.

In all instances, it is important to talk about proper care and to demonstrate our concern for our environment and the living things that share our world with us. Our purpose is to be a role model for nurturing and not to condemn the childhood experiments that are a natural part of the growing process. Children will become sensitive to the needs of the living things with which they are interacting, and show your ethical responsibility within your programme.

This Week @littleredbus

Housekeeping Center

Dramatic Play & Prop Boxes

Learning Centers - Family Life

Block Center

Warrior Books

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Learning Centers: Blocks & Transportation

Arts Center

Recipe: Homemade Finger Paint

Free Colouring Pages: Birds 1 , 2 , 3 ,

WW: Marley & Me

Science & Nature Center

Bubble Painting

11 Cool Facts about Dinosaurs

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Crocodile or Alligator?

Get your kids in awe of your knowledge!

The big differences are as follows.

1. Shape of the jaw:
   Crocodiles have longer and more pointy V-shaped snouts.
   Alligators have shorter, U-shaped jaws and snouts.
   
   
2. Teeth
   Crocodiles have narrower jaws and you can see both their upper and lower set teeth. Think "Croco-dile... crooked teeth."
   Alligators have little pockets in their upper jaws where the lower teeth fit in perfectly, so you don't see their bottom teeth.
   
   
3. Colour
   Crocodiles are light tan- or olive coloured.
   Alligators are black.
   
   
4. Habitat
   Crocodiles are found most often in salt water.
   Alligators prefer freshwater.
   

Bubble Solution

2 ½ quarts of water

½ cup glycerin (may be purchased at a drug store or substitute with light corn syrup)

1 cup of dish washing liquid

Mix the water and glycerin together until completely blended. Gently stir in the dish washing liquid, trying not to create suds. Store in an airtight container for several weeks, no refrigeration needed.

Learning Centers: Physcial Science

Educational Value:

1. The opportunity to come to know first hand how to use scientific instruments of investigation is offered here.
   
   
2. The building of scientific vocabulary in the identification of things as well as in the noting process take place here.
   
   
3. The opportunity to learn and practice the scientific method as the primary tool of investigation is made available.
   
   
4. The social skills and language skills needed to share findings emerge both in individual encounters and in group meetings.
   
   
5. The opportunity exists to unite mathematics and science as part of the same unit of study along with the introduction of books as an additional resource.
   
   
6. Pride emerges in contributing to the area by offering materials and ideas. This fosters the growth of self-esteem.
   

From infancy, children explore the physical things in the environment around them. They explore everything with all of their senses. As they grow, they retain their need to understand this physical world. If you have taken children on a field trip, you know how important it is that they be in a place where it's acceptable to touch what they are seeing. They have many questions about how things work; and they want to try these things themselves. People who design museums for young children understand this need and plan exhibits which allow for direct contact with materials.

Your programme is a children's museum. Your center for physical science is a place where exhibits and the tools of this science are introduced and explored freely. Since there are many tools and many topics, the center is an ever-changing place. Leave things there for as long as they are being used regularly; and then remove them. Replace them with new tools and materials. The secret to success in this is to be a good detective yourself. Placing the items which will mean the most at a given time is the essential ingredient in good or effective teaching. Listen to and watch the children to know what these might be and when to make them available.

Science teaching does not begin in elementary school. I begins as early as a baby enters this world. The questions are endless. The materials to explore the world are readily available. You do not have to know the answers; for your best reply is "That's a wonderful question! What might you need to do to find out?"

Many teachers ignore this area, because science was not a strong subject for them in school. Children will teach science to themselves and each other, if you give them the time, a place, some materials, and much enthusiastic support. They will learn that you do not have all of the answers; and they will learn that asking questions is sometimes more important. Most of all, they will learn how to observe and how to keep records on their observations. They will find out how exciting it is to see things for the firs time and to have an adult support their excitement. Some of their findings will take place at the Physical Science Center itself; some will take place in the biggest canter, the world itself.

Some of the best teaching is done when the teacher gives no answers; but instead asks the child to estimate or to suggest ways in which an answer might be found. Giving the answers can turn off the curiosity.

Be sure to record findings as well as questions. Also, give individual children the credit for their suggestions, ideas, or findings. Ask hem to share their findings with others at group time. Write challenge questions to post in this area. You will find that parents will enjoy trying to answer them also, when they accompany the children to the area.

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11 Cool Facts About Dinosaurs

1. Fred Flintstone would never have had a dinosaur pet, because people had never existed when dinosaurs lived. People came along about 65 million years after the dinosaurs died off.
   
   
2. Most dinosaurs were big, but some were as small as chickens.
   
   
3. A velociraptor's claw was about fifteen inches long, as long as a toddler's arm.
   
   
4. Brachiosarus was probably the largest dinosaur about eighty tons and forty to fifty feet tall.
   
   
5. T.rex was more of a scavenger than a hunter.
   
   
6. Most scientists believe birds are descended from dinosaurs.
   
   
7. Alberta, Canada has rich dinosaur history. More than thirty-five species of dinosaur fossils have been found here.
   
   
8. Dinosaurs flourished for 140 million years, and are the most successful land creatures ever to have lived.
   
   
9. If the history of the Earth were compressed into a single year, dinosaurs would appear in August and die out in November. Humans, who have been around for 2 million years, would appear on the last day of December, late in the evening.
   
   
10. Ankylossarus was like a tank, with lots of thick, bony armor on its body. It also had a nasty weapon- a heavy club on the end of its tail, which it could swing around and smash into an attacking dinosaur.
    
    
11. Triceratops had a four-foot-long horn over each eye and one on its nose.
    

Bubble Painting

½ cup water

¼ cup powdered tempera paint

2 tsp. Dish washing liquid

Mix the ingredients together in a small, shallow bowl. Have blank pieces of white paper nearby. Using a plastic drinking straw, carefully blow into the mixture until a dome of bubbles form over the bowl. Create a bubble print by placing a piece of paper on top of the bubbles and gently pressing down. The bubbles will pop against the paper, leaving an interesting print. Allow to dry. If desired, mix together several colors of bubble-paint mixture

Science and Nature Center

Young children are scientists. As they learn about their world, they examine new items systemically. They look closely, feel the texture, small and often try to taste items. During the process, they ask many questions This is the beginning of scientific inquiry.

This center should be designed to capture the interest of the young scientist. A place where children can freely explore items from nature and begin to identify similarities and differences.

Integrated Learning in the Science and Nature Center

Motor Development
- Manipulating small objects

Art
- Designing display
- Collection of nature items
- Visual discrimination

Literacy
- Books about nature
- Nature magazines
- Charting observations

Music
- Nature sounds
- Music including sounds from nature

Math
- Measuring, weighing
- Sorting and classifying

Social Skills
- Caring for the environment

Science
- Growing plants
- Protecting their world
- Comparing and contrasting
- Learning about the environment
- Observing changes
- Predicting and estimating

Self-Concept
- Caring for plants
- Sharing ideas and knowledge with others

Young children are curious about the things that are in their world. Encourage this questioning in a center where children become scientists, learning about materials they have seen or exploring new items that capture their interest. This are allows children to examine things closely, compare and contrast, and also draw conclusions about their observations.

In this center, nature and young children combine to produce a stimulating environment that provides a positive base for the beginnings of scientific inquiry.

Learning Objectives:

1. To learn about the natural environment.
2. To experiment and record their ideas.
3. To develop problem solving and questioning skills.
   
4. To value and use methods of scientific inquiry.

Time Frame:
Include seasonal materials here, especially when interesting changes are taking place. The science materials remain the same throughout the year although the nature items will be changed as the seasons change.

Teacher-Collected Props:

- large magnifying glass
- gloves
- tweezers
- aquarium (for fish or growing plants)
- class pet
- clear plastic jars with lids
- boxes for display
- sponges
- balance scale
- measuring tools, cups, spoons
- unbreakable mirror
- plastic tubs
- large colander
- chart paper and markers
- plastic tubing
- funnels
- eyedroppers

WW: 'Marley and Me'

Families can talk about how challenging behavior can be frustrating but also help families bond. When Marley destroys a couch or eats a beloved piece of jewelry, his owners fret over their material loss. But in the end, he's brought them together in a way that his absence wouldn't have allowed. Are there members of your family whose behavior pushes limits? How much is too much?

Recipe: Homemade Finger Paint

2 cups soap flakes

2 cups laundry starch

vegetable coloring

muffin pan

saucepan

Follow the directions on the starch box for making boiled starch. Add soap flakes and mix. Put a little in each cup of the muffin tin, add coloring. Paint!

Art Center

Integrated Learning in the Art Center

Literacy
- Books about artist
- Using symbols to represent the world
- Learning about illustrations

Motor Development
- Making frames
- Manipulation of tools and materials
- Refining small motor coordination: tearing, cutting, pasting, painting, and connecting

Art
- 3-dimensional structures
- Using symbols in art work
- Experimenting with diverse materials

Self-Concept
- Developing creative abilities
- Selecting tools to use on projects
- Selecting pictures to display
- Expressing ideas in new forms

Science
- Similarity and difference
- Observing changes: powder/liquid; soft/dry
- Selecting tools to use on projects
- Examining textures

Social Skills
- Cooperative artwork
- Art from other cultures
- Appreciation of differences/originality
- Caring for materials

Math
- Counting and matching prints
- Space relationships
- Using different sizes: paper, brushes

Music
- Soft music for creating


Teacher-Collected Props for the Art Center

- easel
- water source (sink or tub of water)
- paintbrushes
- markers
- chalks
- crayons
- paint rollers
- sponges
- scissors
- glue
- feathers
- clay
- play dough
- 3D materials (small boxes, straws, pipe cleaners, cotton, etc)
- different kinds of papers (manila, construction, coloured, wax, etc)
- painting smocks or old tshirts
- large sheets of plastic

Learning Centers: Blocks and Transportation

Here, children play out part of their world- the one that they see outside and the one in which they travel.

Math and science are worked through as a study of structures; and balance is taken very seriously. Sizes and spatial relationships are explored; and as a result, the more abstract math of the future will make much more sense. There will be a concrete frame of reference established here.

Socialization skills and understanding are practiced and studied; for not only is sharing of materials and space an issue, but also there is an exploration of roles in connection with dramatic play.

Small and large muscles are developed as blocks are carried and then set into place carefully. This takes strength as well as coordination.

There is a great sense of emotional satisfaction as structures and designs are created. This sense is shared with others who are called to view these items.

Connect your block area to the math center conceptually, because then children can learn about the spatial relationships and sets. However, there is more happening than mathematics.; for children integrate many of the other areas of the curriculum in their play with these materials.

One of the topics of great interest to young children, is that of transportation vehicles. Some are real; some are fantasy vehicles, which emerge out of their sense of invention. That sense of invention is the main ingredient of human progress, which is something out culture holds in high regard. These vehicles are often part of a larger story, which comes from the inspiration given by the inventor in the creator's hands. As scenarios unfold, language arts becomes important; and from that, creative drama takes over. Soon others become involved, giving this activity a rich opportunity for social interactions. In the Block and Transportation Area, social studies and creative drama are born out of invention and a need to share that news and adventure.

As with other learning centers, providing resource materials further stimulates the creative thought process. It is a good idea to take photographs of the creations, because these are usually dismantled at the end of each day, thus leaving no other record of all the diligent work that was involved. Children refer to them again and again as they reflect upon the importance of all their work. If is extremely validating to them to have you acknowledge this effort.

Another way to stimulate block and transportation play, is to provide posters that depict various transportation vehicles. These can be obtained from travel bureaus or agencies and from calendars of construction companies. They are usually given freely. A collection can be started that will make a tremendous difference in the set up of the center. It may take some time to acquire a good collection, so be vigilant and ask people to watch for these for you. Look for space vehicles as well. These are the newest of our transportation system; and children are extremely interested in these.

Many important and wonderful questions are asked during play in this center. Adventures that are important for scientific inquiry, creative dramatics, creative writing, and the development of new social skills. These build strong foundations for future learning in all areas of the curriculum and living skills.

Parents often need your help in understanding the importance of having this center available to their children. They sometimes have difficulty seeing the richness of the integration of the curriculum and identifying the specific academic and social skills that are learned in this setting. Watch the children and listen to them as they work in this area. Note the depth of their study as engineers, inventors, and creative writers. Watch for the social opportunities and encourage the creative drama that unfolds. It is here that plays are born, not in the auditorium down the hall or from a teacher-prepared script of memorized lines. Invite the performers to share their story with the rest of the class, and perhaps the other class next door, and perhaps staff members from another part of the building. Let it flow from them; for it is truly their creation.

The care of the center is as important as how it is used. Keeping the blocks stored in sets reinforces the mathematics hat have been assimilated here. Therefore, shelves are better for storage than throwing the blocks into a box for storage. Encourage the children to clean up and put these away carefully. If helpful, label the shelves with drawings of the shape and sizes to match the blocks that will fit into that particular location on the shelf. This all makes sense of the children; for they have a true sense of order and need to have that reinforced They need your role model of how to establish that order and maintain it. They need you to help them keep that system working for them.

When storing blocks, have them in a specific system according to size and shape. This is a very important aspect in teaching relationships and matching. It also encourages the building of carefully planned structures. Throwing the blocks into a box teaches children techniques of chaos or disorganization.
Sit with the children as they work there, and listen to their wonderful stories. Observe their growing problem solving abilities. Encourage their social interactions as they share that world with you and with each other.

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Erin Hunter's Warriors books

Have you always had a question about Erin Hunter's Warriors books? Or maybe you have a theory about where the latest series is headed. Now you can talk Warriors with fellow fans on the all-new Warriors Message Board!

Visit the message board to join the latest conversations or start one of your own. And don't worry Seekers fans, the message board is also the place to share your thoughts about Erin Hunter's Seeker bears.

Fans are already talking, so check it out!

Block Center

When children play in block centers, they learn many important things. They are constructing buildings that represent the real world. They are problem solving as they make decisions about the buildings and methods to use in construction. They are working with others as they share ideas and cooperate on a project.

For over 150 years, blocks have been an essential material in classrooms for young children. Block play enhances all areas of a child's development, including the physical, social and intellectual domains.

The block center includes many different types of building materials for children to use in their own constructions and combinations. The center is designed to allow children to be active builders as they think about their constructions, discuss the possibilities and dramatize the function of their project.

Integrated Learning in the Block Center
Literacy
- Developing language talking about activities.
- Naming and labeling their structures.
- Book of class architects
- Symbols to represent the world

Motor Development
- Sanding rough wood pieces
- Making the bag blocks and milk carton blocks
- Balancing blocks of various sizes

Art
- Designing a building
- 3 dimensional structures
- Combining blocks and materials
- Making props

Self-Concept
- Seeing ideas take form
- "Keeping" the constructions (pictures or drawings)

Science
- Experimenting with balance and movement

Social Skills
- Learning about different types of buildings and homes
- Working together on projects

Math
- Comparing: size, height, weight, and thickness
- Seriation of blocks
- Measuring structures

Music
- Banging blocks together to make sounds

Learning Objectives for Children in the Block Center

1. To problem solve as they construct with blocks.
   
   
2. To expand their expressive language as they talk about building and constructing.
   
   
3. To learn to cooperate and accept the work of others.
   
   
4. To organize their world using symbolic representations, in block play.
   

Time Frame
It should be available for children to use throughout the year. Periodically adding new building materials inspires children to think and create in different ways.

Teacher-Collected Props for the Block Center
- Set of unit blocks (including ramps, cylinders, curves, and intersections)
- Large wooden hollow blocks
- Foam blocks, or waffle blocks
- Materials that encourage dramatic play
- Miniature multicultural people (men, women, children)
- Miniature animals from farms, zoo and forest
- Miniature transportation vehicles (cars, trucks, etc)
- Traffic signs
- Wheelbarrow, wagon
- Mechanical devices (pulley, incline, wheels)
- Large piece of carpet (to absorb the sound)

Evaluation of the Block Center

1. Are the children working on block constructions for a focused period of time?
   
   
2. Do the children value their constructions?
   
   
3. In coordination improving as children build block structures?
   
   
4. Are the children discussing their ideas and creations during the building process?
   
   
5. Are the block constructions becoming more complex and the activity involving dramatic play?

Learning Centers: Family Life

It is here that children work through some of their perceptions of adult roles both within households and those of people who interact with families.

There is emotional satisfaction through the opportunity to express creativity in fantasy, as well as the big job of sorting through reality and distinguishing it from fantasy. Here the child can play through life and death issues and concerns and be assisted by understanding adults.

Social development occurs in this area. Children learn to barter, to share, and to solve problems that deal with the feelings of others. The major teaching of early childhood education social studies is that the family is the basic unit of our society. IT is in this center that some of these understandings are developed.

The family is the basic unit of our society. Here, children can play their way into beginning to understand the roles and relationships within families. Here, creative dramatics and social studies blend together. As children work on understanding these roles and interactions, they also work on the development of their social skills.

In primitive societies, people take on the roles of the gods they fear. In becoming these gods in role play, they feel closer to them while trying to develop empathy and to predict behaviour. In our society, children engage in similar role playing with adult and child relationships in family play. The tradiional family of two parents and their children is no longer the dominant style of households in many communities. The gender roles of the adult have fused, and in many cases, there is just one parent caring for the household. In other cases, there are blended families; and in still others, children visit or stay with one parent and then the other routinely. This permits them to study the roles and interactions.

At the start of each school year, send a newsletter to the parents requesting help with a list of items you may need. Parents enjoy sending in things they no longer need; and it usually is in this way that the Family Center gets furnished. Children love to bring the things their parents send, and it is amazing to see how just one item can bring on a whole new way of working in the family center.

Work in this center is very seriousl for children play our feelings and stuggle with values in their interactions. It is a place where social problems are addressed and where interaction skills are developed. You can watch these relationships and note the social development of the children, both as a group and as individuals.

There are many questions inside young children:

• How does it feel to be a baby?
• If I am a boy, can I ever be a mommy?
• Can girls fix things or drive trucks?

There are experiences to be explored. Here, one can express anger in the role of an adult, as adults do at home. Here one can be younger or older in order to understand those older experiences or to have more time in an earlier age level to deal with issues which are left unresolved.

This center needs to be near both the blocks and the dress up areas. These centers are connected conceptually; and you will see children combine their play in various ways. The role of the adult is to assist in setting th structure up, monitoring the play, but to keep clear of direct involvement. This is the children's own place; and they need their own social dynamics there.