Junior Kindergarten Tag

Richland Academy / Posts tagged "Junior Kindergarten"

“I brought some ‘New Knowledge’ to school today.” (J.)

During one of our recent Morning Meetings in Junior Kindergarten, where we share stories, information, and the unfolding day as a community, I began to consider and reflect upon the term ‘New Knowledge’. I realized that I had used this term to think about what it means when a child brings something ‘new’ to JK to share with us. Putting this term and my understanding of it into context for 4 year olds began to entice me towards deeper meaning.  As items arrived with the children in various forms and of different materials, a deeper understanding began to unfold.Upon reflection, I realized that this ‘New Knowledge’ concept was working its way into the fabric of our JK community, as each item of interest arrived at school and by the children themselves.  ‘New Knowledge’ was enriching our learning, expanding our thoughts, deepening our questions and affecting us in many ways.

‘New Knowledge’ is taking shape, emerging and extending in our rich environment. The children, as well as their families were becoming completely engaged in our inquiry work.The tale really begins with one of the JK children creating a tiny habitat for one garden snail, which she brought to school one morning, to share with her classmates. In the days that followed, a ‘family of snails arrived’ creating a focus and the possibilities for rich inquiry learning.  These words were shared, “I think this snail is lucky. He is going to have lots of friends.”

Possibilities such as linking our Identity to the family of snails, exploring mathematical concepts such as numeracy, spirals, design of habitats, determining theories and researching about ‘I wonders’, are just a few that are prevalent at this time in JK.As the family of snails outgrew each habitat, the children’s knowledge also expanded and flourished. Their curiosity, their understanding, their documentation and their representations of their ‘New Knowledge’ became of much importance to the children. The needs of these creatures from nature, taking care and ensuring that our garden snails were “safe and happy” were truly honoured by the children.

‘New Knowledge’ comes in many shapes and forms. Each day our palette was created from factual books and storybooks about snails, from feeding the snails ‘tasty bites’, looking closely at these wondrous creatures, and sharing observations about the snails’ behaviours.  All were thoughtful and meaningful for the children.  Each encounter with the snails pushed and poked us to learn more.Much material continued to arrive, as our families became profoundly engaged through their children’s interests and excitement, together with the children, they searched, ventured into the learning and joined us in examining and probing ‘New Knowledge’.  Diagrams, photographs, comments and stories shared by the children continued to arrive in abundance and united us in the pursuit of ‘New Knowledge.’ ‘New Knowledge’ assisted us to gain deeper meaning into this powerful interest of the children.The children are now using the term daily in school and with each other.  “I brought some new knowledge to school today.”  Our families are engaged and building onto the ‘New Knowledge’ by searching together for photos, a diagram, or a discovery about snails. A relevant home task emerged: “Please Google garden snails with Mom or Dad and see what New Knowledge you can bring to our morning meeting or share with us at school.” Facts about our snails’ eating habits were explored, as we discovered that the snails love cucumber: “I brought a tasty bite for the snails.”  Delightful surprises and moments arose daily. One child dug in her vegetable garden and brought baby carrots to school for our snails, leading us into exploring how carrots grow, root vegetables, and how to tend to a garden. Another child used a small cardboard box and a belt to create and attach a snail shell on top of her back, as she morphed into a garden snail.As I shared this piece with a colleague for interpretation and as a critical friend, she led me to her research about ‘Knowledge Building.’

Ms  Pearson shared that, “Knowledge Building is the production and continual improvement of ideas of value to a community, through means that increase the likelihood that, what the community accomplishes will be greater than the sum of individual contributions and part of broader cultural efforts.”

Exploring Measurement with Garden Sticks in Junior Kindergarten

Inquiring Minds is delighted to share today’s post from Mrs. Jane Buckley-Black, Richland’s Junior Kindergarten teacher.

I was most inspired by a rich Pinterest posting this past week entitled: ‘Outdoor Maths:  Measuring the Size of Sticks.’ This was posted by ‘Creative Star Learning’ which is an organization that “supports and develops outdoor learning and play at a national, local, and school level with practical ideas and information.”

As I reflected on the posting, I thought; what a wondrous way to engage the children with extending and enriching their knowledge about ‘Measurement.’I proceeded to give our JK children a task: “Please bring in a stick from your garden for a challenging task.” For the next few days the children were wondering and sharing: “What are we going to do with our sticks?” and “I brought a stick from my garden” and “I found a wobbly stick outside at recess” began to emerge from our students.

We had a variety of sticks arrive of many different sizes, and textures, some that were straight and some that were deemed ‘wobbly’. On Wednesday morning, we extended the challenge to our JK children that began with this question: “How can we solve the following dilemma with our sticks: How can we manipulate our sticks to determine the shortest to the tallest?”

The conversations began with a dialogue about what the children knew about measuring. “We can measure how tall you are” L. shared.  “Maybe with the sticks we will measure us and find out how tall we are” remarked M.“Say I was a stick this small (showing with her hands) and then there was a stick this long (making a bigger stick with her hands) and then I put them together to see the smaller and longer one” declared J.

Words such as “tiny” and “shortest” were affirmed that meant the ‘same as’ “shortest.”  Words for “tallest” were deliberated: “longest”, “biggest”, “big” and “largest.”

The children voiced: “We need a spot for all of our sticks to line up!” The edge of the carpet was determined as the spot “we need to line up our sticks from.” A rock was selected as one end called “the shortest spot” and another rock was determined as “the tallest spot.”The challenge posed to the children was: to make the line of sticks increase in size. Each child took a turn to put his/her stick down onto the tiled floor, carefully lining up one end of the stick to the edge of the carpet.

It was a deceptively challenging and higher level thinking task. The children needed to evoke many strategies, answer questions and share knowledge. The JK implemented: ‘analyzing’, ‘identifying’, ‘formulating’, ‘hypothesizing’, ‘organizing’, ‘comparing’ and ‘distinguishing’ the differences and similarities of their sticks, as well as share patterns about their thinking. Much deliberation, negotiation and measuring and comparing emerged, as each stick was added to the line of sticks.