The PKs have been thoroughly enjoying playing with wheels and ramps in the playground.
During an extended play time, the PKs asked if they could bring the wheels and ramps out. They brought out the wheels and then added a challenge: “What can we use instead of ramps to make our wheels roll?” And off they went!
The JK boys and girls have begun to move from simple interactions with each other to more elaborate and sustained exchanges. For young children, these exchanges are often observed during pretend play experiences. Of particular interest, is that, although these are activities of choice for many children, they also bring with them, conflict. Yet, in a classroom, conflict is natural and welcomed. This is the time and place for children to test out their skills of negotiation and learn about the give and take of conversation and materials.
Our PK students also love to participate in many forms of pretend play, including making “Nutella Pizza!”, playing dentist, flying and jumping like “Superman!”, and “sleepy time” under the cozy coats!
Young children learn by imagining and doing. The process of pretending builds skills in many essential developmental areas.
The JK children’s interest in fall leaves has escalated. During their first Investigative Research session with the SK children, they went searching for colourful and different fall leaves.
Their first task was to really look carefully at the leaves: colour, shape, and type. They then had to choose a ‘favourite’ one that they wanted to sketch in pencil first, and then use their ‘real colours’ to make the leaves ‘look like real ones!’
At Richland, our students have regular opportunities throughout the day to experience spontaneous play, where they can safely create, experiment and explore the world around them. During outdoor play, children have the...
As we move into what is being called the “creative” or “conceptual” age, success in a few narrow core subjects will no longer prepare students for this world.
To provide youth with the tools and knowledge to successfully handle future challenges and opportunities, a change in educational philosophy is necessary. Learning and thinking must be considered subjects in and of themselves if we are to adequately prepare students for their futures. Students need opportunities to work collaboratively and think critically and creatively about ideas and issues across a range of disciplines, while developing a solid academic foundation and enhancing their intelligences, including “soft skills” such as understanding, empathy, collaboration and communication skills. Schools must grant students the right to take ownership of their work and engage them in the decision-making process, so that they may build their intellectual character while exploring ideas and solutions.
