February 12, 2024
As I pushed up the table against the wall and laid out blankets on top of it, the children gathered around. Getting down low to the ground, I pointed a flashlight at the wall. Getting a red tab, I placed it in front of the flashlight. A child yelled, "I'm red, it’s all red.” Nodding my head, I said “You are red. What colour is this?” As I placed the yellow tab in front of the flashlight. She looked down at her body and shouted, “I’m yellow. It’s yellow. I want to be blue next.” Placing a coloured block in front of the flashlight, she watched as her body changed to the colour of blue. Crawling over to the coloured blocks, she picked out a green block. Holding it up in front of a flashlight, she said “I'm making myself green. I want to be red again.” She continued experimenting with the different colours, watching as she changed herself and the surrounding area that colour.
Belonging: Belonging was demonstrated through the shared exploration of colours and reflection between educator and child.
Engagement: The child investigated how the flashlight and tabs worked by placing the tabs up close against the flashlight. She expressed her thoughts and ideas of what the surrounding colors of the room were and what she wanted them to be next.
Expression: The child and educator conversed about the variety of colors that we had changed the surrounding areas into and her own body with. The child labeled the different colours and told the educator about her ideas as she experimented.
Well-Being: She was confident in her abilities of knowing each individual color that had been changed in the surrounding area and her own body. She continued to develope her sense of self by experimenting with the different colours and how it changed the look of her skin.
Jessica Martin, RECE
January 11, 2024
This morning I set out five activities on the table. A child chose the rocks with the animals on them. At first she lined them all up, labeling the names of each animal on the rocks. She said the animals names clearly and was able to tell me all the names. Next, without prompting, she pointed to each rock and counted saying the numbers out loud, starting with the number one. I then grabbed out a book that went along with the rocks and the animals' pictures on them. The book is called Polar Bear Polar Bear What Do You Hear? When I read the book to the class, she would grab the rock with that exact animal and hold it up to the page of the book and say, “look they are the same”. She did this action through all the pages in the book. She showed that she was so proud of herself as she had a huge smile on her face!
Belonging: She demonstrated belonging when she took the rocks with the animals on them and held them up to the class to show how they matched the pictures in the book as Miss Amber read the book.
Engagement: She explored the rocks by lining them up and counting them.
Expression: She communicated to me what each animal was on the rocks and then counted each out loud.
Well-Being: She showed well-being by being confident in knowing what each animal was and being able to count all on her own.
By Amber Lockstein, RECE
