August 13, 2025
C studied the tower made out of pool noodles and spoons, looking carefully for just the right spot to place his pom pom. From the basket, he chose a blue pom pom, placing it gently on the larger spoon and slowly moving it over to the tower. After deciding the top was the perfect spot, he placed it there with care.
Returning to the basket, C picked up a red pom pom this time. Once again, he grasped the larger spoon, moved slowly and with intention, and placed it further down the tower. He continued this process, exploring different spots as he transferred pom poms from basket to tower.
Through this activity, C is developing a variety of skills including fine motor strength, hand-eye coordination, concentration, and even early math concepts such as spatial awareness and sorting. These seemingly simple transfers are building foundational skills for later learning in areas such as reading and writing.
Engagement: C demonstrated focus and persistence as he carefully transferred each pom pom. Using spoons and tongs supported the development of the small muscles in his hands and fingers, essential for writing and self-help skills.
Well-Being: This activity highlighted C’s ability to concentrate and show patience. Successfully completing each transfer boosted his confidence and helped him strengthen his sense of accomplishment.
Expression: C expressed his abilities through his actions, showing coordination, confidence, and pride in his growing skills. His peers and educators could see his competence and determination.
Belonging: By taking part in this group activity, C demonstrated his willingness to participate, take turns, and connect socially with others, building positive relationships with both peers and educators.
By Erin Vandesompele, RECE
July 3, 2025
As I pulled down four frozen infused popsicle containers that were attached to each other, the children slowly started to gather to see what I had carried. J followed the descent of the popsicles coming down into my lap. Using her right index finger and making eye contact with me, she said, “what’s that?” Answering her question, I said, “these are popsicles but each one smells different. Do you want to smell them?” Nodding her head, her lips tilted up into a smile to answer my question. Wrapping my right hand around the handle of the first popsicle, I slowly pulled it out. Taking the frozen infused popsicle stick, I took a quick sniff to show the children what to do. Holding out the popsicle, each child slowly took a turn. When it reached J, she leaned in close to get her nose right above the frozen popsicle. Taking a large inhale through her nose, her nostrils flared as she sniffed the object. Her eyes narrowed down onto the frozen popsicle with her lips tilting downward. I said, “that’s italian seasoning, do you not like it?” Quickly, J shook her head back and forth in answer to my question. Using her right index finger, she pointed to the next infused popsicle that was red in colour. I said, “okay, let me get it out for you to smell.” Placing the italian seasoning back and pulling out the red coloured infused popsicle, we repeated the process of taking turns to smell the popsicle. When it was J’s turn, she leaned in closer to get a big sniff. Eyes widening, J licked her lips before trying to lick the infused popsicle stick. I said to her, “I know it smells good, it’s blood orange, but we can’t taste these.” Nodding her head, she said, “it does smell good. No licking,” as she began to giggle.
Belonging: J participated in a group with her peers, she was able to take turns smelling each infused popsicle stick.
Expression: Through body language, J expressed her pleasure in smelling the blood orange popsicle by licking her lips and trying to taste the infused popsicle stick. She showed her dislike for the Italian seasoned popsicle by narrowing her eyes and shaking her head “no” to liking that particular scent. J had been able to formulate questions by pointing and stringing two words together to further her knowledge.
Well-Being: When J’s eyes narrowed and her lips tilted downward, J chose to ask for a new infused popsicle stick to smell. She was able to remain calm and use her right index finger to point to the popsicle stick that she wanted to smell. When J attempted to lick the popsicle, J listened and made eye contact with the educator to show how she understood that the infused popsicle sticks were for smelling and not tasting.
Engagement: J was able to use two of her senses by seeing the color of each infused popsicle and smelling the infused popsicles. She was able to ask questions to further her understanding of what the infused popsicles were.
By Jessica Martin, RECE
June, 2025
Finally the summer weather had arrived and the toddlers were enjoying themselves outside. A water provocation had been set up by the educators to help everyone stay cool. The bins in the mud kitchen had been filled with water. The children were all drawn to the colourful cups, bowls, scoops, and stir sticks. M walked up to her educator and asked, “Is it my turn?” “You can have a turn now,” her teacher replied. M selected some items to play with then asked her educator to pass her a green cup that was just out of reach. M then carefully used a metal scoop to try and fill the green cup. Only a few drops of water made it into the cup. “It didn’t work,” she told her educator. “Can you try something else?” her educator asked. M soon found a small, bright green bowl. She filled it and carefully poured it into the green cup. She smiled at her educator, proud of her success. M continued to play until a friend came along and asked M for a turn at the mud kitchen. M, as usual, was happy to share and went to play in the sand box.
Belonging: During this water play M took part in conversation with her educator and a peer. She used this communication to problem solve and to have a smooth transition to the next activity.
Well-Being: M used her fine motor skills as she poured water into the green cup. When the scoop didn’t work, she showed her competency when she came up with a solution that worked great.
Engagement: It took focus for M to dump the water into the cup. She also tested the scoop first before realizing that it wouldn’t work.
Expression: M was able to effectively communicate with her friend and give them a turn. Her fine motor practice of careful pouring will help support M with writing in the future.
By Brianna Wall
