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Song Sparrow 2013 Community Book

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Song Sparrow 2013 Community Book - Page Text Content

BC: "A Window into our world" - Song Sparrow

FC: Song Sparrow Community Book 2012-2013

1: Welcoming our song sparrows to school | Relationships with people, materials, environment and the community | Progression of work with Materials | Birthday Celebrations, and Family Events | Individual development: empathy, movement, and mealtime | Special Moments, Discoveries and Wonderings | A Glimpse Into our First Year Together

2: During the month of August, 2012 seven children arrived at school for the very first time. Each child approached this authentic experience differently. As the year progressed, learning blossomed and relationships formed. We came together as one community of children, families and educators and were pleasantly surprised by the children's sense of easiness and comfort during our first few weeks of the school year. Many of the song sparrow children entered our classroom with awe and true curiosity as they engaged in work and play in every nook and cranny of our new classroom. The learning and growth that happened this school year transpired within - because of our desire and ability to learn from each other. In turn, this is the story of how the Song Sparrow children, educators, and families came to be who they are today in the context of our community and relationships...

3: Please add more pictures from your phone from Home Visits

4: "A smile, a touch and a kiss from me to you." | Ashley saw Ava laying on her tummy and decided to give her a warm smile. She rocked herself forward and reached her arm out to touch her head, communicating her intention of connecting with Ava on a deeper level. Ava reciprocated this gesture by returning the smile and reaching out to touch Ashley's face back. Ashley then kissed her on her forehead with a gentle touch of affection.

5: Community Interactions | During the first few months of school, the children showed their interest in each other and the people that surrounded them everyday at school. As a class, we made an effort to strengthen these community connections through our daily interactions with parents, educators, and both the older and younger classrooms. We often visited our neighboring classrooms as an extension of our own room. The children quickly grew comfortable moving from room to room. | Music With Ms. Ana

6: Investigation of New Materials | Educators offered experiences with a wide array of materials to the children throughout the year. These materials were presented in a way that would provoke and encourage them to think, develop their own ideas and theories, problem-solve, and creativity. We also noticed the children using these materials to communicate and deepen their relationships with each other.

7: The children interacted with clay in ways that felt most comfortable and natural to them: pinching, poking, tapping, patting, squeezing, scraping, or digging into it using their hands and fingers. Some of the children dove into investigations without hesitation, while other children needed more encouragement and motivation to explore it. Our investigations continued throughout the year and with each experience, the children became more comfortable manipulating the clay with their hands and fingers.

11: Mark-Making

12: Our First Steps... Pairing two materials: Writing tool + Paper | Highlights from the year * Individual and group work opportunities * Discovering different surfaces to produce marks (paper, cardboard, canvas) * Exploring the properties of tools (marker vs brush) * Combing multiple materials together * Communication strategies " asking for help" | After some experience using clay, educators wanted to offer another challenge of holding/grasping on to a tool while producing a mark.When offered pen/pencil/pastel/marker and paper, the children began making important first-marks, scribbles, and dots.

14: Expressions of Wonder Introducing Water-color | Second steps... Combining three materials: paper, water-color, and a paint-brush

15: Clarissa approached the brush with curiosity and ease. She took a few strokes and passed the brush to Jill to see if she could produce the same results. She watched carefully, observing the details of this new mark-making tool. | "these are the bristles of the brush, you hold it by the smooth handle"

16: Lois was curious about the water. Her approach was different from Clarissa's; she wanted to know more about the substance she was dipping her brush into. She set the brush aside and then dipped her hands in the water. *Note: Educators made a decision to first introduce water (with no color) to focus on the action of applying the brush to paper, rather than the marks it produced. | Sharing the knowledge she learned with her peers | The next day, Clarissa demonstrated her understanding of this new mark- making tool by showing her friend Ishaan how to apply it to the paper ( just as her educators had modeled for her the day before). She looked at him and then his brush , as if she was saying " follow me!" Ishaan followed Clarissa's lead and began to imitate her actions with his own brush.

17: The children mixed the paints to make new colors | Painting Inspired multiple Collaborations | Ishaan and Ashley try out the new colors RLF mixed for us. | Ashley prefers to paint standing | Theo, Vincent, Ishaan and Clarissa Collaborate on one large painting | Painting with Preschool | Painting on three-dimensional cardboard boxes with Red-Legged Frog | Painting on a variety of surfaces: cardboard and canvas

18: Progression of Water and Sand -Dumping and Filling - Scooping and Transporting - Introduction to Ice (stacking) - Watering and planting

21: S A N D E X P L O R A T I O N

22: ICE! They poked the ice with their fingers and then held it with their hands- perhaps testing their theory that water moves and takes shape of objects in space? They pushed and stacked the blocks of ice and watched them slip across the floor- they recognized the property of wetness and its relationship to other solid objects in the room. They transported the objects to different spaces- just as they were attracted to the function of pouring and transporting water via container, they were able to do so in solid form as well. They reacted to the temperature of the ice, shaking their hands and looking to us for the language to describe the sensation, they were experiencing- it was cold!

23: Gardening The children helped care for our garden by planting and watering the flowers

24: Pajama and Pancake Party

25: Lois and Ashley explored the screen as we watched our healthy 6 video | Pizza Gathering | Parents shared the story of how they chose their child's name and brought in their childhood pictures; the similarities in appearance were shocking! | Declan and Theo enjoy quiet time in the corner | Brian shared Ava's story with the group. | Patricia, Brian, Jen, and Jane shared stories of their children with one another. | Augusto read an animated story to the children before the party started

26: Pumpkin Explorations! Celebrating Our First Halloween | The children arrived at school on the morning of October 24th with a rather large orange, round vegetable on the floor of our classroom. Educators wondered how they would approach this new object in their environment. As the day unfolded, we saw how each of the children encountered the pumpkin; each strategy was different, each was very purposeful and intentional. One interesting observation was that all children independently chose to interact with the pumpkin in one way or another. | A bee

28: Our Adventures to Google Campus

29: On Friday June, 28, Julia accompanied the educators and children on a walk through the Wetlands. Our destination was Big Table Cafe. After getting one flat stroller tire, we arrived with eight tired babies! All parents happily greeted us with smiles and warm arms. We enjoyed a wonderful meal together as a community!

30: Since the beginning of the school year, Song Sparrow have taken numerous walks down the Baylands path to enjoy the sights, sounds, and feelings that nature offers us. We have taken the opportunity to slow our walks and immerse in the beauty that lies right outside of school grounds. The children stopped many times along the path to investigate the surroundings alongside their peers in educators. We have not set any destination point for our walks (for example, the dock or pirate ship). Instead, we allowed the children to connect with the Baylands in a natural journey of discovery. | Walks through the Wetlands

31: Slowing down to enjoy the beauty that surrounds us.

33: Ashley and Lois Embracing the views with a warm hug

34: Soaking in the sights, smells, and sounds of nature

35: Construction & Deconstruction | Investigating materials that can be used in construction, and discovering how they can be used as building tools.

37: Figuring out how objects fit together.

39: Drawing upon the knowledge of others,--toddlers, preschoolers, and educators--, and recognizing their expertise in construction.

40: Building creative representations of our world and our ideas.

41: Building Relationships through Mealtime | Taylor feeds Ava her sweet potatoes | Lois cares for Vincent in the afternoon by bringing him his milk . She patiently sits and helps him hold the cup until he is finished.

43: Valuing Partnership with our Wetlands Community

44: Ashley Murphy-Chutorian

45: Milestones: You confidently cruised in October You were determined to take your first steps in December You were walking fearlessly by January You were always so helpful with your friends

47: Ava Dangott

49: Milestones You loved tummy time with your big sister in September You starting to crawl November You ventured up the stairs with Vincent, in January Your facial expressions spoke a thousand words

50: Clarissa Roman

51: Milestones: You started courageously cruising in September You were walking with confidence by October In November, you symbolically used a block as a phone You loved to be massaged with Sunscreen

53: Ishaan Jai Iyer

55: Milestones: You crawled holding your feet up in February You let go of our hands and took your first steps in April Your language exploded in June " Walk hallway, hold hands" You were always very thoughtful and affectionate with your friends

56: Lois Penner

57: Milestones You started standing on your own in February You took your first steps in March Some of your first words were "apple, doggie,and ducky" You were our classroom welcomer and greeted your friends with warm hugs

58: - Curious -Competent - confident - empathetic -persistent

59: Theo McCullagh

61: Milestones: You started army crawling after the holidays You proudly took your first steps at the end of June You were walking everywhere in July Your curiosity motivated you to explore without hesitation

62: Vincent Kam

63: You were standing in October You were taking steps in March You were showcasing your dancing skills in November You always shared loving cuddles with your friends and educators

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