Sunflowers feel like the Sun

Over the last couple of weeks at Kindergarten we have been studying sunflowers. We have had some beautiful sunflowers growing in our flowerbed; these have been the inspiration for provoking a group of children’s initial interest.

Over these few weeks we have examined the sunflowers up close.










We have cut some sunflowers down, placed them in a vase inside, and have at times used a magnifying glass to draw our attention to all their finer details.

As the days have progressed we have shared our ideas on sunflowers with our friends and explored one of the sunflower paintings by Vincent van Gogh.

Many children have chosen to complete some observational drawings whilst others have sustained their interest and intrigue by simply looking, feeling and touching the sunflowers up close.

'Researching'

'Curiosity'

“Observational drawing invites children to look very closely at things and to notice all the details. In turn it encourages children to make more intricate drawings than they do from memory alone, often leading to joyful discoveries. It is part of the process of ‘learning to see’” (Kolbe, 2009)

As we began our observational drawings we used just black vivid pen on white paper (no colour). This intentional act enables children to think more deeply about what they are drawing; to really see the structure and "bones" of the sunflower, its lines and its form.  

When many of the children appeared to have finished their drawings, I gently encouraged them to look at the sunflower again ‘look and draw’. This simple prompt encouraged many children to notice just that little bit extra; for instance the delicate lines just visible on the petals, the prickly stalk, the pointed shape of the petals or the small seeds in the head of the flower that look like miniature flowers.

The details that have been added to the drawings through the children's careful observations are just wonderful.

'Remaining open to continuous learning'

Over these few weeks I have gradually invited the children back to re-visit their drawings, this time suggesting the possibility of adding some colour. Before we began though, we took a little more time to discuss and observe the sunflowers once more. 

I'm sure you'll agree that adding colour has truly brought these stunning pictures to life?

Such intricate and detailed work requires patience, persistence and as you can see lots of concentration.

Whilst working alongside the children, I have encouraged each of them to discuss their ideas and knowledge of sunflowers, as well as share their work with others. As everybody reflected on the sunflowers and talked openly, I wrote all their words down. I have now turned these thoughts into a poem; this has turned out to be a beautiful collaborative piece of art from many children, which demonstrates to all of us that there is more than one way to view a sunflower.

“As children listen to each other’s ideas and see each other’s work, they have opportunities to learn that there are different points of view. Through exploring a topic in different ways and from different perspectives, they expand their understandings” (Kolbe, 2007, p.111)

We hope you enjoy reading this.

Sunflowers feel like the sun

Sunflowers feel like the sun, yellow, spikey, high.

 Sometimes they are sad, sometimes they are happy.

Sunflowers look like a shower, prickly, lovely, pretty.

Sunflowers grow from seeds, yellow, black and green.

 Sunflowers are wow, so so wow.

Sunflowers smell yum, petals, tiny, huge.

Sunflowers grow so tall, like a light, sunny bright blooms.

Sunflowers have heads, inside are tiny tiny flowers.

Sunflowers are my favourite, sunflowers feel like the sun.

Christine

Family Involvement

Here at Mairtown Kindergarten we really value our families and whānau. We value the time that they spend at Kindergarten and appreciate all the wonderful skills and talents that they bring. Parent and whānau participation fosters their child’s sense of belonging which in turn enriches their learning and development. When our families engage in our programme, sharing their time and skills, they are helping diversify our children’s experiences.

 

“Children’s learning and development is fostered if the well-being of their family and community is supported. The families of all children should feel that they belong and are able to participate in the early childhood education programme.” (Te Whariki, 1996)

Lately we have had lots of whānau taking time to share their skills and talents with us.

Carol, Eleanor’s mum, has very kindly stitched up some beautiful crowns. These have been enjoyed by many of the children and added to their ever changing imaginary play scenarios.

 

 

Janine, Hori’s mum, shared her knowledge of poi with our tamariki, role modelling how to use them and at the same time showing them how much fun they can have with them. This was a beautiful experience for all involved.

 

 

Our Nature Programme is a great success due to the fact that we have such dedicated parent helpers. It is because of this parent participation that we are able to run the programme which has huge beneficial outcomes for all the children involved.

 

 

 

It is so lovely when parents and whānau spend time at Kindergarten and engage in activities with their child. Reading books together, working with clay, drawing, writing, having a push on the swings or having a tea party are just a few wonderful happenings that we see regularly at Kindergarten. 

 

 

 

“Parents and whānau should be welcomed and be comfortable and involved in the programme in ways that are meaningful to them and their child…Children and their families should experience an environment where connecting links with the family and the wider world are affirmed and extended and they know that they have a place.” (Te Whariki, 1996)

 

When children see their parents and whānau are accepted and welcomed at Kindergarten then this helps them feel safe, secure and ultimately valued. Seeing members of their own family in Kindergarten enhances a child’s sense of identity and belonging, as well as enriching their learning and development.

We like to have an ‘open door’ policy and endeavour to provide a welcoming environment for everyone who walks through our gates. By having this warm and welcoming environment we are able to create meaningful, reciprocal relationships with our families. This leads to open communication which in turn enhances the children’s learning experiences.

 

 

“Constructive working relationships between teachers and parents/whānau can enhance adults’ knowledge and understanding of children and children’s learning opportunities, and so contribute to children’s learning and wellbeing at home and in the ECE setting. Children who see their parents/whānau working closely together with their teachers “gain a sense of continuity and of being cared for” and experience a ‘trusting and secure environment in which they can learn and grow’.” (New Zealand Council for Educational Research)

 

 

We love it that we have such devoted parents and whānau and really appreciate everything that they bring to our learning community at Mairtown Kindergarten. We would love to know if anyone has some talents or skills that they would like to share with us. Cooking, music, art, story-telling, sport, building, anything! We look forward to seeing all the other great ways that our parents and whānau get involved and contribute to the development of our tamariki.

Zair

 

Explorations with Clay

Clay is a resource which is readily available in our Kindergarten. We choose to offer it instead of play-dough as we believe that as children develop an understanding of clay and its possibilities they will develop skills and knowledge which will take them beyond the capabilities of play-dough; therefore clay grows with the child.

Clay comes from the earth: ancient, organic, substantial. It smells cool and dark. It is made from rock that has been transported far from its original source. It occurs in seams or beds which are often near a body of water.

Clay requires muscle. We engage with clay with our skin and because it comes from the earth, playing and working with clay grounds and connects children to the earth and nature.

Over the past two weeks we have chosen to offer our children full-body exploration with clay. This thinking was inspired by two schools of thought, one being that we have many new children who may not have had previous experiences with clay and the second was the writings of master teacher Ann Pelo.

Ann emphasises that full-body exploration allows children to develop a relationship or friendship with clay. And that understanding clay’s identity is essential prior knowledge to using it as an art medium.

“As children bring their whole body to the experience of clay, they experience the responsiveness of the clay. This first encounter, body to body, begins the dialogue between children and clay” (Pelo, 2007)

Inspired by Ann’s writings, we re-set up our clay space by removing the table and replacing it with a large plastic tarp on the floor. Next we set out a new clean block of white porcelain clay.

This large block invited lots of curious participants; why was it on the floor? What could be done with it? And we responded; we are going to explore this with our whole bodies!

 

 

Tentative first movements of curled toes and pressed in fingers soon gave way to exuberant pounding and jumping. This block could hold the children’s weight yet with lots of physical activity could be slowly moulded towards the floor.

As the children played we offered words to invite further investigation; I wonder what knees do to clay? Look what happens under your jumping feet, what happens if you press in your elbows?

“Each child is unique and the protagonist of his or her own growth. Children desire to acquire knowledge, have much capacity for curiosity and amazement, and yearn to create relationships” – Loris Malaguzzi

With a morning of pounding and exploration the clay soon became wide and flat like a pancake which offered new possibilities for rolling and reforming a mound and invited team work and collaboration, as flattened clay is also heavy!

After two weeks of exploration our clay is now back on the table and being offered in large lumps. As teachers we have valued observing Ann’s writing’s un-fold into real experiences. Many of the children have thoroughly loved the opportunity to explore the clay with their whole bodies, which is a great reminder to us as educators to remember to take all learning back to its beginning at times.

As Maryann Kohl reminds us “Art is a process, not a product”

Nga mihi nui

Kim Townsend