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Exploring different kinds of textures

For this week, we have prepared different textures that they could investigate through various activities. We let them touch and feel the things inside the texture box. Upon, our investigation, we thought of narrowing down the textures into the things that were most common to them and we delve into those textures. These include soft, hard, rough, and smooth. We also prepared centers that could further their inquiry.

Now, let's see what textures could they be interested in the following weeks.

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For this week, we talked about the sun. Some questions that were discussed this week were the following:

how big is the sun?

how hot is the sun?

how far is it from us? and;

how the sun's brightness can be seen even if it's far away from the Earth?

We also did different outdoor activities that would help us understand the sun more.

Indeed, we enjoyed the warmth and the heat of Mr. Sun!

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Welcome to Playworks! We are thrilled to explore how we learn through the power of play.

This Wonder Wall houses all our students' explorations, discoveries, and fascinations. We hope you enjoy this page as much as we have fun making it!

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The first week of class is exciting as we welcome new things and new friends. To begin the fun school year, we started getting to know each other, setting up classroom rules, exploring toys, trying out outdoor activities, and finding an interest in the arts.

Everyone agreed that it's always a good time when they are in school!

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Another week of exploration for the sky blue class.

This time, we put up toys and manipulatives that tickles the mind of the students. They explored on loose parts, sand the block center, and the dramatic play area.

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For our first activity, we watched a video about the sun. Here, we were able to identify how big the sun is compared to the Earth, and how close it is to our planet. We also learned that the sun is a star and the biggest and brightest of them all.

After watching the video, the kids list down the things that they learned as well as their observations.

Firstly, they all agreed and recognized that the sun was too hot. Jiyoo said that the sun both have the colors yellow and orange and Alonso said that it was so hot that you couldn't touch it, while David said that it can make you sweat and it could burn you. He also added that "it looks like a fireball"

Everyone, also agreed that if you look directly into it, your eyes will get hurt and it's dangerous.

Some notes that we were able to list down were the following:

I t was super big and all the planets could fit!
if we want to go there, (they remind us that it is dangerous to go to the sun), we need to use a spaceship!

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After watching the video, we tried recreating the sun while listening to a song called "I'm So Hot!"

Here's the link to the video of the song https://www.youtube.com/watch?v=t-kzdR93bqw

We used different tools, materials, and processes to recreate the sun. We used a paper plate, color red and orange cellophane, differently colored paper, glue, and plastic. Some of the observations and explanations were documented. These are the following:

David said that what he did was what the sun looked like when it was far away, while Alonso piled up the pieces of cellophane and papers and Aesha put the red cellophane on her plate because the sun was super hot.

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For this week, we talked about different things that the kids could see during the day and the night. They noticed the differences between these two, from the color to the composition of the sky itself. They made different artworks that also depict the dark sky and blue sky based on their observations.

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6th week is all about exploring how a seed turns into a plant.

We started by inviting the students to discover how seeds develop into plants through a book. From there, their interest grew a lot.

The students were able to do pretend planting, then eventually, they tried plating their own seed. Let's see how these kids take care of their own little living thing.

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Our Week 10 was filled with informative, exciting, and fun activities that sparked another interest we could learn about.

We started our day with our daily routines and mindfulness minutes. The kids requested to pretend that they are a growing plant and so we did plant yoga.

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Aren't you glad we found the circle song?

Before we start exploring different toys, we started our circle time first!

As a different activity to make circle time more engaging for everyone, we brought back the Aiken drum song again. Everybody laughed at how silly the Aiken drum looks like, however, Caleigh shared her thoughts about not liking to play the Aiken drum song for the next few days. We love how each one of us is openly sharing our feelings and ideas in class.

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The photos are in collage. Kindly enlarge it to see clearly. Thank You!

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The photos are in collage. Kindly enlarge it to see clearly. Thank You!

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Story Time!

Before the vacation started, we read a book that really caught their attention. The title of it is "Whose Hat is That" by Alison Boyle. They interacted with their teacher. They also did the maze to help Silly Cat meet his new friends and they all ended Story Time happily. After that, we said goodbye to each other.

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Hello everyone! I am Teacher Doms and I am so excited to be with you. I always believe that every child is unique, special, and amazing. No matter what walk of life a child comes from, I will embrace them and fill their hearts with smiles and laughter.

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Mr. Sun came out today!

We played bowling and explored our outdoor space with our magnifying glasses.

It was fun going outdoors and the heat didn't bother us!

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On a very bright day, we play!

It's a wet and wild water play for the kids. They enjoyed watering the plants and trying out the water maze.

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Dwayne and Clara found the MagnaTiles interesting especially when they discovered that when one color overlaps the other, another color will form.

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I have a new playmate!

Dwayne and Aesha became an instant click as they played with different toys they both enjoyed.

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I am a little explorer!

Luca became busy exploring the different parts of the outdoor area. He saw some insects, small rocks, and different kinds of plants using his magnifying glass.

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Aesha watered the plants in the garden. She's interested in growing her own plant someday.

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Who is this little veterinarian?

Hey, it's Dwayne with his pet dog named "Jiggy Boy!" He asked the teacher to help him wear the scrub suit. He also asked the teacher to take a photo of him.

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"The heat didn't bother me anyway!"

Clara enjoyed the outdoor activity. Aside from exploring the outdoor space using her magnifying glass, she also loved the bowling game.

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On our second week, we found new friends, playmates, and teachers. We joined the students in the Green Room and we had a lot of fun exploring colors and exercising our fine motor skills.

We learned to get along with other children but we also missed being in the Blue Room.

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The children enjoyed Circle Time with all teachers and students as they sang and danced to the "The Floor is Lava" song.

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It's painting time!

The children made paintings with their smocks on. They tried out different color mixtures and created lines, forms, and pictures with the paint.

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“Choo choo!”

Lucas loved exploring various toys this week. He particularly enjoyed setting up and playing with the wooden train tracks.

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“Would you like some snacks?”

Aesha pretended to prepare food on the Dramatic Play Area. She was able to practice sharing while playing together with the children from the Green Room.

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Clara was very busy with the magnetic tiles and enjoyed building complex structures like houses and tall buildings.

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Guess what?

Clara and Aesha are starting to bond because of common interests. We love how two different personalities find their common ground and enjoy their time together.

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It's nice to play with our teachers!

The kids enjoyed freely exploring materials on the mat while chatting with their teachers.

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Look who's enjoying it!

Aesha had so much fun playing Mr. Potato Head. Teacher Sarah joined her in creating funny looking faces, then eventually her classmate, Clara, also played with them.

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For this week, we explored different things we can mix and manipulate, like ingredients that can be turned into play dough and juice.

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Is it a Yay or Nay?

We tried to explore the sense of taste, particularly sour. The kids were interested in how sour tasted but upon trying it out they realized that it wasn't their preference. Sweet food will still be the top choice for Aesha and Clara.

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The kids used their bodies to imitate the way the blender mixed the ingredients of the mango shake.

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The children used tools in manipulating the ingredients, particularly the measuring cups and the rolling pin. Although the mixture was sticking to their hands, Aesha and Clara continued on to make their playdough.

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Clara and Aesha get along well and play together.

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Aesha explored the use of measuring cups.

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"Can I do it by myself?" Clara said when she saw the ingredients written on the whiteboard.

She enjoyed the process of measuring. She was able to differentiate the sizes of the measuring cups and used the right ones based on the recipe she was following.

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It's Alonso's first day in class. He got along well with his classmates. He was open to trying out new things and he followed his teacher's instructions.

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For the 5th week, we delve into how a plant grows. The students were able to do pretend planting. They also explored the outdoor garden and took a photo of the plant they like to sketch.

It's also nice that everyone was able to try flower arranging which they use as gifts for grandparents' day.

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It was so lovely to see how Clara and Aesha's friendship blossomed like a flower. We can't wait to see more things they could do together.

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The students tried flower arranging just in time for the grand parent's day.

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What's gonna work? Team work!

Alonso and Clara worked together to complete the 1-10 "monkey hanging toy."

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From seed to plant, the kids were able to use their body parts to recognize how a seed grown into a plant.

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Aesha showed interest in pretend planting. She learned how to put enough soil and seeds that could only fit in the small pot. We noticed that she gets excited when watering it. Then, when teacher Doms said that she is putting too much water, her expression changed from a jolly to a long face look.

Moreover, when she was asked why does she need to water the Mongo seed, Aesha answered - "Tall" Which was interpreted by teacher Doms as - "To make it grow?" and she nodded.

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Aesha is busy with her leaf painting. She was able to try and feel the different textures of the leaves and realized that there are various colors of it.

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Although Clara is not yet ready to get her hands dirty with the soil, she still tries to do pretend planting using the spoon which she requested. She carefully counts 10 monggo beans and added space to each saying "hey, seed that's my space"

She kept asking teacher Doms to put her plant outside because she knew that it also needs sun to grow aside from space, air, soil, and water.

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Clara and ate Michel had a great time reading the "seed to sunflower" book. She had a shocked face when she saw that the roots are growing a lot after every turn of the pages.

Clara said: "Ahhh! The roots are 1, 2, 3... There are 1000 roots now!"

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"I am going to show it to mommy!" Alonso said after he finished writing his name which he tried several times.

Alonso is always willing to try things even if sometimes it's hard for him. This week, he was able to follow routines and schedules, and I think one of the highlights was when he felt proud that he was able to write his name following the dotted lines.

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The sun is out, and so are we!

The Sky Blue kids are all ready to go out and see the bright sky! Even if it was hot outside, with the help of the tent to give us some shade, and a mat to let us sit, we still enjoyed our exploration.

For this activity, we observed that while some saw Mr. sun, others just saw differently shaped clouds like a house and a fluffy pillow. Others also imagined that the sky looks like snow and drew a picture of Teacher Doms and me (Clara). Aside from that, they also noticed that the clouds keep moving, they do not stay in one place. O

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The students pretended to be a seed growing into a flower through their plant yoga during the mindfulness exercise.

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The students tried to use the soil as an alternative to the usual colored paint. The kids have their own stories about their soil painting. Aesha and Alonso wanted to see how the soil paint will look like if they spread it all over their paper while Clara said that she was painting a flower that is about to wilt and some seeds were already falling on the ground.

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We went out to the gardens and this time we did real planting. The children showed great interest in how to take care of their seeds and see them grow.

Clara asked when she can see the roots sprout. She got the idea from the book "Seed to Sunflower." She said, "Oh... we have to water it every day and put it under the sun"

On the other hand, Alonso wonders how long it will take for them to see it grow. He said, "when will it grow taller like the trees there" (pointing to the bamboo trees in the garden).

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The students were able to experience pretend planting again. In this photo, you can see different versions of plants.

Alonso said, "I want to plant more seeds so that there will be more plants." He even watered it half full.

Aesha wondered if she could also add more water like Alonso's

Clara on the other hand doesn't want to cover her seed. When asked why she said "because it can't breath"

Teacher Doms addresses all their wondering, assumption, and misconception by saying that everything should be in moderation. Watering the plants so much and putting too many seeds won't help the plants to grow healthy. Moreover, she also said that the seeds should be covered so that they can absorb enough nutrients from the soil and it also serves as their protection.

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Aside from planting a Mungo seed, the children also showed interest in watering the plants. They also picked up fresh flowers. Aesha wanted to give the flowers to her mommy. When everyone saw Aesha doing it, they all followed.

Moreover, Alonso squatted on the grass and observe what it looks and felt like. He realized that the grass are growing tall so he trimmed it out. When asked, he said, "I'm taking out the old grass so that the younger grass can grow already."

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Aesha was smiling when she saw her Mungo seed grows. 1st thing she asked teacher Doms is if she could water it.

Alonso on the other hand mistook the idea that the dirt in the plant cup should be removed and cleaned in the water. He immediately pulled the shoot and soaked it in water. Everyone finds it funny but he suddenly rescued it and put the roots back into the soil.
Hmmm... Let's see what will happen.

Clara was mesmerized and shocked to see that the Mungo seed they planted last Wednesday finally sprout. Her exact words are "Oh... how did our plants grow? Amazing!"

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Hello everyone! I am Teacher Von and I'm super excited to be with you all! I always believe that every student is special and you are amazing because of that. I am excited to see everyone grow into an amazing individual who is still thrilled to learn and to explore new things. I believe that play is not just play for students but an avenue for them to learn, where teachers can integrate but still make the lesson a lot more fun and interesting while being inclusive, imaginative, and innovative. I may have entered the Playworks family a little late but I still hope that we would still get along very well.

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Hi all! My name is Teacher Sarah and I am absolutely delighted to be part of your child’s learning journey this school year. I am an early years teacher with 5 years of teaching experience. I am a big believer of progressive teaching teaching techniques and I enjoy preparing holistic but engaging activities for students. Looking forward to working with you this school year!

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Our 7th week was all about seed observation.

The students are still fascinated by how seeds grow and how to take care of them. They were also able to water their plants and observe how it goes into cycles.

They even tried exploring on different types of soil and how these soils affect the growth of the seeds.

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The photos are in collage. Kindly enlarge it to see it clearly. Thank you! 

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The photos are in collage. Kindly enlarge it to see it clearly. Thank you! 

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The students watched a video time-lapse of how a seed grows. They saw that plants grew bigger as they take care of them. The students mentioned - "the plants grew taller," "Stems and roots are longer," "leaves are healthier and bigger and some plants even bear fruits."

While they were watching the video the children showed their wondering.

Clara said, "look! It's like my plant." Alonzo and Aesha then curiously looked and observed how their plants grow. They saw that the stems and roots grew longer and the leaves are healthier.

However, Alonso is staring intently at the leaves of his plant. He was thinking about why his plants have fewer leaves than Stella's and Aesha's plants. We made him remember that he accidentally took a root that was about to sprout because he mistook it for something that he must clean and put in the water.

Clara also asked - "When will my plant can grow like that?" while pointing at the 55-day-old plant that was shown in the video.

After that, they observed and watered their plants and they went on with their next activity which is seed sorting.

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Alonso's Plant Watering and Drawing Observations

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Alonso's Plant Watering and Drawing Observations

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Alonso is a proud plant dad to his munggo seed. He patiently waited for his turn to use the water spray to water his plant

They also did a plant observation drawing. While he was drawing in an abstract form he would constantly remove a leaf. Teacher Doms and Teacher Von got curious as to why he was doing it and then he said - "the leaf has boo boo" (pertaining to the different strokes of lines he saw from the leaves).

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Aesha's Plant Watering and Drawing Observations

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Aesha's Plant Watering and Drawing Observations

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Aesha is another proud plant mom to her munggo seed and just like the others, she patiently waited for her turn to water her plants. After that, Teacher Von was trying to help the class remember how many seeds they all planted in their cup. Aesha thought that the number of seed is represented by the number of leaves that grows so she said - "12 seeds."

This misconception was immediately addressed by Teacher Doms.

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Clara's Plant Watering and Drawing Observations

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Clara's Plant Watering and Drawing Observations

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Clara's interest in discovering how her seeds grow was apparent. She would always wonder and ask questions regarding plants and their cycles. From time to time, she would have queries about different kinds of seeds. Even her reactions whenever she realizes that this seed could grow into this kind of plant showed her great enthusiasm to learn more about it.

Moreover, she would always feel bad when she knows that the seed would die especially when not taken care properly like putting too much water or when there is no enough sunlight or air. She also wonders why Alonso's stem has a purple color compared to hers.

Aside from that, she was the only one who remembers about the number of seeds that were planted during their day 0. She excitedly said - "we planted 10 seeds!"

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Today, we tried planting Mungo seeds in clay, soil, and sand.

We first planted the seed in the soil and they both agree that this will grow into a plant. When asked why Clara said - "Because the soil absorbs the water"

On the second cup, we placed sand and they discovered something. Clara said - " it's liquidy" while Aesha realized that some sands float.

Lastly, we tried planting on the clay. They observed it thoroughly and compared to the first 2 experiments, they had a long time examining it.

Finally, they got to a conclusion. Clara said - "It's watery and the clay doesn't absorb the water." Clara also said that "it won't grow just like the soil"  which was agreed by Aesha, she then said - "plants only grow on the soil"

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For this week, we wrapped up our lesson about Seed Planting with a puppet show that shows all the things we have explored with the past weeks. We made a story, prepared puppets, tickets, invitations, and we also practiced for the said event.

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Today marks the end of our seed and plant exploration and this opens a new opportunity for learning. We finished culminating the lesson with the Puppet show. While we are waiting, we did activities for fine motor strengthening like the lacing activity. The students are excited about doing the activity saying that "Let's start the show already" "They are waiting already" "I want to say hi to them" and they welcomed all their guests with a big smile. The Puppet show started smoothly and it ended with laughters, giggles, and smiles from everyone. We all hope you enjoyed the show as much as we do.  Until the next culminating activity!

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Our week 10 is all about exploring and finding out their new interests.

For Circle Time, Clara was assigned to be the Class DJ today and for our breathing exercise, we acted as the seeds turning into plant and then dying and life cycle of plants and she requested to play the "five little airplanes."

For the Exploration Time, the students played with different toys and we observed that even though they play different toys, or different activities, they still had the same ground. We are all excited to see what topics of their interests would come up after this Exploration Time.

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Let's all play, enjoy, explore and learn more about their interests!

When the students opened the centers, they chose their own toys to play with alone or sometimes even with their friends.

Aeasha went to the bristle blocks and she started building different towers, buildings, and transportation while Clara and Alonso explored on the sand and played with each other.

Let's all stay tuned to see where their interests will be in the following days!

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Happy Friday!

For our exploration, the students opened two different centers. Aesha continued building houses using the bristle blocks. She told teachers Doms, Yvonne, and Mary it is for her family.

On the other hand, Clara and Alonso shared the same interest in manipulating the sand. They even find it funny when teachers were doing a magic trick and hiding the sand they were playing with.

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What makes up sand?

The students have been interested in sand, and this week we explored the sand, what is it made of?, how it forms?, and what is its texture?

We watched a video clip for our sand discovery and aside from that we used art table to do some sand art and they made and colored their own kinetic sand.

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This video makes a lovely sand discovery

https://youtu.be/MDzsxBE8hZI

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Hello Jiyoo!

Jiyoo explored different toys and materials she's interested in. She manages to do the activities for some routines like following the "instructions songs" during active playtime which improves her listening and language skills. She also showed some interest in sand exploration, cutting and tearing activity which is part of enhancing her fine motor strength and coordination, reading a book, and even accomplishing some tabletop activities.

Right now we can also see her interest in the Alphabet puzzle and playing with 1 to 2 classmates during free play.

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The students were curious about the different textures of sand, and how the sand made a "smoke" (implying fine white dust) that was on their hands and all over their bodies that they can be seen especially when they shake it off. They also tried doing and discovering different things with the sand while they are playing with it. Some of them even compared it to the beaches and oceans that they had visited while describing the colors that they can see on the sand, and how the sand feels on their hands. Alonso and Aesha said that it was "hard" on their hands (implying that it was rough) while Clara said that it was so "fluffy" then she got interested in building a "sand cake"

On the other hand, Jiyoo observed that there are shells on the sand and played with it.

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Investigation time!

The bottles of the different textured sand caught the attention of the kids. They gathered at the table to investigate the differences between each sand. Some of the sand are rough, some feels sticky, and the others are smooth, and there are also sand that are both crumbly and soft but can still hold the shape when it was squeezed or even pressed.

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Bringing this week's sand adventure to an end!

The students tried different kinds of things like making snow and a snowman. They also tried to build something with the use of the kinetic sand and then tried to see if it would stay in its shape. They also colored their kinetic sand and played at the light table. They all made different sand art like volcanoes and showed how lavas erupt. Some made hearts, sand castles, and even a huge butterfly.

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Building with sand

This week, As we delved into making something out of sand, we thought of being  creative.

We build different structures using the wooden blocks and other loose materials, played on a pretend construction site and we even tried making a block of concrete out of sand and cement mixture.

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What a wonderful day to start and end our day!

Circle time and Story time are our chances to learn math, literacy, and practical skills. It's also our chance to learn Filipino values and words, and so much more which we do in a form of dancing, singing, and exchanging conversations.

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A Monday filled with creativity.

The students built different structures using loose parts.
Clara and Alonso both made a "rocketship" while Aesha created a "building." After exploring the loose parts they also used the wooden blocks to build different things. Aesha and Alonso helped each other in building a "city" and both also made their own structures. Aesha built a "house" while Alonso made "stairs with slides" and a "building." Clara, on the other hand, built small "towers" and "donuts." These are some of the things that they could put in their pretend construction site on the following meeting.

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The kids had a day in the pretend construction site.

The students made different structures using the loose parts and the wooden blocks last Monday and they decided to put them out on the pretend construction site and re-build some of the structures that they have built.

The kids even tried to make their own cement and sand mixture. They also shared their discoveries about concrete structures made out of the mixture like the floor is "hard" and that the mixture is "watery." After which, they let it dry and they played with the construction site materials like the sand, and other pretend equipment.

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It's Arts and crafts time!

The students painted the cement blocks that they have made last Wednesday.

After painting, they built more structures using bristle blocks, magnetic tiles, and legos. Jiyoo also played a memory game and discovered new animals.

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It is now our circle time!

Zipped Mouth, looking eyes, and listening ears are our daily reminders to have a wonderful circle and story time. This week, we learned how to do simple spelling, reading, and even measuring. We found out the height of each student and figured out who is the tallest.

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Texture Investigation

Feeling the different textures inside the covered box seems a little scary yet exciting which made the sky-blue students become more eager to learn about and maybe even explore the other textures.

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Texture Collage

We have delved deeper and explored what is hard, rough, soft, and smooth textures using loose parts. They touched, felt, and observed the differences between these items like the pompoms, pebble rocks, macaroni, ribbon, cellophane, corn kernels, shells, sand, and sponge. They also made a collage where they used these loose parts by combining all of them in one space and also putting them in an individual circle where they grouped the hard, soft, smooth, and rough textured loose parts.

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Time to glove up!

We did a mark-making activity today using the hard, rough, soft, and smooth textured loose parts. The kids saw that there are things that could have 2 or more different textures like the pebble rocks. This could be hard but could also either be smooth or rough.

We tried putting marks of these loose parts on a play dough and saw that some things make a mark like the macaroni, a toy car, some pebble rock, and button. The students were also able to identify things that don't make marks like cotton, ribbon, plastic, pompom, and sponge.

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For this week, the kids differentiated squishy, wrinkly, crinkly, and abrasive textures.  We let them touch and feel the loose parts that we prepared. Upon their investigation, the kids came up with the following:

The abrasive texture is something that can be scratchy. They said that the feeling was "ouchy." Wrinkly or Crinkly on the other hand are things that have uneven lines while Squishy according to the kids are "fluffy" and "soft"

Let's see what textures could they be interested in the following weeks.

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Ready for some circle time?

This week, the students had a great time with the new songs introduced. They were also able to practice some literacy skills like learning how to read CVC words, introducing them to some rhyming words, and a few Filipino words like maulan, payong, kapote, and bota for the Filipino Friday.

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Touch Investigation (Wrinkly and Abrasive)

The kids explored the difference between wrinkly and abrasive materials like crumpled paper, unironed clothes, stainless wool, and sandpaper.

The students described wrinkly as "not smooth", "bumpy", "a lot of lines",  and "it's rough" while they describe abrasive as: "sharp", "scratchy", "hard" and "rough". This touch investigation also showed that some things have a mixture of textures in one material like stainless wool that is crinkly and also abrasive.

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Squishy Stations!

We have prepared 4 stations for the squishy texture. There are sponges, pompoms, cotton balls, and lastly, the art station. For the first and second stations, they tried transferring water from one bowl to another using the sponge and pompoms. For the third station, they tried mixing the water-colored paint using cotton balls.

Upon the exploration, the kids realized that the sponge absorbs more water than pompoms or cotton balls. They also describe the squishy things as "fluffy" which we will try to understand and tackle more as we go deeper into our texture explorations.

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Sensory Walk

We have prepared 6 things from our previous activities. The challenge is to identify the texture and the item while they are blindfolded. These are sponge, sandpaper, cotton, stainless wool, pompoms, and crumpled paper.

The kids are intrigued and excited to guess and feel it. They were also able to recognize the textures and the items such as abrasive for the sandpaper and the stainless wool and squishy for the sponge, cotton, and pompoms.

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For this week, the kids differentiated the Fluffy and Squishy textures. We also talked about something Tickly.

Upon our investigation, they came up with answers in their minds. Here it is:

Fluffy is soft and covered with feathers or hair-like things while Squishy is something that's also soft and can be squeezed. It easily returns to its original shape.

On the other hand, Tickly can either be soft, sharp, or rough but when you rub it on your skin, it feels "funny" or "silly".

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It's the season to be Jolly!

As we welcome the last month of the year, the kids danced and sang some of the Christmas songs for our circle time. They were jolly listening and following the different dance steps to the Jingles.

We also talked about Santa Claus and the toys that they would like to receive this Christmas.

Would Santa come early to the Sky Blue class this year? Let's see!

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Looks like someone was interested!

The kids discovered the different puzzle pieces like the jigsaw, alphabet, shapes, and also train track.

Clara and Jiyoo worked on their own puzzle piece while Alonso and Aesha shared and helped each other in building something using the jigsaw and the train track puzzles.

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Exploration time!

The kids explored the difference between Fluffy and Squishy materials like blankets, pillows, pompoms, sponges, cotton balls, and even bread. They also tried exploring the tickly texture by touching and rubbing the feathers, brush, and even the head massager.

The students told that fluffy and squishy are both soft but they also saw the difference that fluffy is covered with feathers or hair-like materials like the blanket and the pillow while squishy is something that can be squeezed and turned back to its original shape like the sponge, pompoms and the cotton balls.

On the other hand, the students described Tickly as soft like the feathers and sharp or rough like the brush, however, they noticed that when it was rubbed on a part of your body, "it feels silly"

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Great job, Clara!

She took her first selfie on Teacher Dom's phone because she wanted to see herself holding her blocks. She spent a lot of time making it and it seemed like she was very proud of her accomplishment!

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This week, we talked about something Bumpy.

Upon our investigation, they came up with something like this:

Bumpy is something that doesn't have a smooth texture. They feel something, and it could be seen from the toys and different things inside our room, and outdoors. It also has other textures like rough, hard, and soft.

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We wish you a Merry Christmas and a Happy New Year!

The kids sang and danced along to different holiday songs that we had for circle time. We also talked about the school breaks that they noticed on the calendar and the holidays that are approaching.

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Good Job, Jiyoo!

Jiyoo has been interested in stories, colors, and patterns so for this week's activity, we let her do and finish the sorting work. She sorted the beans from the macaroni using tiny tongs.

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Way to go, Alonso!

Alonso has been interested in the height board by checking how tall he is or how tall his classmates and he even checked how tall his teachers are. He also showed his interest in patterns by finishing the geometric puzzle.

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Let's look for bumpy things inside our room!

The kids discovered that bumpy things are something that doesn't have a smooth texture, it has an uneven surface. They discovered a lot of bumpy things inside our room like pop it, toy cars, plastic fruits, bristle blocks, and even the table mat. While looking for these things, they realized that bumpy textures can also be seen in rough, hard, and soft things around them.