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After reviewing our documentation from Phase 1 and Phase 2, the children made a What we Know Web where we listed our learnings for this project. We also planned on how we can close our Project. Some children wanted to perform while others wanted to make their own exhibit where they will showcase everything they have created such as their artworks and family dioramas. It seems like what each child wanted to showcase was their most favorite output and experience during the duration of the project. I suggested to the group that what if we have a culminating show and each one will show their own personal talent. They all agreed to this and everyone was excited. We sent out invites to the families and we practiced our performances and we carefully planned how our exhibits would look like in the room. The children also thought of surprising their families by making a special gift for them by making a card and creating something from the Art Area.

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In the video, two girls shared what they love to do with their respective families. The first one was a girl wearing a brown jacket and has short hair. She was holding her mother’s hand while they were walking as she said, “I love to walk with my mom.” The second child on the other hand was wearing a yellow shirt and has long hair. She said, “I love to go berry picking with my grandmother.”, while her grandmother stood behind her. The first girl wearing a brown jacket added, “I love to play with my sister.” Then, she and her sister were shown kicking a red ball back and forth with each other. The girl in the yellow shirt was then seen sitting on her mother’s lap. Her mom was holding an open storybook and they were on the swing when the girl said, “I love reading with my mom.” Afterwards, the first girl said, “I love my family.”, as she was seated with her mom and her sister on the field of grass. The second girl in the video agreed as she said, “I love my family too!”, as she was shown with the rest of her 6 other family members who seems to be her mom, grandma, grandpa, two brothers and one sister.

CONTEXT: It appears that the two girls in the video were sharing why they love their families by sharing what they love to do with their respective family members.

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It appears that the two girls are interested in sharing different things they love to do with their family. This can be observed in the video entitled “I Love My Family” as the two girls talk about and show the different activities they would engage in with their family members such as going on walks, picking berries, playing and reading. According to the Ages and Stages Booklet (1995), at four years old, children “like to talk and carry on elaborate conversations, and can imitate parent of the same sex, particularly in play” and by the age of five, they “can understand relationships among people and similarities and differences in other families”. In Piaget’s Cognitive Theory, children between the ages of 2-6 are in the Preoperational thought and this is the stage wherein children start to use logical thought and at the same time use symbols to make sense of their world, thus, engage in pretend play (Kail, 2019). Providing more opportunities to talk about their own families will support the children’s learning and understanding of what a family is, and as well as develop an understanding on how families can be similar and different from each other.

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What is the Story of My Family Common Experience

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Driving Question: What is the story of my family?

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(Please open speaker notes to read caption of each slide. To open, click the three dots beside the slide number on the lower left side and click Open Speaker Notes)

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In the duration of this inquiry, the children were able to make use of their Language and Literacy Skills as they sang, spoke, listened, present, write, draw and read. They were able to incorporate letter sounds in their writing as they developed a deeper understanding of the concept of print. As for their Physical Domain, they children further developed their fine motor skills as they drew, wrote, built with blocks and created different artworks. As they performed during the culminating show, they were also able to utilize their gross mother skills as they danced. With regards to Numeracy, the children did not only identify and wrote numerals but they also strengthened their one-to-one correspondence, they learned how to make and use graphs and charts, compared quantities and are able to solve simple math problems. Socially, children learned how to collaborate with one another, how to take turns and how to treat each other fairly and with respect at all times. As they listened to one another, they learned about each other’s backgrounds and cultures. Our classroom has also been filled with different artifacts from their home countries which further supported diversity and inclusion in the classroom. Because of the variety of experiences and ways that children document their learning, the children were really able to utilize their hundred languages both in acquiring and representing their learning.

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Potential new Hypothesis: From the map of the community that the children have made from combining their different house structures, a project about their community might be the next interest as students become more curious about it.