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Goal CD-1: Children use their senses to construct knowledge about the world around them.

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Goal CD-1: Children use their senses to construct knowledge about the world around them.

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Express knowledge gathered through their senses using play, art, language, and other forms of representation.

Explore and describe objects, materials, and natural phenomena through play and investigation.

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Goal CD-2: Children observe and explore to build understanding.

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Goal CD-2: Children observe and explore to build understanding.

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Compare and sort objects based on properties such as color, texture, and size.

Ask questions and make predictions about what they observe in nature or play.

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Children can sort, press, trace, or make rubbings, noticing natural patterns and seasonal changes.

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These invite children to feel textures, compare sizes, and look for spirals or stripes; they can also use them for counting or building.

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Soft, light, and great for exploring movement (blowing, tossing, painting with them) and imagining how birds use them.

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Flexible and open-ended; kids can press natural objects into it, shape imaginary creatures, or explore texture.

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Encourage color mixing, watching changes unfold, and experimenting with layering colors.

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These spark curiosity about reflection; children can make silly faces, study symmetry, or draw self-portraits.

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Provide real images of people, celebrations, and places to inspire storytelling and conversations about belonging.

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Everyday items become sound-makers, letting children experiment with rhythm, loud/soft, fast/slow.

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Children’s book: The Dot by Peter H. Reynolds

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Children’s book: The Dot by Peter H. Reynolds

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A story that encourages creativity, risk-taking, and pride in one’s artistic expression.

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Children’s book: The Dot by Peter H. Reynolds

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Helps children connect emotions with music while noticing the beauty in nature and community.

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Goal CD-5: Children engage in a variety of creative experiences.

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Goal CD-5: Children engage in a variety of creative experiences.

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Experiment with art, music, movement, and dramatic play to express ideas and feelings.

Choose to participate and express themselves through multiple creative experiences, such as art, music, dance, and storytelling.

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Goal CD-6: Children demonstrate curiosity and problem-solving skills.

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Goal CD-6: Children demonstrate curiosity and problem-solving skills.

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Use imagination to try different strategies during play.

Work collaboratively with peers to solve challenges or create shared projects.

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1. Patterns

2. Change

3. Movement

4. Color

5. Texture

6. Community

7. Observation

8. Creativity

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1. How do patterns in nature help us understand the world?

2. What changes do you notice when we mix colors, sounds, or materials?

3. How can movement tell a story or show an idea?

4. What do different textures make us feel or think about?

5. How can the things we create connect to our community?

6. What can we discover by looking closely at small details in objects or nature?

7. How can we use color and materials to express our ideas or feelings?

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Guided Block Play for Patterns & Problem Solving

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Guided Block Play for Patterns & Problem Solving

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Provide children with blocks of different shapes, colors, or textures. Pose a challenge and ask guiding questions (“What happens if you flip that block? What if we use triangles instead?”).
How it nurtures creativity: Children experiment, iterate, test, and refine their designs. They engage spatial reasoning, collaboration, and design thinking.

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Guided Block Play for Patterns & Problem Solving

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Give children pots, pans, spoons, and containers filled with rice, beads, etc. Invite them to explore timbre, volume, rhythm, and composition.

How it nurtures creativity: They experiment with cause & effect, layering of sound, and improvisation. They also build a sense of agency, turning ordinary objects into instruments

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Use an online museum or virtual gallery (or photos of museum objects). Let children notice, question, and sketch or respond. Then invite them to create their own “mini-exhibit” with found objects and explain their curatorial choices.
How it nurtures creativity: Children become “curators,” making decisions about what to highlight, how to display it, and what story they want to tell. It bridges visual literacy, storytelling, and material play.

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Inquiry Cycles Emerging from Children’s Play

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Inquiry Cycles Emerging from Children’s Play

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Teachers document children’s spontaneous play, identify “threads of inquiry” (e.g. a child repeatedly exploring shadows, motion, or shadows + light), and then plan provocations or materials to extend that thread.
How it nurtures creativity: This approach honors children’s interests, encourages deeper exploration, and allows children to lead the investigation, thereby fostering ownership, curiosity, and sustained thinking.

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Inquiry Cycles Emerging from Children’s Play

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Children go outside with clipboards or drawing pads and sit quietly for two minutes, listening closely to all the sounds around them: birds, wind, footsteps, rustling leaves. They then draw or mark where each sound came from on their “sound map.”

How it nurtures creativity: This experience invites children to slow down and engage deeply with their senses. It combines scientific observation with artistic representation, helping them translate what they hear into a visual story. It also nurtures emotional awareness and mindfulness, learning to notice and appreciate their environment in a creative, reflective way.