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Throughout the year, our children have been fascinated with the human body. We modelled different ways to research. I posed another question: I wonder where air comes from our body? As they answered, I posed a question where can we research. Many of them said SIRI, Google. I reflected afterwards by jotting down the next step. We invited Dr. Ruth who is our head of science to talk about the lungs where air comes from. We collaborated together and she brought down a model set of lungs. The children were fascinated with the display and asked questions about the veins and the arteries. In their world.

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After creating their bubble wands, I furthered their curiosity by posing another question. I wonder if your bubble wand works? Again, we made the mixture and you practiced your turn taking skills. Your predictions were accurate, and you remembered how to make it. I modelled how to write the ingredients down. As we experimented outdoors to blow bubbles. Once again, the frustrations occurred. They problem solved different ways to ensure their wands worked. This was a great way for you to practice self regulation. Many of you attempted had a positive approach and remained persistent. Some of you got frustrated and self regulated by simply giving up and playing with the cars. After our bubble blowing with our own bubble wands, we reflected on what worked and what didn’t. We reflected with our 4 year olds what do they think we could do better next time. We documented the conversation. This allowed you to problem solve and share ideas.

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I posed another question to continue the momentum. Now that we have the shapes on paper, I wonder if you can create bubbles wands that will create your bubbles. We embarked on the task of creating bubble wands. As teachers, we researched ways we could create bubble wands and we noticed they engage in the learning style of enveloping. Setting up the provocation, we displayed a selection of beads and pipe cleaners with an image of the bubble wands. Their eyes fell on the colourful beads and they spent time sliding each bead on the pipe cleaner. I observed frustration levels rose as you twisted and pulled the pipe cleaners, struggling to manipulate them. However, something kept you going, and I could witness the determination on your faces. Gradually, the frowns turned into smiles of accomplishment as you discovered the technique. It was fascinating to observe how your facial expressions reflected your thinking process and problem-solving strategies. My heart leapt out of my body as I wanted to help them but my teacher cap reminded me that they’ve got grit. I stayed silent. I remembered to say: They are strong and they are capable. I allowed myself to be present and take notes and pictures to document this process.

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To further expand our learning, we displayed bubbles on a projector, creating a captivating display where it felt as if we were floating inside a space filled with bubbles. Your imagination soared in this mesmerizing environment. I used a digital microscope to zoom in to your art work revealing intricate flight patterns in your artwork. This led me to pose an intriguing question: "I wonder what your bubble will look like if you continue your painting using markers? I wonder what shapes you will see? " Encouraged by this challenge, each child explored different bubbles, creating their own unique interpretations. I left them a buffet of markers to create their imaginary bubbles on a large piece of paper. Once again, I allowed myself to be present and take note of the conversations. This sparked their mathematical knowledge, as they discussed shapes and sizes.

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Building upon this bubble-blowing experience, we explored the artistic side of bubbles. Initially, you created individual artworks by blowing bubbles onto paper, each responding in your unique way. Some placed the paper on top, while others dragged the bubbles down onto the paper. There were even a few close calls where some of you almost swallowed the liquid! Yet, despite the diverse problem-solving approaches, everyone appreciated the marks left by the bubbles.

We later extended this individual art work into a collaborative art work where you worked as a group to create one huge bubble art.

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As teachers, we delved deeper into alternative options and found the perfect solution: bubbles. This trajectory engagement worked wonders, especially for children who needed extra oral motor movement practice. Bubbles became a medium through which their curiosity bloomed as they mixed various ingredients, fostering social skills as they took turns. Your scientific inquiry skills flourished as you wondered about the outcome of different liquid mixtures. I noticed how you started incorporating discussions about liquid properties into your daily conversations. One memorable day, we dedicated our time to bubbles. You couldn't contain your excitement and shared your enthusiasm with your family, bringing bubble machines from home to join our bubbling adventure. Together, we honed our fine motor skills by holding bubble wands, transforming it into a collective social gathering filled with love and shared experiences. As the teacher and researcher, we noticed the problem solving, the social interactions, the language that was starting to develop.

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Returning to the non-fiction book, we discovered a suggestion to use balloons. This raised awareness about the environmental damage caused by balloons, especially to our beloved turtles.

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Through playful activities, we stumbled upon a non-fiction book on materials, which caught your attention. I vividly remember reading that book to a few  of you multiple times, and it sparked your interest in naming different materials, particularly air. I remember observing others who silently read the book independently. Inspired by your curiosity, I collaborated with my co-teacher to find more concepts related to blowing. We introduced feathers, which perfectly aligned with your preferred style of learning - the trajectory approach. Many of you were determined to keep the feathers afloat in the air, turning it into a social experience that attracted other friends to join in. I can still hear your laughter when the feathers soared through the sky and gently descended back down. My co - teacher documented this so beautifully as she filmed you on slow motion.

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The journey of the Bubble

I wanted to take a moment to express my gratitude for being a part of our class this year. Your presence and enthusiasm have made it an unforgettable experience. Instead of referring to you as a student, I prefer to see you as the protagonists of our story. Dear Children, It all began with one birthday celebration where you joyfully blew out all four candles. Little did we know that this would become a starting point for our bubble journey. We developed your math skills by counting candles in various ways.