Building that Bridge

Another two weeks have gone by in Frog Class, and again, so much learning has been taking place. Our "Bridge Building Think Tank Area" has been an incredible success. The ideas, creativity, skills, and language that the children have demonstrated in their projects and discussions have truly amazed me. Just look at all the different ideas and designs below.

We looked at different bridges from around the world and how they can be so different - Tower Bridge, London was a firm favourite!

When observing children building bridges in a classroom setting, I noticed a range of behaviours and skills at play. Collaboration became more apparent as children started sharing ideas and responsibilities, which fostered teamwork and communication. 

Some children explored their creativity and problem-solving abilities through their design ideas. The children explore various materials, discussing their properties. The construction process involves a cycle of building, testing, and modifying structures, helping the children learn resilience and adaptability. Additionally, they are using their growing measuring skills  Throughout the activity, children were explaining their designs and reasoning to peers and teachers, improving their verbal communication and range of topical vocabulary. Emotional engagement is also apparent, with feelings of excitement, frustration, or pride reflecting their investment in the activity and the presentation of what they have created.

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"Sneaky Playground Time" is something your child may have shared with you! With our K2 students now sharing Community Play Time with the K1's we can now use the playground space more frequently for various gross motor activities. These activities include skills such as jumping, rolling, throwing, catching, and kicking. Gross motor skills involve the use of large muscle groups to perform actions like sitting, standing, walking, running, jumping, maintaining balance, and changing direction. We are also practising walking down the stairs with alternative feet - something that can also be practised when you are out and about.

We also have been looking at balloons and balloon science.

We introduced the children to the concept of air by demonstrating how a balloon expands when filled with air and contracts when the air is released. We explained that air is all around us, even though we can't see it. Naturally, we had to make predictions about how many pumps it would take for the balloon to pop!

  Balloon rockets are always a hit! 

Start by tying a string across the room. Inflate a balloon without tying it shut, then tape a straw to the balloon and thread the string through the straw. When you release the air from the balloon, watch it zoom across the string like a rocket!

We also organised balloon races and noticed that not all balloons behaved the same way. Sometimes, experiments don’t go as planned, which leads us to ask: how can we change something to see if it works better next time?

We're beginning to place a strong emphasis on our literacy skills, using picture books that transport the children to different places with each reading. This approach is a fantastic way to engage and involve them in the joy of reading! Please share the "Story Path" book at home and see where the reading adventure takes you.

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As the children continue to grow and develop they can present certain patterns in their interactions that suggest underlying challenges. For instance, some children are struggling with sharing and taking turns, often leading to conflicts during group activities.

Additionally, I've observed instances of frustration when tasks become challenging, resulting in outbursts or withdrawal. These behaviours may stem from various factors, such as difficulty in communication, varying levels of social skills, or even external pressures from home or other environments.

To address these issues effectively, it’s crucial to implement strategies that promote positive behaviour. Encouraging open communication, establishing clear expectations, and providing consistent feedback can help children navigate their emotions better.

As we continue to foster a nurturing environment, it's important to remain patient and understanding, recognising that behavioural development is a journey that varies for each child. By focusing on these aspects, we can guide them towards more positive interactions and emotional resilience.

I have also been keeping an ear out for some language that I am trying to change. For instance, I’ve noticed that some children sometimes express their feelings by saying, "You are not my best friend," which can be hurtful.

It’s completely natural for friendships to ebb and flow, and it's important for us to encourage them to express their feelings in kinder ways. Instead of using phrases that might hurt others, we can help them find words that communicate their feelings without excluding anyone.

I want to encourage them to try and say, "I’m feeling a bit upset right now," or "I’d like to play with someone else for a while." This way, they can share their feelings without making others feel rejected and excluded.

Encouraging them to think about how their words affect their friends can foster empathy and understanding. We can practice role-playing different scenarios, helping them to find positive ways to express their emotions. Books are also a great source of support for this too.

By promoting kindness in their language, we can help them build stronger friendships and create a more supportive environment for everyone. 

Have a wonderful weekend - don't forget the Pyjama party on 2nd April, a fun and hopefully memorable way to end the term.

AM Class Photos

PM Class Photos