Pre-nursery made salt dough today and, everyone took a turn at mixing and rolling.
Each child picked which shape they would cut out as their decoration. The salt dough baked in the oven for 15 minutes and we’ll decorate them tomorrow.
Today we explored root ginger, it was wrapped up in red tissue paper. #ld tried to open the package and couldn’t, I said, “How could you open it, what could you use?” #ld replied, “Scissors,” I say and “What will you do with the scissors?” #ld says, “Snip, snip, snip.” I suggest going to get some, so he walks over to where the scissors are kept. Mrs Riddell gives him a pair of scissors and he brings them over to the mat – carrying them sensibly and safely. He used the scissors to try and cut the paper, when he was unable to cut the paper, he passed the scissors to his friend saying, “‘Ere are.” (PSED, SCSA, +22-36 months, CL, S, -22-36 months, PD, MH, +22-36 months.)
#lha then cut a hole in the paper. (PD, MH, -30-50 months).
#ld holds a small piece of ginger in his hand and Mrs Riddell shows the children how to peel the ginger using a spoon.
#ld says, “Wet. Little one.”
The children spent time smelling the ginger.
Afternoon Pre-Nursery also examined ginger; #erc said the package was, “It’s a present for Santa.” I say, “I wonder what it is.” #erc tells me, “It’s for Santa’s birds. CL, S, +22-36 months.
As the children explore the ginger and learn how to peel it with a spoon, #srw says, “More, I like it.” (CL, S, =22-36 months).
#erc says, “I don’t like it.” (CL, S, =22-36 months).
#alr, #ane, #srw, #ec, and #erc – PD, MH, +22-36 months
Our communication and language focus for the next two weeks is the story, ‘The Gingerbread Man.’
We looked at the front cover of the book before I read the story, I ask, “What can you see?” #sh says, “Gin gin man.” I say, “Yes, it’s the gingerbread man, well done.”
I as I read the second to last page, I ask, “Where is the gingerbread man?” #ld says, “Outside.” I say, “Outside by the river but I can’t see him.” #sh rubs her tummy and points to the fox saying, “Tummy.” #lha rubs her finger over the tummy of the fox. I say, “Look, at the fox, what’s he doing?” #sh tells me, “Hungry!” I said, “He does look hungry doesn’t he, he’s licking his lips but where is the gingerbread man?”
#srw really persisted when cutting the gingerbread people out of the dough – at first she said, “I can’t do it.” I said, “I think you can. Press the cutter down, lift it up and you’ll see.” She managed to cut out a gingerbread man and brought over a baking tray then put the gingerbread man on it, saying, “He goes here.” She continued to cut more gingerbread figures out and says, “Press and take it off.” She lines each of her gingerbread people on the tray and I suggest counting them, #srw counts aloud 1-10 as I point to each one.
#erc rolls up tiny balls of play dough and adds them to the gingerbread men, she says “Here’s his buttons, 1, 2, 3.”
When looking at the book with afternoon Pre-Nursery, Miss Faram asks, “Who is that?” as she points to the front cover. #erc replies, “The gingerbread man!” I ask, “How do you know it’s the gingerbread man?” #erc tells me, “The lady and the man baked him in the oven.”
#erc comments that the oven tray in the book is “Sparkly.” #ane says, “Gin gin.”
As Miss Faram reads, #erc used the refrain, “You can’t catch me, I’m the Gingerbread Man.” She also said the boy in the story had “Ginger hair.” #erc said, “They’re running” when we reached the page with the people chasing the gingerbread man.
#alr was said, “Horsey” and “Moo” when she saw the horse and the cow.
Again, when we reach the end, Mis Faram poses the question, “Where’s the gingerbread man gone? What’s happened to him?” #erc says, “He (fox) eat him up!”
We then talk about what the gingerbread man looks like and I ask “What would your gingerbread look like?” #erc says, “A girl one.” I ask, “What would make it a ‘girl one’?” She replies, “Two eyes, a mouth, toes.” I ask, “What else would she have?” #erc tells me, “Legs.” I say, “What could she wear?” #erc tells me, “A hat and scarf.”
Today I provided the children with a bag of wheat grain inside a paper bag in order to encourage them to ask questions and share their thoughts and ideas.
As the children pass the bag around I ask, “What do you think is in the bag?” #ld answers, “Heavy.” I continue, “The bag feels heavy, I wonder whats making the bag heavy.” #gg and #sh say, “Bag.”
When #sh holds the bag, I ask, “Do you think the bag is heavy?” She say, “Yes.”
#ld shook the bag and as #gg looked at the grain, she said, “That!” and pointed to the Talking Wall (there is an image of wheat grain on the wall). With encouragement #lha is able to go to the Talking Wall and point to the wheat. #sh shouts, “Porridge.”
I say, “I think we should open the bag, how will we open the bag?” #lha suggests “Scissors.” I get a pair of scissors and open the bag, I then pour some of the grain into a tray and the children begin to explore. I ask, “How does the grain feel?” #lha says, “Hard” and #sh says, “It’s hard.”
We read the story ‘The Little Red Hen’ and #lha said, “Hen.” I ask, “Who will help the hen?” #gg suggests, “Cat.” I continue, “Let’s see if the cat helps the hen.” As I begin reading that part of the story, #gg finishes my sentence, “Not I.”
When I read about the hen baking the bread, #sh says, “Kitchen, hot!”
We then explored the grain with our hands in the messy tray. #ld brought a tractor over and used it to create marks in the grain.
For the next two weeks Pre-Nursery will be focusing on the traditional tale, ‘The Little Red Hen.’
Today we talked about the front cover.
I ask, “What can you see? What do you think this story could be about?”
#ld said, “Chicken.” #sh pointed to the hens head and said, “Red.”
I continue, “Where is the chicken, what room is the hen in?” I give the children time to think and respond but they stayed quiet. I say, “I can see a kettle, I can see an oven; what room do we have those in?” I waited again – allowing the children to think about my questions – but they remained quiet so I ask, “Where do we cook?”
#sh says “Kitchen.” I say, “That’s right we cook in the kitchen. I wonder what the hen is making.” #sh says, “Porridge” and #ld suggests a “Cookie” – this is excellent critical thinking. Mrs Riddell suggested that the hen might be baking bread.
Mrs Riddell begins to read the story and #ld repeats the word, “Wheat” and then says, “Woof, woof, woof” when Mrs Riddell points to the illustration of the dog. #sh and #ld point to the cat in the book and say, “Cat.”
One of the illustrations shows the hen digging and there are beads of sweat coming from her head, #sh suggest that the hen is, “Crying.” I say, “I see why you think the hen is crying, those drops look like tears, but look, she’s digging, she’s working very hard, I think she is sweating. Those droplets are beads of sweat because she is digging.” #ld says, “Dig, spade.”
When we look at the illustration of the hen cutting the wheat, #ld says, “Tall, cutting.” He then touches the illustration of the hen taking the bread from the oven, he says, “OW!” I ask, “What happened?” #sh answers, “It’s hot.”
The final page of the story depicts the hen eating the bread, #sh says, “Yummy, nom, nom, nom.”
We have a farm as our small world to support the children’s learning alongside this story.