Early Learners by Leah M

Observations of 5 and 2 1/2 hear old:  The five year old is already quite socially developed. She recognises shapes and is very excited to speak to the painter and ask him questions about his process. The 2 1/2 year old is far less socially engaged and is extreamly focused primairly on his painting. He is develping controlled marking, repeating configuration, with repetitions and variations of circular shapes, making a deliberate series. The five year old sees these repeating symbols and begins asking the painter, "are you painting circles?" There is only an observer, not an art teacher, but as an adult they are still validating the childrens' paintings by staying in the established art making area.

Building Playdough Towers:   The girls are already socially developing, talking while they create together, and sharing the materials. They are delighted by the motor activity of smooshing together and cutting apart playdough. They experiment with different tools and techniques. One girl strays off from making towers and makes an apple, thinking about abstract ideas and creating symbols. But for the most part, all three of the young artists are repeating configuration, esperimenting with repetitions and variations. The teacher validates their towers not only by staying in the art making setting, but also she does as they do. She asks simple fundamental, constructive questions, and then does as the students do, allowing them to lead her with directions.

Introduction to Large Group Time:  The children are socially developing, as well as physically and perceptually developing, working together towards the same goals, joined together by movement games. The games only last about ten minutes long each in order to hold the entire groups interest. The games repeat and vary so that each child gets to experience being a member of the group and is given the oportunity to take on a leadership role. Many of these games invlude symbolic play and representation, like the "Little Miss Muffet" game. The teacher validates the socail play by being present in the game as another group member. They put the toys away together as an ending transition.

Introduction to Small Group Time:   These activities are doen daily at a consistent time and place. The students are socially developing, gaining more experiences as being one's self, while interacting witha fixed group of other people. The activities engage the students with experimentation, exploration, and creative or artistic oportunities. They build individually, solve problems, and play verbal games. This is usually when they're introduced to new materials. The teacher is present in the activity and shares interest by joining in the activity too. As an ending transition, they clean up together.

Eat Snakes:   The teacher sits with the student and does as he does. She asks him questions; "What are we making?" She lets the student give her directions. She asks constructive questions like, "How do you make a snake? By rolling him between your hands?" The student leads her through a deliberate series of repetition and configuration. The teacher and student share a planned intent, a planned image theme of symbolic play and representation, combining fantasay with familiarity and real life experience; making playdough snakes and preparing them for food. The teacher offers small suggestions and validated her student by staying in the play area showing persistant interest.