This week in Dexter Class, we were lucky enough to be shown some real pearls and be taught all about how pearls are formed, thanks to one of our focus children. The children were able to handle a string of pearls, an oyster and a muscle shell, and look at the mother of pearl lining up close. One of the shells had partially formed pearls in it. It was fascinating! As a result of this, the children decided to create their own jewellery shop. They made necklaces, bracelets, rings and watches by cutting, threading and tying. They even made interesting ways to put their wares on show, by building displays from Stickle Bricks and Lego! The shop was advertised on posters, had price tags and it eve
Children's understanding of the language of measurement, like so many things, develops with everyday conversations. They hear and make comments such as, "This stick is really heavy." and "You are so much taller now!" From an early age, children are introduced to stories related to the comparison of size (The Three Bears, The Three Billy Goat's Gruff etc). Size is, in fact, a regular theme in fairy stories: from huge giants to tiny fairies. We reinforce this theme with talk of ‘going to big school’ or ‘when you are a big girl/boy’ etc. When we draw attention to these comparisons in size, children’s understanding is increased. According to Skinner and Stevens (Foundations of Mathematics) 2012,
This week we have been looking at using tools effectively and safely. On our welly walk we started to learn how to whittle. The first step in doing this didn't involve sticks, however, it involved carrots! The children were shown how to remove the outer skin of the carrot using peeler, in preparation for removing the bark from sticks. They are getting fairly proficient and should be able to help peel your veg at home soon! We will continue with whittling over the next few weeks and will move onto using sticks instead of carrots. We will also be observing what happens to the peelings if we leave them on the ground!
This week the Dexter classroom has been turned into a circus. The children instigated this theme and planned out what they would need, before setting it all up. The children cooperated to create a large scale programme booklet by drawing pictures and adding captions of the part they planned to play, or something they thought would be at the circus. A lot of design work went into creating ice cream sellers' trays, complete with candy floss, sweets and other treats; a healthy tuck shop sprung up in the home corner and posters were made to advertise produce and prices; adverting posters were made and tickets sold; tiger and reindeer training took place in the big top and planes were built to f
How does number sense begin? An intuitive sense of number begins at a very early age. Children as young as two years of age can confidently identify one, two or three objects before they can actually count with understanding (Gelman & Gellistel, 1978). Piaget called this ability to instantaneously recognise the number of objects in a small group 'subitising'. As mental powers develop, usually by about the age of four, groups of four can be recognised without counting. It is thought that the maximum number for subitising, even for most adults, is five. This skill appears to be based on the mind's ability to form stable mental images of patterns and associate them with a number. Therefore, it