We are the oldest children at school and the children are realizing they are capable of new things daily. The outdoor classroom offers opportunities to see the development of gross motor skills like climbing, hanging, running, jumping. Some friends have been playing baseball and demonstrating hand eye coordination while throwing the ball and hitting it with a bat. They determine rules of the game, cooperate with peers, and understand cause and effect. Some of our skills have exceeded the limits of the play ground, this is called a home run.
The children are proud to hit the foam balls over the fence, but also frustrated because eventually, there is nothing left to play with. Some balls go to the alley, others in the yard next-door, but we cannot always retrieve the balls each day. Children climbed the rockfall to see where the balls were going. They began to pitch basketballs and soccer balls, which don’t fly as far but can hurt more when they hit you. Austin decided they should go closer to the fence so the ball would hit the wall before it went over. Jack decided it was better to play soccer instead. Grace decided we needed to come up with a plan, which is on tomorrow’s agenda. We are curious to see what solutions the children come up with and what they agree upon.
Kian: Woah! Over the Fence! Over the fence!
And we wrote messages to Will. Even before discovering a note left in our message center, several children spent a lot of time making messages and creations for Will. They talked about missing him and wanting to see him, but also expressed their pride and happiness for him. Rowan said, “Soon, I’m going to a big kid school like Will.” It seems early to be discussing Kindergarten, but it’s on their minds. The children have been talking a lot about where they’ll be going next year. Whether they have a specific place in mind or a general sense of anticipation, they are excited. Losing a classmate—something which happens often between Rainey Room and Tucker Room—is a kind of foreshadowing of the end of their time together. It is also a learning opportunity. Maintaining a relationship over distance requires effort, and can be emotional, but it also helps us to appreciate things we may not have before. And in some cases it can lead to a deeper connection. The strength of their bond to Will and their certainty that he is still part of our family will serve the Tucker Room children well as they prepare for their next chapter.
Sam said of his T-Rex, "It looks so scary when you look really close. It looks like it’s about to rip you apart. "
Jack: Why do T-Rexes have three fingers, but on their feet they have two toes?
Sam: That’s a good question. I don’t know.
Louise shared, “A phone that turns on and talks, and lights up. I like to call mama and dada.”
Lou Lou: I like how it talks and sings.
Elle: Why does it have buttons like heart, happy, sad, grumpy? Why does it have so many emotions?
Lou Lou shared her flip phone/lip gloss container, describing the different colors inside.
Louise: Why did you use that one so much?
Lou Lou: Because it’s my favorite.
Louise: What does it smell like?
Lou Lou: It’s blue raspberry.
Sally shared the work she had just been doing—cutting out copies of the “Bee Stings” symbol she had drawn so the children can mark the calendar.
Sam: Why did you draw a bee?
Sally: To put them on the calendar, to mark every day for Bee Stings. I wanted to do some cheeks and some buzzing, because I love bees. I couldn’t do a straight line here because it gave me some trouble.
Leigh shared a kaleidoscope, saying “My mom and dad’s friends gave this to Isabel, but because Isabel can’t use it yet, me and Prater are just borrowing it.
Elle: Do you look through it?
Elle: And what do you see?
Leigh: Different shapes and colors.
Pieces of Tucker Room experiences.