Similarities and Differences
Collaborative Building.... Take Two
Last Thursday, we brought in a number of blocks in order to encourage collaborative building. At the end of the afternoon, the builders had expressed some frustration. They felt liked they needed more blocks, including the hollow blocks. There also seemed to be some breakdown in the communication process which made it difficult to work together. The teachers started the day with these questions:
What can we do to encourage and support communication and negotiation among the builders?
What can we do to encourage and support collaboration among the builders?
We started by talking before we built Giacomo definitely wanted to build the same type of building that had been so successful in the middle room a few weeks ago. As he describes the process to his peers, he demonstrates his knowledge of what would make a building strong and stable.
Giacomo - I see you brought the big blocks in. It has to be strong and wide, and not too tall. The wider it is, the taller you can make it. The (wider) platform would be strong enough (to support a taller building).
Lochie - It would be more sturdy if we built it on the floor.
After some debate, the group decides to build on the platform, and just not move or shake the platform .
Maxon - (Starting with the large hollow blocks). There's four of these.
Giacomo - Four will be enough. (After setting up the four pillars) We need the boards from the middle room.
Lochie - You can help us Jack, there''s more work to do!
After this building was built, the children tested its strength and stability by standing on top of it. The building was strong, and the children were taller than the teachers!
Introducing the People Cards to Tucker Friends
Earlier in the week, the Rainey Room children explored our set of "People Cards." These cards feature people of different gender, ages, races, and nationalities. The provide a way to continue our discussions about diversity as children choose to sort them, tell stories about them, or form them into families.
Nora begins by choosing the pictures closer to her.
Nora - Look at that spooky man (the photo is quite shadowy). He has blue lips and blue hair. We should not choose him, We should choose a nice man. (Nora arranges a family.... photo on the left. Naming them right to left). Daddy, mommy, big sister, little sister, cousin...
Audrey - Cousin!
Nora - Grandpa.
Nora -(Brings out the man she previously identified as spooky). Grandpa!
Audrey - But he's spooky!
Nora - He's not spooky.
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