Recently, we added some new materials and tools to the light/construction area. One of the most prominent changes was the addition of the clips that you see hanging from the ceiling. Our intention was to support the children's interest and questions about spinning shadows, but also to support their use of cloth, sparkly/shiny objects, and finally, to encourage more vertical work -- we encourage you to ask your child about the word vertical because we have been using it a lot lately. Today, we want to highlight a few of the ways the children have been using the light/construction area. A few different experiments: Experiment #1 "Let's make an experiment. Good idea, Adaline!" - Caroline, 3.5 years Does it [overhead cover hanging from clip] catch the light? - Elyse "Yes! I can see it over there!" - Adaline, 4.1 years Experiment #2 Zoe and Will experimented with hanging sparkly papers/fabrics. Zoe would cover the surface of the overhead with the sparkly side up, look to the wall, turn the paper over [sparkly side down], and then look to the wall and at Elyse. She seemed to be asking, "Where are the sparkles?" Elyse suggested that she hold it in front of the light. She layed it down flat on the floor in front of the sunlight. This still did not seem to produce the effect she was trying to achieve. Will, who had been nearby and also moving the sparkly materials around in front of the light sources, suggested that we try to get the sparkles to reflect on the wall. With this suggestion made, we had a mission. This peek into this process reflects a 45 minute experiment on the first day and additional work on a second day. “This is sparkly.” - Zoe, 3.9 years Our first hurdle was getting the sparkly materials to be vertical in front of a light source. Zoe tried holding the paper against the wall, but her arms quickly got tired of adjusting it. So, we looked for ways to prop them and to also have a wall/tube nearby to test out the reflection. “I thought if we added light to that piece of paper, that it will shine on the wall.” - Will “Maybe I see the shadow here.” - Will But you said you wanted it to sparkle on the wall. Is that working? “No.” - Will What could we change about our setup? - Elyse **thinking** Are the lights in a good place? - Elyse “No, because they’re way behind.” - Will [Will shines the spotlights at the wall] Where do you need to put the lights? They’re facing the wall and the paper is facing the wall. - Elyse “Let’s try that again [propping up the lights].” - Will Nearby, Zoe and Elyse achieve a few sparkles on the white tube by standing up the paper, shining the spotlight on the tube and paper at the same time, and moving the paper very close to the tube. Will and Zoe are unable to repeat this phenomenon with the sparkly materials, clips from the ceiling, and spotlights, so they enlist Caroline's help.
In the end, the children tried adjusting the light sources (adding and subtracting height, putting light on the wall and/or the sparkly object, moving the light closer and further away), moving sparkly fabrics and paper from one clip to another and/or a new spot to be propped up, and moving their bodies to look from different perspectives. They were patient with the process and themselves throughout the two day process. In the end, we still have not solved the "problem" of how to get the sparkles onto the wall. Their perseverance, team work, problem solving, skills, critical thinking skills, and curiosity were incredible to watch and so fun to be around. "We still haven't solved the problem." - Will, 4.1 years Experiment #3 Going Vertical"Vertical means it goes up." - Pierce, 4.1 years Colorful Shadows
Christopher and Zoe worked quietly side by side to create "colorful shadows" against the white tube while using two different spotlights as their light sources. Adaline shared her colorful shadows discoveries with Win. They sat together while creating two different small materials structures that created "regular shadows" and "colorful shadows". "Look at me!" - Georgia, 4.0 yearsThe old overhead projector covers are great for making silly faces, reflecting and refracting light, and for building structures. Let's take a moment to enjoy the silly faces though! A tea party for the Sugar Plum Fairy
Halloween - Mixed Age Walk and ExplorationsLast year, on Halloween, the Tucker Room (Sam and Ines as teachers) invited us on a Halloween Walk around the neighborhood. It was such a success, that we decided that this year it was our turn to invite the Brown Room out for a walk. It is a nice way to get to know the new Brown Room children while sharing our love for all things spooky. This year, we planned a mixed age group experience for Halloween. All three classrooms shared space in the Rainey Room, Atelier, and Tucker Room for a free flowing, mixed ages day of fun. Rainey Room: Light Area/Construction, a Halloween puzzle, and Halloween collage Atelier: Pumpkin gutting, drawing, and carving Tucker Room: Mixing "potions", Spooky Construction, and Halloween books It was a hugely successful day! The children were so excited to be together and move through the three rooms! "I can't believe we mixed up the classrooms!" - Will, 4.1 years
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