Kelsey starts drawing a large circle prior to adding two little circles inside as two eyes and a mouth. When she is asked about the hair. she adds arches and loops to symbolize the ponytail. Through her drawing she demonstrates her growing awareness of the world around her.
Many researchers have noted the fact that children use drawing to develop, create, communicate, and record thoughts. Drawing is a dialectical process through which we use visual media as a means of expressing our emotions and by using different forms of images that emerge on a drawing surface.
“House with four doors and four windows” - Brooks.
“My barbie windows so she can have fresh air” - Luna.
Drawing helps us to understand symbols, signs and representations as the basis of our language progress. It has been emphasized the fact that when we begin to draw and paint, we begin an intellectual journey, which comprises musical, linguistic, logical, mathematical, and aesthetic aspects.
Later other forms develop, clearly recognizable, and often quite complex. We continually search for new concepts, so symbols constantly change. A drawn symbol can stand for a real thing in the environment.
Our drawings tell stories. We begin telling stories or processing our thoughts with our drawings. To obtain relevant data from the drawing, we have to look at the shape, size, colors, and elements that represent the house. As we notice the images of windows keep on being visible on our drawings, we put effort to pay more attention to this keyword.
Windows represent our relationship with our environment, our openness to the outside. As windows might be interpreted as our openness and keenness to learn and explore, we choose to dig deeper with malleable wire and sticks as other media to support the relationships between our cognitive and various shapes of windows. We portray the shapes in many ways such as rectangles, squares, circles, arches, and octagons. Our sculptures are ready to be displayed as our another draft.
During our walk to observe the many shapes of windows around us, we notice a bird nest sitting on the tree branches. As we attempt to understand what happens to the bird when the bird is nowhere to be seen around its nest (home)?, Yoyo and Elie share a possibility of the bird is going to work to find worms to feed to the babies.
When we discuss further about other living creatures and their homes, we exchange what we understand in terms of the sky being the home for our living birds. Fides disagrees for he has a specific thinking of the sky is not the home for our birds.
Luna intervenes with a more directive suggestion that a nest is the home for the flying creatures and the airspace is their play space.
Hudson, being creative, imaginative, and resourceful, always likes to make connections with the cardinal bird statue in his hand by feeding food, thinking for the bird to also have naps. As wildlife ecologist Washington Wachira says, "The love of birds can be a huge gateway (for children) to appreciating all forms of nature."
Noticing various images of birds to identify a bird or two frequently seen in our backyard empowers Hudson to experiment and observe how the world works. In addition, we expand the concept of home to the plants.
As a pot is a home to flowers, friends choose various colored paper flowers as well as natural resources such as flowers and leaves. During this learning experience friends exhibit diverse interests in choosing materials. Fides loves natural leaves to be part of his pot asks, ""Are these real leaves?" and "Where did you get these from?". On the other hand, Elie mentions she is going to offer this to her mom and dad.
As we believe that gardening connects us with nature. we experience a firsthand planting the seeds of flowers into our pots full of soil. By experimenting it, we nurture our sense of responsibility as we learn to care for our plants regularly. Felix is observed to be interested in touching the soil. It enables us to explore textures and gain insights on hand-eye coordination. patience, and an appreciation to nature. As a result, we put love in what we plant as Elie asks if she can bring her pot home so she can take care of her plant.
Thinking about our soil and its relationships to plants opens up another possibility to hunt for worms around us. Some sticks and observant eyes make us ready to hunt for worms.
Chances are high especially after the rain has stopped. We split into a few groups to start working with our digging sticks into the soil to look for moving worms.
What a joyful and excited moment whenever we manage to find one. With a little determination and and some ideas on where to look, we manage to discover and collect more than a handful of worms.
During our search, our careful eyes notice worms lying motionless in the rain puddle. We ask ourselves about the differences we notice as ways to understand what has taken place to the worms.
When we walk outdoors after the rain we encounter some worms slithering on the cement too. Sometimes the rain will wash them into the street, driveways, or sidewalks. We love saving the worms when they are trapped on concrete.
We learn to understand the home for our underwater species too. This time round we dedicate our field trip to the Tynehead Salmon Hatchery. The hatchery is aimed at stabilizing declining populations of wild salmon.
Salmon faces many threats such as predators and environmental conditions. Therefore, a hatchery attempts to provide a safe home for the eggs and their growing processes.
We hope by having our experiential learning we may develop more understanding on the relationship between salmon, as one of the many underwater living species, and ecosystem.
Children & Friends.
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