Making Connections between Thoughts and Actions

When it comes to Mondays we like to open our group discussions with what we've experienced over the weekends or something related to our weekends. The sources of events or situations can be from friends or real-life issues which we intentionally bring into our conversational dialogue. This time round our intention is to make a connection between our emerging environmental awareness and real-life current issue. In this circumstance, we refer to the wildfires which take place in Jasper, as our morning dialogue. We understand our current emerging environmental awareness can be a powerful tool in fostering a more sustainable future, especially when it comes to understanding issues like wildfires.

During our group conversation, Nora and Margo begin a conversation about the concept of structures. This spontaneous dialogue provides us an insight about what we understand and how we interpret the term.
Nora shares: A structure is something that a person can build.
Margo adds: A structure is a person who builds a tall building, it means it can be your home. 
This conversation illustrates to us of our developing understanding on abstracts concepts such as "structures". Nora sees a structure as the object itself, something that can be built; in contrast Margo personifies the term, viewing it as someone who creates these building. 

As we continue our discussion about the recent wildfire in Jasper, Alberta, the word "evacuation" arises. Nora participates actively in the conversation, demonstrating her understanding of the term by explaining it to her peers.
Nora states: Evacuation means you do not live at home anymore, you live in tents.
​She explains this concept with confidence, using simple words that her peers can understand. We believe that integrating real-world events into the learning environment, provide us with the opportunity to engage, understand, and express our thoughts on significant issues.

The sharing of understanding kinds of rippling around through this conversation. Unhesitatingly, Fides mentions his thought on this term. It confirms that we might reflect on our thoughts or experiences after sharing something with each other. Sharing indeed is a learning experience. We might reflect on what we learned from others' opinions or how we could approach sharing differently next time. 

Knowing we're going to have a field trip to the beach in a few days to come, we include a folklore storybook titled The Song That Called Them Home by David A. Robertson. One part of the story is about the character of Moshom (grandfather) who plays the drum to bring the children back to their senses. We kind of learn that in many cultures, including those of various Indigenous peoples in North America, the drum holds a profound significance and is used as a tool for communication.

After reading "The Song that Called them Home" Felix engages in drumming, he selects a small drum from the music corner and begins to play. He experiments with different beats, tapping it softly and then increasing the intensity. This learning experience gives the opportunity to Felix to express his interpretation of the story through music. 

Brooks's engagement in drumming as an invitation of his peers. During the experience friends bring more ways to play the drum, showing collaborative skills. During this process we are gaining insights into how cultural stories can be integrated into our learning experiences.

We gather around in our group discussion, each with a percussion instrument. Inspired by the story, we further observe and follow the patterns through the beats and rhythm, creating a cohesive and dynamic composition.

The beach is a great place for us to explore and learn. The sounds of the waves, the feel of the sand, and the sight of seagulls provide many chances for us to use our senses and discover new things. Beyond its beauty, the beach is also an important place for learning, where we can see how human actions affect nature.
​Each child has a chance to use a pick-up tool, which makes us active participants in the clean-up process. This hands-on learning experience gives us a sense of responsibility and shows us an immediate impact of our efforts.

As we work together, we quickly learn the importance of teamwork. A heartwarming moment is when Margo helps Kai and Vivaan find trash hidden under the benches. The three friends work together, pointing out litter that is hard to see and cheering each other on as we clean-up the area. This teamwork shows us that we could achieve more when we help each other.
Seeing the effects of pollution on the beach and helping each other find and remove trash teach us empathy and compassion for nature. We understand that caring for the environment means looking out for each other and all living things on our planet.

We love splashing and playing in the shallow waves, enjoying the feel of the water on our skin. This simple play helps us get used to the ocean in a fun and safe way.
Some children are hesitant to go deeper into the water at first. We encourage ourselves to be brave and take small steps. With support from friends and gentle guidance, we soon discover the joy of floating and moving through the waves.

Two of the most eager explorers, Emily and Margo, are excited to go deeper into the water. Margo uses her inner tube to drift farther out, laughing as the waves rocks her gently. Emily enjoys swimming with a little help as we venture into deeper water together. It is truly inspiring to see our enthusiasm and bravery. Our beach day is a great reminder of the strength and bravery in every child. By giving us chances to explore, play, and face challenges, we help ourselves become confident and brave individuals.

Kindest,
Children & Friends.