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It’s been a new week after we say goodbye to friends who are going to kindergartens. It means we are working with various changes. Changes in terms of new peers require us to learn many interesting ways to understand some situations. The whole learning process may include conversation, verbally and symbolically.  Working on changes can open up new ways or overwhelming at times. The ways we climb the hill symbolize the many ups and turns to maneuver our adaptations. We come from various backgrounds, interests, strengths, and areas of improvements. Sometimes certain situations require us to ask for some directions and other times we challenge ourselves to achieve more independently, or interdependently. During our above shared experiences on working together with a common interest, Kalyan and Luka engage multiple ways to communicate. Sometimes through words and other times we involve gestures, movements, or facial expressions. Luka and Kalyan seem to be asking and answering a question by involving multiple ways of expressions. On this instance, Luka engages his eye-hand coordination and body movements to demonstrate what he is working on. On the other side, Kalyan is observed to exhibit his interest through a sentence, When can I have it? In this way, we are building understanding on aligning of what and how we are working together by asking and answering questions. We learn to associate the multiple expressions with the people, actions, objects, and feelings. On another occasion, Kai likes to project his interest in writing letters by referring to our alphabet chart. By working on this visual reference strategy, he’s putting efforts to transfer what he sees to lead his hand-writing in regard to its shape and orientation. Kai is interested to shape letter O. After shaping it, he is seen to express an unsatisfactory expression by sighing and placing his left curled-up hand to support his face. He further mentions, It looks like a mountain when he notices his letter O looks a bit triangle-shaped. With encouragement, Kai's response toward challenges takes a turn. He initially might feel frustrated or overwhelmed when faced with challenges, as we are still developing coping skills and problem-solving strategies. As he listens to the suggestion, he may develop a greater sense of curiosity and resilience. seeing challenges as opportunities for learning and growth. Positive reinforcement, supportive environments, and encouragement can help us build a more confident and proactive attitude toward challenges. Learning experience with water illustrates our growing friendship and the diverse ways we integrate with one another. Emily expresses joy through her enthusiastic splashing and jumping in puddles of water. Nora interacts with the water in her own way, observing the splashing and participating from a more comfortable distance. Kay and Fides, with their imaginative leadership, transform the experience with water into a game of adventure. And Kalyan's approach, in a careful but uncertain way sometimes, demonstrate that there are many paths to being part of a group. In this supportive environment, each child is able to find their own place in the group, whether through leadership, active play, quiet observation, or tentative exploration. Together, we are creating a community where individuality is respected and everyone is free to engage in their own way. We are fully immersed in outdoor play. We are gathered around the sprouting water pool. Each one of us brings a unique approach to the shared experience. Friendship, as an inclusive way, is at the heart of our interactions. All together we create a welcoming and supportive environment where differences are celebrated and respected. Tough Kalyan does not step into the pool yet, his actions speaks of a desire to connect. He circles the water play while watching intently. The group gives Kalyan a space to observe, respecting his choice not to fully join in immediately. This patience from his peers demonstrates that friendship involves waiting for others to feel ready. Kalyan's interaction reminds us that being part of a group does not always mean a direct or immediate involvement. His tentative approach is a valid form of participation, where observation and careful consideration play crucial roles in his social and emotional development. Kalyan's cautious yet curious engagement contributes to the diversity of interactions, and his presence is a valuable part of our community. Water play takes on a new dimension with a special thanks to Fides' inventive thinking. His idea to incorporate the slide into the water creates a new layer of fun and excitement. It shows how we can take ownership of our play experiences and inspire our peers. Fides' leadership in this moment shows how creativity and initiative can enhance our group play. Nora, who is a caring friend by nature, immediately walks toward Kalyan to lend a hand. She notices how Kalyan may need an assurance to go forward in this balancing experience. This experience teach us to be a caring friend and, on another hand, to be a friend who is able to trust an extension of care. These help in building a deeper connection and trust. Fides is deeply connected to the song which then leads Nora to happily join in. We initiate the singing of Baby Beluga and our enthusiasm reflects our emotional engagement with the learning experience. Both are fully immersed in the song, demonstrating joy, focus, and connection through our shared love for it. The emotional depth adds richness to our engagement, as music becomes a tool for self-expression. Rain sticks are not only fascinating instruments; they carry cultural significance, believed to have originated from Indigenous communities in South America. These instruments produce a soothing rain-like sound, evoking nature and inviting us to appreciate the power of the natural world. We introduce this concept of integrating a traditional rain maker which we are excited to make our very own rain sticks. Using simple, accessible materials like paper towel tubes, aluminum foil, and rice we are engaged in a creative process that helps develop fine motor skills and allows us to explore the science of sound. We are amazed to hear how the beads and rice created a rain-like sound when shaken, and we eagerly compare the different sounds our instruments made. The learning experience also encourages our cultural appreciation by highlighting how rain sticks are used in Indigenous traditions, creating a meaningful connection between art and cultural practices. We strive to create a learning environment that respects diversity and fosters a sense of belonging.  To personalize their rain sticks, we introduce the art technique of pointillism, where pictures or patterns are made using small dots of color. Rather than using traditional paintbrushes, we give the children cotton swabs dipped in acrylic paint. This method allows us to make controlled, deliberate dots and explore how those dots could form patterns and images on our rain sticks. Using cotton swabs adds an extra layer of fun and focus to the painting process. We are able to experiment with how colors mixed and how we could control the size of the dots by applying more or less pressure. The vibrant acrylic paint made our designs come to life, turning each rain stick into a unique work of art. This rain stick and pointillism project enables us to engage our senses, develop fine motor skills, and express ourselves artistically. It is a beautiful fusion of sound, culture, and creativity.
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