Knowing More of Ourselves

In a world that often urges to move quickly, to multitask, the simple act of placing and replacing a glass jar may seem insignificant. But within that small gesture lies an invitation to return to presence.

When we reach for a glass jar, its smooth surface cool to the touch, its weight balanced gently in our hands. We engage with the physical world in a way that slows us down. There is a certain attentiveness required.

To place a jar carefully on a shelf is to consider space and alignment. To remove it is to engage with purpose. These actions, though modest, are deliberate. They bring us into contact with texture, with sound, as glass meets wood.  They invite us to notice. In noticing, we become mindful.

There is no rush here. No urgent goal to complete. Just a quiet rhythm of hands moving, objects finding their place, breath steady and unhurried. It is in these gentle rituals that we rediscover slowness, that we remember the body's wisdom and the mind's need for rest.

Perhaps the jars become more than containers. And so, the act of placing and replacing these glass jars becomes a form of care for ourselves. 

​Rebecca experiments with paint on the leaves and transfers the patterns onto the table surface. She is engaging in a creative and tactile form of printmaking or nature-inspired art. By applying paint to leaves and pressing them onto the table surface, she is transferring their unique textures and vein patterns, creating organic and possibly abstract prints.

During our morning discussion, we reflect on our plans and highlight the key moments of the week. Emily lights up with excitement when she hears that a few field trips are being planned. She remembers the joy of riding a public bus as our mode of transportation. 

Her excitement is contagious, inspiring her friends to join and look forward to the ride together. The Wheels on the Bus song aligns with our current interest in buses and group outings, making it meaningful and engaging part of our learning.

As we explore spatial awareness, riding the bus becomes even more exciting. Especially when it speeds up, and we feel the movement in our bodies.

In moments of excitement, like when the bus speeds up, we can feel our hearts beating. Reminding us of the strong connection between our bodies, emotions, and movement.

To conclude our discussion, we open our hearts and share our thoughts and feelings with one another. These moments of connection help strengthen our sense of community and support social-emotional learning.

From our hearts, through our hands, we transfer our thoughts and feelings onto our journals. We believe in capturing our experiences in many forms, expressing what lives in our hearts for ourselves and for others.

"A heart inside a heart. One is for my Daddy and one is for my Mommy." - Emily.

We invite ourselves to bring these feelings into our creative expression. Each one of us receive the journal and a set of drawing materials. Without much prompting, the room becomes quiet and focused. 

"This is for Mama and Velociraptor." - Anthony.

"I love you." - Luka.

"This is for my Mom." - Kalyan.

Dhanika explains the hearts she draws on the journal are for Ryan, Rebecca, and Tvisha. 

Ryan nods his head when asked if the heart he draws is for his Mom.

Heart shapes begin to emerge, some big, some small, some with people drawn inside, some with colors radiating outwards. Others fill hearts with lines, circles, and symbols of things that matter to us: families, pets, friends, and sunshine.

As educators, we observe how naturally we move from feeling to thinking, and then to creating, This process - transferring emotions through the body, into the hands, and onto the page - is a powerful practice of self-expression and emotional literacy. 

We document this moment not just because of the beautiful drawings, but because of what they represent: a child's ability to identify, hold, and share their inner world.

One afternoon, as friends are playing outside, we notice a bunny quietly nibbling grass in the backyard. We are immediately curious, pointing and whispering to one another. Instead of rushing toward it, we choose to stand back and simply observe. 

​What stands out in this moment is how we respect the bunny’s space and time. We understand that the bunny needs to feel safe, and we are willing to wait and watch without interrupting its meal. This is not only an opportunity to observe an animal up close but also a gentle reminder about empathy, patience, and respecting the needs of others—whether animals, people, or friends in play.

Rebecca assures the bunny to not to come out for she thinks of the bunny's safe feeling. In this moment, Rebecca is clearly tuning into the emotions. She demonstrates a deep understanding of nurturing, emotional safety, and the idea of protection.

We include a song and movement of bunnies as an interaction. This interaction is a powerful example of how we use play to process our understanding of care, safety, and emotional well-being.

With the arrival of fall, we embrace the beauty of the season through an outdoor art activity. Each one of us is given a pinecone and paint in warm fall colors—reds, oranges, yellows, and browns.

Ryan carefully brushes his pinecone, making sure each scale has a touch of color. Dhanika is eager to blend the paints, layering orange and red together to make her pinecone glow like a bright autumn leaf. Rebecca enjoys the process too, thoughtfully adding color while talking about how the pinecone looks colourful.

​This activity is more than just painting—it is an invitation to connect with nature. The pinecones themselves become canvases, reminding us that natural objects can be transformed through imagination. As we paint, conversations arise about autumn leaves, the changing weather, and family experiences outdoors. These pinecones will remain in our classroom as reminders of our creativity and the season we are moving through together.

​Today is especially exciting as we go on a field trip to Cloverdale, visiting both the library and the museum. Riding the bus is an adventure on its own! We are buzzing with excitement, but we also demonstrate responsibility by following the rules—holding on tightly, staying with their groups, and listening to teachers’ guidance.

For many of us, the bus ride itself is a highlight. Sitting beside friends, watching the world go by through windows, and feeling the gentle rumble of the road sparks joy and curiosity.

Once we arrive at the library, the group settles into a cozy reading area. We are invited to explore the shelves and choose books that catch our interest. 

Some are drawn to books about animals, others to characters close to our hearts. Luke finds himself a cozy space to flip through pages together and read enthusiastically.
This experience deepens our connection to literacy and shows how stories can inspire wonder, language, and shared joy.

After a short walk, we arrive at the museum. The exhibit is filled with fascinating objects like interactive displays. Emily is particularly drawn to the hands-on areas where she can observe closely. 

Throughout the museum, children ask questions, make observations, and share ideas with one another. This is a rich moment of inquiry-based learning, where curiosity guides our exploration.

This part of the trip provides us with a rich opportunity to explore spatial awareness, directional language, and community observation. We talk about what we have seen. Buildings, trees, vehicles, traffic signs and begin making connections to maps and our everyday environments.

Kindest,
Children & Friends.