Affichage des articles dont le libellé est Communauté enfantine- Toddlers. Afficher tous les articles
Affichage des articles dont le libellé est Communauté enfantine- Toddlers. Afficher tous les articles

samedi 13 janvier 2018

Classroom Limits

Limits are the foundation for discipline in the Montessori toddler environment. Limits are clear and simple rules that are consistently upheld in the community. Young children need limits to feel safe and secure in their environment. Limits also help children establish who they are within a community. Adults maintain these limits and model them to the children. 

"The Umbrella Limits" 


The child in the toddler environment is allowed freedom within these three limits:

  1. Treat other people with respect, kindness, and peace both physically or emotionally 
  2. Treat the materials and environment with care. 
  3. Treat self with respect and care.  

In our classroom, as long as the Umbrella Limits are being followed, the child is free to choose an activity and work on it for as long as they desire.

If a child needs help with following a limit, we may model the expected behavior, provide a lesson, or invite the child to the quiet corner.

Expectations:

 There are certain expectations which we set and model in the classroom.
  • Use a rug to define your space when working on the floor. Roll and return rug when finished.
  • Table works may only be completed on a table.
  • Clean up all materials when finished.
  • Return work to the shelf so it is ready for the next friend to use.
  • Walk in the classroom.
  • Maintain a quiet voice level.
  • Ask to observe a friend. If they agree, observe silently with your hands behind your back.
  • Try to dress self before asking for help from an adult.
  • Try each food item at lunch before receiving the next course.
  • Clean up dishes from lunch.
  • Brush teeth after lunch. 

Expectations grow and evolve along with the children.  As they become more confident and capable with tasks, their expectations will increase.  

Nikki

Firefighters: Thank you Captain Thirot


Throughout the months of November and December, the toddler community learned about the important career of being a firefighter. We read books, sang songs, looked at pictures, and made crafts. 




On December 12, we visited the Coulommiers fire station. Captain Thirot, hosted our tour of the fire station and garage of emergency vehicles.

The firefighters greeted us and welcomes the children.

We got to watch the rescue vehicle send its ladder up into the sky.




The children were able to test out all the machinery used in rescuing people.




One of the most memorable moments was when the children got to dress up in firefighter gear!




We even got to test out the hose!



It was a great day of exploring and learning at the fire station!


Nikki

mardi 28 février 2017

Pratical life : Making Bread

Each morning in the toddler community, one child is invited to make bread. The children have been working since September to build their skills, concentration level, coordination and knowledge of order. It is a big task that the children take with great responsibility. They get to serve the bread at lunch, share it with other classrooms, and take some home for their families. This not only helps children build their Practical Life skills but it helps them feel connected to their community. 


If you would like to try this activity at home, here is the lesson plan guide:

MATERIALS: flour, salt, sugar, water, yeast, oil (optional), small bowl, large bowl, spoon, measuring cups, pastry weight, apron

PRESENTATION: 

  • Wash hands
  • Put on apron
  • Pour yeast, sugar, and water into small bowl
  • Stir mixture
  • Measure flour to 400 grams
  • Pour flour into large bowl
  • Add salt and oil into large bowl and mix
  • Add contents of small bowl into large bowl and mix
  • Mix until there is no longer any dry flour
  • Lightly flour table surface
  • Put dough out onto floured table
  • Flatten the dough then fold in half several times (kneading)
  • Return dough to bowl to rise
  • Clean up materials and table
  • Adult puts bread into oven
CONTROL OF ERROR:

  • Size of measuring cups and containers
  • Dough will be too sticky if too much water is added
  •  Dough will be too dry if not enough water is added
POINTS OF INTEREST:

  • Measuring and pouring ingredients
  • Kneading and shaping dough
  • Being able to make bread to serve at lunch
  • Taking bread home to share with family
  • Olfactory, tactile and gustatory sensations
DIRECT AIM:

  •  Independence
  •  Order
  •  Concentration
  •  Coordination
INDIRECT AIM:    

  •  Making bread with own two hands
  •  Sharing with community

LANGUAGE: 

English/French
  •  Bread/Pain
  • Apron/Tablier
  • Flour/Farine
  • Yeast/Levure
  • Salt/Sel
  • Sugar/Sucre
  • Water/L’eau
  • Oil/Huile
  • Bowl/Bol
  • Spoon/Cuillère
  • Pour/Verser
  • Mix/Mélanger
  • Knead/Pétrir
AGE: 
You can start at 2- 2,5 years old.
EXTENSIONS AND VARIATIONS:
  • Using a rolling pin
  • Making a special recipe



Nikki

mardi 1 novembre 2016

Petits enfants, l'eau ils aiment ça :-)

C’est bien connu : les enfants adorent les jeux d’eau!



Que cela soit à l’école ou à la maison, pas une seule journée ne se passe sans que l’eau soit présente. 

Élément vital, l’eau est une source inépuisable de plaisir et de découvertes.

Votre enfant appréhende le monde qui l’entoure par l’intermédiaire de ses cinq sens. Il a besoin de toucher, de voir, de sentir, de goûter, d’écouter pour comprendre et connaître l’environnement dans lequel il vit. Il emmagasine des connaissances quotidiennement.

L’eau peut susciter l’intérêt de l’enfant à différents moments de la journée à l’école :
Lors d’activités de transvasement, que l’enfant choisit librement de faire : verser l’eau dans un verre ou une tasse avec une carafe, une théière, une bouteille, un entonnoir, un arrosoir, une pipette… adaptés à sa taille et à sa force.


Lors du lavage des mains : avant de passer à table, après être allé aux toilettes ou lorsqu’il en ressent le besoin après une activité « salissante ».


Lors du brossage des dents
Lorsqu’il tire la chasse d’eau et qu’elle tourbillonne dans un bruit assourdissant
Lorsqu’il pleut dehors, qu’elle mouille tout et forme des flaques dans lesquelles il peut sauter
Lorsqu’il se sert à boire ou sert les autres
Lorsqu’il arrose une plante
Lorsqu’il observe les poissons dans l’aquarium
Lorsqu’elle intervient dans les comptines ou les livres …

Cette eau éveille la curiosité : froide, chaude ; elle coule plus ou moins vite, elle remplit un récipient, elle déborde, elle éclabousse, elle fait des reflets, elle devient trouble, elle bouge, elle produit des sons ; les objets coulent ou bien flottent, elle mouille la terre … ou les vêtements, glisse sur l’imperméable…




Lorsqu’elle intéresse votre enfant, son attention se porte alors sur ses gestes, la manipulation qu’il en fait. Il a un objectif. Il veut faire seul. Les efforts qu’il fournit développent sa volonté et sa persévérance. Ce n’est pas tant le résultat qui compte mais la motivation qu’il a pour y arriver.

Il essaie, il se trompe, il recommence. S’il renverse, il fera plus attention les fois d’après. Il peut être maladroit. 

La répétition de son action lui permet de perfectionner ses gestes, d’acquérir la maîtrise de son corps et d’affiner sa compréhension. La répétition des gestes simples a également un effet d’apaisement par l’état de concentration qu’elle induit. Votre enfant apprend de ses erreurs. Il développe confiance en lui et estime de lui-même. 
  
Stéphanie

mardi 20 septembre 2016

The Bye-Bye Blues: Helping your child cope with separation

Firstly, toddlers experiencing anxiety during separation is completely normal! If they could spend every day with those they love the most they totally would. Many toddlers struggle with transitions and meeting new people. They have only been on this planet for less than three years and are still learning so much about how their world works. 

Starting school can be a tough transition for both children and parents. My biggest piece of advice is to stay calm and exude confidence. Our children can sense our emotions and may pick up on our own fears and anxieties.  If they feel you are confident and comfortable in taking them to this new place, they will begin feeling that way soon too.  Generally, children only cry for about 5-15 minutes at drop off.  Feel free to hang out in the hallway for a bit if you like the comfort of knowing they have settled down before heading to work. If your child is struggling to settle down after a certain amount of time, we will call you. 

In addition, crying is a normal response for toddlers experiencing new situations.  With so little words to use to express themselves, this is the only way they know how. RIE advocate (Resources for Infant Educarers), Janet Lansbury, suggests, "Most of us have the strong temptation to distract a crying child with games, songs, or toys, to discount her feelings by telling her it’s okay and she shouldn’t cry. But to ensure healthy emotional development, a child’s feelings of fear and loss during separation need to be expressed and heard, not erased or invalidated."


Here are some other tips for creating a smooth morning routine and separation atmosphere:

-Have a consistent morning routine for your child every day.
-Prep your child on the walk to school or in the car on what they can expect for the day. 
-Provide your child with a comfort item or a family picture they can hold onto. 
-If your routine is going to be different, tell the child in advance so they can be prepared for the change.
-Remain calm and confident.

Also know that we are here to support you and your child. We're open to talking with you on ways we can help make the transition process as smooth as possible for your child. 




Nikki