NEWSLETTER
Pumpkins & Jack-O-Lanterns: Counting and Number Recognition
Counting and Number Recognition are skills that we continually practice in preschool. This week we continued our Halloween theme by counting jack-o-lanterns on pumpkins and identifying the corresponding number. In order to introduce the task, we read a book about a child counting pumpkins. As we read the story we counted along with her. Then we introduced our pumpkins to count and the corresponding numbers (also on pumpkins). The children explored all of the materials first, and then chose one pumpkin to match with the corresponding number. The children used their "counting finger" to point to each jack-o-lantern and count it, and we all worked together to identify the number and match it up. We repeated the process a few times so that the children could see different numbers and compare and contrast the amount of jack-o-lanterns on the different pumpkins. Their final task was to replace their apple number with the new pumpkin number on our chart. Each season we switch out our numbers for something related to that time of year, and it is a task that eventually the children will be able to do on their own as they become more familiar with the numbers and the different ways they can look on different objects.
As the children were examining the pumpkins and the jack-o-lantern stickers, they began to identify the different emotions that each one had. We heard "this one is sad, happy, angry, scared and silly" as they looked at the different faces. This was definitely a new and unplanned addition to the activity and it was great! After we finished our counting and number matching we called out different emotions and had the children point to the faces on their pumpkin that they thought matched the identified emotion. Then we tried to make the same face together, which was very entertaining! This added social-emotional task completely initiated by the children shows their growing understanding and recognition of the different emotions that they and their friends experience.
Creating Our Own Counting Pumpkins
Our kids love gluing art, so we do it as much as possible. It gives them a chance to be creative while also practicing their fine motor skills and hand-eye coordination. This week we introduced buttons to glue onto pumpkins with a hidden math task. The kids had to choose from a variety of colored buttons to glue on their pumpkin. Before gluing they sorted their chosen buttons by color. We called out each color and asked the children to make a group of those buttons. Some children made piles, some rows, some towers...all different ways to represent a group.
After gluing they identified the colors and shapes of the different buttons they chose. The children compared and contrasted their buttons, colors, shapes and placement on the pumpkin. This dialogue gives the children an opportunity to talk about what they see and what they created, which is a really important experience to have.
Our Color Monsters
Building off the book "The Color Monster," the children used various art materials to create their own unique monster. First we made "cloud dough" together and divided it up between the children. They chose the color to make their dough and then manipulated it with their hands. Then they molded it into a "monster," which elicited many different shapes and sizes! Next we added art materials to create the characteristics of the monsters. The art materials were specifically chosen to promote fine motor practice - there were flat, round, thin and thick materials. They were also given tongs to pick up specific materials such as the pom poms. The tongs require the same fingers and use of the pincer grasp as writing does. Finally, they used their hands to mold the dough to fit their chosen art pieces, which strengthened their grasp and hand muscles.
As the children worked, we asked them to tell us about the materials they were using. They described the color, size and placement of each piece. The children went beyond the explanation of their materials to share more specific characteristics of the monsters such as their emotions, actions and experiences. This interactive dialogue led us to pull each child aside one at a time to expand on these ideas. They were given the option to name their monster and then were asked to tell us about them. This extended the literacy experience beyond oral conversation to dictation and documentation of their actual words. The children used their oral language to describe their monster and tell us about them. Their descriptions were thoughtful and very specific, and we had so much fun creating and sharing their descriptions of their monster.
