Exploring Water

Video: 

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Isaiah and Ava explore water as well as peer relationships.

NAEYC

NAEYC: 

Helping Children Make Friends

1.C.03—Isaiah and Ava’s teacher supports the development of friendships and provides opportunities for them to play with and learn from each other.

When Isaiah and Ava play together, Ava learns how to draw water into the baster. Isaiah shows her this skill that he has learned and persists in explaining and demonstrating until Ava has an understanding of how the baster works.

Curriculum: Essential Characteristics

2.A.08—The materials and equipment provided at the water center…encourage exploration,  experimentation, and discovery…

Water is very intriguing for children. Isaiah learns about the properties of water as well as the properties of gravity as he moves water from one container to another. He uses the baster to squirt water into one cup, then draws it back into the baster and squirts it into a different cup and exclaims, “It went down THAT hole!”

Areas of Development: Language Development

2.D.03—Isaiah has …opportunities to develop competence in verbal and nonverbal communication.

Isaiah explains the process for using the baster as he shows Ava how it works.

IELS

IELS: 

8.1—Curiosity and Initiative

Children express curiosity, interest, and initiative in exploring the environment, engaging in experiences, and learning new skills.

Isaiah explores and experiences activities…with eagerness…independence…and inventiveness.

Isaiah’s curiosity and interest are evident when he discovers water coming out of a hole in a cup at the water center. He explores the environment by using a baster to put water in different containers as he demonstrates the skill to his friend Ava. Isaiah experiences the role of teacher when he explains to Ava how to use the baster and then explains the skill again when Ava’s first attempt is unsuccessful.

9.4—Peer Interactions

Children develop the ability to interact with peers respectfully and to form positive peer relationships.

Isaiah sustains interactions with peers…develops friendships…and takes turns with others.

Isaiah forms a teacher/student relationship with his friend Ava. Isaiah sees that Ava is having difficulty drawing water into the baster and he takes turns with her in order to describe what he is doing to draw the water into the baster. When Ava is not completely successful in using the baster, Isaiah offers to demonstrate its use again and then asks Ava if she “gets it”.

10.1—Language Understanding and Use

Children understand and use communication and language for a variety of purposes.

Isaiah initiates, listens, and responds appropriately…to Ava.

Isaiah uses his communication skills to describe to Ava how to use the baster. Isaiah respectfully asks her to use the baster and communicates the method he uses to draw water into the baster. When Ava doesn’t get the baster to work completely, Isaiah again explains what he is doing in slightly different terms as well as offering validation for Ava’s efforts (e.g., “Now leave it like you were doing it”).

 

 

 

IQPPS

IQPPS: 

Helping Children Make Friends

1.5—Isaiah and Ava’s teacher supports the development of friendships and provides opportunities for them to play with and learn from each other.

When Isaiah and Ava play together, Ava learns how to draw water into the baster. Isaiah shows her this skill that he has learned and persists in explaining and demonstrating until Ava has an understanding of how the baster works.

Curriculum: Essential Characteristics

2.8—The materials and equipment provided at the water center…encourage exploration, experimentation, and discovery…

Water is very intriguing for children. Isaiah learns about the properties of water as well as the properties of gravity as he moves water from one container to another. He uses the baster to squirt water into one cup, then draws it back into the baster and squirts it into a different cup and exclaims, “It went down THAT hole!”

Areas of Development: Language Development

2.15—Isaiah has …opportunities to develop competence in verbal and nonverbal communication.

Isaiah explains the process for using the baster as he shows Ava how it works.

 

HSPS

HSPS: 

1304.21(c)(1)(ii) - The classroom environment provides for the development of cognitive skills by encouraging Isaiah and Ava to organize experiences to understand concepts, and to develop age appropriate…reasoning, problem solving and decision making skills which form a foundation for school readiness and later school success.

Water is very intriguing for children. Isaiah learns about the properties of water as well as the properties of gravity as he moves water from one container to another. He uses the baster to squirt water into one cup, then draws it back into the baster and squirts it into a different cup and exclaims, “It went down THAT hole!”

1304.21(c)(1)(iv) – The atmosphere fostered in this classroom ensures that the program environment helps children develop emotional security and facility in social relationships.

Isaiah sees that Ava is having difficulty drawing water into the baster and he takes turns with her in order to describe what he is doing to draw the water into the baster. When Ava is not completely successful in using the baster, Isaiah offers to demonstrate its use again and then asks Ava if she “gets it”.

1304.21(c)(1)(vi) - Isaiah shows Ava how to use the baster, which develops feelings of competence, self-esteem and created a positive attitude toward learning.

Isaiah is sharing the knowledge that he has gained by experimenting with the baster with his classmate Ava. He provides her with clear one-step directions and demonstrates his mastery of the tool.

HSCOF

HSCOF: 

Langauge and Development

Listening and Understanding

  • Demonstrates increasing ability to attend to and understand conversations, stories, songs and poems.
  • Understands an increasingly complex and varied vocabulary.

Speaking and Communicating

  • Develops increasing abilities to understand and use langauge to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes.
  • Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.

 

Science

Scientific Skills and Methods

  • Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials and observe processes and relationships.
  • Develops growing abilities to conflict, describe and record information through a variety of means, including discussion, drawings, maps, and charts.

Scientific Knowledge

  • Expands knowledge of and abilities to observe, describe and discuss the natural world, materials, living things and natural processes.
  • Shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.

 

Social and Emotional Development

Self Concept

  • Begins to develop and express awareness of self in terms of specific abilities, characteristics and preferences.
  • Demonstrates growing confidence in a range of abilities and expresses pride in accomplishments.

Self Control

  • Devlops growing understanding of how their actions affect others and begins to accept the consequences of their actions.
  • Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

Cooperation

  • Increases abilities to sustain interactions with peers by helping, sharing and discussion.
  • Shows increasing abilities to use compromise and discussion in working, playing and resolving conflicts with peers.

Social Relationships

  • Shows progress in developing friendships with peers.

 

Approaches to Learning

Initiative and Curiosity

  • Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks.

Reasoning and Problem Solving

  • Develops increasing ability to find more than one solution to a question, task or problem.

 

Physical Health and Development

Fine Motor Skills

  • Develops growing strength, dexterity and control needed to use tools such as scissors, paper punch, stapler, and hammer.