If I had to choose one word that sums up what we do at Audubon, it would be

connections

We connect children to nature. We teach about the connections in nature. But also, we connect children to each other. We all live together on this planet. We share a place and a responsibility to each other. That’s what it means to be human, whether you are 5 or 50.

As I look at the pictures from our last two weeks, I see these connections so strongly. And as hard as it is to say farewell to children who will be moving on, I know we will always be connected to each other through this shared experience.

We’ve spent the past three weeks learning about birds. In addition to a person of the day, we introduced a Bird of the Day. We learned their calls, where they nest and what they eat. Knowing the most common birds adds strands to our human-nature web – suddenly the chirps, tweets and trills become not just pleasant background music, but old friends. “I heard tea kettle, tea kettle, tea kettle! It’s the Carolina Wren!” And the birds cooperated, with close-up encounters with pileated and downy woodpeckers, a wren nesting in the box on the Oaks play-yard, and of course the daily joy of watching our chicks grow up.

Learning to use binoculars with Nancy

Collecting nesting materials for nest bags

Chick time

Bird boy connection

Painting and writing with quills

At Hilltop Home and on the Play-yard, the Oak’s cooperative play shows connections in action. Shared ideas, goals, stories, language, and skills. Constant negotiation, problem-solving and team-work.

“We need this branch for our project”

Improv in the woods

“I know! Let’s start an herb factory!”

Ninja practice

Teamwork pulley project

Drawing and writing happen everywhere – they feel the power of putting their ideas down on paper, of making their mark.

Monsters and spiders, beware

Drawing dragons wherever they go…

Making Mother’s Day cards

“I’m making a Spanish bingo board.”

We made a list of our favorite places at Woodend, so we would be sure to visit them all in the last two weeks of school. Right at the top of the list is the Creekbed. The Oaks LOVE the water, and the rains were welcomed  with whoops of joy. “It’s FLOWING!!! The creek is flowing!!!”

Pond meditation

Team dam-building

Mindful engineering

Testing their dam bridge

“Look how big the skunk cabbage got!!”

Water = Joy

They love the water so much, we headed to Rock Creek…If you find an island, you should build a bridge.

“It feels so refreshing!”

Connections – to each other and to nature. And stories to tell.

Birds we learned

Robin

Cardinal

Blue Jay

Carolina Wren

House Sparrow

Mourning Dove

Downy Woodpecker

White-breasted Nuthatch

Chickadee

Some books we read:

Have You Heard the Nesting Bird? by Rita Gray

The Seven Ravens by Jacob Ludwig Carl Grimm

The Six Swans by Jacob Ludwig Carl Grimm

Tasty Baby Belly Buttons by Judy Sierra

Rumplelstiltskin by Paul Zelinsky

And many other informational books about birds and too many other books to count : )

Songs we sang

The Playground Gate

I saw a (name of bird) at the playground gate

That (robin) was my playmate.

That (robin) said, “Cheerup, cheerily, chirrup, cheerily, cheerily, chirrup!”

Robin Redbreast

Robin redbreast, crow flying round

Nuthatch hopping down the tree

Chickadee, dee, dee, dee, dee!!

The week before spring break brought us a last blast of winter. Finally, snow and school together. The Oaks enjoyed a just-right sledding hill and learned to roll giant snow balls to make a fort. A few children shaped snow into their special animals, including a chomping crocodile, a panda playing with a ball, and a 2D colobus monkey. Snow play is so great for gross motor development, along with all the social skills practice in negotiation, turn-taking, communication and more.

Whee!

Snow fort

Crocodile

Snow Picnic

So much conversation at lunch time

We finished up our long-term animal project before break, putting finishing touches on murals and animal books. The children were overjoyed to learn they could take their animals home to KEEP!

Adding the lobster’s food to the mural. The children learned so much from each other as they worked and shared what they knew with classmates.

Reading to friends (including koala and giraffe) about sting rays

Animal project murals

Animal project murals

Inside, stories flow through the children’s minds and into their dramatic play, building and art. Talking with each other and with adults about their stories and ideas is so important to development at this age.

There are stories everywhere in children’s play. Ask: What are you making? Who is that?

This is actually a laser light trap. Look how closely they are listening to her story.

Collaboration. When ideas come together successfully in a construction project, it smooths the way for collaboration on the play-yard and elsewhere.

The children are super into making their own graphic books

Beloved volunteer Carol reading a VERY engaging story

Sometimes the stories are really, really big

Outside, Hilltop Home is HOME, a place they know as well as the classroom, and a place where they turn to each other in cooperative play. Games that started there a week ago pick up and shift with new ideas. Lava, ice and fire ninjas have given way to Lizard Ninjas. Powerful Cats can be found prowling and making homes here, on the play-yard and in the classroom.

Climb!

Amidst celebration of the new beginnings of spring, we also sometimes have to think about endings. The Oaks found two dead raccoons in the past three weeks.

Connected

Negotiating the game

The ever-changing ninja game

After a week home with family, the Oaks returned to Real Spring.

Hoping for the return of the fairies, a two-story fairy house was built at the entrance to Hilltop Home

We celebrated a few birthdays and half-birthdays.

Picking lesser celandine

Blob tag. Lots of communication and motor planning.

You need a lot of materials to build a fort. Line up the wheelbarrows!

This is part of a museum. “We have a lot of pipes because that’s how people stored things a long time ago.”

“I’m doing a fanfare!” The museum is open for business/residents.

So many signs of play we just discover around the play-yard.

Hibernating caterpillar

We spent an afternoon at the Children’s Garden, where we planted the kale, chard and lettuce we started from seed a few weeks ago, checked on our pea sprouts, and enjoyed the smells and feel of freshly turned earth.

The children love the area around the Tree-Friendly Rain Garden and the magnificent walnut tree. At least two different group games got going involving panthers, lizard ninjas, and many other changing roles and rules. Negotiating these games with each other, without adults directing the play, is so important for both social emotional growth and for language development. The story-lines are rich and completely theirs. And this space is so enticing for both the open space to run AND all the hiding places.

Decorating the classroom for our Spring Celebration was one way the children thought about symbols of spring. They made flowers for our branch, and created a flower for our window.

Creating a map to show real or trickster hiding places

Making spring crowns

Using books to inspire artwork

Caroline continues to guide the Oaks in weekly mindfulness lessons. She read Anh’s Anger and Steps and Stone to talk about how to calm your mind and body when feelings are overwhelming.

This week we started a magical tales (fairy tales, myths and legends) unit. We’ll be talking about story elements, like characters, setting, plot. The children will be working together to create their own tales to share with the class.

The Spring Celebration brought families together to celebrate the warmth of the returning sun and the warmth of community.

Making butter

Songs we sang:

Books/stories we read:

The Night Fairy by Laura Amy Schlitz

When Spring Comes by Kevin Henke

Anh’s Anger and Steps and Stones by Gail Silver

The Talking Eggs by Robert D. San Souci

Sleeping Beauty

Signs of Spring (adapted from an Equinox reading)

And many, many more…

Someone asked me recently, “How do you plan lessons that reach all the children, with such a big age and developmental range?” So many thoughts flew through my brain as I figured out my response. Part of me wanted to say, “I don’t plan lessons” and this is both true and not true. We do plan some teacher-directed learning activities that are what would be traditionally recognized as lessons. But mostly, we plan experiences that create opportunities for learning.  We take the children to the garden with a plan to plant peas. We go on a long walk to look for signs of spring. We spend an afternoon at the pond. These experiences create opportunities to wonder, to think, to ask questions, to explore and yes, to learn.

Running into ANS staff and volunteers who have found a treasure…

Spotted salamander

Sometimes you just need to run!

“Look how many snowdrops!”

“We don’t have babies out in the woods, so this is my baby.”

Magic, because it just is.

But not necessarily to learn what we plan for them to learn. As teachers, we bring our knowledge and ideas to the children all day long – but we are also listening to theirs. We ask questions, we explore together, we drop new words and concepts into their open minds, we observe and guide. We support the children who need support, we challenge the ones who need to stretch. We know and love the children.

The child in the yellow pants is a self-proclaimed lifeguard, setting the safety rules.

Testing their gear

Balance, negotiation, turn-taking

Reflection time

“I’m going frogging!”

I could have spent several days talking educational philosophy, but instead gave the example of the gardening experiences we include in our spring curriculum. This week, we went to the garden, harvested compost, prepared the garden bed by turning over the soil. We looked for critters in the compost and in the soil, we noted what had decomposed and had not, we examined sprouting pea seeds for roots and shoots, we measured the depth and distance for our holes, we felt the damp soil, we set up a trellis, we planted peas. We also looked at the plants that had made it through the winter, tasted sorrel, imagined what our peas would look like. On the side, rousing imaginary play soared and crashed and soared again as roles and story-lines were negotiated. Some children stayed with every moment of the gardening experience, others popped in and out.

Preparing the garden bed

Planting peas

Back on the play-yard, we started some kale, chard and lettuce seedlings in pots. Some children planted two seeds, some twenty. Some wrote labels, others went back to play. To keep track of our seedlings, we made a grid to match our planter and mapped the location of all our seeds with a K, C or L. This mapping component was not planned – the experience called for it. Now we watch our seedlings – planted in soil and in the children’s minds and hearts – grow!

Starting kale, chard, and lettuce

Mapping our seeds on a grid

Outside on the play-yard, we set up an obstacle course for the children’s return last Monday. The children, of course, altered the course and added important story elements – a bridge over poison water and lots of hot lava.

Inside, a newly expanded dramatic play structure, new peg dolls and construction materials sparked new play. The Reggio Emilia philosophy recognizes the environment as the Third Teacher. By offering new materials, new spaces or twists on the known environment, we create new opportunities for play and learning.

“There’s a new baby and the whole family came to see it.”

(a child in the class has a new baby sister, so babies are on their minds)

The marble run engineers

There are readers hiding in there

The sting ray is this child’s special animal

New found materials invite patterning in construction

Going on a road trip

Our marvelous intern Meredith has been working on math games with the children, which in turn sparked independent math play. Each child also added a page to their animal research project book about their animal’s body parts.

And since the interest in Ninjago is still going full force, some children offered Ninjago drawing lessons. Just in time to make a birthday book that doubled as a Ninjago manual for the birthday girl. (ps, Ninjago is a Lego ninja storyline, brought from home and fully owned and expanded by the children’s imaginations)

We celebrated two half-birthdays in this short week, celebrating the children’s trips around the sun with their families.

Books we read:

Inch by Inch: The Garden Song by David Mallett

The Night Fairy by Laura Amy Schlitz (a new chapter book)

Your Fantastic, Elastic Brain: Stretch it, Shape it by Dr. JoAnn Deak

And many many books about animals and animal body parts

Songs we sang:

The animal body parts song (to the tune of She’ll Be Coming Round the Mountain, and sung cumulatively):

Some animals have very special parts,

yes, some animals have very special parts.

I have fingers, I have toes

On my face I have a nose,

but some animals have parts like their…

teeth – chomp, chomp

fins – swish, swish

wings – flap, flap

tails – wag, wag

We also sing versions of Head, Shoulders, Knees and Toes and Boom, Chicka Boom for each Person of the Day’s animal.