My Reflections on "This Kindergarten Life" Blog

From these beautifully written, nature-inspired and reflective posts, I learned great examples of intentional play, inquiry based learning, collaborative learning and reflective practice.

Lauren (author of this blog) utilized her kids' love to play in puddles as a learning opportunity for her children. While playing in puddle wearing their puddle boots, children were able to explore many science and math concepts. Their curious minds had questions like "how deep is the puddle", how many scoops can I fit in the wheelbarrow", "how chalk reacts to getting wet" and which objects float and which objects sink in the puddle?" This is a wonderful example for an inquiry-based learning. As students play together and learn from each other, it is a great example of collaborative learning as well. I loved how Lauren co-constructed learning with her students through intentional interactions with her students. Through this opportunity of play, students had some genuine learning of science and math concepts covered in the curriculum.

From this kindergarten life blog, I learned that the simple things in the local natural world like water, snow, puddle, stream, rocks, etc. can lead to opportunities for genuine exploration and learning for the children. As I learned in the course, children in the kindergarten are very active, need and enjoy social contact to develop a sense of themselves, are eager to learn and they learn through interacting with the environment. This kind of learning opportunity (as demonstrated in the Lauren's blog post) allows the children to run around in an open space, playing with each other, interacting with nature and inquiring based on their curiosities. 

This kind of intentional outdoor play is beneficial for students with various learning styles and intelligences like visual, kinesthetic, interpersonal and naturalistic learners. Through these opportunities, these kinds of learners will be able to think, learn and perform according to their potential. According to Vygotsky's sociocultural theory, through adults' guidance whether it is in the form of intentional questions or scaffolding based on their prior knowledge (while students are involved in play), students can be pushed from their current zone of cognitive development to their zone of proximal development. Also according to Erikson’s theory, in their fourth Psychological Stage (between ages 5 and 11), children develop self confidence by interacting with their peers and through encouragement and praise by parents and teachers. So the collaborative learning (while playing outside) with their peers also helps in developing self esteem and confidence for the primary children.

Another example from Lauren's blog of an inquiry play based learning is children collaboratively constructing towers using all kinds of blocks including the curved blocks and rocks. Through this process, children are able to explore concepts of symmetry, balance, pattern recognition, measurement, etc. This learning opportunity is again very good for kinesthetic and visual learners. Also, through the collaborative learning process, children in all the stages of development in numeracy and literacy can benefit and learn from each other. 

From Lauren’s blog, I also learned that taking pictures of both the process of investigation of students and the product (constructed towers and sculptures) and recording observations using captioned pictures are great ways of keeping track of students’ learning and assessment (which are the guiding principles for any kindergarten classroom). 

One of the things which I have learned from Lauren's blog which I plan to implement in future as a teacher is having a learning center with all kinds of blocks in my class as shown in the figure below. I think block construction can be used to teach a lot of curriculum expectations while the students are engaged in intentional play, inquiry based learning and collaborative learning.

Block Center in my Future Classes Will Look Like This!

 I also plan to take my students outside to play in rain, puddles and snow etc. provided they are properly geared as it can provide some genuine opportunities for inquiry and play based learning as shown in the figure below. The students can use the tools like shovel, bucket, wheelbarrow, sleds, sidewalk chalk etc. The only concern for me as a beginner teacher in letting my kids play outside in puddles, rain or snow are safety issues. I will be concerned about students tripping and hurting themselves. For that I think it will help me to get first aid training and knowledge of dealing with any accidents.Having a partner teacher will also be helpful. I will probably get a consent form signed by the parents as well. As Lauren mentioned in her blog post, I will not force my students to get out in the rain, puddles or snow, who are not comfortable to do so. 

                                                      My Future Students engaged in outdoor play
                                                      will look like this!  

For keeping track of students' learning and assessment especially when worksheets are not involved, I plan to take both written observations and captioned pictures of student engaged in learning. I will have to get consent from students' parents before I take any pictures or videos of them. I also learned that blogging and journalling are great ways for reflecting, sharing and seeking guidance from other teachers, which are essential for professional growth.