We have introduced collage to the Partner Drawing that continues to be a focus in the Communication Center. Teddy and Jai worked together as partners on a drawing. After some discussion, they agreed they would work on representing the sea. The boys first worked on a drawing and then added different elements: fish, divers,…
Stefanie Solyom is joining the East Wing team in support of the children’s community. She has her AA from SMC in early childhood education with a specialization in intervention and a site supervisor permit and her BA in psychology fro UofBC. Here’s how she describes herself: My name is Stefanie, and I am an avid gardener,…
While working with the building materials in the Front Yard, Theo and Teddy realize that their construction site has a significant amount of foot traffic from peers passing through from the Paper House to the Living Garden. Theo: No! Don’t walk through here. This is a construction site and we are hammering. Teddy: It’s not…
An interest that continues to emerge with the West Wing is their curiosity for trains and their components. Today when we met and I pointed out how I had noticed how much they know about trains they said: Jacob: Bridges for trains. (Proposing an idea). Leah: Bridges do not make any sounds. Theo demonstrates with…
In the beginning of the school year, the EW teachers noticed the children had a common interest in creating books. They were working on their own individual books that they then placed in their file folders and took home. Reflecting on our values of community and collaboration, the teachers strategized possibilities to bring these beginning…
The children have embraced a culture of emotional support in the East Wing. When Matteo arrived in the classroom, Cooper noticed that he was having some feelings after saying good-bye to his dad and so he approached him.
Cooper: Matteo, where do you want to work?
Matteo: I like painting.
Cooper: Astrid, we are going to the easels.
When they arrive at the easels, they noticed that there was only one available. Cooper knew just what to suggest.
Cooper: I know what. We can do a partner painting together, Matteo.
Matteo: Yes. We can paint a police car.
As the children spent their morning painting, a different group of children worked in the paper house. Clarke listened to the laughter coming from the easels.
Clarke: You are so happy, guys. What are you painting?
Matteo: A police car and police bunnies.
Clarke: Matteo, you are a silly potato.
Matteo: (Laughs) Yes I am!
Cooper: Matteo, you are feeling happy now. We are happy together.
Matteo: Yes.
The children look to each other as partners in problem solving and, as in this case, they sense when another child needs their support. It shows the teacher intentions in action through how much caring and respect the children have for one another. For Cooper and Clarke, it was essential to make sure their friend Matteo felt happy. -Teacher Adriana
As we say goodbye to 2016 we are are also saying goodbye to our friend Jaimee. She has been supporting us in the East Wing and will now pursue her education at Santa Monica College. We talked to the children about her departure and they had some ideas on how we could say goodbye and…
The children confront the challenge of creating a roof for the fire truck. As they revisited their Fire Truck Master plan, they decided to test different materials. After taking measurements, they continued to brainstorm solutions to make a roof that accommodates them inside the structure. Evera: The roof needs to be tall. Matan: How about…
The East Wing Exploration Room has a constant goal of creating a track for balls. During an afternoon appointment, a group of children convened and discussed constructing a track and an abutting castle to capture the balls. Once at work, Amalia and Naia used magnet tiles to erect the castle. At the other end of…
Throughout the school, the children have been creating stories with many materials. Today, inspired by Pajama Day, we asked them what kind of bedtime story they might create. A small group met and took time hearing each other’s bedtime routines and developed a plan to combine their experiences into one story. Incorporating the use of…