Ramadan 2018: Post 6- Ramadan at Preschool

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H is in her second year of preschool. Last year, we recognized Ramadan by sending Ramadan Goody Bags for each student in her class. Along with fun things and dates, they also included a fact sheet for parents. This year, I wanted to do something different for the children.

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I had the idea to visit H’s class and share a story and activity with the children. Although we have many books about Ramadan, all of our books were in English. H attends a French preschool and so in March, I began my search for a French book about Ramadan.

I found a bunch through an Islamic bookstore based in Quebec but a few of the titles were out of stock. And to be honest, I’m picky about books and wasn’t sure what I would be getting. The bookstore’s website didn’t have a preview feature so I had to judge the illustrative style and writing styles by the cover (something I hate doing because you can’t judge a book by its cover!)

I was getting ready to order when I had the idea to check a mainstream bookstore in Montreal, so I checked Renaud-Bray online and found a few titles I was more comfortable about ordering. At least I knew they would be professionally published. I excitedly placed an order at the beginning of April and waited for them to arrive. After ordering them, I also checked Indigo and found one of the titles there.

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Once they arrived and I had a look, I spoke with H’s teacher and asked if I could come in and read a Ramadan story and do a craft with the children. She was very receptive. Since H is a part of two different preschool groups, we decided that I would come in to work with the older group (there were also less children) and her teacher would essentially copy the program for the other group. Better yet, I was able to bring Y with me so I didn’t have to figure out child care.

I asked H if there were other things about Ramadan she wanted to show her class. She wanted to show her new prayer rug and hijab as well as some of her Ramadan books in English. I also packed some dates and kufis.

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I shared the stories with her class. I say share, not read because it was more about giving them some basic information and showing photos/pictures while pointing out interesting things.  And I’ll be honest, my French is pretty rusty right now so I could explain so much. Fortunately, some of the educational aids that were in that day were able to better explain things to the children.

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I was surprised at how attentive some of the children were – it was the same children that I often see running around and “not listening”. They were intrigued and had lots of questions and wanted to do things like try dates (they aren’t allowed to because of school policy around food) and try on kufis. They sat and focused beautifully as they decorated their lanterns.

 

I wouldn’t say that they necessarily understood too much about what Ramadan is. But that was never the point. For me, it was more so that H feels a sense of belonging and confidence in sharing her life with the people she interacts with, even if it’s different. H decided to wear traditional Indian clothing to school that day to show her friends the kinds of clothes she may wear in Ramadan/for Eid.

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I left all of our Ramadan books and leftover supplies with her teacher to do the activity with Friday’s class. That class does have other Muslim children so I’m curious to see what they (and their parents) will make of it. We have something else planned for the adults at the centre later in the month.

Just a note about the books: “Ramadan” was a non-fiction book with dated photos but the text was simple and it was a good fit for her class. It provided a good overview. I just wish the photos were better quality/more recent. “Raconte-moi le Ramadan” was a fictional story but it was too advanced for her age, and I felt like it was overly religious to share in a public school setting. The illustrations were beautiful though.

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Ramadan 2018: Post #5 – Community Collaboration

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One of my favourite things about Ramadan is the sense of community that can be felt. Greater than your weekly lift at Jummah but not quite as magnificent as Hajj, connecting with others during Ramadan is a beautiful annual tradition.

Enjoin Good, a local grassroots organization has been active since 2007. Their two main projects are the Orphan Sponsorship Program and the Food Hamper Project. They use the latter to provide basic food items and necessities for families in need. They run multiple drives a year and provide volunteers with the opportunity to contribute to various stages including donating money, going grocery shopping, packaging the groceries and delivering the food hampers.

Their most recent drive served roughly 180 families and took place the weekend before Ramadan started. It was a great chance for people, including families with young children, to volunteer together to help ensure that struggling local families can also break fast with hearty meals. Since many organizations require volunteers to be at least twelve years of age, this was a great avenue to do it as a family. Even Y, who was just shy of his first birthday at the time, joined us!

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Many parents opt to bring their babies and children with them in the cars during the delivery part, but the packaging step is also a great way for little leaders to get involved, assuming the children are accompanied by an adult for supervision purposes.

H had the chance to participate in this stage, and now that she’s older, she can remember the experience and also make observations. Not only did she love using her “strong muscles” to move items, but she delighted at the connections she made with older children who looked out for her and played big sister/brother roles (the organizers did a great job assigning older children to assist younger ones).

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She was mesmerized and inspired by her uncle who was one of the key organizers in making this happen. Later that night she confided in me that she wanted to be a leader, just like her uncle. She also wanted to have a laptop like him to do “very important work” although she admitted that she wasn’t quite sure what this very important work was.

Naturally, as a parent I wanted to foster this sense of self. I asked her if she wanted to be a leader during an upcoming play date we would be hosting in Ramadan, and she enthusiastically agreed.

This year, a fellow mother from a Mom’s group I’m a part of had a wonderful idea. She proposed taking turns hosting play dates during Ramadan so that our children could get excited about the month and we could get some time to engage in some remembrance and reflection. This sacred time is one that many mothers of young children are left craving, and yes, while caring for our families and helping raise the next generation also qualify as acts of worship we will be rewarded for, nothing compares to having ten uninterrupted minutes to connect with the Book of God without having to worry about everything else that needs to get done.

H is at an age now where I realize how important it is to spend time with other Muslim families since she doesn’t interact with any in her day-to-day life. Even as a Muslim, Islam and what a Muslim lifestyle looks like still needs to be normalized for her.  I want to broaden her perspective of who can be Muslim- how Muslims dress and look, what kinds of names they have and where we see them. I thought that connecting with the moms in this group would help with that.

In her capacity as leader, H decided that it could be a dress-up play date (this was an idea she had even when we were initially planning for Ramadan) but she was quick to add that “they [my friends] don’t have to dress up if they don’t want to.” Not to say that she wasn’t delighted when Batman showed up. She decided she wanted to make Ramadan cards during the play date and the night before our play date, she made an example card. She was asking me how to spell Ramadan and then quickly realized it was already written on the banner. “That’s okay mom, I can do it” she told me. I was so impressed by her resourcefulness.

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The next day our home was filled with 6 adults and 12 children (4 of which were babies). H started off her explanation by saying, “I’m the leader so make a card and ask me if you need help.”

Given that the purpose of these play dates was to give moms some downtime to reconnect with Ramadan, we made the cards an open-ended process, meaning there was no template they needed to follow. There was a variety of stickers/shapes that could be glued along with some other basic supplies so children could make unique pieces.

The results were gorgeous!

These two events were a wonderful way to welcome Ramadan in collaboration with other families. As a stay-at-home-mom who misses regular adult interactions, this was not only a great learning opportunity for my kids, but a great way for me to connect with others at the start of Ramadan. May God accept everyone’s efforts and continue to allow all of us to serve others.

For more information on the Food Hamper Project, or to get involved, check out the website or Facebook page. Donations can be made there ahead of their next drive on June 10, just in time for Eid.

Ramadan 2018: Post #3- Decorate!

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We don’t really have annual decorations that we use in Ramadan. So far it’s been mainly homemade items that tie into some other area of learning or craft projects. But as the kids get older, I suspect more of a theme will emerge.

Like many adults, I swoon at the beautiful colour schemes and minimalist Ramadan decor that has taken the Western Muslim world by storm. But I know that that just wont work for my family right now (given the type of space and furniture we have and our children’s ages). We very much advocate for them feeling like this is their home too so as tempting as a magazine-inspired spread is, we aren’t there yet. Everything that’s up in our house is intentionally there- there is a story, a deeper meaning, a specific learning that happened. So I take a deep breath and let go of my expectations and do what I typically do: I consult H and then we collaborate.

The Monday before Ramadan started, we began to decorate. The first thing we did was add to our calendar. I created our Ramadan calendar 3 years ago and we have been reusing it since. It’s made from foam board, felt and a glue gun. I typically use cards made out of card stock or cut up cue cards and draw pictures on one side (because visual literacy is important and helps children make connections to text when they’re ready). Typically, the cards have activities or tasks, often linked to caring for others. As the kids needs change, I will also include more specific learning like Quranic ayat and hadeeth. See how we have used it in years past here and here.

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This year, H and I decided to make a dome. I cut out the shape from cardboard for H and she painted it. She initially chose green and then changed her mind when she saw the gold paint. I said she could add glitter to her dome so she chose purple glitter.The newly minted dome definitely gave the calendar a lift.

I had a DIY banner lying around that I had previously purchased from Dollarama. H helped me punch holes. I added yarn (we didn’t have twine or rope on hand). I was getting ready to write letters when H reminded me, “I know how to do letters!” so she ended up writing the letters I dictated. The “D” is upside down because the paper was upside down when she was writing it (I was chasing after Y in that moment).

The perfectionist in me wanted to micro-manage how she drew the letters (heck, the perfectionist in me wanted to do the letters myself!) but the educator in me rose above and recognized how meaningful and empowering it would be for H to do this herself.

I cleared H’s past artwork off of the toy shelf after asking her permission and we added some lanterns. I decided to to add some prints in some new frames I had lying around the house. (I did a Google search for free images and downloads because I didn’t feel like I had the time to browse more and pick one out but I plan to do so in the future).  She chose to add the glass candle holders and flower candles.

H has been reviewing the Arabic alphabet for what feels like years. As a fun way to review her letters (and for me to seriously assess how well she knows them) I included a little chalkboard. Each night, I write one of the 28 letters on the chalkboard (in a random order). I include a corresponding block and in the morning, H can tell me what letter it is and she attempts to draw it in the small sand tray I’ve incorporated into that space. We haven’t been very serious about learning Arabic but I do feel she’s ready to take it up a notch.

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We also have a lamp that we’ve been hanging decorations off of, including some of H’s past and present creations. This is Y’s favourite section as he loves to hit the hanging decorations and watch them sway.

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Lastly, I gathered all of our Ramadan related books and put them in H’s Ramadan basket from last year so we could easily find them.

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Decoration for us is going to be an ongoing thing this Ramadan. As we create more and more things, we will integrate them into our decor. I’m curious to see how the space will look by the end of the month.

Ramadan 2018: Post #1 – The Plan

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The Ramadan experience this far has been quite different than years past. H is 4.5 years old and has a lot more input and ideas around what we have been doing.

The first thing we did, back in March, was start brainstorming for Ramadan. We used a web to plot ideas. Our web was a combination of things both of us suggested.

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While I did all of the writing, I gave H a chance to practice fine motor skills by drawing the lines to connect the ideas.

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Later, information from that web along with some ideas from books was compiled into a word document.

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Then that word document was plotted onto a blank calendar template.

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And then this was used to make cards for her Ramadan calendar. I’ll post more about that soon.

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One of the reasons we started planning in March was I knew I’d be busy the month leading up to Ramadan as my parents were planning on visiting. This was actually a much better approach for me because with two kids now, running around last minute is much trickier.

And it must be stated that this is just a plan! Life happens and we are open to making adjustments as required.

Creative Storytelling using Magnets

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About 3 years ago, when I was first introduced to the world of Facebook buy and sell groups, I came across a product that essentially changed the way I thought about storytelling. I put in a bid for a math game called “Ten Little Penguins Stuck on the Fridge.” I knew there would be some time before my daughter, then about 1.5 years old would be able to play with the product in the way that it was intended, but I saw different potential for those magnets.

Résultats de recherche d'images pour « 10 little penguins stuck on the fridge »

Photo from earlygeniuses website

Around the same time, I started designing the space that would become our playroom. I opted for a blackboard wall where I saw future creativity blossoming. I wanted the wall to be magnetic so that it could be used in different ways. I thought ahead to a time where one day, my children, could stick word magnets on the wall as they learned to write and create poetry.

Because of the way the wall was made, it wasn’t as magnetic as I was hoping, but it still worked with light magnets, like the ones from the penguin game. My 2 year old was ecstatic as she started creating stories on the blackboard wall.

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Encouraged by her enthusiasm, I pulled up a Microsoft Word document and asked her what other magnets she wanted. We sat together, finding pictures and using dollar store adhesive magnet sheets to create custom magnets that she could use for play and storytelling.

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The following year, I started seeing magnets at the dollar store: bunny magnets at Easter, Cinderella dress up magnets so I started collecting them to add to our collection. I continue to keep my eye out for magnets and we still continue to create some at home.

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Our blackboard wall has been used in a number of ways.

It’s used for for decor:

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It’s used to hang posters and for planning purposes:

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It’s used for mark making, drawing and literacy:

 

It’s still used for storytelling! Now that H is 4, she uses it in a collaborative fashion, often creating stories with me as we use both chalk and the magnets to create our stories.

 

Y also loves sticking magnets onto the wall. I anticipate creating a new set of magnets for him as his language skills continue developing.

 

Even if you don’t have a magnetic wall or whiteboard in your home, fridges and dishwashers work great!! This is a great option for my kids when I’m cooking and they want to be close by.

 

 

For a more portable option, using a cookie tray works well. My daughter uses this when we travel or when she wants to play with magnets in her bedroom.

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Arts, Crafts and Nurturing Creative Development in the Early Years – Part 1: Mark-making

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As a parent, I’ve found that one of the most challenging things is being patient as your child’s skills and interests emerge. It’s tempting to overwhelm them with all of the things they could be doing instead of meeting them where they are at.

I wouldn’t describe myself as an artist, but expressing myself through the arts is something that I enjoy. Early on, I recognized H’s beautiful imagination and her knack for patterning and dramatic play but I noticed she never seemed very interested in drawing or colouring.

Over the years, I gave her opportunities to draw and mark make (mostly with paint) but I never really pushed it. I knew that the environment was a big factor in how she approached art, and while ideally, I’d love to have a studio space in our home, that is far from coming into fruition.

A few months before she turned 3, she spent 6 weeks in a Reggio inspired preschool setting and she absolutely loved it. She still wasn’t as “into” art experiences as some of the other children, but I did realize there was a seed there, and it just needed time and the right type of care to foster it.

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I knew that the chances were very high that any preschool/future schooling she attended would not have a good art program. In fact, traditional daycares and preschools are notorious for pushing traditional crafts on children. While there is nothing wrong with crafts in and of themselves, they do not replace art. Here is a very simplified explanation:

Art is a process. It focuses on expression and what is beautiful to the artist. Only the artist can determine if it “turns out”. It’s deeply personal and has meaning. It can only be explained by the artist. There is no right or wrong or good or bad. The same materials manifest multiple different ways. For example, a group of eight children given the same materials will probably process that material differently and an outsider will see eight distinct works. Conversations about art might include dialogue like “Can you tell me about what you are doing?” “I notice you are using…”

Crafting is often about the product. It usually does not come from the child but instead from someone in an authority position or sometimes a book who subtly or overtly dictates what is important. Children have a standard that they are trying to meet, and anything that differs from the standard is somehow deemed “bad” “imperfect” or “incomplete”. Even if an adult doesn’t explicitly comment on the craft, children may feel discouraged because their crafts don’t look like the prototype. The unspoken value of craft often become perfection, uniformity, and just following directions. Conversations focus on “what did you make?”

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H picked out an animal crafting book from the library and chose to make a family of penguins to reflect her own reality (instead of a single penguin like in the book). She made minor changes, like giving some of the penguins two different-sized eyes because she liked it better that way.

As an educator, one of the first things I do when I walk into any childhood setting is scan the walls for children’s artwork. If it all looks the same, a part of me dies. I don’t want to send the wrong message: H attends such a preschool – children often engage in crafting and making “gifts” for their parents where everything looks the same. It lets me know that at home, I need to make sure I give her the opportunity to engage in more open-ended art experiences.

Here is a look at H’s journey with drawing. Most of the past photos are inaccessible to me at the moment as they are stored in my laptop which is not working. The collection of inaccessible photos also includes process-based work from when she was younger.

EDIT: The photos below were up in our house so I took photos of photos to share with you. They were taken between 10-28 months. One of her earliest mark makings was outdoors with sidewalk chalk. The fat chalks were easy to hold and there was no mess indoors. I also wanted to highlight that mark-making can happen outdoors (here it was in the sand and snow) and often turns into a sensory experience, especially with younger children.

In October 2016, H was almost 3 years old. This is one of the first pictures I remember her drawing that was understandable. I had been drawing her attention to human features around this point of time. She drew a picture of me. I believe that circle around my head is “curly hair” (which I do not have but she did). She quite amused at drawing herself with curly hair that swirled around her face.

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These are her drawings from a few months later (you can read more about them here).

 

 

She was never one to enjoy colouring in colouring books (I never bought her any but she did have a collection she received as gifts from various people). And to be honest, she wasn’t “good” at it. I never wanted to be one of those parents that told her to colour in the lines because I didn’t want to limit her and undo her natural creativity from the onset.

Her lack of interest in mark-making may have stemmed from it not being satisfying for her. I noticed that she didn’t enjoy crayons but did enjoy paint and markers (probably because they actually left marks when she used them). *Sidenote: Using crayons is encouraged because you have to push harder and children develop muscles and control they may not with something that is “easier” like markers.

She also didn’t have the pincer grip (the correct way to hold a pen) down. I wasn’t sure if it was something I should teach her or just let her come to it on her own. So for the most part, I backed off. I’ll be honest though…I was nervous. I saw one of her same-aged peers who attended a montessori program colour exceptionally well within the lines. She had perfected the pincer grip at an early age. But I’ll never forget one day when she shared her work with me. It was a small colouring book- 8 pages of the EXACT SAME PICTURE of a bear. I was so confsued at first, and then I realized that in each page, she had coloured an isolated body part. I quickly realized that this is how the children were taught to colour in this particular program…”on page one, colour the ear; on page two, colour the arm…”  I was mortified. (EDIT: this activity was not used to teach colouring but to review previously taught/learned knowledge. I still believe that it required precise colour skills) Side note: if any of you have experience with the acquisition of colouring skills in the Montessori method, please comment with your insight!

Please understand that I’m in no way implying that traditional art doesn’t require specialized knowledge, technique or skill- it definitely does. But at three years old, I believe that our thinking around children and “art” should centre around creative development and expression.

Around the time that she was 3.5 years old, I decided to buy some oil pastels for her because they would leave marks easier than crayons, but I was hoping the new medium would be engaging. I remember that the first time I presented her with them, she resisted. So I did what we, as parents do when faced with such circumstances. I started drawing with the pastels. This peaked my daughter’s interest. I rememeber the first thing she draw. On a piece of black construction paper, she carefully selected seven different colours and drew horizontal lines then wrote her name. “This is my rainbow.” We were both proud and excited. I knew this was going to be the beginning of something.

As the year went on, I saw her more and more interested in drawing and colouring (in colouring books). Perhaps as her fine motor control improved and things started looking more the way she was intending, she became less frustrated. Perhaps it was because she befriended a girl at school who also enjoyed drawing. Perhaps it’s because she now had more of a narrative to share. Perhaps it was because now, she was developmentally ready.

Here is a family photo she drew in September or October.

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Here is one she drew in January. It’s surreal to me how much detail she has started reflecting in a span of 3-4 months.

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“Papa has buttons on his shirt. Mama is wearing a hairband. I have long hair. Y is wearing a bowtie.”

In mid-December, we went to go see a “Wizard of Oz” play.

 

 

A few weeks later, she started drawing characters from the play.

 

 

In early January, she wanted to draw together. I quickly drew a “yellow” brick road, which she soon turned into a “rainbow brick road”. She drew Dorthy and used stamps to create the field of deadly poppies.

 

 

A week later, we decided to stay home from preschool one day and H wanted to draw together. We used the packing materials from a recent furniture delivery. She wanted to draw together so we decided to draw trees.

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A few weeks later, she drew this abstract picture of a cat. This was the first time I had seen her draw a non-human form. She was working meticulously on this “cat for mama”. This also happened to be the first incident I saw her get emotional over her art. Her same-aged cousin decided to take the picture (without permission) and engage in her own creative process (use a pencil to poke holes and make shapes like circles). There was a serious emotional meltdown that followed. In the four years I’ve parented this child, I’ve never seen her so angry. She had nightmares and held a grudge for a few weeks. There was so much more going on for her than art- this was an extremely socioemotional experience for her. The two eventually made up and I know her cousin was not being malicious- she was just a child experimenting with her own creative processes and testing her limits.

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At the beginning of February, H had a “bring a toy from home” day. She brought in a stuffed Elsa doll a friend had passed on to her a few weeks before that. She came home with this drawing of Elsa.

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Earlier this month during free play, she drew a family of sunflowers and explained the details to me. “This is the Papa Sunflower, Mama Sunflower, H Sunflower and Y Sunflower. These are the stems and here are the seeds in the soil.” It wasn’t until a few days later when I learned they were growing sunflowers in their classroom (which is where this sudden interest and detailed understanding stemmed from).

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It was evident that her technical skill was definitely improving. Here are some of the things I did to help postively influence her relationship with art and drawing:

  1. When she said she couldn’t draw something and asked me to draw it, I rarely did. I didn’t want to reinforce the message that she couldn’t draw. Instead I’d ask her to think about what she wanted to draw and think about what shapes it had. If she couldn’t remember what it looked like, we looked for the object in real life, or looked up a photo.
  2. I told her I would not draw for her, but I do accept her invitations to draw together. There is something beautiful to be said about collaboration.
  3. I encourage her to think about possibility (see the post on “Beautiful Oops” here). Similarly, here is a box we were using as a tunnel for Y. To help pass time, I suggested we try to transform the original text on the box into something else. I turned the barcode into a truck. She turned another barcode into a submarine. I turned the P into a snowman’s hat and the 2 into a goldfish.

 

 

In a future post, I will share some specific exercises/games/activity ideas that can be done with young children to foster their creative development.

Allowing for more art/creative experiences is definitely something I would like to incorporate more into the kids’ lives. I think it will be my next  challenge as an educator to give some more thought to how I can do this.

Ramadan 2017 – Post #8: Sharing Ramadan with Classmates

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A few months after starting preschool in December, H expressed interest in wanting to invite all her school friends over, have a party, and celebrate with friends. I suspect that this desire was sparked by becoming more familiar with the idea of birthdays through cartoons and real-life experiences (attending other children’s birthday parties). Since her birthday falls in November and we have so far been pretty minimal about how we celebrate, I told her that we could do something for Ramadan. Now i knew that by the time Ramadan rolled around, I would be pretty freshly post-partum so I went from entertaining visions of healthy, beautifully-crafted fruit skewers, to rice krispy treats shaped like moon and stars to good-old-fashioned treat bags when the reality of post-partum life with two kids, my mom leaving and Ramadan hit.

While we still might get around to the first two ideas for another group of friends during Ramadan/for Eid, I realized they weren’t going to work for H’s school setting as the fruit wouldn’t preserve well and I think there’s a school policy around bringing in homemade food. So instead, we decided to make treat bags that included some store bought treats (granola bars and “fruit” snacks) and included some novelty items like bubbles and tattoos and dates of course. Since nature of goody bag didn’t scream “Ramadan” , I included a “Ramadan Fact Sheet for Parents” inside the bag as well as a simple message in English and French on the outside for the children (thanks to my dear friend Lynn for proofreading the French part!).

Creating and assembling the bags was a process for H. We divided it up into multiple steps and I heavily involved her (I believe that if my kids want to do something, they need to put in the effort!)
Step 1: We used dollar store paper treat bags left over from a past event and brown paper bags. We didn’t have enough of either type so we used both kinds. We decorated one side of the bags with stars and moons. To do this, we used a start-shaped cookie cutter and a sponge, roughly cut up in the shape of a moon, to stamp with using paint. H chose the paint colours. We let the bags dry overnight.
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Step 2: I typed up, printed and cut the message from H and she glued it to the back of each bag. This allowed her to practice using a glue stick.
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Step 3: We filled the bags one early morning while we slept over at her grandparent’s house. Since her cousins were still sleeping and I was trying to to discourage her from making noise (the whole house tends to sleep in during Ramadan). I held baby with one hand which meant it was up to H to really fill the bags.  H carefully chose a bag for each classmate and decided which colour of bubbles and which tattoos each friend should get. I was surprised at how quickly she memorized the quantity of items to put in each bag. We slipped each friend’s name tag inside their bag so that I could finish off the bags at a later time.
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Step 4: I finished off the bags and we transported them back to our house. H took the bags to school and proudly distributed them. We made a list of other friends we wanted to give Ramadan bags too. I explained it may not be possible to make bags for everyone right now but depending on how things were around Eid time, we may be able to share some more things with friends we have missed. Regardless, I was pleased to see how caring and inclusive H is!
This process, which spanned a week, not only gave H the opportunity to practice fine motor skills through stamping, gluing and filling, but also allowed her to work on numerical concepts such as collecting, sorting, sequencing and distributing and contribute to socioemotional development as she got to connect her home life to her school life. She was able to share an aspect of her life that is important to us in a setting where it isn’t discussed (public preschool). She had the chance to do something nice as she thoughtfully created the bags and selected the contents and share them with friends- this was her favourite part! I was actually not planning to add names to the bags (I figured it was more work for her teacher) and randomly select who got what, but H insisted she wanted each child’s name on a bag. This demonstrates the joy and pride children feel when something is made especially for them and the joy and pride they feel in being able to do that for others. I hope H is always this excited and secure to share her identity and experiences with others.