Hands on Patterning and Loose Parts Play

Standard

For the past few months, I’ve noticed H has been showing an increased interest in patterns (which she so endearingly pronounces “pattrins”). She points them out in clothing, when we walk outside, in food and in her play.

While she still has a simple understanding of patterns, not having quite realized the full definition or complexity of what constitutes a pattern, she shows pride in being able to recognize them.

To deepen her knowledge and understanding, we’ve read these books which are part of my personal collection.

image.jpeg

I’ve been wanting to give her a hands-on way to create her own patterns and further investigate the concept. This morning, I finally set out a very simple activity for her on the still-crumb-covered kitchen table. By sharing how our experience unfolded, I hope to show you all the potential of loose parts (basically collections of items that can be used in many different ways).

I provided a tray that had two elements: dried kidney beans and yellow crystals. Originally I was not planning on prompting her and just wanted to see what she would do, but I thought some guidance might help, so all I did was ask her, “Can you make a pattern?”

image

I was pleasantly surprised by her attention to detail as she carefully ensured the kidney beans and the gems all faced the same direction (she turned the kidney beans so that they would all be vertical and placed the gems on the widest side).

image_1

When I saw that she was able to successfully create a pattern with two elements, I introduced a third: pink milk jug lids. She adjusted her pattern to incorporate these.

image_2

When she could no longer reach one end of her pattern, she started working at the starting end. It was interesting because she did not know how to reverse the pattern since she was working in the opposite direction. I had to prompt her with saying the pattern out loud in the opposite direction – by drawing her attention to this fact, she was able to extend her pattern in the opposite direction correctly.

I was further impressed when she created a little game. She removed the milk jug lids and asked me, “What’s missing?” I said, “the lids!” and she said, “You’re correct!” She proceeded to removed the beans and then repeated her question.

image_3

She then undid her pattern and started arranging the parts in shapes saying things like “I made a square! I made a circle!”

image_4

After making shapes she decided to sort the pieces on the table and said “My bean collection is all done!” Even though I haven’t used the term “collection” in my dialogue with her, I marveled with what an intuitive term it was for a three year old to be able to refer to her loose parts as “collections”. After separating the three elements, she proudly exclaimed that she had three collections.

image_5

H really enjoyed playing with the loose parts. She looked at the tray and noticed there were empty spaces so asked me for more. I went on a hunt around the house trying to find a jar of pennies I knew we had somewhere but was unsuccessful. I returned after ten minutes half-hoping she had lost interest, but she hadn’t. She was still sitting there. I checked the pantry and gave her some raw pasta and a pouch of blue beads. She happily announced that she had five collections and then said, “I’m mixing them up. They are having a big party. Tada!”

image_6

After this, she loaded the tray back up, sorting the loose parts and said something about the parts going for a train ride. She noticed that one space was still empty so again asked for something to fill the space with.

image

At this point it became clear that her play was transforming from being a mathematically inclined activity to open-ended dramatic play. She said the parts were soup for her friends that were sick. I offered her a pot and wooden spoon which she gladly accepted. She added blue beads to the pot commenting that they looked like rice.

image_3

She asked me for some bowls for her soup and went on to pour some “soup” and feed her stuffed toys. She declared that they felt better after eating the soup but still needed to rest.

image_5

When she was done playing, she resorted the pieces and left the tray on the floor. Seven hours later when she woke up from her afternoon nap, she approached the tray again and this time, mixed various elements in the pot. She poured the soup into the bowls and let her friend Lammie have a taste. She also fed me with the wooden spoon and then pointed it at my stomach so that Baby could get a taste too.

Loose part play is promoted by play advocates all around the world. It’s something my daughter really enjoyed in her toddler years. Unfortunately, I haven’t been able to provide as many opportunities for it as I would have liked this past year (however it’s always in the back of my mind). By looking at how her play evolved over the day, I hope that you too, can see the value, depth and potential of this type of experience. She started with something more structured (but it was still based on her interests and initiative) and explored patterning, sequencing, geometry, counting, sorting, fine motor development, language and dramatic play. I’m curious to see what she will do next and how a broadening understanding of various patterning sequences will translate into her play.

 

Advertisements

I Like Pumpkins- Post #6: Numerical Connections

Standard

When you read up on early childhood education (ECE), there is a lot of talk surrounding literacy and numeracy (I intend to do an overview of ECE jargon in a future post). Numeracy, in a nutshell is being literate about numbers. While traditionally there has been a big focus on mathematics, we know that children can start understanding numerical concepts at a very early age, and that deep understanding of concepts will hopefully lead to better success with mathematics later in life.

I am more inclined towards language arts so the way that I interact with H in our day-to-day life naturally highlights those aspects. Numbers and math do not come as naturally to me so I have to make more of an effort to think about how I can incorporate opportunities to focus on those elements. With this activity I wanted to deepen H’s counting skills and introduce her to measurement.

H has never done a worksheet. You have to understand that in the way I was trained, worksheet is almost a bad word. So I designed my own “worksheet” (I use the term loosely here) as a way to not only improve upon her (visual) literacy skills, but to provide a place to record information.

I chose three everyday objects and drew a quick picture of them. Instead of telling her what the objects were, I asked her to identify them (she thought my pen was a crayon and that’s okay). I asked her to find the objects in our house and bring them back to me. This was a fun mini scavenger hunt and in an attempt to introduce more french into our day-to-day lives, I shared the french names of the items with her.  We then used pumpkin seeds (our unit of measurement) to measure length.

image

We had a conversation around what is longer or shorter; whether more seeds were needed or less and the consistent orientation of the seeds. H really enjoyed this experience and wanted to keep measuring. So this time I asked her to identify three objects she wanted to measure. On the back of the sheet I quickly drew them and she started measuring.

image_2

I took a more hands off approach, curious to see where things would go. She ended up measuring around the fish and the pom pom so I introduced words like perimeter and circumference.

If you were to ask her what those words meant today, she would not know. But by labelling things then, I have created a tangible memory she can refer back to the next time those concepts come up. Also, by adding a physical/sensory aspect to math and counting, it has impressioned her brain differently than simply talking about numbers (an abstract concept) would.

Ideally I would have left the container of seeds for her to explore on her own in the coming days, but I ate all of them. Blame the baby.