Shadows in the sunlight

People, Places,Things and Events.  Shadows in the Sunlight   Shadows in the Sunlight

                                                                                                        Teacher Mavis...`that is the shadow that the sun makes of your hand.

R, said `Look I can see my hand in the sun, look at my hand.   

`Look at my hand.’ said S.

Teacher Mavis …`yes I can see your shadow too, S.’                    

`Ha ha  ha  look at me too, my hand is there.’ said T.         

Teacher Mavis… `that is a good shadow T.’                                                                           Teacher Mavis… `that is a pretty shadow R, `well done.’  

 R. giggles,`the sun is still shining on  me. ’                                                                                    M… `ha ha ha  I can do it too.  Look at my hand in the sun.’                                                    Teacher Mavis… `this is fun and everyone has made good shadows, well done to you all.’

The children were experiencing something new and interesting; they all wanted to have a turn at finger shadowing. Te Whāriki suggests that “Children should experience an environment where their play is valued and meaningful learning and the importance of spontaneous play is recognised (Ministry of Education, 1996, pg.84).   Children need to try things out to be able to fulfil their curiosity and to explore the natural elements around them; the elements are important and valued ways of learning.  We decided to extend on our observations on the children making shadows and go out side and take photos together. 

                                                      

Using Information, Communication and Technology, by “taking photographs to construct text that the photographer, who cannot read and write in the conventional sense, can read and revisit” (Ministry of Education, 2004, p.6).  I found this great for providing documentation records of children’s progress of learning and development, and child initiated play information for their journals. Documentation taken on children’s work is evidence of the experiences they participate in and as Helm and Katz explain “comprehensive, good-quality documentation of a project can provide evidence of children’s learning in all areas of development; physical, emotional, social, and cognitive”(2001, p.66).  We will extend our experiences of light because light it is much more than the sun shinning, light is colour that the children use everyday when they paint and (role play) dress up.   Malaguzzi,(2006) States “there are children, even after they grow up and apart from a few fleeting personal sensations, who continue live immersed in light almost without being aware of it or seeing it”(p.61).  Colour makes up a great part of our lives and are elements to be enjoyed. 

References

Helm, J., & Katz, L. (2001).   Young investigators the project approach in early years. New York: Teachers College Press.

Malaguzzi, L., (2006). 1 CENTO LINGUAGGI DEI BAMBINI / THE HUNDRED LANGUAGES OF CHILDREN.  Italy:  REGGIO CHILDREN S.r.l.

Ministry of Education. (1996). Te Whāriki: He Whāriki mātaurangi mō ngā mōkopuna o Aotearoa.  Wellington: Learning Media.

Ministry of Education. (2004). Kei tua o pae: Assessment for learning: Early childhood exemplars. Wellington: Learning Media.