Our PK1 classes were asked to reproduce a structure from a model or blueprint. It is a challenging activity that boosts spatial learning. Building structures encourages a child to test spatial relationships and mentally rotate objects in the mind’s eye. It also helps in the development of hand eye coordination. Learning math concepts through manipulation and games is the best way to make our young children curious and motivated to master a concept. Learning should always be fun!
Any grade transition can be distressing for students and their parents/caregivers, but this change is particularly challenging for youngsters (and their families) as they move from K to 1st grade. At SDFAS we help students transitioning throughout the year by building opportunities for our K to meet and work with the 1st grade students and teachers. From January till March, 1st grade and K students met once a week to sing together under the direction of Claire Selva, 1st grade teacher. Last week, our K visited the first grade classes: they sat at the desks and the 1st grade teachers explained to them how everything works. Then 1st grade and K started to have recess together. Next week they will have lunch together in the elementary lunch area.
1st grade seems now like a really nice adventure, and our K are ready!
Our PK1 & 2 classes are participating in a science challenge with the AEFE network of French school in North America. For the “défi science” they have to make 3 objects: one that shows the presence of the wind, one that shows the wind’s direction and one that can measure the wind’s strength. In previous posts, we followed their observations and experiments. Now the project is completed. Please follow the link to see the whole process and its conclusion.
It is never too early to begin to integrate academic learning and intellectual learning. Laying the foundation for the development of STEAM (science, technology, engineering, art, and math) skills at the early childhood level is critical to helping students to develop the necessary thinking and collaborating skills that they will need later.
Our 3 PK1 classes went to Chicano Park located beneath the San Diego-Coronado Bridge, in Barrio Logan. The park is home to the country’s largest collection of 72 outdoor graffiti, as well as various sculptures, earthworks, and an architectural piece dedicated to the cultural heritage of the community. Before the field trip, our students had a class museum experience: they created art pieces à la manière de Frida Kahlo and studied details of the various murals. In the park, they were divided in small groups and armed with pictures; they did a clue hunt to locate the details of their pictures in the park graffiti.
To complete their trip into the Chicano culture, our students, staff and parents volunteers had a “concha” from a panaderia for snack and stopped by Old Town for a tortilla making demonstration and typical Mexican lunch.
Our pre-elementary students are participating in a science challenge with the AEFE network of French schools in North America. For the “défi science” they were asked to make 3 objects: one that shows the presence of the wind, one that shows the wind’s direction and one that can measure the wind’s strength.
SDFAS PK2 scientists are at work: observing, making hypothesis and experimenting: They tried to trap air in bags, blew through straw to do art, and build a rocket balloon that flew across the room.
Science is fun!
Our PK1 are participating in a science challenge with the AEFE network of French school in North America. For the “défi science” they have to make 3 objects : one that shows the presence of the wind, one that shows the wind’s direction and one that can measure the wind’s strength. Today, we will not talk about the results, but more about the process: Our students started first to investigate/explore questions:
How to move a feather without touching it? They came back with a lot of solutions: blowing, slapping the table with their hands, stomping right next to the feather (mixed results with that one). Then they discovered a few tools and tried them with the same objective: moving the feather without touching it. SDFAS PK1 scientists are at work: observing, making hypothesis and experimenting. We will continue to follow their research.
Our PK2 students have been working on number recognition and simple addition. In the class, they built giant dominoes to connect symbol with quantity and add numbers. Today they were outside doing a game of dominoes. They were active in their learning, engaged and having fun. This is another example of active learning where a multi-sensory approach allows us to reach different learning styles.
PK1 parents presenting a country
Our section was an active participant of the SDFAS International Week. PK2 and K students enrolled in the Mandarin program performed on Wednesday, March 21st. The following day the Kindergarteners sang with the 1st graders in Basque. 11 Pre-elementary students participated in the “Défilé des langues” and spoke in Spanish, Swedish, Russian, Portuguese and Breton. Kindergarteners went around the world and visited the classrooms of older students who prepared a lot of fun activities related to a country. In the PK1 and PK2 classrooms, our wonderful parents presented to very curious students, aspects of their culture. It was another great opportunity to celebrate the diversity of SDFAS community!
Our K discovering Japan with the 8th grade K and 1st grade Choir
Mandarin PK2 Mandarin K
This week to work on balance, our Pre-Elementary students did a balance course, walking on a beam, using spooner boards, moving with some clip cloppers and going through some unstable obstacles.
Balance is an important building block for so many skills! In order to move safely, a child must be able to switch from balanced position to balanced position. With good balance and coordination there is less likelihood of injury, as children will react with appropriate postural responses when needed (e.g. putting hands out to protect themselves when they fall off their bike).
Using only basic symbols to represent the different parts of the story, our PK2 students created their own version of the three little pigs. They then went to visit the Kindergarteners and used their wordless book to tell the story to their friends.
Wordless books, are reading before reading: Young children are empowered to be the storyteller instead of having to listen to adults. It is also a great tool to work on inferences, and story structure: Without words, students have to rely on their symbolic representation of the story to infer what is happening next. Always in our pre-elementary program, we have to consider the fun factor of an activity, and wordless books are fun! The story is always changing and evolving each time you “read” it. Children love to create and use their imaginations, and wordless books provide an outlet for that. It’s amazing to see the ideas they have and the way they process the information. A classic story can become something quite different than the “original version”.