Please give me Credit when you make the item. Thank you. Make sure you sign up on the comment page if you would like updates on new patterns and products.. Easy Beanie Hat.
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This is a two tone hat, using one color for the ribbing and other color for the hat. It can be made in solid color..
To start off chain 8, sc in second chain from hook and in each chain across, total of 7 sc. It can be made in solid color.. To start off chain 8, sc in second chain from hook and in each chain across, total of 7 sc. Sc in the ends of each row all the way around, NOTE: now and through out you will be cont. So you will sc in FL only in the cont.
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Repeat this for Apr another 11 rows than you will fasten off. Turn the hat inside out and than weave yarn through the last row and than pull together tight, and tie, than finish sewing for extra security to make sure the hat is closed off with no middle hole showing on top.. Rnd Ch 1, sc in same stitch, sc in each around, Join Fasten Off.
Elizabeth has graciously offered to give away an autographed copy of her new book to two lucky bloggers.
All you have to do to enter is leave a comment below with your name, email address, and a fun suggestion for using the book in your classroom. The giveaway ends Tuesday night January 20 th at midnight. So here are a few square cat funnies in honor of my two favorite cats- Sophie and Maggie! Larremore at PM 87 comments. Labels: animals , books , friendship , letters , nutrition , plants. I recently attended a one-day workshop on Reggio Emilia. That sparked my interest in how to make the Reggio way work here in the United States and in learning more about how the classrooms I work with could be Reggio inspired.
In my quest to learn more about ways to apply the Reggio Emilia philosophy to early childhood practices and classrooms I read the book More Working in the Reggio Way. More Working in the Reggio Way was a quick and easy read and allowed me to easily apply Reggio-inspired thinking to the early childhood education system we have here in the United States. The book offered easy to understand explanations and descriptions of the basic tenets of Reggio-inspired practice, as well as suggestions for addressing and reflecting on the challenges of bringing Reggio-inspired practice into American classrooms.
Children develop along a unique timeline. We must leave behind the notion that all children evolve in an orderly fashion and in the same sequence. Adding "Reggio" objects to the environment does not make a Reggio-inspired program. Objects should be added to the environment based on the children. Emergent curriculum is not just free play. It requires intentionality on the part of the teacher. Placing materials in the environment and leaving children to simply explore them without some type of to and fro interaction can only go so far.
Giving young children more freedom is not a bad thing. A significant tenet of the American education system is the attempt to completely or greatly control student behavior and choice. More rules do not solve all problems, but rather rules should result from a demonstrated need or condition. With each challenge that Wurm addresses, she offers ideas for how the American classroom teacher can apply the Reggio tenet to his or her own classroom.
I have now gone back to read Wurman's first book Working in the Reggio Way: A Beginner's Guide for American Teachers to gain an even clearer understanding of the way to bring Reggio-inspiration into the classrooms I am working with. I am excited to say that I have a copy of More Working in the Reggio Way to give away to one lucky blogger. This book has been such a great and inspiring read that I am super excited about sharing it with someone. All you have to do to enter is leave a comment below with your name and email address in it. The giveaway ends Saturday, December 6th at midnight.
In in my search to learn more about incorporating Reggio-inspired practices into the American early childhood classroom I have also created a Reggio-Inspired Pinterest board. You can check it out here. Labels: Reggio Emilia. Sunday, November 16, Creating the Block Center. This post is part 2 of a series of posts about learning centers. This post will focus on the block center. I have repeated the general guidelines for setting up centers from the initial post.
If you would like to read about creating an art center, then click here. Setting up Learning Centers Organizing, developing, and carrying out centers is an extremely complex task and one made of up many layers. When the work is put in up front and centers are well thought out and planned for, they can run smoothly and offer great academic, social-emotional, and developmental value to an early childhood classroom. These are a few of the resources I have used over the years to assist me in implementing learning centers with young children.
Every learning center should contain materials that are displayed in a neat organized and attractive manner. Materials should be on display on low, open shelves that are within reach of the child. Materials, activities, and equipment should be stored in their own containers. Label each storage container with both a picture and words written in the correct mix of capital and lowercase letters. Designate a special place on the shelf for each individual container with a corresponding label.
When setting up your room for learning centers, consider whether you will be able to visually manage activities in all of the centers from wherever you are in the room. Look at the way centers are arranged in relationship to one another. Your students need to be able to moved freely from one center to another without disrupting the work of other children. Clearly define the space in each center using small area rugs, colored tape lines on the floor, or by arranging shelves and other pieces of furniture to create and define center boundaries.
Children's Melissa & Doug Magnetic Chalkboard/Dry-Erase Board 16" x 12" x " - letfichicre.ml
Label each center clearly with center signs that include words and pictures that define that particular learning center. When young children build with blocks, they learn about mathematical concepts such as quantity, size, shape, and number. They become mindful of scientific principles such as the force of gravity and the operation of simple machines such as levers and inclined planes. They learn to think, plan, and problem solve as they work with others and their structures take shape. Oftentimes, the block center is one of the first ones early childhood teachers get rid of or don't use, when, in fact, it may be the most important center of all.
Block play gives children opportunities to create, cooperate, and communicate with others. It supports social learning through children working together to share materials, space, and ideas. It supports literacy development when children "write" signs and "read" task cards. Hand-eye coordination and visual discrimination are strengthened when students group blocks that are the same size and shape at clean-up time. Almost anything skill you might want to teach a young child can be taught through block play.
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You will need a sizable area for your block center. Ideally, the blocks center should be in an out-of-the-way corner of the room where there is little foot traffic. This will prevent problems that occur when children passing by bump into structures that have been built with time and care. Block building is encouraged when children can quickly see the shapes and sizes of blocks that are available for building. When blocks are in a bin it sends children the message that the space lacks a sense of order and that things can just be dumped out without order or purpose.
This is a great example of labeling and sign making from Learning and Teaching Preschoolers.
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Check out this great post about block play by You Clever Monkey. Click here. Click here for a task card freebie from Kindergarten Lifestyle. Use construction paper to create a pattern of each block by tracing around all of the different block shapes and sizes. You can also use a copy machine to scan and make a copy of each block shape and size. Use clear packing tape to attach the outlines to the shelves. Very young children, who are in the initial stages of block play, tend to explore the nature of the blocks by experiencing their weight, texture, and shape.
After awhile, children will begin to build structures. They might first lay the blocks out so that they are end to end and flat on the carpet.