1. Clay: October 25th, 2023 1:30pm
1.1. TIME
1.1.1. I wanted to offer this provocation during quiet time because that is when the children have time to explore and play on their own. I also thought it would be a good time due to all the children being present in the classroom.
1.1.1.1. While playing, B's grandma came in to ask if he wanted to go home or stay for the whole day, this distracted B's exploration with the clay. He usually decides to go home, but during the play, he was very focused so he could not seem to make a decision. I mentioned to B that he could take it home with him, this made him decide to go with his grandma. During this time, R also had to go home. I could have offered this provocation during a time when pick ups were not near yet .R also could not explore with the others, but he also took the clay home.
1.2. SPACE
1.2.1. I decided to use the art table due to it having a flat and smooth surface so the clay could be executed better. I handed out pieces to each child, they began creating their own creations, the main question that came up was "Can I take it home?" This is where the plastic bags were given. P carryed her bag around the classroom, some were left on chairs while they used the washroom. Me and my mentor were asked to guard the placed bags, the clay meant a lot to them, this left me satisfied but also emotional. P and I bonded on her creation, she is sensitive when it comes to her items, when her creation would end up breaking, she would come to me to help her fix it or safeguard it. Our relationship was stonger then it had ever been. These provocations allowed me to bond and learn alongside with each child, they were meaningful for me in every way possible.
1.2.1.1. During quiet time, I will usually walk over to the art table and bring out materials and start to draw or colour, Olivia will usually notice and and we will create together. I wanted to bring in something wildly different this time so that the others would take notice and want to join us as well.
1.3. MATERIALS
1.4. MATERIALS: brown sculpting clay, sticks, flower pedals for sprinkles ( P was creating a cake, I thought pedals could work as sprinkles), plastic bags so the children could take the clay home, bowls, plastic knives
1.4.1. Materials offered by mentor: Rolling pins
1.4.1.1. My intention with the clay was for the children to explore sensory play and to put their fine motor skills into play. I also wanted to see how each of them would use the clay and what forms or stories they would come up with. Lots of the schemas I observed came up again, this made me happy to see a reoccuring pattern within the childrens learning. This provocation was the most succesful in my opinion!
1.5. PARTICIPATION
1.5.1. All the children were eager to participate, especially S. The children were all at the table, exploring with clay. This was a good moment where I was able to observe each child and their decision making on what to do with the clay. As mentioned, R and B could not participate as much as they anticipated, this made me realize that clay was a big hit so I would offer this during a time where children had lots of time to engage. By bringing the clay home, families could also engage alongside their children, I'm hoping. I will ask the children if they used the clay at home, this could answer my question of what their families thought of the clay.
2. Water Play ( October 17, 2023) 8:45am
2.1. TIME
2.1.1. This provacation was done in the morning, before the children arrived. As they walked in, they noticed the sensory table and all the materials I had provided for them. I chose to do this time because I felt that it invitied them in to learn due to the table being the first thing they see as they walk in.
2.2. SPACE
2.2.1. The space I used was close to the entrace and next to the main table where the children use to eat their meals and where they create. That table was decroated that day due to it being an educators birthday. It did distract them from my provoacation but they kept coming back to the sensory table. I brought in towels just in case things got wet.
2.2.1.1. R kept dropping the orbees onto the carpet that lay beneath the senosry table. One educator kept circling around the table, constiously picking up the orbees on the carpet. Next time when I use the sensory table, I will move the carpet due to it heighting stress for mess.
2.3. MATERIALS
2.3.1. Materials: Orbees (safe kind, ones that do not expand), pearls, small and big sponges, stones ( the children called them jewels), strainers
2.3.1.1. materials offered by mentor: cups and towels
2.3.1.2. materials then added by the children: The children brought over their plastic animal toys and gave the animals showers, they also placed the animals onto the big round sponges, seeing if they would balance.
2.3.1.2.1. I was happy to see the animal toys being used. I do not usually see them play with the animals during the day, they just sit there in the bin. I was glad that this provocation invited those toys in. Maybe next time I offer water play, I will set up their animals as well.
2.3.2. there were only 2 strainers, at one point a child wanted one but all them were being used. An educator went to the kitchen to find some, but ended up not bringing any back. The children then started to share. NEXT TIME: bringing extras just in case?
2.4. PARTICIPATION
2.4.1. I sat with them around the sensory table and played with the water. Some children stayed and others kept leaving and coming back. I observed them use the materials and asked questions such as " how do the orbees feel, are they soft or hard, how does the water feel?". The other educators were not by the sensory table, they were at the art table, creating birthday cards with the other children. There were times when one educator kept distracting their play by picking up the orbees and pulling up the sleeves so they would not get wet.
3. Collective Piece ( Tuesday, October 24th, 2023) 8:45am-1:00pm
3.1. TIME:
3.1.1. The provocation was set up in the morning before the children arrived. It was set up around 8:45am. They gravitated towards the provocation once they were settled and ready to play. R helped me set up the table by placing the plate of leaves and the box of brushes. The play lasted till it was time to clean up and get ready for mindful moment. When the artwork was done, it was put away to the side till the afternoon. My mentor and I decided to place it back on the art table during the afternoon so the children could explore what they have created.
3.1.1.1. the intention behind the provocation being done in the morning is because it is the first thing the children notice when they arrive.
3.2. SPACE:
3.2.1. The provocation was done at the art table where most of their exploring takes place. That space was mostly used in the morning, but in the afternoon when we came back to our collective piece, the children moved to other parts of the classroom with their flashlights. During the morning provocation, some children would leave then come back to paint.
3.2.1.1. The intention behind the chosen setting ( the art table) was that the children do most of their art in this area. When the flashlights were given in the afternoon, the play spread out throughout the different parts in the classroom.
3.3. MATERIALS
3.3.1. MATERIALS: Two large pieces of paper, 5 bottles of paint, the colours were intentionally chosen regarding the childrens favorite colours, ( colour being a theme in the classroom), 2 bottles of pink glow in the dark glue, big leaves I found while foraging, pine cones picked from trees, and small sponges, the intentions with the sponges and pinecones were a vehicle to paint with. The sponges were used as dabbers by some, but the pinecones were painted on by O, then glued onto paper.
3.3.1.1. Materials offered by my mentor: paint brushes, 1 paint palette, trays to hold leaves and pinecones.
3.4. PARTICIPATION
3.4.1. Most of the children participated, but I notice that S usually plays somewhere else during the provocations I plan in the morning. I asked her if she wanted to come paint but she replied " I am busy". So she did not really join us, I am still trying to solve the questions of why this is. For my other provocations, I took notice that she was eager to particiapte. Example being, during the the afternoon when we were all observing the piece, she used her flashlight to explore the glue. I believe that the lights and the glow in the dark glue really got her attention. I participated alongside them during the painting and observing with light.
3.4.1.1. O asked me to paint with her, when I would stand up to go scafffold a need or want, she would remind me to come back and paint with her. My mentor and educator also participated to ask questions, the educator also used the pinecones to paint onto the paper. This being a collective activity, I was glad to see everyones touch being added to the piece!
3.4.2. this being a collective, my hopes for participation was for every child to participate and use the materials. This hope came true, but it also made me realize that I have to create a more deeper relationship with S, or bring in something that will allow her to want to participate.
4. Scarves 'N' Such: October 24th-October 25th, 2023. 1:00pm-throughout the day
4.1. TIME
4.1.1. the time I chose to offer my provocation was during quiet time. The intention behind this was that I have observed the children play with their dramatic play materials during quiet time. They are usually on the red carpet, putting on costumes.
4.1.1.1. before the offering, I noticed Sandy and Nisa playing together on the red carpet, They tend to have a harder time getting along, so I wanted to offer the materials during that specific time. I observed them play and share these items.
4.2. SPACE
4.2.1. the space I chose to use was the red carpet, where most of their dramatic play takes place. The materials then were transported throughout the whole classroom, which was also my intention.
4.2.1.1. The next day of the offering of materials, I observed that the matierals were used throughout the whole classroom. The matierals were kept in the dramatic area, where the children would take them and transport them around each space of the classroom. The matierals in the space offered lots of different oppurtunities of learning by using them in different ways, such as the straw hats becoming beds for the cabbage patch babies, the necklaces becoming a leash where the children would pull each other across the classroom. Also the bracelets and necklaces were a way for the children to take turns in wearing them, or being allowed to wear them during transitions and the different routines the day offfered, example being P wearing the necklaces during mindful moment and lunch/snack.
4.3. MATERIALS
4.3.1. MATERIALS: 2 straw hats, 3 scarves, 5 bracelets, 3 necklaces, and 2 feathered boas ( blue and pink)
4.3.1.1. Materials then added by the children: Paper, scissors, plastic bowls and tape.
4.3.1.1.1. The intentions of these matierals were for the children to explore different mediums of dramatic play, as well as to see how they would use them and what they would come up with. The first day, Sandy and Nisa asked for scissors so they could cut the boas in half, the reason being so each of them could have a different coloured boa. After the scissors were offered, the children asked for paper. I think wearing the straw hats gave them a purpose to want to work on a spceific task, such as sorting and ordering the paper pieces into the bowls. The cutting took place on the red carpet, where art does not usually take place. I was happy to see materials being used in that part of the classroom.
4.4. PARTICIPATION
4.4.1. I offered the matierals during the time where Sandy and Nisa were playing at the red carpet. Olivia was reading with my mentor at the white carpet. With all of my provocations, I hope that each child will participate. To achieve that, I bring a piece or symbol that relates to each child's interest, question or wonder. I know that sometimes a child will choose not to participate or engage, from that I will think of what I could have done or will do next to help invite the child in. Olivia came over to see what Sandy and Nisa were doing with the paper and scissors. After this provocation, my mentor invited the children to observe the collective piece we had created in the morrning. This then led to other learning experiences that included the educators as well as the children. Flashlights were given and the straw hats were shared amongst their peers.