Happy Easter holidays! Here’s a lovely little activity to do for Good Friday (durable for the whole family, and no shopping required, all you need is an egg, a pin and some paint – or pens etc).
There are lots of ways to learn your letters, and different things will work for different children.
My oldest child knew all the shapes and the names of the letters long before she had a grasp of their use or sound. My youngest is the opposite and can sound out any word and tell you the letters, but can not recognise (or form) many letters. Each child benefits from different learning methods (and indeed enjoys different styles of learning.)
In our house, with learners on different ends of the letter learning spectrum, we are going for a bit of an immersion style of learning environment focusing on each letter (yes, learning about P means we had pumpkin soup for dinner, then pomegranate for desert!) and this is wonderful to encourage the recognition of sounds (something Anica is learning fast and seems to come very naturally to Elkas learning style).
This is fun, but doesn’t teach the formation of the letters (in Anica’s case to improve her hand writing, and in Elkas case to recognise and form the letters). For this we have a series of worksheets (enjoyed most by Anica as it appeals to her learning style, but perhaps of the most obvious benefit to Elka as she links the sounds she knows with the formation of letters.)
Of course worksheets are not the only solution. We’ve talked before about ‘finding the o‘ or ‘sparkle writing‘, forming letters on the screen… and indeed we write letters on each other’s skin, in the sand, have them on the fridge, in the bath and so on… But for Elka in particular it seems that these worksheets have the most direct improvement on her ability to recognise letters.
Perhaps it is the repetition of the letters, or the novelty of the formal learning style, but I wanted to test what seems to be a very effective way for my children to supplement their learning: Half way through our work on P (before we had done the worksheet, but had done a number of other activities), I asked Elka a series of questions about the letters we’d been working on. The only letter that she knew but still couldn’t form was P (having already completed the other letters). Immediately after the worksheets (and then again a couple of days after) she could then form the letter P to complete her knowledge of the letter (adding to what sound it makes, what words it starts etc – i.e. this image below is Elka realising that ‘pen’ starts with ‘P’ and she was writing P’s with a Pen – hilarious!) While printable worksheets are not always appropriate, as a small dose for my family they are working very well.
If you are new to the site and want to re-visit the post where I detail all the free printable that we are working from then head back to: Setting up for simple success.
When I first had my children I was among those who openly looked down on those talked about ‘party mums’, believing that the party was more about their own status as a mother rather than the child. I would joke about people who hired an entertainer and a pony for a first birthday etc!
But as my children have grown I’ve had to come to terms with the idea that most people probably see me as one of ‘those party mums’ and to embrace the role without feeling shame. I have grown to love kids parties more than is normal.
Ridiculously, we start preparing for parties about a month in advance, my kids and I work on costumes, decorations, games, gifts, invites. It is a whole family affair and the sibling of the birthday girl is just as active in party-mania as their sister. We make most of it ourselves and our life just becomes a little world of whatever theme they have chosen. We’ve had Bugs, Dinosaurs, Monsters, Princesses, Fairies, Circus, Solar System, and Beatrice Potter Parties. This year Elka wanted Under the Sea, so we made jelly fish, and mermaids, and sea stars, and pirate ships, and transformed our lounge room into an ocean with shiny blue streamers and LOTS of sticky tape.
We collected shells so our friends could make mobiles and necklaces, we gathered driftwood, we sewed (and glued) fish for print making kites. I honestly think that the preparations are probably enjoyed more than the actual party itself. But what is this doing to my children?
Sure, they are learning during the preparation process (I don’t mean about how to host a party, but about their chosen theme and a range of practical hands on maker skills). But what is it doing to their sense of celebration, and indeed their expectations of what birthdays are about?
When I first had children and criticised those vain party mums for spoiling their children and making the party into an event rather than a celebration of the child’s birthday – I used to think that it was better for the child to have a quitter birthday that was more focused on them.
Now I see my children planning a party for their friends. Their birthday is, in many ways, about their friends more than it is about them. They think about what games their friends will like to play, they make things for their friends to take home. They actually think very little about what they will receive for their birthday, because they are so excited about the party we are throwing together. I have come to think that this is healthy for my children. I wish I could install the same philosophy about christmas (but this involves a larger cultural shift that I have less power over!)
I might be growing children who are disappointed later in life that celebrations are not as overt as they were in their childhood, but instead I hope that they continue this playful giving nature around their own life celebrations. That they are able to share their future milestones with their friends, with out feeling self-conscious about celebrating their own life.
Peter Pan is a delightfully whimsical tale (and for those adults who want a little whimsy in their life “Finding Neverland” is a movie worth watching). My children somehow do not scare when they fall asleep listening to tales of pirates and man eating crocodiles, and I hope that the portrayal of female characters is not effecting their subconscious. For a bonus activity here is a little pirate adventure.
Simply read your favourite pirate story (or in our case we have an audio book of petter pan that the children love) and give them a large piece of paper with the instructions to create a pirate ship. Our pirate ship contained some dialogue from the story, and a second ship was needed in order to continue the narrative.
The activity did not take any adult preparation (other than setting up a story and getting the pens out) and yet was enjoyed immensely as a perfect quite time activity. Imaginations fired, little hands worked hard to craft their vision and at the end we had a beautifully imagined pirate vessel to hang on our wall as part of our ocean themed lounge room!
Here in Tasmania we are lucky enough to have penguin colonies living literally on our back door step. The most centrally located one that I am aware of is located on Sandy Bay road, a place we walk past every day on our way to school.
Penguin spotting is bast done a particular times of year and it also requires a degree of stillness and silence in the evening. Unfortunately my own children have not yet mastered enough stillness and silence (at least in the evenings!) to make it safe to take them penguin watching at our local colony. (I say ‘safe’ because noisy children disturbing these birds can interfere with their mating and nesting patterns, so we’re talking about ‘penguin safety’ rather than ‘child safety’ in this case!)
Instead we opted to see our penguins at Singapore Zoo, and simply talk about where they live in the wild. One day I hope to share the wild penguin experience with my own kids. However, if your children are better at keeping their excitement quite, then pack a thermos of hot chocolate and head on down for a memorable evening of waddling penguins. Please read this guide from Parks and Wildlife before you head out to help make sure you care for these little creatures while you watch.
As you sit sea side and watch the penguins waddle in from the sea this is the perfect time to explain that these animals (along with many other species of wildlife that live in our towns and cities) were here long before the houses built in the area. That these fragile animals are afraid of dogs and cats (because they eat them!) so it is really important that we keep our pets contained. It is our responsibility as pet owners to make sure that our pets (and yes, that includes cats!) don’t wonder freely because they are skilled hunters who can do far more damage than we see.
Our Favourite thing to do at Tasmanian Museum and Art Gallery is to borrow a backpack. We used to borrow tool belts (filled with activities for the young explorers as they adventure through the museum) but we’ve sort of ‘graduated’ onto the backpacks.
We have built large sand sculptures before, and they are a great hit for the young construction workers. This time however we had a change in focus beyond a simple sculpture, we want to talk a bit about camouflage.
We chose an appropriate spot and drew a large circle in the sand (for the body). Each child took control of one tentacle (mapping it out and digging around their shape to pile it up as a long 3d sand arm).
We didn’t have 8 children building tentacles at once so this allowed for some great maths questions during construction; how many have we made now? How many do octopuses have? How many more do we need to make?
As the tentacles shaped up the kids moved on and created the body and eyes in the centre, decorating with shells. The small group used great negotiation techniques throughout the process to organise themselves to finish the octopus, helping each other when they needed it, and collectively deciding on plans.
Now, that’s a great physical project, but it was not our focus as we built. We wanted to talk as much as we could while building – What do the kids know about octopuses? (They take a long time to have their babies, they live in the water, they shoot ink at predators, they have no bones – these were the things the kids collectively knew about octopuses and it was a delight watching them inform each other and add to the knowledge that the other children were sharing.)
When we came to the idea of camouflage we stayed on the topic for a little longer. We talked about what would be good camouflage for an octopus, and how it can manipulate the shape of it’s skin to form different textures. It can change the shape of it’s body to mimic other creatures, and can even change the colour of it’s skin to form different patterns to blend into it’s surroundings! No other creature has all these camouflage skills.
In our case we talked about our octopus being ‘camouflaged’ in the sand around it, but over the next couple of days we will revisit the concept as the opportunities present themselves. (See how that bird blends into it’s background? Why do you think that tiger in the book has stripes? What makes good camouflage? Why is it important for each of these animals to be able to hide?) Camouflage is a topic that is of great interest when learning about animals and it will come up time and time again as we work our way through the year, and a physically active project of building a sand sculpture is a fun way to introduce it!
At a recent beach trip we had some craft supplies and these delightfully simple Gumnut Octopus proved to be a very easy and fun activity.
Firstly gather some gumnuts (there is a large gumtree in the middle of Kingston Beach if you are keen to combine gumnut hunting with a beach octopus adventure.)
Choose your favourite gumnut and cut 4 lengths of string. (at this point your intelligent little marine biologist is almost certainly going to correct you – everyone knows octopuses have 8 tentacles, not 4!)
Tie a knot in the middle of your 4 lengths of string (so all 4 are joined, leaving 8 ends hanging from your knot)
Insert the knot into the hole of the gumnut (depending on the size of your gumnut and the thickness of your string you may need to tie a double knot to make it the right size to stay, we found 1 knot suited some gumnuts, 2 knots worked better for others.)
Simply attach some eyes and you have your little critter ready for his ocean adventure.
This activity was a winner for Anica (5yo with arthritis) as her knees were not on their best behaviour on this particular day and it gave her the chance to do something special while her friends ran and played in the sand. Later the other children came to investigate what we were doing and created their own creatures, but Anica is developing a real sense of ownership and accomplishment for these type of activities that let her quietly distract herself from more challenging things in her world at this time. She has even written her own blog on how to make a wombat, which I’ll post with her help shortly.