1. Playing with toys: In the classroom, I observed that the children were very interested in some toys. In order to take advantage of this interest, I guided them through counting activities using the numbers displayed on the toys, helping the children understand the concept of numbers and improve their math skills. At the same time, I also encouraged the children to put toys of the same color together, which not only helped them distinguish and recognize a variety of colors, but also promoted their classification ability and the development of motor skills.
2. Emotional regulation and effective communication: Benjamin didn’t want to go back to inside. and I realized that warnings from the teachers were not calming him down, so I decided to communicate with him in a different way. I asked him if he wanted to do something, and Benjamin told me that he wanted to put the wood on the house. I immediately helped him complete the task, and he seemed very happy and his emotions were relieved. In the end, he was willing to go back to the room with us. I think it is important to consider the problem from the perspective of children. As educators, empathizing with children can help them adjust their emotions faster and also build a better relationship with children. I considered the need to understand children’s needs in the future and avoid using warnings and other methods that may intensify emotions.
3. Building a house: When I built a house with the children, I found that they were very imaginative, which related to BC ELF: children are capable and full of potentials. In order to enhance the fun of the activity, I told the children stories while building a house with them. During the storytelling process, I noticed that the children not only enjoyed the process of building, but also came up with many creative ideas and shared their ideas and designs for the house. This interaction made me realize that by integrating the story context, the children’s imagination and creativity were stimulated, and their participation and performance in the activity were greatly improved.
4. Outdoor creative activities: Children and I used simple wooden boards to play some creative games. We imagined together that we were building a house, we were flying on an airplane, and we were playing on a seesaw. This activity made me understand the rich imagination of children. Creative activities can stimulate children’s imagination and promote their teamwork and social skills. I am eager to support the growth of children through more creative activities.
5. Role play: During outdoor activities, I participated in role-playing with the children using simple props to start a series of creative scenarios. We played the roles of doctors and nurses treating patients, and as architects building houses. The children used simple props to create imaginative activities. I think these activities promoted the children’s creativity and social interaction. This aligns with the living inquiries section of BC ELF, which is engagement with others, materials, and the world. Children are eager to interact with the things around them. The outdoor environment provides children with space for imagination. The various props stimulated their senses, allowing them to fully express their creativity.
6. Making Christmas decorations, coloring the Christmas tree: During the activity of creating indoor Christmas decorations, the teacher cut paper into the shape of a Christmas tree and invited the children to color it. When the children began to color, they didn’t follow the traditional way of using green for the tree but instead used a variety of different colors. Some children chose red, blue, purple, they even added decorations to the tree. After noticing this, I encouraged them to make their own Christmas tree. The children seemed very engaged in the creative process and showed strong interest and confidence. Some children discussed with each other while coloring, shared their ideas, and even asked each other about the choice and matching of colors. I think this activity is related to the engagement with others, materials, and the world section of Living inquiry of BC ELF. I think this activity provides children with a free creative space. Children actively explore and express themselves during the process of making. They also interact with their peers, which strengthens their social skills and teamwork skills.
7. Making Christmas decorations, snow: For the activity of making “winter snow,” the teacher prepared blue paper and cotton, inviting the children to create together. I worked with the children to tear the cotton into small pieces and stick them on the blue paper to simulate winter snow. To my surprise, the children also independently chose other decorations, such as fluorescent powder, to sprinkle on the paper to enhance the effect. Throughout the process, the children were very satisfied with their works, and many children showed and discussed their designs with their peers after the creation. The children not only showed great interest in the activity, but also helped each other in the process, sharing how to better paste cotton and decorate the snow scene. I think this activity reflects the children’s ability to explore nature through creativity and hands-on practice. They showed the natural situation in their creations, and also incorporate their own fantasies. I think this activity encourages children to connect with nature, and activities without limitations also inspire their imagination, and they will fully express their fantasies in their works. Through this activity, I hope to provide children with more art activities related to nature in future classes, encouraging them to observe nature and freely use their imagination.