Our theme for this new academic year is 'Being Change Makers' and all of us facilitators are busy setting up for the year, making notes, brainstorming stories, finding connections, connecting with the children. To keep all of us inspired, we, the team, decided to take turns and do an activity everyday morning together. As we did a lot of games in the entirety of last week, we decided to read an article and reflect for our morning inspiration today.

The article was about a lot of starfishes that a little boy was throwing back into the ocean when an older adult walks over and asks him why he was doing that, as it didn't make much of a big difference. The boy then picks another one and says, "It makes a difference to this one", and throws it, out of the millions, back into the ocean.

After taking turns to read out loud, we all quietly sat, reflecting, wondering about the story and relating it back to our previous discussion on 'Being Change Makers' (what being a changemaker means, how we are already change makers, and why we need to be change makers) an overwhelming amount of inspiration took over. These are some of the things each of our facilitators said,

"I feel I am also doing my bit as a change maker. Whatever small thing I am doing is contributing to change. I considered it small or insignificant until now. But now that also makes a difference and I am contributing it in my own way- whatever I do at home- reject water not wasted, fixing leaking pipes, waste segregation etc. I ensure all my family members are also aware of it, and practice it. . Now that I am aware of the value of my contribution,  I feel good about it and want to spread the message to those close to me."- Jennifer 

""It made a difference to that starfish", he emphasized on value, the magnitude does not determine value. We find excuses that let us be ignorant. As humans, our natural instincts work best when we are faced with a stimuli that has a direct effect in us, which explains our slow response to climate change and fast response to a pandemic. 
The boy wasn't looking for attention, he didn't see himself as a hero. He had just one intention, saving a starfish's life, so it didn't matter to him how many he saved or if he was the only one. He had a clear purpose." - Tasha

"I always thought about environment from a very young age. Nature has its own way to bring all natural things into use. Being part of SM, part of an organization into change making., everyone's opinion matters. That's a door to change. Because I knew my voice will be heard, I proposed my opinion and it was applied. I'd proposed to remove the trash bags to reduce plastic and now, on a regular basis, at least 3 trash bags we have changed- as an organization, I am a part of change making. I always go to a shop with a cloth bag. I even educated my maid on burning plastic with wood - that isn't good for health, so educated her about how it affects health, she looped back to me saying how it has stopped. 
"There are people throwing so much. Will I  make a difference?" Yes!"- Neha

"I love the environment and I can't do anything consciously that will hurt the environment or the beings living in this environment. When I was in University, I used to use more organic products, use less plastic, and such. Slowly, I started to not do it as much thinking my contribution is not going to help, and those around me used to discourage me. Post our discussion on being change makers, I am a lot more aware of my thinking along the lines of the passion towards the environment and how my contribution, even if it is little, matters- like closing the tap, fixing leaks, and such. I know it's just one person but I don’t ever want to back down on what I believe in, which is my love for this planet and the beings living in it. It is my home, our home and I want to do what I can, no matter how little, to take care of it." - Sruthy

""Change starts with us", and also if everyone could think like the boy rather than the man... Collectively we could have saved the star fishes. Starfish is a "metaphor" for so many things that requires change. I can equate it to corona too...if one person follows social distancing well and seeing that another person too supports and practices the same and so on and so forth we could have brought it down and eventually have it not affect us for this long. This story helps me see how we can make a difference in the bigger scheme of things and we need to become these change makers in the world to truly bring about shifts in things we think need to change to better the world we live in, not only for us but for the sustainability of all kinds of living beings on this planet for generations to come." - Kruthika

"Most of the time when people want to do things, they don't get the right kind of motivation and they end up not trying anything new. The right kind of motivation and inspiration, or sometimes nothing said in response also help people to move forward. For me, trying new things is important and when the progress I see on it, however little, is satisfying. And that is my first step towards success." - Sheela

The said article started with a quote, "A single, ordinary person still can make a difference- and single, ordinary people are doing precisely that every day." - Chris Bohjalian, Vermot- based author and speaker.

So now to our readers,
What comes to your mind when you hear  'changemaker'?
And moreover, do you think you can be a changemaker?
Do you know what change you want to make, that one (or many) cause(s) you are passionate about and feel it burning deep within you?

What contribution did you make today?


#sparklingmindzglobalpreschool
#sparklingmindzglobalschool
#reggioemiliainspired
#21stcenturylearning
#everychildcan
#inspirationstandup
#teamspiration

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.

What are PFCs, you may ask.  Perhaps if I say PTA (Parent- Teacher Association meetings), it might click? 

Here at SM, our PTAs are called PFCs (Parent - Facilitator Connect). At SM, adults who interact with children are called facilitators. We believe that we facilitate learning in children and not 'teach' them, all this while going deeper in our own learning too; as we believe children are individuals who are capable of achieving just about anything in the world that they put their minds to. 

As it is the time of the year to wind up the current academic session, the third term, we have our third and final PFC just around the corner. All of us are busy with the preparations, digging through our notes after notes, reflections, e-mails we had sent... and that could have possibly looked like a lot of work or such a chore. But this is imperative so as to not miss even the tiniest of information about the growth of our children as we can. At one point, we realized we were lost in the nitty-gritty and needed some BIG INSPIRATION to keep chugging along. So we got together as a team and reflected on the prompt 'What does PFC mean to us?' It was an attempt to find our beliefs about PFCs and create the necessary inspiration and momentum. We each shared our beliefs and here is what we arrived at,

1. PFCs are for community building. We at SM strongly believe we are a community and not just a school with teachers, students and parents. When we say community, it means to us that we are all in this together, for the holistic development of the child. So when we come together for PFCs, we get to see where each child is at with regards to how they are at home, parents get to see how children are at school on a regular basis as we openly discuss about the achievements, milestones, patterns of the children and what parents can do to help the child move forward. Both parents and we are on the same side of the boat, working together as one entity, for the child, enabling trust on each other from both the parties.
2. PFCs are for bridging the gap. Connecting to the previous point, both the parties get to see a complete perspective of the child and not just one aspect of how the child is just in school. 
3. PFCs are for showing the parents how we see children (capable, curious, empathetic, creative, and so on). Sharing the developing and ever-evolving image of the child through stories of their growth, reinforcing our belief that children are so much more than just marks.
4. PFCs are also a  moment to reflect how we have grown as facilitators and they as parents.

Our discovered shared mission and purpose inspired us to power through the PFC documenting work with renewed energy and vigour. Like piecing together a jigsaw puzzle we had put together all of our varied thoughts on PFCs and built our very own PFC quilt to motivate us to work towards the higher purpose of working on the PFC documentations.

We, as a team, not only came out of the feeling stuck moment, we also know that if we do get stuck in the future, we can always refer back to our purpose and get going and know that we are not alone in this journey; we have this whole community cheering on with us!

#sparklingmindzglobalpreschool
#teamspiritstories
​#discoveringthepurpose

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.

T is visibly upset, screaming and crying, sitting on her pink mat, "I want H to sit next to me not Ash!!!!!!!"

Now both the classes, Cubs (4 - 5 y/o) and Joeys (5 - 6 y/o) were staring at the scene, wondering what was happening. 

T was then reminded to use her words and that we couldn't help her if we didn't understand why she was so upset. After a few seconds, when nothing seemed to help her calm down, the facilitator (F) stepped in, "Can T please come with me? Let's go to our calming corner."

This was done so that her emotions could be addressed with her calmly and to help her calm herself. 

T and the F then came to their class (Cubs' class) for further discussion,

F: What happened? 
T, still crying, at this point her words are not clear, murmurs something. 
F: You know I can't understand what you are trying to tell me. 
T, calms down and starts to talk after a few seconds: I wanted Ash to sit here (pointing to her left) and H there (pointing to her right). I didn't want Ash to sit here (pointing to her right). 
F: So what can you do about it?
T (now angry): I told her so many times. She didn't listen!
F: Okay, I hear you. 
T: NOOOOOOOO!!! (screaming and crying slightly) She made me upset. 
F: You're saying that she made you feel upset and cry? 
T: Yes.
F: What can T do about this now?
T, now calm: I can take a deep breath and go sit somewhere where there is space. I can make new friends also. I was upset because she made me. 
F: Hmm, so you are saying that somebody else has the power to upset you and make you cry?
T agrees. 
F: So you have given the power to make you feel angry or any other emotions, to people outside of you?
T: Yes. Only others can make me feel bad and happy. 
F: Interesting. So that's what you're choosing to tell yourself ?
T, now pondering, but also agreeing. 
F: Okay. Let's think about it this way, what does this power of yours look like? 
T: Like a mossy rock!
F: Awesome! And?
T: Yellow, bright like that sun (points at the ceiling, to show the sun in the sky). Oh, I don't need that sun, I can make a sun for myself!
F: WOW! And where is this power?
T points into the middle of her chest.
F: In your chest? Wow. So when you give your power away to others, when others have the power to upset you or make you happy, where does this bright mossy sun go? 
T, thinking. No response. 
F continues, "Next time you feel like others have upset you, can you look for that power within you and see where it is?"
T: Yes.
F: And if you that power is missing, what can you do?
T: Put it back in my chest! And I'll be powerful and bright like the sun! (does a little dance)
F: Awesome! Would you like to think about this and come back after a bit, so we can talk more about it?
T: Mm-hmm. 

And off she went hopping and skipping with the power of mossy sun within her! Who knows what hidden powers we carry when we don't stop to introspect or too easily hand over all our power to others to hurt, to anger us. What if, we chose to take back that power and work with it instead? What would your power look like? Have you wondered?

And off she went back to the class, happy as ever. Holding space for children to express their emotions give them the understanding that it's okay to feel what they are feeling without feeling judged. In this space, they feel safe to be themselves, and to be open to express and explore different parts of them.  

Now when T starts to get triggered, she can simply be reminded of the sun to shift it back to within herself and she's good to go. And that's all it takes, to emerge out as an empowered person, to realize and remember that we have the power within us to do whatever it is that we want to, that it is nobody but us who are responsible for our own lives. ​


#sparklingmindzglobalschool
#sparklingmindzglobalpreschool
#socialemotionallearning
#youngachieversacademy
#inspiringconfidentlearners
#everychildcan
#21stcenturylearning
​#powerwithinme

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool

It's Poetic Soiree time of the year again and the preschoolers are busy practising their poems. The two 4 year olds in Cubs class at SM Preschool were reciting their poem called Invention by Shel Silverstein, which goes like,

I've done it, I've done it!
Guess what I've done!
Invented a light that plugs into the sun.
The sun is bright enough,
The bulb is strong enough
But, oh, there's only one thing wrong...
The cord ain't long enough.

Post this recital, the Cubs weren't happy with leaving the ending in a way where the invention seemed useless. So together they solved the problem, and came up with an extension to the poem with the help of the facilitator,

' So I take six ladders,
Put them together as one.
Then I take a few cords,
Attach them together
And plug it into the sun!'

Children used empathy as a tool here to come up with solutions. They stepped into the shoes of the poet, became the poem and realized that they could help figure out what the poet can do to make the invention work! At first they were unhappy with the original ending, as they found it ending with a problem and not a solution. And almost immediately, with no intervention required, they started exploring various solutions for the same. They moved around the class, pretending the sun to be at a high place, having a short cord, asking each other what they can do. And in a matter of less than 5 minutes, they solved it together as a group! 

When children are invited to wonder, the world of curiosities open up. They step into that world and emerge out victorious with questions, solutions, answers...Perhaps that's all we need as children and adults, a safe space to wonder, be curious, ask questions and figure things out. 


Contributed by Sruthy Krishna, Learning Facilitator, Sparkling Mindz Global.

It was 9:05am, which meant, it was time for the preschool children at SM to go into their respective classes to begin their day. As I was calling them all in to the class from the front space of the school, Aarav was looking around the window area , looking out, touching the surface, etc. He seemed to be in deep thoughts. As I called him too to go to his class, he stopped me and asked me, "Ma'am, how do we close the window?" 

Aarav and Aadya stared at this in wonder, trying to have an experience of opening and closing the window. After having figured it out, they happily jumped out and ran to their class with a newer dimension of thinking about how they could close the window. 

This little conversation served as a morning inspiration as it was yet another reminder about how curious children are about every little thing. And their passion to figure things out, and also helping others to figure things out. 


Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool. 

"Ma'am, we were looking for blue. We wanted to show you", says Aaditya and starts pointing out different shades of blue on his clothes, during the morning Circle Time in Sparkling Mindz Global Preschool.
All his 3 and 4 year old classmates get inspired by this and start running around, spotting all shades of blue. 
"Sky is dark blue ma'am", says Karthik by pointing at the worksheet he had taken home to colour. 
This goes on for a while until the facilitator asks," Are they all the same blue?", and they collectively agree that they are all different shades. 
"Why are they all different shades?", asks the facilitator again. 
"Because somebody likes different different colours", says Hasini with a lot of thought, and everybody agrees. 

"How can we make different shades?", asks facilitator.
Children came up with different combinations of colours such as mixing yellow, green and blue, red and blue, etc. to make dark blue and we agreed on experimenting post snacks. 
​
Here are the results: 
Siddharth tries to get green by using pink and black.

Aaditya comes running excitedly, pointing at his palms saying," Look, I made dark blue!!" It seemed like a lighter shade instead. 
"How did you make this colour?", asked the facilitator to which he responds, "I was mixing the colours and I washed my hand and mixed it" 

Abhijit mixes black with blue to try and get dark blue but black overpowers the little blue he had put. With a proud expression he told us that he's made dark blue!
"Hello guys!!", comes in Karthik with a victorious expression and clean hands, after making light blue by mixing blue and silver.
Anya finds her palms full of blue, "Wow", shows Hasini and wonders at how she arrived at that colour on her palms while Atharva mixes all the colours together and paints all over the chart.
"Hey! I got orange in this!!", screams an excited and surprised Avyan. When asked how he got that, he gives an expression of pondering how he arrived at that colour so he was left to his thoughts to reflect more. After a while he comes and says, "I made Iron Man colours - dark red and light yellow ma'am", and moved on to wash his hands.
"I painted blue at the back and golden in the front"', says Tanmayi when asked what she was painting.

Post this, their experiments were hung up on the wall with annotations, which they are always excited to look at with pride. In their eyes, they see perfection and learnings that they will talk about for a long time, and giving them the chances to experiment their thoughts bring in more questions, more curiosity, more wonder.


Children then went on a colour exploration on another day by mixing the primary colours (red, blue and yellow) in a bowl in the water with ink droppers. A wide variety of colours came in through :
"Look, Purple!", screamed Aaditya with excitement.
"I made Pink ma'am", calmly said Hasini with pride in her eyes.
"Mine is Red", replied Anya to Hasini.


They then asked for various other colours such as white, black, green etc.

Aaditya took white and black, and mixed them together to make "Purple!", he exclaimed, which he later changed to "Gray, ma'am."


Around this time, Avyan came in with a bucket, walking around collecting all the experimented coloured water in to clean up and they all cleaned up.

The next day was a Friday Connect where the whole school came together to do activities together. To take their experiments a step further, they were all given natural materials to make colours with: turmeric powder, coriander leaves, coffee powder, milk, tomatoes.

They started with attempting to get red colour out of the tomato pieces they were given.
"This is pink ma'am", said Tanya.

Then coffee powder made their papers brown. And when milk was given after they tried to get brown colour with coffee powder, Jordan goes," Ma'am, it smells so nice! Can I drink this?" and took a long breath to breathe it all in experiencing the freshness, Anagha follows.
​
Coriander leaves brought in a bit of a struggle as they were trying to squeeze to get the juice out. Some of them threw it to the side of the paper while some of them tried to stick it on their papers. When failed to stick, they moved on to playing with turmeric, making all of their papers and hands as yellow as the sun even after multiple attempts at washing them. It was already time to go home and some left with an unsatisfactory face as they couldn't experiment and make colours with the purple grapes that were put out in the front, but satisfied for having painted all over their papers in such amazing hues and shades of all sorts of colours with all sorts of things.

The end products were:

• Yellow hands
• Smelling like coffee
• Mostly torn papers due to overuse of watery substances and repeated scraping with tomatoes
• Wonder on why they couldn't get the colour green with the coriander leaves
• Slightly overwhelmed with the yellow colour of the turmeric
• Lots and lots of fun
• Understanding that colours come not just in paint boxes
• Trials and errors towards producing certain colours

Next week they read 'Mix It Up' book together to have a visual experience of mixing the primary colours and closed the mixing games and activities for the year aiming towards raising a generation that never stops to wonder or get inspired!  


Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.

To get all the 3 and 4 year olds back together in the class post snacks break, the facilitator started singing 'Green Grass Grows All Around' and out sprang a conversation:
F: 'There was a tree…hole in the ground', How do trees grow?
An: From seeds
K:I put a hole, then some seeds and plants come out.
F: So we put seeds inside the...?
An: Ground
Av: And we have blood inside our bodies
F: But why do we need blood?
An: I don't need blood.
Ab & S: Even I don't need blood.
F: So if you don't have blood then what happens?
An: We go so soft and tiny
H: Same like a skeleton and like weh weh weh weh weh
F: What happens if the blood is outside the body?
An: Then when we speak we become weak (reduced her sound to be inaudible to show her point)
Av: And we also get soft and soft and soft
H: And broken skeleton we get.
T: And our tummy will break
Aa: Ma'am you know, yesterday at my house I was closing my eyes when I was walking to the front and I got hurt. Then my papa put medicine.
F: So what happened when you got a cut?
K: Blood will come out.

Children then talked about a few times when they all fell down and got hurt. An introduced the terms 'tumbled down' - "Avy once came to my dada's office and tumbled down", and everybody started using it then.

F, a while later, continuing the conversation: So why do you think blood comes out?
H: I know, because we get a scratch.
F: So blood comes out because it hurts or because we get a cut?
H: Because we get a cut
F: So how do we get more blood?
K: Beetroot is like blood only
H: Also watermelon, we need red like beetroot so that's also kind of blood
Aa: Little lollipop watermelon, it can't hurt me.
T: Hey, that's red like blood (pointing at the puzzle of pomegranate Kr was doing)
F: So you're saying only the food with colour of blood gives us blood?
K: Red crayon is like blood only

They then went on to explore a while longer among themselves what food we need to eat to get blood when the topic of skeletons came in.

F: Why do we need skeleton
H: Because we need to be strong
Av: Then we are walking on the stairs and then you will tumble down the stairs
F: Why so?
Aa: Then some skeletons can break but we can fix it with glue (shared his memory of a Halloween function he'd attended)
F: Okay, what does it do for us?
H: When we do something like this, skeleton copy us (moves her hand to show). Bones are inside.

And the conversations came back to blood and its colour.
H: Some children have purple and blue and so many kinds of blood.
F: Why are there so many different colours of blood H?
An: Some people have them.
F: Where have you seen them?
H: In the road. And in the shops
K: There are screws inside. Our bodies will get screwed. 
F: So if blood makes us strong, what makes plants strong?
T: So if we give water, it will come like a blood. For that happens
K: First we make a hole,then put some seeds and cover it and water it. 
Aa: It can become big big big big

We wound up the discussion with wanting to cut open a plant to see what's inside a plant after discussing on what we see after we cut open our bodies (blood, skeleton and bones), and what makes plants grow.

A few days later, they went upstairs for free play and came down together with plants that they were going to cut open and observe.
Seeds, ants, snakes, caterpillars, worms, cockroaches, etc. were some of the answers that popped up when asked what they might see.
At this point Av said with a low voice, "Maybe we shouldn't cut it ma'am", as he had scared himself with his imagination of snakes and worms coming out of the plant when we cut it.
K: No, blood will come"
F: Is that so? Shall we look and see? How do you think they might feel?
"Plants will feel frightened", said H
"They will feel sad", replied T with a sad face when said how they plants might feel.
F: Why do you think so?
H: Because my mamma told me

They seemed to pour in emotions and empathize with the plant for a brief moment and quickly moved on to see what could possibly come out.

They then walked with the facilitator on the journey of actually cutting opening the plant to figure out what is inside, walking through what each part of the plant is.
Their curiosity and impatience arose as the plant was getting cut as to what could be inside the stem. When they saw it just green on the inside too, Aa replied," That green is the blood!"

K made a request, "Can you cut the branches?", and F did so after passing around the cut parts of the plants for children to observe. They all carefully sat in their seats, looked, touched and experienced it, and observed the textures of the plant's pieces.
Ab held the roots and was left with mud on his hands which he thought was blood to which Aa told that it is mud. They then saw water and concluded that blood has water inside and that it has white colour blood because they grow. They drifted off to talk about their blood being red and the F showed them a video of what's inside of the human body to satisfy their curiosity on what really is on the inside of our bodies.

Aa: Skin, if you remove them, your skeleton will show up!
Aa: My skull is very soft.
S: Mine is very hard
K: Mine is cold because bad weather cold came in.

Post this they touched and felt all their outer body parts and talked about what is inside while watching the video, and wound up for the day with wonder on what each part of the body does and could possibly do. They went home with an internal promise on finding more about their bodies while also searching at home to bring a plant to school to experiment on feeding the plant various things to see what does it need to grow as our bodies grow with food and water.

The children brought back two plants the following week, named them Robot and Sony, fed them leaves, water, etc., to see how it is going to grow and which of the things they fed, the plants like more. The experiment has come to a pause now as the children have gone on their summer break.

We at SM believe that children are curious individuals and their curiosities are sparks we value and nourish so the fire that burns brightly in them never fades but only burns brighter as each day passes by.


Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.


#sparklingmindzglobalschool
#inspiringconfidentlearners
#youngachieversacademy
#everychildcanwonder
#21stcenturylearning

Invitation to Play (ITP) set up for the preschool children(2 to 4 year olds) that particular day was Light Play!

​As soon as they walked in, they noticed the curtains were all closed and the classroom was dark. They were left to wonder why for a few minutes. After a few moments of silence, the facilitator started to switch on the fairy lights, torch, light box, etc., without a word.
They gasped! "WOW!", cried out a few of them while the others ran to touch what they had just seen, throwing their bags all around the class with much excitement.

​To engage and experiment deeper, some of them took sketch pens and started drawing on the light box while some passed around the torch light around the light box to see if it created any additional effects. When they noticed there weren't much happening, the torch light was then separated and used individually by each child to see what it brought out on the walls and the floor - shadow hunt, playing with the intensity of light on different surfaces, etc. were some of the ways they played with the torch light. At this time, most of the children ran to pick up the trail of the fairy lights, jumping and twirling it around screaming and singing out their wonder and joy! A few more moments of light play later, they wound up the day's ITP.

​The next day, children were to explore shadows of their favorite objects from in and around the class as they seemed interested in exploring shadows the previous day. The class was darkened as usual with a torch light present. Unfortunately, the torch light's light wasn't strong enough to project shadows so the facilitator used the phone's torch light, which worked! When children saw this light, they got curious on the sharp light that was projected and started to explore that by placing various things above, under and around it. 

Some of them had difficulty figuring out how to trace and eventually figured it out with the help of the facilitator and other friends. Once they were all done, they got up one by one and went for free play, and wound up for the day.

The Pups and Calves were given a challenge in the morning for their morning ITP (Invitation To Play) where they were asked to create music. The twist was, they needed to make music with no musical instruments. 
The reaction was priceless - excitement, curiosity, eyes sparking up with wonder, confusion, lost...
F: Go ahead and make music! You can do it!

Suddenly they were everywhere. The facilitator wasn't prepared for their reaction. Some started clapping, some were trying to whistle, some banged the tables, walls, tables, some stomped, some made sounds with their mouths, some banged on beds, some took chairs and banged against the wall...needless to say there was a plethora of sounds that arrived as part of their experimentation. Some wanted to sing, so they did. 

Suddenly T says, "Let the girls sing and boys make music!"
And that was what happened. With a little help from the facilitator, girls got together and sang our school's anthem while boys clapped, stomped, whistled, etc. And vice versa. 
All in all, children had a gala of a time making music today with absolutely no instruments! 

Who said we need instruments to make music? As long as we have our imagination, we can achieve anything!

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.

#inspiringconfidentlearners
#youngachieversacademy
#sparklingmindzglobalschool
#21stcenturylearning
#socialemotionallearning
#everychildcancreate
#everychildcanplay

​It was a typical circle time for the Pups and Calves until we decided to continue the Reduce-Reuse-Recycle from the previous day. Today was 'Recycle' discussion. From the previous discussion, we had arrived at not using the same dustbin for all the waste and to use different dustbins for different wastes. 
F: What are the different dustbins you think we should have ?
K: cardboard
An: Plastic
H: Paper
F: What all goes into the 'Paper Waste' dustbin?
H: Tissues
Av: Paper
F: What is cardboard then?
K: Plastic
F: Why do you think it is plastic?
There was silence. 
F: Is paper hard or soft?
Collectively: Soft. 
F: How about plastic?
Collectively: Hard. 

To further deepen the thought processes, they were asked two prompts:
1. What makes something plastic and what makes something cardboard?
2. How does one know something is plastic? Do we touch and find out? How do we find it?

Since we didn't arrive at anything convincing or conclusive, we decided to take it a step further through a small experimentation: How about we take plastic and cardboard and poured water on both? 

Our wonder questions were: 
What will we get? Will they both stay the same? Since our bottles are hard, will cardboard also stay hard? Will our bottles become soft like paper if we put water on them?

​To find out, children who didn't have plastic water bottles were given plastic cups to experiment with. They all got into their chu-chu trains and marched to the taps. One by one they all poured water on their bottles and cups and got back to class. 
K: Mine is fresh now. 
S: Mine too!
H: Mine is soft
Av: Mine is also soft now (in a very playful manner)
​
They all went back to class and sat on their mats to feel the texture further and collectively discussed and agreed that the bottles and cups were still hard. So plastic doesn't get soft after putting water on them. 
Then they were each given a cardboard piece. They followed the same routine of putting water on each, came back and sat on their mats. 
There were lots of giggles and surprised expressions on their faces when they realized they could bend and tear the big pieces of the hard cardboard. 
H: This is soft ma'am. 
Ab: Ma'am see I can tear
S: look ma'am there's one line here on the cardboard 
F: So if the cardboard is soft and we can tear it and bend it, is it plastic or paper?
K: Paper!

​So the conclusions made were,
1. When we put water on plastic, they still remain hard and we can't bend or tear it. 
2. When we put water on paper, it bends and tears. 

Post this, we all agreed that we will have 3 dustbins:
A) Paper waste (tissues, paper and cardboard)
B) Plastic waste 
C) Food Waste
​
It's easy to give away the information to children rather than letting them experiment and figure it out for themselves. When they are given the freedom to experiment and figure it out for themselves, they learn so much more than when they are just given the answers. They will learn things more deeper than usual because the learning happens right in front of them. And that journey is exhilarating and fun! Isn't that what learning is all about?!


#sparklingmindzglobalschool
#inspiringconfidentlearners
#youngachieversacademy
#everychildcanwonder
#everychildcanexperiment
#21stcenturylearning
#socialemotionallearning

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.