Today we started our usual Library Routine with the usual book reading. The Cubs (4 to 5 year olds) started the reading by exploring the book 'The Day The Crayon Quits' cover page,
R: Green color crayon
A: Its Blue color
N: Pink
C: Orange
VR: Red looks like its fighting with someone and angry
N: Red looks surprised
VR: Orange is upset
R: Blue is a holding a board and it's angry
C: Green is happy
D: Pink is very upset
E: pink is holding the board downwards and sad
Their discussion went deeper when they empathized further,
N: Red fought with its dad so its sad, upset and it was surprised looking at the other color.
VR: Blue is holding a board because it does not like the other crayons so something is written on it.
When the reading continued, children were curious on the word ‘quit’, so we explored further.
VR: It means running!
Everybody agreed. So we moved on with the thought of finding it out while we read the book. We then came across the word ‘stack’.
Facilitator (F): What does stack mean?
D: It’s stamp
But Ad clarified with, “Arranging thing on top of others!”, and we continued reading the book.
The next word that caught the attention ‘letter’ where the crayons had written letters for Duncan, the main character.
N: It's a cursive letter
Aa and Aa: It’s alphabet and its vowel
D added, “Consonants!”
It was clear that children understood that word as the English alphabet while also connecting it to, “We write letters.”
The next crayon that children explored was the colour ‘red’ where they connected with gas cylinder, tomato, strawberry, dresses, apple, fire engine, heart etc.
We went on further discussions on the different letters and colours in book, when they were asked, “How did you all feel when you used different crayons?”
N: I was upset because I would not colour and write with it
D: Because I could not colour it was small – I feel sad
Aa: I cannot write orange crayon is dirty and it was also breaking
Aad: When I took the dirty yellow crayons my paper also become dirty
C: Colour of the crayon are gone and we are not able to use it
R: When I waste the crayon I feel sad, I talk to the crayon and say I will not waste you the next time.
Each one of them talked about how they will be more respectful to the crayons. This suddenly probed A to ask, “Why ma’am, you did not give us big and new crayons?” This got everybody else to ask the F why she hadn’t given them new crayons.
So the F asked them back, “Why do you think I haven’t given you the big and nice crayons?”
Children contemplated for a while and replied,
VR: Because you want us to write and colour with the small one
A: Making use of the small crayon to colour
N: To know how they feel when they break.
F: Yes, so that you all can understand how each of the crayons feel.
This moved on to empathizing with the crayons and arriving at what they can do to the crayon when they use them-
VR: Crayons are angry on us and next time we don't use it properly they will leave us and go
A: I will use all the crayons
D: We should not break it handle with care
Di: I will use it properly
E: I will tell sorry to red crayon because I use it always
Aa: I will not break not take the rapper
S: I will use the colour and be careful, no wasting
Aa: I take care of it and colour it nicely
Ad: No breaking the crayon
Stories are powerful mediums to convey messages and learn new things. Any message can be conveyed through a story that can have deeper impacts on the audience, such as this one. Here from reading a book, what could possibly be seen at first look as simply a comical book on anthropomorphised crayons, carried much more than what met the eyes. Children not only explored their feelings when they used multiple crayons but empathized with them too, arriving at ground rules for themselves when using crayons in the future. This story in particular helped them empathize and learn responsibilities. And both are important skills for anybody to develop in their lives.
#sparklingmindzglobalpreschool
#inspiringconfidentlearners
#everychildcanempathize
#reggioemiliainspiredlearning
Contributed by Sheela Peter, Learning Facilitator at Sparkling Mindz Global Preschool.
R: Green color crayon
A: Its Blue color
N: Pink
C: Orange
VR: Red looks like its fighting with someone and angry
N: Red looks surprised
VR: Orange is upset
R: Blue is a holding a board and it's angry
C: Green is happy
D: Pink is very upset
E: pink is holding the board downwards and sad
Their discussion went deeper when they empathized further,
N: Red fought with its dad so its sad, upset and it was surprised looking at the other color.
VR: Blue is holding a board because it does not like the other crayons so something is written on it.
When the reading continued, children were curious on the word ‘quit’, so we explored further.
VR: It means running!
Everybody agreed. So we moved on with the thought of finding it out while we read the book. We then came across the word ‘stack’.
Facilitator (F): What does stack mean?
D: It’s stamp
But Ad clarified with, “Arranging thing on top of others!”, and we continued reading the book.
The next word that caught the attention ‘letter’ where the crayons had written letters for Duncan, the main character.
N: It's a cursive letter
Aa and Aa: It’s alphabet and its vowel
D added, “Consonants!”
It was clear that children understood that word as the English alphabet while also connecting it to, “We write letters.”
The next crayon that children explored was the colour ‘red’ where they connected with gas cylinder, tomato, strawberry, dresses, apple, fire engine, heart etc.
We went on further discussions on the different letters and colours in book, when they were asked, “How did you all feel when you used different crayons?”
N: I was upset because I would not colour and write with it
D: Because I could not colour it was small – I feel sad
Aa: I cannot write orange crayon is dirty and it was also breaking
Aad: When I took the dirty yellow crayons my paper also become dirty
C: Colour of the crayon are gone and we are not able to use it
R: When I waste the crayon I feel sad, I talk to the crayon and say I will not waste you the next time.
Each one of them talked about how they will be more respectful to the crayons. This suddenly probed A to ask, “Why ma’am, you did not give us big and new crayons?” This got everybody else to ask the F why she hadn’t given them new crayons.
So the F asked them back, “Why do you think I haven’t given you the big and nice crayons?”
Children contemplated for a while and replied,
VR: Because you want us to write and colour with the small one
A: Making use of the small crayon to colour
N: To know how they feel when they break.
F: Yes, so that you all can understand how each of the crayons feel.
This moved on to empathizing with the crayons and arriving at what they can do to the crayon when they use them-
VR: Crayons are angry on us and next time we don't use it properly they will leave us and go
A: I will use all the crayons
D: We should not break it handle with care
Di: I will use it properly
E: I will tell sorry to red crayon because I use it always
Aa: I will not break not take the rapper
S: I will use the colour and be careful, no wasting
Aa: I take care of it and colour it nicely
Ad: No breaking the crayon
Stories are powerful mediums to convey messages and learn new things. Any message can be conveyed through a story that can have deeper impacts on the audience, such as this one. Here from reading a book, what could possibly be seen at first look as simply a comical book on anthropomorphised crayons, carried much more than what met the eyes. Children not only explored their feelings when they used multiple crayons but empathized with them too, arriving at ground rules for themselves when using crayons in the future. This story in particular helped them empathize and learn responsibilities. And both are important skills for anybody to develop in their lives.
#sparklingmindzglobalpreschool
#inspiringconfidentlearners
#everychildcanempathize
#reggioemiliainspiredlearning
Contributed by Sheela Peter, Learning Facilitator at Sparkling Mindz Global Preschool.
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