The preschoolers spent a long time building fairy homes outside and often still make fairy homes out of various blocks. Throughout the past couple of weeks, this interest in making homes has expanded to other kinds of homes, some real, some represented by other objects, and some imagined.
Outside, I noticed IR, IO, and EB placing grass and other objects in a tin container. Then, IR began looking around the yard for something in particular. I noticed her pick up a worm and place it in one of the containers. She looked at me and said, "This is a worm home." She set the container into one of the barrels, gently placing a couple more worms into the container, covering them slightly with grass.
I then noticed a stack of bricks by one of the barrels, near where MR was standing. I said, "I wonder what this is." MR turned to me and said, "It's a snail house. I made it and boy TLC helped!"
KC came over to see what we were talking about. He looked at the bricks and smiled. TLC then came by and knocked a couple of bricks off of the top. KC said, "Oh no" and looked at MR. KC and MR began to rebuild the "snail house."
MR continued to talk about the snails and then said it was also a "worm house."
Throughout the next couple of weeks, homes were made out of various materials. We had play-dough out one morning and GS was building something. I went over near him and he began talking about his structure.
He said, "This is an ant home." Pointing his finger close to the play-dough he said, "This is the top ground and this is the low ground. The low ground is underground. The ants live in the little holes." He continued to work on his "home" for a minute or so longer and then mushed his dough back into a ball.
During the same day, KC began setting up a focused play area on the large rug. He chose two different types of objects to set up, the multi-colored wooden blocks and the wooden animals.
KC said, "I'm making a house for the foxes." Before finishing his "house," he put the blocks away and got out the large wooden blocks instead. He built a new "home" for the deer, that completely surrounded the deer.
MR came over and asked, "KC, can I help you?" KC replied, "Yeah." They began trying to put a "gate" on their structure, perhaps so that the deer had somewhere to get in and out of their "home."
They worked together until they were both happy with where the gate was, making sure it fit just right, and was big enough. When the gate was finally put on the "home," MR and KC worked together to open and close it.
The preschoolers have been very interested in collage materials recently. On a few different occasions, a certain kind of home was made out of these materials.
EB placed some string in a circle on the piece of felt in front of her and placed other objects in the center of string. She said, "I'm making a bird's nest." Once she was finished she took apart her bird's nest and put the collage materials away.
The following week, we put out the collage materials again. TLC and SM sat across from each other and began collecting materials on their felt.
SM and TLC emptied all of the bowls of materials, placing them in large piles on their pieces of felt. SM made sure his pile stayed in tact, moving a few pieces to the top of his pile. He exclaimed, "It's a bird's nest!" TLC said, "Look at mine, it's a bird's nest too!"
Homes have also been imagined by the preschoolers. They often talk about what a real castle might look like, or what various animal homes look like. Some homes are drawn from a memory of something loved.
EB and IO put their drawings up on the wall. EB said as she pointed to her drawing, "This is a castle. Cinderella lives here." She then pointed to IO's drawing and said, "This is little house on the prairie." These house drawings become more detailed and the stories about them more elaborate with each explanation.
Exploring homes through play not only gives the preschoolers the opportunity to experiment with making real homes for various critters, but to also learn about what different homes look like and how various animals and people live. The preschoolers are pulling more from their memories of stories and observations, while using their imaginations to freely build, draw, and create all sorts of homes.
IO is also very enthusiastic about helping other dress up. She often helps MR prepare and, here, she helped KO find a costume.
Here, TB helps TC find a dance outfit:
MR proudly displays a silk G helped her tie on:
The PSers also help keep track of who has and has not taken a turn in the back room. "TS hasn't had a turn" SC informs me when a space in the back room opens up and then goes to invite TS to dance.
We have been making some BIG movements indoors and our back room has been full of drama and dance! As I try to incorporate these interests into our days at school, I am continually encouraged by the learning that unfolds within movement and performance. The PSers are sharpening their joining and communication skills as they create performances together. From teaching each other dance moves, to costume design, to cooperative choreography TPH is learning to love dance as a community!
Every child at TIH is introduced to even the youngest babies. We watch them cry and think about why they might be crying. We talk about the work of the infant teacher and how they care for the babies. We talk about the basic needs of the babies, often relating them to our own needs. We practice touching babies in a safe way and notice the similarities and differences. They sometimes cannot move on their own. Some can grab a toy and others are happy simply watching. Some babies can put their fingers in their mouth, while some are trying to walk. Just the other day when we were observing cohort 5, L rolled over and as I described what was happening all of the boys cheered for her.
Today the boys discovered the huge puddle that has formed on the top of
the sandbox. I recently replaced our tarp with a sheet of plastic and
after the hard rains of the past week a good collection of rain has
formed, especially after our last use of the sandbox where we dug out a
river and lake.
"Ships!" GW says as he pushes his paintbrush across the paper. The blue and yellow come together to become green as I recite the rain poem every so often during our art time this morning. Painting is becoming part of our morning flow, now being asked for in favor over going outside. Today our Oregon liquid sunshine was falling heavily and after my cajoling to go out and play in the rain fell on busy ears I began reciting this poem. Fingers pointed to the windows. "Big puddles." GH said looking out of the window with T and SC. We talked about the clouds filling the sky and the rain falling. We listened to the rhythm it drummed above our heads and wondered about if it was warm or cold outside. "Cold!" insisted SC "Inside!" So, we stayed inside.
Today I came up with a great recipe for Eggs and Chard. Chard isn't something that the children usually enjoy so it seemed important to mix it with something I know the do love. Eggs!
I brought out the bowl and SC brought it to the little table in the kitchen. I added a whisk and everyone practiced now it can move in the bowl. I brought out the eggs from the refrigerator and as I open it, I give everyone the chance to check out the eggs. GW tried smelling one, and T placed his quickly in the bowl causing it to crack. 
Soon all the eggs were inside, minus some shell, and everyone got a chance to stir with the whisk. We counted to 5 for everyone's turn and by the time we were done everyone was joining a long in the chant in some way or another: "1-2-3-4-5. K GW turn! 1-2-3-4-5 K, SC turn! 1-2-3-4-5 K! T's turn!". We probably could have stirred the eggs all day. I added some milk and then fennel seeds to add a new dimension of flavor. 
