“Just Make a Mark and See Where It Takes You.” Each year, Rompers Preschool contributes to the art display at Thompson Community Centre. This year, the children in each classroom worked together on a collaborative art project inspired by the
Preschoolers’ dramatic play serves various purposes in their learning: language building, social-emotional learning, fine motor development, and problem solving skills, to name a few. By sharing their imagination in their play world, the children engage with each other in social,
“Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood.”~ Fred Rogers At Rompers Preschool, a multitude of skills are learned through
Strong muscles and gross motor skills are important for children’s development. Gross motor (physical) skills use the large muscles of the body for the purpose of whole body movement – walking, running, balancing, jumping, sitting upright at the table, heavy
Dramatic play develops children’s imagination and creativity. It supports children’s literacy skills and teaches them self-regulation as well as conflict resolution. This type of play allows us to see how children understand the world. In our dramatic play area, we
We set up a science exploration of non-Newtonian fluid, called “Gloop” or “Oobleck“. A non-Newtonian fluid does not follow Newton’s Law of Viscosity (how thick or thin a fluid is) and Gloop is fascinating to experiment with. The children learned
At Rompers Preschool, we plan our programing around the children’s interests. This is called “Emergent Curriculum.” Generally there are several different topics of interest happening at the same time. Each class, a variety of activities are offered to support each
During inside free play, we noticed the children beginning to talk a lot about cats. This stretched from pretending to be cats themselves, to caring for cats in itself. We wanted to help the children reach their deepest explorations and
Our Interest in Construction Continues (See previous post: http://thompsonearlylearning.com/2018/12/construction/) It all started with K making a statement, “I want to build a house.” She then asked, “Do we have boxes?” Adding, “what happened to our old house box?” We explained
This week we introduced clay to the children. Exploring clay helps children learn about texture, shape, form, problem-solving, imagination and creative expression. As children pound, shape, squeeze and manipulate the clay, it develops their hand-eye coordination and fine motor skills.