I just set up the provocations for Tuesday morning after forest play. I was inspired by a photo I saw when I was visiting Frank Ney on Friday. The leaves have been part of their play for the past few weeks in the art, math and construction areas.  Don't you just love empty picture frames. I picked this beauty up at the recycling centre on Friday after work together with 3 baskets for , wait for it, $2.00!!!

This year as I continue to make a shift to a Reggio Inspired practice I have begun a personal inquiry drawn upon the work of Reggio Inspired Teachers from Richmond BC. They have been working for quite a while on Playful Inquiry, first in math and now in science. As I delve deeper into inquiry my work on Playful Inquiry it feels like a just right fit for Reggio Inspired practice and my nature program.

My inquiry question is  Will creating spaces for playful inquiry create opportunities for learning and build collaborative relationships.  After working with an amazing group of children and their families last year and seeing the strength of a truly collaborative group of learners through our Kindness Project, I know that choosing collaboration as a primary goal of the Kindergarten year is important work. I think that this personal inquiry will enable me to continue to align my beliefs about how children learn with their daily school experience.

Playful Inquiry lives in learning environments which have a culture of sharing and learning together. The children grow accustomed to exploring open ended materials, are provided with a safe environment, time to investigate, playing with ideas, daily flow, an emphasis on process learning and encouragement to collaborate with each other in many different daily experiences. 

Over the next few weeks the children will be wrapping up their first two inquiries; Colours in Nature in the Fall and Patterns. We are all learning so much and I can't express how joyful it is to be a part of their learning journey.


Our art studio is in full swing now that the children have a good understanding of using the tools.

Rio has been busy with the hole puncher to create transparency in his sculptures, picture frames and bracelets.

Davyn created amazing sculptures this week using mini pipe cleaners and lots of tape and small bits and pieces from the art

I loved watching Markos create this mini forest using loose parts at the art studio and of course lots and lots of glue!

I had some leftover circles from a math project and one of the students carefully created a story picture using a mix of materials from the art studio. I love the feather on top of the tree to create leaves.

Elliott has been super busy cutting cardboard to create characters and then decorating them with markers and beads. Then he moved onto creating a tree picture (using Kindergarten criteria) using beads, tape, paper and cardboard. His final piece is still a work in progress - a computer.

Elliott made this beautiful tree for his mother using lots and lots of tape and pony beads.

So much joyful learning going on through process art!!!


As I planned the new kindergarten environment I revisited my journals from my work study in Italy last spring with a focus on flow and environment. The flow is threefold; visual, physical and scheduling. I especially wanted the environment to reflect the children's learning and interests paying close attention to creativity and the different ways that children express themselves. This required reimagining space to display the large collection of loose parts, providing lots of space for the children as well as independent access to all resources most especially loose parts.

While I unpacked, sorted and arranged materials in the new kindergarten room, I chose to take my time, resisting the impulse to have everything done before the children arrived. We piled boxes in one corner and began to find homes which were a good fit for resources -- paying close attention to the space around each area so that children could move materials, spread out and work together.

Our new room has shelving on top of shelving which seemed very busy and full. I had planned to remove the upper shelves once the music teacher's instruments were relocated but as soon as I saw the empty shelves I knew that they would be a perfect place to display our nature resources, books and math manipulatives. The wood provides a warmth to the space and showcases the nests, shells, bark and other science objects.

I spent about two hours unpacking the science, math and literacy resources and moving them around until the display was symmetrical and balanced. I compared the colours, size and shapes of the baskets. I created themed displays which complement our place based learning projects such as forest, birds and seashore. Now I can easily imagine rotating the displays to the science table throughout the year. 

I keep falling in love with each part of the room as it is established and used by the children in their learning and play. Up next, our art studio.

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