Pre-School Students Redefine "Home"
No one could have anticipated that when our 3- and 4-year-old students were presented with a giant cardboard box the result would be a 6-week project that would span the fields of architecture, design, engineering, math, and art and would redefine the word "home" for these young minds.
It began quite simply: Ms. Jenny, Ms. Shannan, Ms. Anita, and Ms. Muffin presented a large cardboard box to the students. When the students were asked what they would like to make with this box, the answer was unanimous, "Let's make a house!" The students dove right in decorating their box, making modifications to transform it into a house, and working as a team. The class then read the book So Many Houses, and students shared the type of house they live in and then worked with the teachers to graph this information. Students discovered that their families live in brick houses more than any other kind. |
Shape, size, and design
Questions soon began to arise about the size and shape of houses. This plunged the class into working with precut geometric shapes to create a house on construction paper. The students were not limited by preconceived notions of what shape a house should be and were allowed to explore new designs on their own. Not only was student creativity fostered, but new words were learned, early math skills were developed, and fine motor skills were strengthened. |
Students then brought their designs to The Idea Lab to share with one another and with Upper School students and then given time to explore new possibilities using the writeable walls of the lab.
Building Empathy and Understanding of Others
Students view of houses greatly expanded as they were introduced to different types of houses from other countries and also saw how people built houses long ago. They learned about the Pueblo peoples and adobe houses, eskimos and igloos, and the Plains Indians and teepees. The students learned about cultural traditions and the concept of a "tribe." They then built their own pueblos, igloos, and teepees using all of their sense to explore. They went hunting for wood to use as the framework and roof, squished the clay in their hands, glued sand to reflect the environment, and used cotton balls as blocks of ice. This activity was truly inspiring as our Pre-K tribe not only built these structures but more importantly built their empathy for others and their knowledge of other ways of living. |
House Construction and Building Materials
The class then built one house as a group. This meant that students had to collaborate with each other and allow everyone's ideas to have an impact on the final outcome--certainly a challenge for 3- and 4- year olds, but one which they learned much from. The students then began to explore the materials that houses are made from. The students read The Three Little Pigs and explored what straw, wood and brick felt like and discussed the literal strengths and weaknesses of each. The class then turned to the construction process and were in introduced to hammers, nails, screws, and screwdrivers to discover what is actually used to build a house, and how and why it is used.
The class then built one house as a group. This meant that students had to collaborate with each other and allow everyone's ideas to have an impact on the final outcome--certainly a challenge for 3- and 4- year olds, but one which they learned much from. The students then began to explore the materials that houses are made from. The students read The Three Little Pigs and explored what straw, wood and brick felt like and discussed the literal strengths and weaknesses of each. The class then turned to the construction process and were in introduced to hammers, nails, screws, and screwdrivers to discover what is actually used to build a house, and how and why it is used.
The students learned through a real, hands-on experience, using golf tees for nails, a small wooden mallet for a hammer, and a soft foam block. Students were also given nuts and bolts and practiced screwing screws into bars of soap using a real screwdriver.
The materials of houses were then explored in more detail; the students knocked on the walls of the classroom to see what they felt like, examined large pieces of sheetrock and 2'x4' wood. The students were divided into small groups and given real nails, hammers, and sheetrock to further develop their understanding and skills. The students then began their boldest attempt at construction yet: the construction of a bird house. With help from a teacher and their fellow classmates, students cut the wood using a handsaw and coping saw, painted it, hammered the pieces together, and built the roof using wood, felt, and shingles. |
"These thirteen amazing children showed so much creativity in their ideas and cooperation in teamwork. They improved fine motor skills, learned some basic measuring, and showed enthusiasm and courage in trying new things that even some adults aren't very good at. They are determined, and their confidence increases each day. Each action is deliberate and purposeful. They are happy, and they are growing."
- Ms. Jenny
Animals and Their Homes
The construction of bird houses launched the class into a discussion of animals and their houses. The students explored animals and their houses whether in the ocean, in the jungle, in the forest, or on a farm. It just so happened that our week of studying animals and their houses coincided with the week that St. Martin's received their baby chicks for our school farm. Hannah, who is heading this project, brought the baby chicks to the classroom, and then the students made a visit to the baby chick's home as well.
The students also observed two animals that carry their homes on their backs. The class had the opportunity to observe hermit crabs and use critical thinking skills to determine that they live in or near water. Morgan and Morgan's mother--who is a veterinarian--shared their pet tortoise named Zulu with us as well. The class joined Zulu outside to watch her eat and wander all around our playground.
A first grader--Anisha--came and read a story to the students about Clifford (the big red dog) outgrowing one home and needing to find another one. You could hear a pin drop when she read to the children. Her voice was soft, but her presence and demeanor quieted the entire group. Mutual respect at it's finest! Children learning from one another!
The construction of bird houses launched the class into a discussion of animals and their houses. The students explored animals and their houses whether in the ocean, in the jungle, in the forest, or on a farm. It just so happened that our week of studying animals and their houses coincided with the week that St. Martin's received their baby chicks for our school farm. Hannah, who is heading this project, brought the baby chicks to the classroom, and then the students made a visit to the baby chick's home as well.
The students also observed two animals that carry their homes on their backs. The class had the opportunity to observe hermit crabs and use critical thinking skills to determine that they live in or near water. Morgan and Morgan's mother--who is a veterinarian--shared their pet tortoise named Zulu with us as well. The class joined Zulu outside to watch her eat and wander all around our playground.
A first grader--Anisha--came and read a story to the students about Clifford (the big red dog) outgrowing one home and needing to find another one. You could hear a pin drop when she read to the children. Her voice was soft, but her presence and demeanor quieted the entire group. Mutual respect at it's finest! Children learning from one another!
A Community House
Students then made their own rooms for a community house. Each child picked a room in the house, brainstormed a list of items that belonged in that room, then cut those items out of magazines. Decisions were made as to whether one should paint or wallpaper the walls and ceiling and what furniture should be included. All of the rooms were original, creative, imaginative, and best of all fun to make! The rooms were then joined into a finished house that was displayed in both the Cottage and The Idea Lab. While the class did not follow a straight learning path, the students (and teachers) enjoyed the process and have taken much pride in what they have learned, made, and accomplished over the course of the six weeks. |
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While this project may be wonderful in its own right, what is truly inspiring is that this student-led, teacher-faciliated approach to learning is what guides our Pre-School classes every single day. To see more detail about the House Project and other projects the Pre-School is working on, please visit Ms. Jenny and Ms. Muffin's blog: http://preschool3b.weebly.com and Ms. Shannan and Ms. Anita's blog: http://preschool3a.weebly.com.