Instructions for tying roux eyebrows

IHVO

by Claudia Flaig

 

How it all started

At the beginning of the new daycare year, I propose to the team to set up a learning workshop - and thus follow a suggestion from the IHVO course.

The colleagues not only agree immediately, they also actively set up the workshop. Before the major restructuring of the facility, which was still imminent at the time, we can only use half of an adjoining group room. There is also a reading, cuddling and building corner here.

Alena - at this point 4; 5 years old - immediately discovers the rearranged room in the morning and asks what is happening there. She spends an hour and a half there, most of the time alone. She picks up one game after the other and looks at it carefully.

Then she comes to me with the folder of worksheets and asks if she could do one of them. I explain to her that the children can now take a worksheet at any time. They should then come to a supervisor, discuss the tasks on the sheet and then work them out. The rule is that the sheet should be finished. Then you can take another sheet as far as you like.

From now on, Alena often makes two sheets of paper in a row. The children's folders are on a shelf.

…in short…

The author sets up a learning workshop with some children, including Alena (her observation child in the IHVO course). Alena and five other children form a core group that first familiarizes themselves with the material in order to then be able to guide the other children.

The core group is also initially involved in the first experiments. It is described how Alena then repeats an attempt with an interested three-year-old.

Rules of use are drawn up with the children

The other children in the group only discover a small part of the learning workshop on the first day, some only later. After three days we set up the rules for the learning workshop together with the children:

- Due to lack of space, there are always only three children in the learning workshop (LW).

- It should be quiet in the LW (this usually works despite the building corner!)

- Games are neatly put away.

- Dealing with worksheets: select, discuss, finish, file, and then edit another sheet if desired.

- The pens stay in the LW, they belong back on the shelf after use.

- The LW is not the painting corner - the painting table is still in the group room.

- Those who regularly make worksheets receive a folder for them.

- Small children are also allowed in the LW, but only if they do not disturb.

The first equipment of the learning workshop

In the initially still narrow workshop, a mattress dormitory with pillows serves as a reading and cozy corner. A small table with a bench and two chairs gives you the opportunity to work on the worksheets and play table games.

The initial equipment with Books:

    • Antje Damm: "Is 7 a lot?" (Moritz-Verlag)
    • Philip Waechter: "I" (Beltz-Verlag)
    • Sylvaine Perols: "The Body" (Meyer's little children's dictionary)
    • Diercke world atlas / and also a globe
    • Angela Weinhold: "Children of this world" (Why? Why? Why? Special volume, Ravensburger)

We also bring three Posters at:

    • Washable world map (Schönhoff, Krüger and Ortmann)
    • ABC poster and number poster (both from Beltz-Verlag)

And this Games are available in our original equipment:

    • Logeo
    • Nikitin material logo
    • Who is it? (Hasbro games)
    • Lotti Karotti (Ravensburger)
    • look closely
    • Cuboro
    • Rush hour (Ravensburger / Thinkfun)
    • Reading Witch (Haba)
    • Little raven can do the ABC (cosmos)
    • Picture and letter cards from the Würzburg letter and sound training 2
    • Gossip domino (spring)
    • Our 5 senses and the environment (Fröhling)
    • Plan toys number puzzle
    • Magnetic board with letters

Also stimulated by the IHVO course, we want to win parents over as experts. After brief information at the parents' meeting, a poster is hanging in the hallway.

The learning workshop benefits from the restructuring of the daycare center

The major restructuring and expansion of our facility, which was triggered, among other things, by a change in the law, combined with a renovation, put a heavy strain on us all. At least one advantage: Now, after more than a year, our learning workshop has more space. And our leader used a large part of the additional funds for equipment and materials for the learning workshop. (Thank you!) Together with a colleague, I have also taken on the sponsorship of our preschool group, the 15 “Schlaufüchse”, to which Alena is now again - she is now 5; 8 years old.

Alena blossoms

Through the experience of being able to keep up with the older children and being accepted by them, Alena has become totally self-confident. This shows me through her open gaze. She comes into the group upright in the morning - she used to sneak in often biting her nails. Now she often has something to tell. With an all-encompassing look, she checks the group situation and the day can begin.

My group has grown from 15 to 22 children. This now offers many possible uses in which Alena can live out her social skills - the only advantage of this drastic increase in the number of children! Of course, looking after five new two-year-olds is not their job. However, Alena is not bored when there is no offer or a pleasant play partner.

Lots of intellectual "food" for the "loop fox"

In addition to eight children who have developed according to their age, four very talented preschoolers with large knowledge of letters and numbers, who go to school regularly in summer, as well as Charlotte (4; 5 years old), Sina (also 4; 5) and Hannes ( 4; 7) who not only have knowledge of letters and numbers, but also show conspicuous talents. Hannes can already read a lot, while Sina has an incredibly clever linguistic expression. She is very calm and adjusted in the group, looks a year younger physically. She should get more cognitive "food".

In the mathematical area, we mainly use the “box of ideas for mathematical education in kindergarten” in preschool work. (Practice folder for early childhood education, Volume 9, loose-leaf collection - by Ans Veltman and Willeke ten Noever Bakker - Bildungsverlag Eins.)

In the area of ​​language and writing acquisition, we use a "graphomotor workbook"
(For parents, educators, therapists, pedagogues. With the story of Frede Schnodderbüchs and his friend Addi Luftikus in many colorful pictures. Authors: Antje C Loose, Nicole Piekert, Gudrun Diener - Richard Pflaum Verlag. )

In addition, the “Schlaufüchse” go to the Bonn Art Museum every Wednesday for ten weeks for an art course for children. An art educator takes the children over a work by an artist that he has selected, works out and discusses it with them. This is followed by practical work in the museum school with a special task - without restricting artistic freedom.

In this way I can playfully reach an important learning content for school preparation: What is the task? What does this task include, what does it exclude? What is expected of me, how do I implement it?

The children love to go there, our daycare center is already doing this course in its third year. At the end of the course, we are planning an event in the day-care center where the children will present their works and a selection of artists.

Alena is in charge of the children

Alena is now the "boss" of the girls in our group. Even the slightly older Mariana acknowledges that. Power struggles rarely take place because Mariana, very clever but unfortunately completely on her own, has absolutely different interests than Alena: Barbie, jewels, boots with heels; all morning she wears a pink stole, etc.

In the learning workshop, Mariana's talent for quickly recognizing connections is shown again and again. Even after I spoke very emphatically and clearly to the parents three times, they do not seem to be promoting Mariana. So it is above all my job to teach Mariana to organize herself so that she can then use her resources in school.

Alena is a star among the boys: she likes to pound herself, behaves very dominantly and pays attention to strict compliance with the rules in the overcrowded outdoor area. (The garden will not be extended until later.) Of course I signal to her that she has crossed boundaries with regard to her dominance; Glances are enough - we are a well-rehearsed team.

If I ask her to be particularly supportive in the learning workshop, she moans more often:
"I wonder why I am doing all this!"
I then grin back and ask: "Don't you like it?" "Yes, of course!" She laughs back.

This agreement shows me that Alena takes the “food” she needs in daycare.

Difficult working conditions

The consequences of the reorganization of the day care center are still a burden. The nannies now have to do a three-year teacher training course and feel very uncomfortable. The released day-care center manager can only act as a substitute in the greatest emergency. For weeks, our work has been characterized by the permanent absence of two to four colleagues due to illness. In addition, there are remaining vacations and training courses, if they do not have to be canceled.

My new colleague (she had already worked on the shadow play project) fits in perfectly with the group - and with me, I'm not the easiest either. I fight every day not to neglect my educational work. As I write this, my new colleague is also absent for a week. With a part-time worker, I have to look after 22 children alone for a week - I'm really knocked out.
(See: Improving framework conditions!)

Alena is helping to set up the extended learning workshop

There is now more space for the learning workshop in the new rooms. So far, the available material has only been roughly sorted. I go to the workshop with Alena and would like to find out an area of ​​interest with which I could motivate her to be trained as an “expert” in the learning workshop and to take other children on board.

Together we sort the materials, whereby I try to let Alena verbalize the different areas. Although she was happy to go, she seems a little unmotivated at first.

The following areas result:

- Device knowledge (we have three devices to dismantle again)

- Arithmetic (I suggest the term mathematics, Alena doesn't want that.)

- Geography (or world knowledge - Alena: "No, geography. That sounds great.")

- Biology (She likes that better than plants or nature.)

- World knowledge (Now Alena is for this name - because of a poster with planets.)

Now Alena is livelier: “I have a little book about planets at home - everything is in there. We could make a sky and the globe. That would be good. Amar and Frederik are sure to be interested in that too. "

Then, quite unexpectedly, she says: “I used to do gymnastics with Sina and Amar. I wonder when that will happen again? "

I am amazed: She recognizes the connection between the instructions of the gymnastics group, which she has not asked for for a long time - it has been over a year - and my new plans!

We are still discovering the “chemistry” area of ​​materials. Alena sorts different measuring cups and glasses with lids. She tells of Peter Lustig (children's natural history series “Löwenzahn” on Second German Television), who showed an experiment with an egg. “I don't remember how to do that. I have a DVD from Peter Lustig. Give me a piece of paper so that mom will give me the DVD to take to kindergarten. Then we can do that. ”I write her the note.

The core group of the learning workshop is created

I now tell Alena that she can explain the learning workshop to the other children together with a fixed core group under my guidance. To this end, we can initially carry out activities from all represented fields of knowledge in the core group.

Alena is enthusiastic and suggests - without my asking her to - the following children:

Alena (5; 8 years) - Frederik (5; 10) - Amar (5; 3 / Alena: "It's very good.") - Charlotte (4; 5) - Hannes (4; 7) - Beatrice (5; 8th). Six-year-old Mariana and five-year-old Finn should be jumpers or take part in the second execution.

"And me?" Asks Alena and taps on the list of names I wrote. “You're number 1,” I say, pointing to her name. "I'll tell them straight away," she says, beaming.

Tasks of the core group

A short time later, we go through all areas with this core group again, rearrange the learning workshop and move on.

In a one-on-one interview, I tell Alena my impression that she is particularly interested in space and chemistry experiments. I ask them for their suggestions about what we should do in the learning workshop in the near future. “The experiment with the egg!” She replies without hesitation.

My goal is to keep the learning workshop permanently present for all children in the daycare who can walk. According to Alena's suggestion, the first project will be “experimenting in the learning workshop”. The core group that Alena leads with my help is supposed to motivate the other children at the daycare center to come to the learning workshop.

The core group should first get to know the following and pass on what they have learned:

    • Handling the microscope,
    • Use of beam and digital scales,
    • Safe handling of (non-hazardous) chemical substances,
    • Safe handling of tools (many can already do that through the previous dismantling project, but there are always new children),
    • Learning first computer skills,
    • Developing and following the room rules.

These goals should be achieved with simple experiments according to Prof. Gisela Lück - which I got to know in two extremely exciting lectures on "Scientific experiments for children". (We use your instructions published by Herder-Verlag, “What is bubbling in a glass of water” and “New easy experiments for parents and children”.)

This is just a guide for now. I think I am flexible enough to take up impulses from the children and to have the course of the project planned as far as possible based on the interests and suggestions of the children.

Hopefully the experiments will lure the children into the learning workshop with a passion for learning
- it should become a small educational island in the daycare center.

In the team, I initially “dredged” two hours each on Tuesday and Thursday to carry out new experiments. Due to a lack of staff, however, I now only have one hour each. The experiments are first carried out on Tuesdays with the core group. The same experiment then follows on Thursdays with Alena and / or other interested children from the core group and new children, whereby very young children are also addressed here.

The children in the core group go into all groups and speak to children.

The rest of the week, with the exception of two hours of language training, the learning workshop can be used by all children if the rules are observed. Experiments can also be repeated here.

First activities: making soap bubbles and modeling clay

Before we start with the experiments, let's watch Alena's Peter Lustig DVD together. The children are fascinated by the many interesting articles about nature, technology and chemistry.

Then Alena is absent for more than two weeks due to illness. During this time, children of the core group make soap bubble lye and wire loops for large soap bubbles without them.

Hannes, Amar and Frederik start making clay on behalf of the U3 group. When Alena is healthy again, they show her how to do it (recipe according to Lück).

Since Frederik needs language training, I ask him to explain the work steps. He explains the digital scales: “You put a piece on it, put flour in it - you can see how many grams that is.” Alena takes plasticine from the table that is still there from the last production and asks who made it Has. Hannes: "We." Then Alena: "You did well!"

Alena knows all the terms: electricity, grams (“There are also milligrams”), kilograms, temperature, measure, weigh, liters, milliliters, powder, kettle. With this knowledge, she is able to independently guide the repetition of these activities.

First of all, the consistency of the clay is not firm enough.Alena immediately realizes that more flour needs to be added. As soon as the putty is ready, Alena takes the bowl and distributes the putty - and first takes what I correct. She gives instructions: “Take the leftovers out of the bowl.” I say: “Please!” And she repeats the request in a more friendly manner.

Alena now suggests: “Now let's make food!” Then I: “Can screw foxes also knead numbers?” - “Okay,” says Alena.

First the children scratch numbers in the plasticine, then letters, then one rolls sausages and the children use them to form numbers and letters as well as corresponding animals: for example E for elephant.

When Alena has problems forming a 3, Frederik shows her how to do it. Alena honestly praises him.

These first two “official” activities in the learning workshop allow the children to recognize and assign different areas of the workshop. The children draw the recipes for modeling clay and soap bubbles.

Now it's time to start the chemical experiments

After we have given the clay to the U3 group, I announce the first chemical experiment to Alena. Alena reacts concerned: “I don't want to play with fire. I'm afraid someone will get injured. ”I explain to her that the children with dangerous things like fire, electricity and toxic substances from the pharmacy are only allowed to work with me anyway.
Alena: "Yes, we only do simple experiments alone!"

I think she feels a little overwhelmed. That's why I make it clear to her once again that she won't do anything she doesn't want and that I will always be present in the learning workshop. After all, I am the educator and not her. Alena seems relieved.

I explain to the 6 children in the core group which materials they should bring with them for our first experiment. It's about the topic: "What the eggshell has to do with our teeth" (following the instructions from Gisela Lück). I will inform all the children about our plan with a poster that I will attach to the exit door so that it is clearly visible.

The experiment with the eggshell

Alena suggested this attempt. For reasons of motivation, this should now also be our first project. Conveniently, the “Toothbrush Fairy with Fridolin” was in the daycare just a few days earlier, so that the children have just brushed up on their knowledge of dental care.

Five children from the core group initially take part: Alena, Beatrice, Hannes, Amar and Frederik.

I ask about the term "attempt". Hannes (4; 7 years old) quickly has an explanation ready: “An attempt is when you have tried something, when you thought you can. Then you try. Then it works - or not. "Alena:" An attempt is when a person cannot, but he tries until he can. "

(Hannes therefore assumes that he can do something, while Alena does not initially assume - that seems to be gender-specific.) Shortly afterwards Hannes says that we are researchers and an experiment is also called an experiment.

First, let's get acquainted with the chemical ingredients. When they sniff the tooth gel, the children recognize that it is toothpaste. Smelling the vinegar, the children understand the term acid after they first think it is oil (perhaps because they remember how modeling clay was made).

The first egg falls to the ground after three minutes of brushing with the tooth gel. So we immediately learn to live with failure. Then we are more careful. The three minutes seem very long to us. Is three minutes long? "Now yes," says Alena. (Maybe we'll do a time project later?)

We put the cleaned egg in vinegar.

Hannes remarks: “There are bubbles upstairs!” Beatrice says: “These are gas bubbles!” I ask about the condition of the eggshell where we have not applied any gel. Alena: "There are no gas bubbles." (She memorized this term immediately.) When I asked why the egg was moving in the vinegar, Alena replied that it was because of the gas bubbles and Hannes said it was like being in a fizzy drink.

Alena asks why the egg gets so thick in the vinegar. I ask them to look at the egg from above and below. Then she realizes that the curvature of the (jam) jar is an optical illusion. We watch the spectacle for another ten minutes, then we set up an "observation station". That means that on an empty shelf in the learning workshop (with a glass window to the group room) there is now a blue fabric set; and on it we display the results of our tests.

Alena tries again

The following Thursday Pavel (3; 3 years old) brings a glass with a hard-boiled egg. I ask Alena if she wants to try the eggs with Pavel. "Can I do it with him," she agrees.

She puts all the materials on a blue set and asks Pavel to tell her what he sees. Then she says: "Then I'll do it with the toothbrush." ​​I tell her that she should let him do it himself as soon as possible. "Yes," she says and grins at me.

Pavel says: “We boiled the egg.” Then Alena: “Yes, nice. - Well, it works like this: Get the egg out of there. I put my hand under it. Now get me the cloth out of there. ”(Pavel brought the boiled egg wrapped in a cloth in a glass.)

Alena wants to press the tooth gel onto the egg, looks at me and then asks Pavel to do it. Pavel: “I'll put gel on it here.” - Alena: “Yes, right. You're doing well! ”She looks at me and says:“ Set the alarm clock! ”I give Pavel help:“ Please! Three lines are three minutes. You can certainly adjust that. "

Pavel looks at me, startled, covers his ears and asks: “Is that loud? I don't like anymore! "

Now Alena intervenes: “You don't have to be afraid. We only want to brush toothpaste on the egg for three minutes, because the egg comes in vinegar, which is acidic and breaks the egg. We'll see whether toothpaste really protects the teeth. "Then turning to me:" Claudi, can you put the watch away, please. Pavel is scared! "

I am amazed how empathetic and clever Alena Pavel helped to overcome his fear and want to continue doing the experiment. Anyway, I set the timer in the group room. However, Pavel remains worried. (The mother later confirms Pavel's problem with ticking clocks - cause unknown. Maybe another reason for a time project?)

Pavel does not hear the clock ringing and watches the gas bubbles with fascination: “There are small globules. There are no globules at the bottom. ”And then, shocked:“ Where is the clock? ”

Alena reassures him: “She took Claudi away. It has already expired. So, here you see globules. Here the egg is cleaned, there are no globules. You always have to brush your teeth, that protects against Karius and Baktus. Did you hear, Pavel? ”He nods. Alena has cleverly brought him back to the subject.

(Editor's note: “Karius und Baktus” is a Norwegian puppet film from 1954 that aims to encourage children to brush their teeth. It is based on the children's book of the same name by Thorbjørn Egner, published in Norway in 1949. It was later also published in German Karius and Baktus became a symbol for holes (caries) in the teeth in children. - Source: Wikipedia article "Karius und Baktus", accessed on May 3, 2018)

In the following, Alena shows this experiment very well to the two boys Enno and Finn, who do not belong to the core group of the learning workshop.

(See also: The chicken egg, also linked to: Projects on physical and / or chemical exploration.)

Second attempt: air is not nothing

Word of this experiment immediately got around in the daycare center; the kids are very impressed. Children keep coming back and repeating this experiment, now on their own. Guided by mitr, 17 children between the ages of two and five experience the amazing processes. Alena is always happy to be there.

The new attempt is again an occasion to find further definitions for this type of research. Beatrice, who has already participated in the soap bubbles, the modeling clay and the eggshell toothpaste experiment, now says: “Experiments are things that you can try. You can see what is happening there. Maybe something exciting happens or something changes. Or something dissolves. "

A three and a half year old girl says: "You can mix something up in one attempt."

When Alena once held the air-filled glass in the water at an angle during the second attempt, another three-and-a-half-year-old girl immediately said it was a matter of air bubbles. Then she blows a child in the face, which of course everyone imitates: you can't see air, but you can feel it.

“Where someone sits, where our bodies are, there can be no air,” I explain once. “No,” replies Hannes, “but right around us!” I am really amazed at what the children utter through the impulse of a little experiment.

When it comes to air bubbles, Sina (4; 5) says that she always blows bubbles in the bathtub: "If you had no air, you would be dead." Topic death (should I plan a project on: Uhr-Zeit-Tod?)

(See also: Adrian discovers newspaper reading - questions of life and death.)

I offer every younger, gifted child a place with the “Schlaufüchsen”, even if the colleagues - concerned about the equal treatment of the children - are not enthusiastic about it.

Later I will be an ear witness to how three boys repeat the experiment on their own. One says: "At home all the glasses are full of air." One replies: "I think so too."

The experiment is being further developed with a tealight tube and gummy bears. It is very nicely described and explained here.

Third attempt: not all liquids behave like water

Based on the instructions from Gisela Lück, I initially let the children of the core group develop the topic of this experiment largely themselves.

Alena (5; 8), Hannes (4; 7), Frederik (5; 10), Mariana (5; 11), Amar (5; 4) and Caro (3; 6) take part in the first implementation. Caro, who was not initially nominated for the core group, is now often there. She would love to take part every time. She flattens her nose on the pane in front of the observation station when she has to learn that others need to have space.

When the water is poured over, the children immediately recognize that water from different containers is mixing - Alena: "Water moves." Sina: "It is liquid."

What other liquids do you know? First the children name typical ones like soda or milk. When I asked to take a look around the learning workshop, I got "Spüli" from Amar and "Glycerin" from Mariana. Hannes says: "Candle wax mixes with water." Alena agrees. I propose to review this thesis.

So let's start the experiment. Alena lights a tea light with me. "We are waiting for thin candle wax," she explains. "On liquid," corrects Mariana. With a grin, Hannes says: “What if you put fire in the water?” I return the question to him. Hannes: "Then it's over."

In doing this, I notice that this group really lets everyone have their say - otherwise Mariana finds that particularly difficult.

As we watch the candle wax change in the tealight, Amar explains that the sun also melts ice. Alena then pours the hot, liquid wax into the water and says to Frederik: "Quickly, stir!" But the wax naturally solidifies and cannot be mixed with the water. Frederik puts the spoon in the glass and Amar draws attention to the rise in the water level. I explain that the spoon needs space and pushes the water away. “Aha,” replies Amar. Hannes is then allowed to extinguish the tea light with a tablespoon of water.

So the children themselves gave some impetus in advance.