Last week I had a really interesting discussion with two teacher friends about ‘play’, and in specific, the different kinds of play found at any given time in a kindergarten classroom. While at first glance, all play may look or sound the same (children engaged in meaningful and authentic activities, laughter, smiles, shared dialogue between […]
Pokemon Go and Mario: Rethinking the role of popular culture in early learning
Pokemon cards are all the rage at the moment in our kindergarten class. They are often the topic of conversation outside at recess, indoors during free exploration (play) and show and tell. Earlier this week, L.G., a shy and quiet student expressed his interest in creating his very own set of Pokemon cards. Understanding this […]
Funds of Knowledge – Connecting Culture with Play
“Wait, no, we don’t throw rice over our heads!” I explained to K.S. a (JK) student playing at the sensory bin. Our sensory bin is currently filled with rice and alphabet letters for students to discover, and in theory, students would quietly engage in exploration and find the hidden letters, and perhaps even identify them […]
Expectations vs. Goals – Is it just a question of semantics?
As I continue to write my dissertation, I find myself increasingly interested in words, and in particular, their meanings, definitions, and the possible underlying messages they may or may not imply. Last week, as I explored assessment in the Full Day Early Learning Kindergarten curriculum document and Te Whariki, New Zealand’s Early Childhood Education curriculum, I […]
