Tuesday, May 20, 2014

Blueprints of a house

In order to plan out ideas for a classroom dollhouse, we need to decide on what we need to build.  We have talked about it as a group, but sitting down with individual children gives us more aspects of a house that otherwise might not be thought of in a group discussion.  While sitting down with the children, I saw that each child had a focus on a certain aspect of their house.  

These drawings will be sorted and saved to use again later while making plans as a group.  My next steps are to make a master list of what needs to be a part of the house.  Knowing what is important to the children is vital when building.  This way I can start to gather materials needed.  I have talked to the children about what materials they would like to use, but they do not seem to be interested in this idea (so far all they have said has been boxes and tape).  Maybe once we start to build they will have more opinions on what materials they need for the future.

It's a big garage door.  I don't know how to draw a car. (He grabbed a car from the shelf to trace). What else?  I like that house with the blue roof (looking at pictures of houses).  That's about it.  I'm done.

I'm going to make grass first.  And a worm.  This worm has no eyes.  I'm drawing this house.  It has a small red car (on the car).  3 lights?  See?  It's open (the garage) with no sides.  

I want to draw a brick house.  A door!  With a door knob.  Windows! 

Early Childhood Standards of Quality:  Early Learning Expectations

1. Visual Arts: Children show how they feel, what they think, and what they are learning through experiences in the visual arts.
2. Writing Skills: Children begin to develop writing skills to communicate and express themselves effectively for a variety of purposes.
3.  Expressive: Children develop abilities to express themselves clearly and communicate ideas to others.
4.  Fine Motor Development: Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings.
5.  Relationship in Place: Children begin to understand and interpret their relationship and place within their own environment.