July 4, 2013 Leave a comment
My favourite activities at the pre-school in recent weeks have been our trips to the beach. We are lucky in our geographical location that we have a beautiful beach with a variety of natural resources on offer (for example, chalk and rock pools) within easy walking distance. We aim to extend children’s interests beyond the confines of our setting as often as possible when appropriate (in response to child-initated ideas).
The children’s interest in beaches has been sparked by the sudden improvement in weather (although one child noted “it’s [the sea] still very cold… Only for silly swimming.”) and the addition of a seaside themed natural materials basket. As always, I am humbled and awed by the vast number of ideas and experiments children come up with whilst exploring such simple things. By the end of the first morning we had children: requesting different colours of paper and wooden boards to draw on using the natural chalk, creating “castles” with the pebbles, adding sand and water to a shallow tray to make a lake for boats made of driftwood and seaweed, creating paper beach clothes for the small-world dolls (so they could go swimming), making lots of lovely sounds with the pebbles and sticks, taking the natural chalk outside to draw on the ground, crushing the natural chalk to make a lovely tactile material (which when water is added to becomes “milk” and “hot chocolate”), etc.
It was then that we decided that the best way to really explore our local environment would be to organise an impromptu trip to the beach. Full-waterproofs were donned (staff and children!) and we discussed beach safety before setting off down the gangway towards adventure. We spent far longer down the beach than originally anticipated (why prematurely halt such engaging and meaningful experiences?), so the return to the setting was hasty, however the enthusiastic communication heard between parents and children during collection time validated every practitioners’ belief that what we do is one of the most important jobs in the world. After answering the children’s curious questions on the beach, we utilised several books to help us explain tricky concepts such as erosion (“where does chalk come from?”, “will that house fall off the cliff?”); tides (“what makes waves?”); ecosystems (“that seagull is eating the crab”); natural occurences (hermit crabs “moving house”), etc. in a familiar visual format.
In the next few weeks, I will be collating the books we have utilised and giving each a short review. I hope you will find these as useful and inspiring as we have!