Our Colour Experiment

Our Colour science experiment with the little scientists.

 We put yellow, blue and red in the test tube with a purple dropper .

 Each child had an opportunity to experiment with the colours.

 M was wondering what happened when blue and yellow mixed together?

 She was surprised when she noticed that the colour become green-she said,  "Oh it's green now!"

 T wanted to try an experiment to see what would happen if she mixed blue and red together.

The teacher was introducing the vocabulary for each container and explaining when and where we use test tubes and droppers.  She was also showing the preschoolers how to use the dropper.

This year most of our preschool children are around three years old. Everything is new and exciting for them. They are enthusiastic to learn about alphabet, shapes, animals, colour and about the beautiful nature from Allah. Those who are a bit older are very eager to share their knowledge with the group and expand on what they already know.

We are gradually trying to know each child's interests, and carefully creating the environment, so that they can learn about the beautiful world Allah the almighty gave to us, Mashaallah. When we were doing the colour mixing experiment children, were not only learning what happen when they mix red and blue or yellow or blue, they were also learning how to use the dropper. They learned the name of various containers and how we use them. We were teaching them important daily living skills, such as how to correctly clean up the table with the cloth when they spilled water on the table. This will give the the confident and responsibility to do something for themselves. When they were using the dropper it helped them to develop their fine motor skill and also their hand and eye coordination. Children were doing this activity with a group where they were taking turns, sharing the dropper, communication, and also helping each other mashaallah.

Getting Ready for Kindergarten

At Sprouts of Iman Preschool we prepare children for all areas of Kindergarten readiness. Our training in Early Childhood Education, specifically in child growth and development, enables us to plan and implement programming based on the most current research into how children learn. In consultation with Kindergarten teachers and by following the BC Guidelines for Early Learning we are able provide a complete Kindergarten readiness program.

It is well researched and documented that children learn best through play based activities. That is why at Sprouts of Iman, learning through play is vitally important to us. We want the best possible environment for your children to learn and thrive in. All areas of child development are built when they play. From fine motor skills to Cognitive development, play is children's work- building strong minds and bodies. Based on observation of the children, we carefully select preschool activities and experiences that work on developing specific skills needed for Kindergarten success. Each children is unique and on their own time-table with regards to their development. That is why we use emergent curriculum, following the child's interest and developmental needs, when planning our curriculum. This way, we can plan exactly what each child in our program needs to work on for Kindergarten readiness.

Read what the BC Kindergarten guide has to say about learning through play...

Much of children’s early learning takes place through play. Play is so important that its
significance in children’s lives is recognized by the United Nations as a specific right. The
positive emotions associated with play are as important as the skills children are building
in creating a disposition to enjoy learning and to embrace it with confidence.

Play promotes healthy physical, intellectual, and social-emotional development in ways that
cannot be achieved by focussing on narrow pre-academic skills, such as counting to 10 or
learning the alphabet. For example, when children play with blocks, sand, or water, they are
learning the basis of logical and mathematical thinking, scientific reasoning, and cognitive
problem solving. During dramatic play they are re-contextualizing what they have learned
from personal experience or listening to stories. In symbolic play using literacy materials,
they are deepening their understanding of the nature and purposes of written language.
During active play, children learn to have fun while being physically active. They have
a chance to release their energy, display calmer behaviour during the day, and sleep
better at night. During group play activities with their peers, children are building
relationships, combining ideas, compromising, developing oral narratives, and learning
to take the perspective of others — key elements of social competence, creative thinking,
imagination, and emerging literacy.

To foster optimum development in all domains, children need two kinds of opportunities
for play: child-initiated and teacher-initiated. These are described in detail in the pages
following. Both opportunities contribute to the development of children’s language
skills, early literacy, conceptual learning, problem solving, perspective taking, creativity,
memory, and representational skills.

In both, the teacher or teacher assistant supports
children to extend what they are doing and to make meaning as they engage in
play activities. Teacher-supported play based programs have been shown to support
children’s self-regulation and academic learning more effectively than control classrooms
that did not include any support from teachers.

Read more about how children learn and what they learn in Kindergarten.
BC Full Day Kindergarten Program Guide

Kindergarten Readiness- How We Teach the ABC's- and a Whole Lot More

Children are presented with diverse, hands-on material which are carefully selected based on their interests and developmental needs.  Through exploration, discovery and questioning- children learn and build upon their emerging skills. Using 'curriculum areas' (which often intersect), we are able to focus on specific goals and objectives for the children.  This curriculum will prepare the children with all the skills needed to be successful in Kindergarten and beyond, insha'allah.  The most important skills for Kindergarten readiness are strong social and emotional development.

Islamic Studies
Children have the opportunity to use hands-on material, such as puzzles, teacher-made activities and literature that explore Islamic themes.  They also have a space to performing Salat alongside the teacher.  Group time is utilized to present Islamic concepts, using felt-board stories, songs, rhymes, interactive activities, games, discussions, etc. Additionally, Islamic manners and concepts are introduced and practiced naturally during the day, such as saying dua’ before eating, pointing out the beauty of Allah’s creation during a science exploration or exploring books about the world around us. 

Practicing our Salat movements

Language & Literacy

Activities in the literacy area support children’s imagination and creativity.  They learn about the importance of print as a means for communicating and gaining information.  They are exposed to new ideas and experiences when they explore different literary activities.

In the literacy area children have the opportunity to develop  literacy concepts such as language, phonemic awareness, concepts of print, concepts of books, fine motor skills and alphabet knowledge.  They explore emergent reading and writing activities. Listening and thinking skills are enhanced, as they listen and tell and retell stories.  

Making a mail box

Mailing letters

Nature study

Art

Art enhances children’s creative and literacy development by allowing them to reflect and expand on stories, create their own stories, and develop their creative and emotional expression in a safe and accepting environment. This is an important part of learning how to express themselves and to communicate. In the art area children are given the opportunities to learn important art concepts and creativity, as well as to practice decision making, learn about cause and effect, identify colors and shapes, texture, design, refine hand-eye coordination, develop fine and gross motor skills, express feelings, and practice sharing.

For young children, the process of creating is what is most important, not what they actually create. Through their art, children express how they feel, think, and view the world. Art is an outlet that allows children to convey what they may not be able to say with words. Involvement with a rich variety of art materials instills confidence. Art is enjoyable and satisfying for young children. It enables them to learn many skills, express themselves, appreciate beauty and have fun -- all at the same time.

Painting our bird feeder- team work

This picture represents a whole story

Exploring liquid water colours

Practicing scissor skills

Stamping zeros

Patterns and sequencing

Math, Puzzles, Games, & Manipulatives 

 The Math and Number Concepts  encourages exploration of concepts related to math, as well as, literacy. Children develop creative problem-solving, logical thinking skills and practice emerging math skills such as sorting, classification, counting, sequencing and matching. Physical development is enhanced as children develop hand-eye coordination and  fine muscle skills. Children learn to work cooperatively in small groups playing simple table games and building together. They begin to demonstrate perseverance and self-regulation, as well as experiencing satisfaction in their accomplishments as they work at a task until it is completed.

Exploring weight and colour matching

Building with Bristol Blocks

Fishing Game

Puzzles

Community helpers-Matching

Fine motor skills and matching/sequencing

Exploring fractions

Science & Discovery

This area provides materials for children to learn about the world Allah has created, problem-solve, discover, explore, evaluate, and draw conclusions, sequencing, classifying and recording.  Children will be able to work together to find out what it feels like to be a scientist.  Literacy skills are practiced as children observe, evaluate and reflect on different science activities they are engaged in.  They make discoveries, practice making predictions and inferences, which are critical in developing comprehension skills used in reading.

What can you see and discover?

Discovery bottles

Exploring Magnetism 

Exploring natural material

Blocks & Building

Children have the opportunity to develop many cognitive skills as they experiment with the size, shape, color, number, and volume of the materials in this area. They test physics principles when they build skyscrapers and bridges carefully balancing each block they add to their design. They practice social skills when they share, negotiate for materials, and collaborate with other children. Symbolic thinking is developed as they create models of architectural elements from their world. Vocabularies expand and literacy learning is enhanced when children talk and draw about their creations.

When children lift, shove, stack and move blocks, they learn about weight and size. Discoveries about balance, sequence and gravity are made. When playing with blocks, children gain many logical thinking skills, including the ability to make use of classification and equivalence. Each time they use blocks, they are expanding critical thinking by making decisions about how to build a structure or solve a construction problem.

Working together to build the biggest train

Dramatic Play

In the dramatic play area children take on a role and recreate real-life experiences. They use props and make-believe about a wide variety of topics.  As children plan, implement, and construct their play they have the opportunity to express their thoughts, feelings, and ideas with language. Through the use of language they learn social skills, negotiating skills, and conflict resolution techniques. They draw on past experiences to try to solve problems and construct their understanding of new concepts.

The ability to pretend is very important to children's later academic success. When children pretend, they have to recall experiences they have had and re-create them. To do this, they have to be able to picture their experiences in their minds. For example, to play the role of a doctor, children have to remember what tools a doctor uses, how a doctor examines a patient, and what a doctor says. In playing the role of doctor, children have to be able to cooperate with other children and defend their own ideas.

As children act out roles, they develop many new skills. They learn about themselves, their families and society. Engaging in dramatic play, they learn to judge and select relevant information. This is an essential skill for cognitive development. Children also learn from one another as they interact in socio-dramatic play. They learn to ask and answer questions and to work together to solve problems.

Doctors at work

Outdoors

 Outdoor play is fun for children and important to their growth and development. Opportunities to climb, jump, run, skip, hop, throw, catch and ride provide children with healthy release of energy. Being outside allows children to stretch their muscles, breathe in fresh air, take in sunshine, and enjoy the freedom of space.

        

What goes on outdoors is much more than simply physical activity. Children advance in all areas of development when they play outdoors. The special qualities of the outdoor environment set the stage for unique experiences. Science, for example, comes alive when nature is explored and observed firsthand. 

        

        

Social skills and language develop as children build castles together in the sandbox or work together to carry a heavy pail full of sand or water. Children also pull each other in the wagon and negotiate compromises about the use of equipment.

Sand & Water Table- Sensory

Children's explorations with sand and water help build various skills. By sifting sand and pouring water, children improve their physical dexterity. By joining others in blowing bubbles or making a sand castle, they develop social skills. At the same time, they enhance their cognitive skills as they explore why certain objects sink in water and others float.   As a liquid, water can be splashed, poured, frozen and evaporated. As a solid, sand can be sifted, raked, shoveled and dumped. Play with each substance can be used to foster children's social-emotional, cognitive, and physical growth.    

 A child has a practical math lesson in fractions when she pours a cup full of sand into a two-cup container. Her fine-motor skills are also being developed as she washes a tea set or maneuvers a cup full of sand into a sifter. Her eye-hand coordination is helped.

Sensory explorations encourage children to explore and learn about cause and effect. (For example, what happens if I put a sponge in the water? What happens if I then squeeze the sponge?).

Play dough is great for building fine motor skills

Group Time 

Generally teachers begin this group time with a specific topic for discussion. It may be a topic related to Islamic studies, a project the class is working on, or it may focus on a specific skill. Teachers also include stories, creative movement, games, songs & rhymes. These activities promote language development, fine-motor skills, and coordination, as well as self-esteem. Children learn to focus, work in a group, take-turns, share ideas and feelings, new concepts and have fun.

Library Area
When children are read to regularly and encouraged to look through books on their own, to listen to stories, and to make up their own stories, they begin to understand that pictures have meaning and that words tell a story. Their language skills grow through exposure to books with different words. Exposure to multi-cultural and multi-generational books and stories help children to begin to understand how people are different and that our differences make us each special. 

 Exposure to books and storytelling helps children understand that their feelings, fears, questions and problems are not unique to them- that people have these things in common. Acquiring a love for books is one of the most powerful incentives for children to become readers. 

Snack 

 Snack, like other scheduled activities, are exceptionally good learning times. Children can learn to say the appropriate Dua’s, serve themselves, to eat with a group, and to try new foods. They will learn to use utensils and napkins as their skills develop. They will also learn by watching others which is one reason why it is valuable for teachers to sit with children during meals.

By our keeping health and safety as a primary concern, children learn to understand and respect each others food allergies, as well as family preferences and beliefs about foods.  Children use gatherings, such as snack as social times. Pleasant conversations at the table create a comfortable atmosphere for children to feel a part of a group.

Children can also feel useful and proud of being able to help with mealtimes by setting up the table, sponging the table after eating, and throwing out their own trash.