We made three kinds of construction paper rainbows in preschool

The children were exploring rainbows in their classroom and each class created a different kind of rainbow.

I noticed that everyone started with a sheet of paper with rainbow lines.

These children selected from a variety of construction paper colors and then tore their paper into little pieces. Then they covered each line to create their rainbow.

The children went row by row adding a new color to each row. I noticed as the children progressed, they became less exact in covering the entire row with each color:)

In the class next door, the children covered their rainbows with marshmallows.

One of the benefits of my job is going from class to class to see how each teacher interprets an activity.

This teacher colored in the rows to give the children a guide. The children wanted to show me how they know the color name of each row before they began.

And this class created rainbows with color fruit loop cereal.

The children matched the colors of the cereal to the colors of the lines.

When I observe these classes, I am always considering how the children can be more involved in a process. At other times, I am looking to identify learning objectives and developmental outcomes. Reflection often leads us as teachers to greater understanding of how best to implement an activity and I am always eager to learn more and share that learning with those I work with.

 

Rainbow Books

        

By |2010-08-29T20:07:00+00:00August 29th, 2010|

About the Author:

Deborah J. Stewart, M.Ed. has been working and teaching in the field of early childhood education for over 30 years. Deborah currently owns and teaches in her own part-time, private preschool called The Children’s Studio. Deborah’s deep passion for teaching and working with young children is documented and then graciously shared with millions of readers around the world through her blog and other social networking communities. Deborah believes that young children learn best through play and exploration and embraces this belief in all that she does in her own classroom so that she can effectively and passionately share rewarding, real- life, tried-and-true practices with other teachers, parents, and leaders across the field of early childhood education.

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