7.2—Play and Senses
Children engage in play to learn.
Children in Ms. Carlat’s class use sight…to… discriminate between, explore, and experience activities and materials.
Ms. Carlat reviews the names of different three-dimensional shapes with a small group of children. She shows them several different types of rectangular prisms and cylinders and then shows them a shape that a child believes is a pyramid. Ms. Carlat shows the children a pyramid and they compare the two shapes. After some discussion, they determine that the new shape is a prism, not a pyramid.
8.1—Curiosity and Initiative
Children express curiosity, interest, and initiative in exploring the environment, engaging in experiences, and learning new skills.
Children in Ms. Carlat’s class explore…activities…with eagerness…and a… willingness to try new challenges.
The children exploring shapes with Ms. Carlat show enthusiasm when exploring the differences between pyramids and triangular prisms. They visually discriminate the differences and similarities between the two, count the number of sides and determine that one shape is a pyramid and one is a prism.
11.3—Shapes and Spatial Relationships
Children understand shapes and spatial relationships.
A group of children in Ms. Carlat’s class shows… recognition for some simple shapes…and…notices similarities and differences among shapes.
The children in Ms. Carlat’s small group easily identify the faces of the three-dimensional shapes she presents. When she presents them with a pyramid and a triangular prism, they notice that both shapes have triangular faces. With some guided discovery, the children realize that what one child initially termed as a pyramid is in fact a triangular prism.