Our Trip to Ecosource Garden of the Valley

Our Trip to Ecosource Green’s 

Garden of the Valley was simply beautiful.

First, we meet as a class in our mindfulness circle. The children were led through a series of breathing, listening and relaxation exercises. This helped the children to understand and engage their senses, and tune into their personal well-being every day.

Students’ explored the garden using magnifying glasses, picked mint and made mint tea, used loose parts, tended to the garden. 

Students picked a handfuls or so of large mint leaves, washed them well and gently dried the mint with some paper towel.

Children love the natural world. An outdoor space that is rich in natural features can powerfully stimulate their sense of wonder and discovery. Where do ants live? Where do they get their purple colour? Looking for bees: Bee hunting, finding and following honeybees, is a mix of excitement and mindful meditation that provides valuable insight into the lives of bees.

 

Students found a quiet space in the garden to rest and explore the shells.

By providing props and making spaces that allow children to act out their imaginary worlds. Environments that facilitate storytelling and dramatic play. Set the stage for children to imagine themselves in many different roles.

Students explored a variety of shells on a tray so they could explore them in whatever fashion they wanted to. Students were observed using their olfactory sense to find out what the shells smelled like. (The answer? “Not much.” :-)) Students also used their sense of touch to decide if the shells were rough or smooth.

In childhood one is more open to sensory impressions than ever again in one’s life. Smells, sensations of heat, softness, weight, beauty and much more, form the basis of all of life’s later sensations.

– Eva Insulander, Swedish School Ground Designer and Planner

After meeting again and reflecting on our learning for the day, the children were given time for free play. During this time the students exercised their social skills while engaging in cooperative, imaginative play in the garden, and with loose parts. By encouraging the children to explore and understand the space independently, children are learning to be self-reliant.

Student voices from the garden…

 

“The water collected in the garden comes from the rain!” H.J.

“Our water smells like mint, we picked fresh mint.” A.F.

“There are so many bees looking for nectar.” T.S.

“This is our mini world, the animals love the garden.” M.D.

Children role play real-life situations through imagining scenarios and building small worlds. Plants, sand, and soil are materials that small children can relate to and manipulate for building and creating their own small worlds.

 

 

Autumn Leaf Man Exploration

 

With the coming of a new school year, I’ve decided to revisit one of my favourite autumn learning experiences with children: Exploring Leaves!

–This post is in reference to a experience I had with my Kindergarten class in Fall of 2018. However, reflecting on my teaching practice I’ve decided that I will extend this experience further when I encounter children’s similar interests in the future. 

Naturally children observe changes in the weather and in nature. Children are keen on sharing their wonderings, noticing and observations especially during autumn. In the Kindergarten classroom children were so busy observing this annual change in the season, and wondering why the many leaves of deciduous trees change colour during autumn and why so many leaves fall off the trees. Children also noticed that some leaves remained green while others changed in colours and hues (deciduous and evergreen trees).

“Why are those green?” K.L. (as he pointed to the trees)

“Don’t the needles change colour?” M.H. (while she picked up the evergreen needles from the trees)

“Look some are almost purple, these are brown and look here they are red!” B.G. (as child sorted the leaves outdoors)

Questions we asked to encourage wondering/inquiry:

• What signs of fall can you see in the trees and on the ground?
• How many different leaf colours can you find?
• What will happen to the leaves when they fall on the ground? Where will they go?
• Do the leaves travel anywhere?
• Where do you think a leaf would go and why?
• How many leaves do you think are on a tree?

A story I decide to share with the students was Leaf Man by Lois Ehlert. Lois Ehlert’s book Leaf Man follows a group of autumn leaves as they are blown by the wind over fields, past orchards, through prairie meadows, and across lakes and rivers. The leaves start out in the shape of a man and take on different configurations as they travel east, west, north, and south, going where the wind blows.

Our classroom journey with Leaf Man (flow of lesson)

I introduced the story by playing a sound recording of wind. This was done purposely to encourage children to begin thinking and exploring their sense of hearing … to begin naming their observations (signs) of autumn. (A conversation we were already exploring “Ms. Saenz it is so windy, I think that is why the leaves fall on the ground.”)

Other observations we discussed in the classroom included: How the air begins to feel crisper, especially in the morning when we walk to school, or wait outdoors. Students shared that sometimes the air begins to smell a bit different, it smells like soil. One child noticed that he saw morning dew on the windows of his mothers car… after these rich conversations I introduced the book…

We looked at the cover and together explored…

• What they think the picture on the cover is. Identify what Leaf Man is made of.
• Where has Leaf Man been, what could he be doing? Is he planning something? Does he go to school? Where does he live?
• Name the different colours, shapes, and sizes of each leaf that makes up Leaf Man.

Invitations to explore, recreate, story tell

I didn’t take any pictures of the leaf man provocation in our classroom. However, I have included some photographs of other Kindergarten Leaf Man provocations for inspiration.

I love looking at the beautiful work of other passionate educators, there’s always so much to learn.

After reading the book with my students, I created a provocation of leaves, stones, and sticks and asked the children if they could create their own leaf person. I recored/scribed and supported children in their efforts at writing about what their leaf person was doing. I was also looking for children to express a connection with/understanding of the story we read.

Below is what our classroom display turned out to look like. I’ve also included samples of the students’ work and their thinking:

Moving forward

I’m excited to extend this activity in the future to include family partnerships and mathematics. I will do this by sending home a paper lunch bag inviting families to collect leaves they find outdoors.  

I love this idea from Early Years ideas from Tishylishy:

Mathematics Connection:

Once in class students gather together with their bags of leaves. I’ll place the hula hoops on the floor, overlapping them to create a Venn diagram. Choose a couple of leaves to sort by attributes and have students take turns adding their leaves. For example, if sorting by color, place a red leaf on the left, a yellow leaf on the right, and a red and yellow leaf in the center.

Examples of Letters that can be sent home:

“Autumn is a second spring when every leaf is a flower.” “Every leaf speaks bliss to me, fluttering from the autumn tree.” “Notice that autumn is more the season of the soul than of nature.” “I’m so glad I live in a world where there are Octobers.” –unknown

 

Infant: Mini Provocations

Students often ask me for list of infant learning experiences they could use on placements. This post is dedicated to students that are seeking to be inspired, take risks and dive deeper into learning experiences for infants.

“Absolutely everything is something to explore and wonder at when experiencing it for the first time!”

To get you started, take a look at some of the inspirational work I’ve collected from various childcare programs (Source: Tinker Tots Discovery Atelier). I am in awe at such professionalism, care that has gone into thoughtfully and intentionally planning activities for infants.

I hope that you feel as inspired as I was by the beautiful work of the educators.

In Reggio thinking there is a belief that the environment is the “third teacher” and that it is crucial to provide children with plenty of natural light, space for movement, stimulation and access to open-ended play resources. For babies and young children it is important that these are highly tactile and varied so that they can investigate them using their primary way of interacting with the world; the senses.

I am continually moved to create play spaces for infants inspired by Reggio principles, that encourage independent play, interaction with stimulating materials and curiosity about the world.

As educators we set out play objects purposefully and deliberately and give children loads of time and space to explore and experiment we are respecting children’s play urges, and giving them the opportunity to grow in self mastery.

So MUCH POTENTIAL FOR: gathering, dumping, transporting, mixing, rolling, posting and more in these simple ideas. All that from cardboard tubes, paper carry bags and tissue boxes! Who’d have thought?

Safe tastes, hands on exploring and tactile investigating

Play together to increase the opportunities for sharing and communicating as they explore and make this a special bonding time! Remember, infants attention spans are not long at this stage and that is fine. A few minutes of one of these ideas per day is plenty, and come back to revisit them often as repetition is what leads to familiarity and building on learning skills later.

Exploring fabric and textures. A beautiful set-up in an infant 🚼classroom, to promote exploration and 💭problem solving.

Tip: Rotate often to keep baby interested

Infants tend to focus the most on high contrast images, particularly black on white and white on black, followed by bright, complementary colours.

So now that you have planned a mini infant provocation … what comes next?

I have put together some of my favourite tips for talking with babies/toddlers and engaging in high-quality back-and-forth interactions.

•  Move to the child’s level and make eye contact.
• Mirror the child’s tone. For example, if the child is smiling and happy, use a happy, upbeat tone of voice.
• Use Parent-ese! Parent-ese is a type of adult speech where an adult talks to a child in an exaggerated, animated, and repetitive way. Babies and toddlers get excited when they are spoken to in fun and interesting ways. Parent-ese captures babies’ attention and can help them learn.
• Comment! Comment about everything in the baby’s environment, such as their actions and other people’s actions, objects, toys, foods, activities, and daily events.
• Label! Babies and toddlers are learning to match words with different things in their world. Labeling at every opportunity helps babies and toddlers learn new words and understand their meaning.
• Point and look at objects when describing them for babies/toddlers. Make sure the baby/toddler looks at who or what you are pointing to.
• Follow the child’s lead and talk about it! Identify what the child is looking at, playing with, holding, doing, or interested in.
• Have conversations! Some babies and toddlers may not have words yet, but they still communicate in their own “baby language”. This is usually in the form of babbles, coos, laughter, smiles, looks, and gestures. Talk to them and reply to their “baby language”. That is called a “back-and-forth conversation”- baby style!

As always, never leave infants unattended when playing with any of these ideas.

Patterns and Loose Parts

Pattern: When items are in a repeated sequence, they form a pattern.

Children will recognize and create patterns.

For example, when coloring they may shade a shirt in a “blue-red-blue-red” pattern. As they mature, the patterns will become more complex. When playing with blocks they may be able to put them in a “triangle-circle-square-triangle-circle-square” sequence.

Working on pattern recognition is an important area to practice with children in childcare. The ability to recognize, follow and predict patterns is an important early math skill. Understanding patterns helps children to understand and deal with the chaotic environment around them, as they learn to do things in the correct order.

The ECE’s role involves posing questions that alert children to patterns which occur naturally in the sequence of the day, such as in the songs sung, the books read, and the games played in outdoors and indoors. This is an ongoing and natural process. Activities should highlight patterns that are visual, kinesthetic, and auditory.

Tip: Experiences with sorting and classifying may help with the learning of patterns. The ability to work with patterns is strengthened by the recognition and identification of attributes such as colour, size, and shape.

Patterns are everywhere in math!

I have discovered the art of setting out materials in the classroom to be so inviting, and encourages children to explore with all their senses.

Math Language: Repeating pattern, position words (after, between, beside, before, next), attribute vocabulary (colour, size and shape).

Loose Parts = More Complex Play

Architect Simon Nicholson used the term “loose parts” to describe materials with varied properties that can be moved and manipulated in many ways. He theorized that the richness of an environment depends on the opportunity it allows for people to interact with it and make connections.

The term loose parts relates to any object which was can moved, carried, combined, redesigned, lined up and taken apart and put back together. Playing with loose parts is a popular activity in preschools and upwards to help children develop their skills in creativity, flexibility and independence.

Love the open ended nature of these activities. The children can be as creative as they want and all approach it in their own way. Very inviting and so gorgeously place loose parts.

When children are encouraged to use loose parts and try their own ideas, they are driven to learn. They are driven to not only ask their own questions, but also discover their own answers and create new possibilities. A child’s play with loose parts even begins to match their developing skill level (Daly and Beloglovsky, 2015), providing opportunities for divergent and creative problem solving.

Daly, L., & Beloglovsky, M. (2015) Loose parts: Inspiring play in young children. St. Paul, MN: Redleaf Press

Thank you to all the Early Childhood Educators and Elementary Teachers who have worked so hard to create activities for children. –credits to the photographs

 

Mirror, mirror everywhere

I’ve noticed that mirrors are the newest trend in childcare classrooms (of course… Reggio Emilia preschool centres have been using them forever, infant classrooms have always had a mirror and the AQI states we must have a full length mirror in the dramatic area), so because of the fascination with mirrors I have decided to incorporate them into my classroom activities with ECE/ECA students. Now, before I  started using them in the classroom I had to first research the rationale for including them in play-based learning, “How do mirrors support children’s development?”, “What are some simple ways to get started using mirrors–students would need to know?”

Mirrors have an important place in the history of child development.

Jacques Lacan, a psychiatrist, noticed that when babies between 15 and 18 months old look into a mirror they recognized themselves (the mirror stage). This developmental milestone is regarded as an essential marker of the baby’s self-awareness and emerging identity as a distinct and unique individual.

Mirrors provide the opportunity for kids to explore:

• symmetry,
• reflection,
• perspective,
• angles,
• their own movement, and
• self-awareness.

Mirrors and other reflective surfaces are fascinating tools for exploration, discovery, and creativity. *Ding, Ding Ding!!

How to support exploration:

Location of Mirrors for infants and toddlers. Plastic mirrors mounted to walls, crib sides, and the ceiling over the diaper-changing station-would be a great place to begin. (Check the edges and if sharp, wrap in cloth tape)

Show your emotion. Invite a child to sit next to you in front of a mirror. Demonstrate facial expressions that express a range of emotions—sad, happy, surprise, frustration, fear, or anger, for example. Challenge the child to name the emotion and to mirror it in the mirror.

Getting dressed or blowing your nose. Invite children to put on dress-up clothes in front of a mirror. Allow ample time for trying on hats, wigs, scarves, and aprons.

Playing with mirrors to reflect light and wondering how our image is reflected teaches children a beginning understanding about the properties of light.

Bounce light off of different surfaces. A large plastic “baby” mirror, held freely, is especially good for this. Have children use mirrors to look behind themselves. “Catch” some sunshine and reflect it to another surface outside or inside. Children can use a mirror to examine their face to draw a self-portrait.

Draw yourself. Place mirrors in the art area. Children are more likely to draw from the observations they see in the mirror and not from memory if they are encouraged to focus on parts of their face they don’t usually begin with, such as their nostrils. Ask, “Do you see the holes in your nose? How many are there?”

Reflections of loose parts. Use a framed mirror as a tray for table-top sensory exploration. Gather a variety of soft, textured, loose parts. You might choose materials from nature (leaves, twigs, feathers, and grass)

Okay so where to purchase mirrors?

Mirror tiles, available at home stores, are an inexpensive. Buy mirrors at a dollar store. “Baby” or designed-for-preschool plastic mirrors can be ordered from preschool, or scientific, education supply companies. Also available at home stores are large sheets of mirrored acrylic board. Ask to have the sheet cut into 2- by 4-foot pieces—they are easy to store and open the possibility of cooperative art and socialization activities.

 

Thank you to all the wonderful teachers and programs that capture these lovely moments in their classrooms and with children, you are inspirational. 

Why I use Provocations at the College level with my students?

One of my favorite parts about the blogging world is peeking into everyone’s classrooms. I am always in awe. Whenever I am browsing teachers public classroom photographs I can’t help but think about…

• What their pedagogical values are?
• How they have implemented them into their teaching?
• In what ways are student engaged? with materials or other students/children?

This brings me back to my own [journey] pedagogical values…

There was so much to think about when I first started teaching, from how to dress and behave, to classroom policies and procedures, to what to teach and how to teach it, that it was easy to forget that without theory—without ideas about why you are doing what you are doing with your students, what you hope to accomplish with them in the class, and why it matters to you—teaching can easily become a robotic job of assign-assess-repeat, with little true value either for you or for your students. Just going through the motions of education, rather than genuinely participating in the learning process.

In Ontario, the curriculum is directed by provincial guidelines. At the college/university levels, however, in most cases I am responsible for determining what I’m teaching and how I’m going to teach it. Most importantly throughout my teaching career I have learned that the—WHY you are going to teach it —is often overlooked in the grand scheme of things, but in reality it can be the most important thinking that you do when you are structuring or revising an outline for the class. The engagement is also so, so crucial!

If your own pedagogical values are not reflected in your choices of what to teach and how you’re going to teach it, then your class will be much less authentic for you and for your students. They need the “why” as much as you do, and the more transparent you can be about the matter, the better off everyone involved is going to be, as well.

In the field of Early Childhood Education the Ontario document How Does Learning Happen? A Pedagogy for the Early Years has been so instrumental in helping me align my professional goals and educational goals for both the students and myself. Provocations have also provided me with a sense of inspiration.

For me provocations with students … are skillfully introduced  with the intent to create a spiral of learning where students construct knowledge.

• In the picture above, I have included the Assessment for Quality Improvement (AQI). I find that adult learners appreciate learning about the expectations from the city and their future employers, it helps ground their understanding.
• I also place sticky notes for students to answer guiding questions on, these notes are usually saved and revisited at the end of class.

• In the picture above, I have written two points on the importance non-fictional books in the classroom, on this day we were discussing nature/science related topics. This helps start the conversations and possibly encourage students to think up other reasons for the placement of nature/science books in the classroom.

Provocations …. give students plenty of time to talk, to think through things in small groups or together as a larger class, while I can facilitate their thinking without dominating it. Model the kind of critical thinking and reflection I want them to do, and then give them the room they need in order to do it.

In many of my classes, I structure daily lessons around a question or a set of questions or an idea or set of ideas I would like us to explore, and we work together to create meaning and find answers through discussions.

• In the picture above, I have included the Early Learning for Every Child Today (ELECT), the goal was to have students holistically connect the learning experiences to the continuum of development. In the invitations to explore materials I like to include ‘real’ photographs of the learning experience in the classroom, this helps students visually see the set up in a classroom.

I love that provocations or environmental invitations grant me the ability learn more about my students as learners, I love to observe them and listen to their conversations as they engage with materials and discuss ideas. I also think, central to the explorative process, is reflection. I feel provocations provide student teachers with a comfortable space when they do not “fully understand” as teachers. The door is open to rich dialogue and critical reflection, practices that make us better teachers/learners.

• In the picture above, I have introduced students to “small world play” I have defined for students in a simple format and in addition not pictured above I have created an album on small world play and a handout for students to learn more about.

Provocations I think poke at something more specific and defined in education and why not use them with college students! At this point in the “spirally constructivist approach to learning” (love this! It reminds me of Loris Malaguzzi’s metaphor of the brain as a tangle of spaghetti) we have figured some things out and we are consciously placing something into that identified trajectory of learning, inquiry, theory development. Since the constructivist approach involves co-construction, we often think in terms of a scaffold (something that provides a platform for the learning so the child or student can reach the next point or make sense of an idea or concept in their unique construction of knowledge). The joy of teaching is that the learning and reflection never end!

Conversations in Block Play

Teachers can encourage children to think deeply about their experiences with blocks and materials. The way in which a teacher responds can help children make connections and create meaning during their block play.

The first step is to observe children with intent.

These observations provide next steps in planning by revealing to us an insight of how to expand the children’s learning and how to nudge them forward through the asking of open-ended questions and /or the arrangement of materials. (Harriet K. Cuffaro, Block Building: Opportunities for Learning)

Beautiful Inspiring Spaces:

To unlock the benefits of block play, the children need social interaction from adults as well as peers. (Block Play Constructs a Math Mind, sixtysecondparent.com)

By giving children lots to talk about by asking questions, making I wonder or I notice comments, or directing their attention to specific content or skills, the block center can be an exciting environment in which to gain deeper understandings of their world. (The Block Center. The Institute for Childhood Education.)

Examples of open-ended questions to ask during block play:

• I noticed…
• What would happen if …
• Tell me about…
• How would you…
• How is _____ and __________ the same? Different?
• How can you use _______ differently?
• How did you…?
• What else could you try…
• What else is another way to…
• How could you change…
• What might explain…

Possible [specific] questions to ask about block play:

Concepts of Ramps:

• Which container moves down the ramp fastest/slowest?
• What is same/different?

• How can you compare…?
• How is this ramp the same/different as…?

• What doesn’t move and why?
• How can you change the ______ to have it move faster?
• What can you add to the ramp to slow down the movement?
• What angle of the ramp makes it go faster/slower?

Concept of Balance:

• How did you place the can on top?
• What would happen if we put something on top?
• How can we use these blocks to make something really tall that doesn’t fall down?

• Why doesn’t your tower fall down?
• How can we use these blocks to make something that is really long?
• How can you make a bridge that goes over part of the structure?
• If both buildings have the same number of blocks, what makes this one taller?

Concepts of Structures:

• How can you make sure _______ (animal etc) doesn’t escape?
• What will happen when the animals want to go outside and they get thirsty?

• What will the people do in your building?
• What happens when it rains on your house/castle/hotel etc.?
• What can you do to help the people inside stay dry?
• What do the people need inside of the _________, outside of the ___________? How can you build those items?

Space has to be a sort of aquarium that mirrors the ideas, values, attitudes, and culture of the people who live within it.
– Loris Malaguzzi

Sensory Ice Play with Children

Ice Play is so beautiful… the possibilities are endless.

Sensory play contributes in crucial ways to brain development. Think of it as “food for the brain.” Stimulating the senses sends signals to children’s brains that help to strengthen neural pathways important for all types of learning.

As children explore sensory materials, they develop their sense of touch, which lays the foundation for learning other skills, such as identifying objects by touch, and using fine-motor muscles.

The materials children work with at the sand and water table have many sensory attributes — they may be warm or cool, wet or dry, rough or smooth, hard or soft, textured or slimy. Discovering and differentiating these characteristics is a first step in classification, or sorting — an important part of preschoolers’ science learning and discovery

Sensory play promotes many learning experiences:

• Sensory play encourages children to manipulate and mold materials, building up their fine motor skills and coordination.
• Sensory play uses all 5 senses, but the sense of touch is often the most frequent. Toddlers and children process information through their senses.  They learn through exploring these.
• Sensory play is unstructured, open-ended, not product-oriented; it is the purest sense of exploratory learning
• Self-esteem: sensory play offers children the opportunity for self-expression because there is no right answer and children feel safe to change or experiment with what they are doing.
• Language development- experimenting with language and descriptive words.
• Develop social skills: practicing negotiation skills, turn taking and sharing. Provides opportunities for working out problems and experimenting with solutions.
• Encourages Imagination and creative play.

Beautiful Play dough Invitations

“When children use playdough, they explore ideas and try different approaches until they find one that works.”

Summer Lemonade Play dough 

First…Play dough Benefits & Child Development

Social and emotional development 

Creating with playdough lets children feel competent (“I’m good making balls with the dough”) and proud of their accomplishments (“Look! I made a pancake”). Pounding, flattening, and squeezing are healthy and safe outlets for extra energy. They can also help children cope with strong feelings- stressed or angry.

Creativity and imagination

With playdough, children express their ideas through art and make-believe play. At the same time, they learn symbolic thinking by pretending that the playdough is something else (“The blue circle is the ocean and the red dots are fish”).

Spider Play dough

Language and Literacy 

Children use language to invent stories about their playdough creations. Child may use facts or ideas from books they have read. Children also refer to things they did or saw in their everyday lives (“This is my birthday cake when I turned 4”).

Science 

Children learn about science through hands-on experiences. They learn by observing, thinking, and talking about how materials feel and how they change (scientific thinking).

Math 

While children participate making play dough they can measure and count. They may learn about measurement and numbers by filling the cup and comparing the size of teaspoons and tablespoons, and about counting as they add the ingredients.
Children also note changes in shape and size as they comment on, compare, and contrast the objects they make (“I made a square” and “Mine is a tiny ball and yours is big”). Others notice who has more or less play dough.

Have you ever found yourself making play dough and only adding cookie cutters? Try creating a play dough invitation for children!

An invitation to play should…

-Capture a child’s curiosity
-Be intentional in design and purpose
-Be appropriate for the age of children you teach
-Include materials that the children can freely touch, manipulate, and explore

 
Thanksgiving Turkey Play dough 

 
Fairy Land Play dough 

Simply stated, an invitation to play is arranging the environment so that it “invites” young children to come to an area in your classroom to explore, investigate, question, examine, participate, touch, feel, and manipulate through as much independent play as the materials can possibly allow.-TeachPreschool

Bird Play dough 

 
Robot Play dough

 
Dinosaur Play dough

Getting Started with Creating an Invitation to Play with Play dough in 3 Steps

1. Begin with a tray
2. Prepare your play dough
3. Add your accessories/loose parts to enhance play

Set Up:
Setting up invitations to play are super easy. Use a tray to arrange all the loose parts for play in an inviting way. But this is not necessary, you could simply place them out on the play table and invite children to play!

I have included in this blog post some of the beautiful invitations to play I have come across while browsing the internet– lots of ECE Eye Candy!!

 
Duck Pond Play dough

 
Valentine Play dough

Other Loose Parts/Accessories to Consider:

• Birthday candles
• Blocks
• Bottle caps
• Cookie cutters
• Combs
• Garlic press (be prepared to give it up forever)
• Large buttons and other objects that can be pressed into the playdough to make a design
• Feathers
• Leaves, twigs, pebbles
• Plastic knives, forks, and spoons
• Rolling pin or bottle
• Small toy people and animals
• Straws
• String or shoelaces
• Tea strainer
• Toothpicks (only for older children)

 
Road Play Dough

Feeling Inspired Check out, read more… 

An Invitation to Play Tutorial from Teach Preschool

Creating Invitations to Play from The Imagination Tree

Elements for Creating Play Scenes and Invitations to Play from Childhood 101