I CAN SMELL

POINT CALIMERE INTERNATIONAL SCHOOL 

WELCOME TO  KINDERGARTEN 

MY FIVE SENSES

CIRCLE TIME: Circle time for Upper Kindergarten (UKG) provides a valuable opportunity to help young children develop empathy and understanding of others' feelings and perspectives. By discussing various scenarios such as sharing toys, taking turns, or resolving conflicts, educators can guide children in expressing their emotions and listening to their peers respectfully. For instance, when discussing sharing toys, children can share how they feel when someone takes their turn or when they have to wait. Through these discussions, children learn that feelings can vary from person to person and that it's important to consider how others might feel. Teachers can model active listening and encourage children to use words like happy, sad, frustrated, or excited to describe their emotions, fostering emotional literacy and communication skills. By reinforcing the idea that everyone's feelings are valid and deserving of respect, circle time helps create a caring and inclusive classroom environment where children feel valued and understood.

SCIENCE TIME: During our science session focused on the sense of smell, we explored how our nose and olfactory nerves enable us to detect and recognize different scents. We engaged in an interactive activity where children smelled various familiar scents such as lemon, vanilla, cinnamon, mint, and roses. Each child carefully sniffed the scents and described what they smelled using descriptive words like sweet, fresh, or strong. We discussed how our sense of smell helps us enjoy food, identify dangers like smoke or spoiled food, and connect with our surroundings. By encouraging observation and discussion, we fostered an understanding of how the olfactory system works and how it enriches our experiences every day.

The activity began with a brief explanation of the anatomy of the nose, highlighting the role of olfactory receptors located inside the nasal cavity. These receptors detect airborne molecules released by substances and send signals to the brain, where they are processed and identified as specific smells. To illustrate this process, we used cotton balls infused with each scent and allowed the children to smell them one by one. They eagerly shared their impressions, some noting that vanilla reminded them of cookies, while others found the scent of mint refreshing. This interactive approach not only deepened their understanding of sensory perception but also encouraged them to articulate their thoughts and feelings about each aroma.

As the children explored each scent, we encouraged them to consider how smells can evoke memories and emotions. Some scents, like the floral aroma of roses, sparked discussions about gardens and nature, while the spicy scent of cinnamon reminded them of baking with their families. We emphasized that our sense of smell is closely linked to our memories and can trigger vivid recollections of places, people, or experiences. This realization prompted lively exchanges among the children as they shared personal stories and associations related to the different scents they encountered.

Throughout the activity, we reinforced the importance of respecting each other's sensory experiences and perspectives. Children were encouraged to listen attentively as their peers described what they smelled and to offer supportive comments and reflections. This practice promoted empathy and understanding among the group, fostering a sense of community and cooperation. By engaging in this sensory exploration, the children not only enhanced their scientific knowledge of the olfactory system but also developed essential social and emotional skills.

MATH TIME: During math time in Upper Kindergarten (UKG), students engage in activities designed to strengthen their understanding of counting and positional concepts. One such activity involves identifying the positions of 10 students standing in a line, focusing on counting from both ends. Starting from the end of the line, the student who stands farthest from the beginning is designated as the "first" in this exercise. 

This approach not only teaches children how to count backwards but also enhances their spatial reasoning and visualization skills.

As the activity begins, students are prompted to observe the line of their classmates and identify the student standing at the very end. This student is labeled as the "tenth." Moving forward in the line, each subsequent student is identified and numbered accordingly: ninth, eighth, seventh, and so on, until reaching the student standing closest to the beginning, who is identified as the "first."

ENGLISH TIME: In early childhood education, introducing letters like Oo and Uu involves a multifaceted approach to reinforce literacy skills. Children are first introduced to the shapes and names of these letters, 'O' and 'U', while emphasizing their distinct sounds: 'O' makes the /o/ sound as in 'octopus', and 'U' makes the /u/ sound as in 'umbrella'. Through hands-on activities, such as tracing the letters and practicing writing them, students develop fine motor skills and familiarity with letter formation. They engage in identifying objects and words that start with these letters, like 'orange' for Oo and 'unicorn' for Uu, linking auditory recognition with visual representation.

Furthermore, naming pictures associated with each letter, such as an octopus for Oo and an umbrella for Uu, helps solidify their understanding through visual cues. Reading alliterations and simple sentences that use words starting with Oo and Uu ('Oliver the octopus oiled his orange' and 'Ursula the unicorn wore a uniform') encourages children to identify initial sounds and associate them with their respective letters. By playing interactive games where they guess the first sound and letter of various objects, children actively participate in reinforcing phonemic awareness and letter-sound correspondence. These activities not only foster early literacy skills but also cultivate a love for learning through engaging and playful exploration of language and sounds.