Upon ‘birth’ Tinker Bell soon finds out that she will become part of the Tinker fairy family. They are the fairies that invent and fix things. Immediately she meets Clank and Bobble, two Tinker fairies who teach Tinker Bell their craft. All of Pixie Hollow was working on the upcoming spring season. Painting ladybugs, teaching birds to fly, and preparing their rainbow tubes among many other things.
One group was painting and coloring; second group was playing with instruments and singing; third group of children was playing with manipulatives; fourth group was building with blocks; a girl was doing puzzles; one boy was reading a book; two children were eating apples and two more children were waiting for their turn to eat apples, they were sitting in “waiting chairs”. One teacher was helping children in the art area and the other teacher visited each group of children for a couple of minutes. Children’s conversations: Two girls were playing with sound cylinders in the music area and talking: A: “Let’s play a game.” B: “Yes, let’s put them next to each other.” A: “First I shake them.” B: “Now it’s my turn.” A: “Put them back in the box.” The teacher approached them and showed them how to play the “sound matching game”. She shook one red cylinder and listened to the sound it made and then she shook couple of blue cylinders to find a matching sound. The teacher moved on to another group, the girls continued to play the sound matching game, imitating teacher’s moves and reactions.
In the play area, there are a mini slide, monkey bars, a see-saw, a mini carousel, and a swing. You can see on Cleo’s face how excited she is. Her expressive large eyes are widely open, with radiant smile. Once Cleo is removed from her stroller, she walks to the mini slide trying to figure out how she can climb to the top. Cleo has trouble figuring it out at first; however, she observed other kids and finds the steps
Cameron held the book up so the children could see the colored pictures, and he did well with the different voices of the little girl and the dragon. The children were around 2 to 5 years old. There was a 2-year-old boy who would point to the dragon and growl, the other children sat and listened until the story ended. The children all left with smiles and balloons. The second storytime presentation I attended was at the Taft Branch Library.
One boy named Marco who fits to be an extrovert person was singing, “Baby” from Justin Beiber and another student named Alexa who looked like an outgoing person was dancing to the rhythm of the song; 2 girls named Cassey and Chloe who looked sensitive were annoyed with the song and asked Marco to stop but he kept on singing. Towards the back of the room, 4 boys named Fernando, Luis, John and Philip who looked like active athletes were talking about the game they played outside the field. Everyone else had their own little conversation with one another. As I’ve sat down at the back left corner of the classroom, I noticed a well organized classroom. The physical arrangement of the classroom was very common to what I had experienced throughout my education.
It’s the sound of music. From a hole in the wall, Despereaux watches King Phillip strum his guitar and sing to his daughter, the Princess Pea. Captivated, the little mouse moves closer to the music. That’s when the princess spots him. Unlike most humans, she’s kind to Despereaux.
In the foreground there is a dancer at rest, in the middle a couple of dancers chatting, and in the background there are more dancers resting as well. The Realist painting only has the one focal point of the three ladies and the little shepherd girl as well as the dog and the cattle but they are all spotlighted in the center of the piece. The Dance Lesson allows the eye to move along the painting and take in what is happening in a dance studio. The dancer in the foreground looks exhausted. She has her head down and gives you the feeling that she is relieved to finally be sitting down to
Julian best demonstrated this behavior when he noticed a little girl crying after she was dropped off at the center. Julian voluntarily brought her a stuffed panda to make her feel better. to Martin & Fabes (2009), onlooker play is play in which one child watches another child or children but does not directly participate. Julian demonstrated onlooker play whenone of the girls was showing some classmates how she could stand on one foot like a flamingo. He showed interest in this “standing like a flamingo” activity by observing from a distance.
Lukas occasionally crawled close to the circle group and watched other children. He clapped his hands when he heard someone singing the song of Wheel on the Bus. I saw he was laughing and responsive babbling to a teacher in the room with very attentive eye contact. Lukas is normal or maybe a little advanced in his motor skills development as well as his involving language and social skills. When it came to free play time,
As his sister lacks the strength to imitate his play, he laughed and threw a few sarcastic remarks at her. However, the boy proceeds to guide his sister and supported her as she attempts to hold on to the handles again. He mentored his sister in a strict yet dependable manner of an older brother. Feeling proud of his skills he made a few demonstrations for his sister to follow. While he was enjoying himself taking the train as an impromptu playground, an elderly woman approached.