trans·for·ma·tion

trans·for·ma·tion

02. 08. 2019

What exactly is transformation? According to a quick online definition, transformation is as follows-

trans·for·ma·tion   [ˌtran(t)sfərˈmāSH(ə)n]

NOUN

1. a thorough or dramatic change in form or appearance.

“its landscape has undergone a radical transformation”
We have continued to see a great amount of activity and interest in and around transformation. We ask ourselves, why do children enjoy transformation? Do they find fascination in the changes that occur (the process)? Do they like to feel like they are powerful in controlling outcomes, hence, capable? Do they enjoy the sensory aspect of transforming (sound, feeling, etc.)? Is it a combination?
We noticed that the Roots were taking individual colors and mixing them together, experimenting to see what changes would produce. To support this interest on a different media, we added water colors and brushes to the mirror table as provocation.
A question we ask ourselves during reflection is often times, “what is the child’s gaze on?” In the mirror table reflection, what do you think Aditi is seeing? What is Sienna’s face portraying?
The concentration on Hank’s face is deep. Again to support the interest in the transformation of colors, we added a paint pallet to the flat box project as provocation to see what the Roots would do with it.
The outcome? Hank and Phoebe did not mix colors in the paint pallet as previously seen in color transformation. They did, however, mixed colors on the flat box project to transform so it supported and fit into their storytelling.
What do you think about this transformation on the flat box project is so fascinating to the Roots?
 
We noticed that along with part of transformation, a couple of the Roots explorations have also included deconstruction and taking objects apart. Annabel and Delfina took dowels  and created holes in a box by jabbing them into the box.
After the holes were put were created, the dowels were placed into the holes and were “flowers” as part of their transformation play.
Madison is one of the many Roots who has been active in the sensory bin during exploration. After seeing a lot of the children show interest in cutting, transforming, and deconstruction, we supported that by putting a variety of scissors (different patterns on blades) as well as a variety of paper in the sensory bin.
When Madison was asked as to what she like about cutting paper, her response was, “I like making it smaller.”
 
As part of a small group one day, some of the Roots were given eye droppers, water colors, and coffee filters. It was fascinating to see how a couple of children preferred to drip one single color on the filter whereas some children, like Mizuki who is pictured, enjoyed squeezing multiple colors on top of each other, captivated by watching the colors mix and become absorbed by the filter.
Side note: Using eyedroppers is a great way for children to utilize their hand-eye coordination and fine-motor skills.
Another day, a small group of Roots were given baking soda and colored vinegar. Each child made their own discovery during this exploration. “Wow! I see foam,” said Hank. “It looks like steam,” said Madison. For Quinn, it looked like a “laboratory.”
When the question of, “where has the foam gone?” was posed, Aditi answered by stating, “it’s hiding in the rainbow.”
On Thursday, all of the Roots had art with Ms. Amy. The children worked on continuing the construction of the bridges that they had created last week. This week they were provided with a variety of yarn to create suspension cables for their bridges.
Many of the Roots had different ideas than creating suspension cables for their bridge with the yarn, though. For example, Aditi wanted to tie yarn around the toothpicks on her bridge and Aiko (pictured above) cut yarn into pieces. When asked what the pieces of yarn represented, she commented- “These are the people (pieces of yarn on the table) and these are the birds (pieces of yarn on top of her bridge).
Phoebe (pictured above), Mateo, and Hank began jabbing holes into a honeycombed piece of cardboard using dowels. After making multiple holes and noticing something underneath the top thin layer of paper, they began to deconstruct the honeycombed cardboard by ripping it into pieces. Once again, a different way of transforming materials.
We ask ourselves, “Why did Phoebe, Mateo, and Hank begin ripping the honeycombed cardboard? Did it start with them noticing that there was something underneath the top layer of paper? Was it their curiosity in wanting to understand how things are designed and work?”
Loose materials and loose parts in the classroom provide endless open minded ideas for children as they can be transformed into any idea or thought in their play. Above, Eden put dowels in between her fingers to create “a tower.” Imagine all of the creations, building, and ideas children could come up with a simple container of dowels!
Welcome to the Roots room, Danil! Danil is experimenting with color mixing on his hand. After he mixed colors together on his hand, he smiled and added more color. It was interesting to observe how he used his hand to add and mix colors on rather than the other media we had provided.
We observed a lot of interesting and fascinating explorations and ideas this week and look forward to what we will see next week. 
Please note: A list of names was attached to each child’s cubby in case your child would like to pass out valentines next week. Please do not send sweets, sugary treats, or candies for your child to pass out. Thank you!
Have a wonderful and safe weekend- Ms. Krista and Ms. Tanya