Over the past few weeks, the School-Age 3 children have been deeply engaged in both science explorations and art experiences. What stood out most was how they built on each activity by offering suggestions, experimenting with new ideas, and personalizing their creations. Rather than simply following directions, they elevated each experience through their creativity, curiosity, and collaboration.
Our science explorations sparked strong problem-solving and critical thinking skills. During our crystal experiment, the children applied math skills while measuring ingredients and problem-solving together. They figured out how to measure four cups of water using a two-cup measuring cup and determined that four ¼-cup scoops make one whole cup. After designing their pipe cleaner shapes, they submerged them in the solution and practiced patience while waiting overnight for the crystals to form. They liked how their crystals turned out that they requested to make the same experiment for two more days.
The learning continued with puffy snow paint as the children mixed glue, shaving cream, and food colouring. When they wondered how to make brown using only red, yellow, and green, they experimented with different combinations and discovered that mixing all three created the shade they were looking for. Their scientific thinking was evident as they made predictions, tested ideas, and adjusted based on results.
During the snow dough activity, the children mixed cornstarch and lotion while exploring texture and cause and effect. When they wanted to add colour, a couple of them suggested using marker ink instead of food colouring. Their idea worked well, and the group carefully kneaded and observed how the colour blended into the dough. One of the them experienced some frustration when their mixture did not form right away, but with encouragement to trust the process, they kept kneading until it reached a soft, airy texture. This moment highlighted perseverance, patience, and self-regulation.
The excitement the next day reflected their understanding of process and transformation. Even outdoor play became scientific exploration when one of the children carefully dug a tunnel through a snow hill, checking their progress and adjusting their strategy as they worked through to the other side.
Our art experiences also became powerful opportunities for creativity and expression. During origami, folding patterned paper into ladybugs quickly turned into storytelling when the children decided to name them all “Colin,” creating different versions and personalities. When “Original Colin” went missing, the activity naturally extended into teamwork and problem-solving as they searched the room and created a list to keep track of them.
On Groundhog Day, after learning about Wiarton Willie’s prediction, the children personalized their crafts in meaningful ways. One child added a top hat and a missing tooth to give their groundhog character. Another child named their groundhog “Mr. Unpredictable” and dressed him for both winter and summer because he is ready for summer, but prepared for winter just in case it stays a bit longer. One child brought theirs to life through puppet play, speaking in a groundhog voice and explaining how it stays warm in its burrow. Each child took ownership of their creation and expressed their individuality.
These experiences clearly reflect the foundations of How Does Learning Happen? The children demonstrated Belonging as they collaborated, shared ideas, and celebrated each other’s work. They showed Well-Being through patience, resilience, and confidence when facing challenges. Engagement was visible in their curiosity and focus during hands-on exploration. Expression was evident in the way they communicated ideas through art, storytelling, construction, and experimentation.
