Recently, the children have shown great enthusiasm for rolling down the hill at the side of the school. They delight in the sensation of movement and laughter that comes with it, often challenging each other to roll faster or further.
Building on this interest, educator Jess C introduced new materials, wheels, tires and spheres to extend the children’s exploration of rolling. This simple yet thoughtful addition transformed the hill into a dynamic space for experimentation and discovery.
Through this experience, children are engaging deeply in scientific inquiry and physical exploration. They are testing and observing how different shapes, weights, and materials move. Questions such as “Which one goes faster?” or “Why did that stop sooner?” naturally emerge, fostering early understandings of gravity, motion, and force.
In addition to the cognitive learning, this play supports gross motor development, coordination, and spatial awareness as children run, chase, and manipulate the rolling objects. The activity also encourages social interaction, as they negotiate turns, collaborate to push larger tires, and share observations with peers.
The educators’ choice to follow the children’s spontaneous interest shows responsive and intentional teachings. They took moments of joy and curiosity and transformed them into a deeper, richer learning experience.
To deepen this exploration, we might:
• Encourage children to document their theories through drawings or simple charts, predicting and testing which objects will roll the fastest or furthest.
• Introduce vocabulary around motion — “speed,” “force,” “gravity,” “friction” — through playful dialogue.
• Invite families to share rolling items from home or stories about movement in their environment.
• Introduce larger, heavier tires to promote teamwork, problem-solving, and physical strength as children collaborate to move and roll them. This will also invite opportunities to notice how weight and size affect speed and distance, deepening their understanding of cause and effect.
