Exploring Tomatoes

SEASHELL/SEAWEED PRE-K CLASSROOM

In our school and in the Reggio Emilia Philosophy, the natural world around us should be revered, studied, and celebrated. Gabby, our school's Food as a Language Atelierista, works with every classroom, from infants through upper grades. Investigating food allows for many wonderful discoveries and investigations: mathematical shapes and patterns present in foods, color theory, science of plants/foods, literacy, fine motor skills, social collaboration, and more.

The children in the Seashell/Seaweed room have seen tomatoes many times - but this investigation with Gabby allowed them to see a tomato through different eyes. Gabby helped guide the children as they made several discoveries and found various shapes and patterns within the sliced tomato. The children found the location where the seeds are most concentrated and showed this understanding in the drawings. Observational drawings help children to practice several skills: focus, concentration, math, dimensional analysis, analytical skills, fine motor skills, etc. The children are also simultaneously learning about the natural world around them through investigating and analyzing foods!    

The following developmental/academic skills were incorporated and/or naturally occurred as part of this child-led, play-based project: 

Language/Literacy: During the investigation, the children had to communicate their findings clearly to each other and to their teacher

Mathematics: The children practiced and used mathematical knowledge to make connections and interpretations about the segmented tomato. When creating their drawings, the used directional analysis to create an accurate drawing. They counted seeds, which reinforces one to one correspondence and number sequencing.    

Fine Motor Skills:  In order to create an accurate observational drawing, the children must exercise control and focus over their fine motor skills.  

Cognitive Thinking: The children make connections and discoveries about the segmented tomato and connect this information to previous knowledge to continue to build their understanding of the world around them.

Social/Sense of Self: Taking turns, helping each other make observations, engaging in discussion with peers and their teacher supports a strong sense of self.

Parental Support: Anytime a parent takes the time to do an activity with their child - especially an activity that is an extension of school work - the child receives the message that their work  and learning is important and valuable. Please extend this project at home by discussing these terms at home! Let your child help slice various fruits/veggies. Explore the similarities or differences. Even a few minutes will greatly aid in your child reinforcing important concepts all on their own. Have them explain to you what they notice and off them materials to demonstrate their knowledge – this could be markers and paper, play dough, finger painting or maybe they can guide you as you draw it! Feel free to take pictures of this process and to bring from home so they can share it with their class!

Tracks with Markers

In accordance with our curriculum, we like to base explorations upon our students’ interests. Doing so allows students to take ownership of their learning experience and motivates them to dive deeper into, and better grasp, concepts.

In our classroom, it is very common for the students to circle tables or shelves with Legos and blocks, pretending that the materials are vehicles. The type of vehicle changes with every loop and turn. To further this interest, we placed a large sheet of paper on the table and attached skinny Crayola markers to edges of the large blocks.

Rather than circling the table with the blocks, the children chose to sit down and watch carefully as their movements made “tracks.” While making their tracks, the students used very large motions on the paper. Some even stretched themselves to the other side of the table.

Later that afternoon, we provided the students with small individual sheets of paper and attached the skinny makers to smaller, narrower blocks. Using smaller materials on smaller paper forced the children to use smaller movements and gestures to make their tracks.

This entire experience incorporated two primary aspects of learning and development- dramatic play and fine motor skill development.

Blocks are an open-ended material, or a “blank canvas” of a play material, coming to life as children apply their imagination and creativity. In pretending that the blocks are vehicles, and that the marks left behind are tracks, the children show an understanding of mental representation and symbolism. Not only is this a fun form of self-expression, but it also encourages creativity and serves as a milestone in cognitive development.

Fine motor skills deal with the level of strength and control a child has regarding their finger, hand and arm movements. By grasping, reaching and operating different tools, children build the muscles in their hands and arms and enhance their fine motor skills.

In this exploration, the incorporation of different block sizes provided an assortment of fine motor challenges for the students. With the larger blocks, the children practiced using their reach and stretch to make tracks. When using the smaller blocks, the children’s strokes were slower and more controlled. Each required a different set of muscles and a different level of focus and attention to detail.