Past projects 3
Sensational Sensory Sight Words
Funded May 11, 2023Wow! Your support with this project was fast and furious! I am blown away at how quickly this project was funded. I am so excited to share these new tools with my kindergartener students! These tools will intrinsically motivate students to engage in multi sensory literacy activities. It will also afford them multiple pathways that support students’reading journey. A sincere thanks as your generosity gives my students access to opportunities to learning that I could not do without your help!”
With gratitude,
Ms. Robin
This classroom project was brought to life by An Anonymous Supporter and 6 other donors.**Tinker Thinkers in Kinder**
Funded May 9, 2023Through your thoughtful and kind generosity, you are providing opportunities for my kindergarten students to engage in more tactile learning experiences with the simple tools requested that full funding of this project provides. Thank you for supporting my students by adding just a bit more magic and sunshine to their day! 😊”
With gratitude,
Ms. Robin
This classroom project was brought to life by SONIC Foundation and 7 other donors.Teddy Bears for Kindergarten Children: An Emotionally Responsive Practice
Funded Oct 16, 2022Your generous contributions for my project, "Teddy Bears in the Classroom: An Emotionally Responsive Practice," has generated much meaningful activity within my kindergarten classroom. When "the bears" first arrived, the bears sat upon a high shelf. Children were filled with wonder and curiosity as to why the bears were in their classroom and how long they would stay. Students were left several notes by the bears to help guide the students in cultivating a classroom of kindness... a place where everyone felt safe, loved, and a space where the bears and the children could learn and grow together. Children learn best through play, and these bears act as a teaching tool for young children. Children read to their bears, they write stories about their bears and children further develop a path of empathy in playing with their bears.
Teacher-child relationships are instrumental in building a secure and trusting emotional environment for the students. In addition to the relationships being created with the teacher, it was also critically important to foster and promote a sense of community among peers. The use of the bears appears to have assisted in establishing security and are successful tools in facilitating learning with young children. The embedded routines, structure of the classroom environment, focusing on practices that are developmentally appropriate and activities have helped to support expressive language development through emergent literacy practices by extending higher order thinking skills through concept development. This learning has led the children's development as they construct their own knowledge as authors of their own development.
Self-regulation has assisted in becoming a learned behavior through the intentional scaffolding tool of the bears and by the teacher to intentionally foster each child's development. The use of implementing a practice element of teddy bears in the classroom has acted as a tool for developing social-emotional and self-regulation skills. The use of the teddy bears has also revealed itself to have an overall positive effect within developing a positive classroom culture and prompting children to engage in meaningful activities that align within the kindergarten curriculum. The design and use of the bears has been implemented with a thoughtful, planned progression that responds to the emotional needs of the children. Behavioral processes and academic gains observed within this practice are attributed to promoting the development of social emotional and self-regulation skills, which can be deemed essential towards building future academic readiness.”
With gratitude,
Ms. Robin