“Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” –Fred Rogers.
In transition to kindergarten, students will explore their world and these materials through their area of expertise: play.
My school is one that promotes love, individual and collective determination, and respect for all from day one.
My students are driven to learn when given the opportunities to explore the world through their natural exploration and curious eyes. I know that many of them learn in different ways, hold different interests, and are drawn to different activities. I know that they are full of enthusiasm and energy (both in body and in spirit) and are working to advocate for their needs when given the right tools. My school is one that provides a wide variety of experiences to cultivate the inquisitive and passionate nature of every one of its students, and this holds especially true for my snakes!
Our school's namesake represents the ideals of an activist and leader, and those values (acceptance of all, celebrating our uniqueness, fighting for what is right and just, etc.) permeate the halls and classrooms of our school.
With that said, my kindergarteners currently do not have the opportunity to a comprehensive exposure to all forms of diversity through literature.
This project changes that. With these books, my students will be able to see themselves in the books they are reading/being told. With these books, my students will be able to learn about other cultures/identities in a way that is developmentally-appropriate for them. In a city that is increasingly gentrified, exposure to the differences between and among us through literature will be imperative to our development as activists and leaders.
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