Arts

Wildcraft Weaving With a Cardboard Loom | Play-Based Kindergarten & Preschool

In this alternative to circle time, we'll combine story-telling with weaving to explore nature's ecology, and create a playful, vibrant piece of woven art from diverse materials found in our homes and neigbourhoods.
Alice Campbell | MTeach., BNursing., Play Therapy
107 total reviews for this teacher
2 reviews for this class
Completed by 2 learners
Class

40 minutes

per class

Meets once

4-6

year olds

1-5

learners per class

per learner

How does aOne-Timeclass work?

Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers

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Available Times

Pacific Time
This teacher may live in a different time zone.

Mon May 30

Meet once (1 day)
Sunday
2am - 2:40am
Outside 6am-10pm in your local time.
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Sat Jun 4

Meet once (1 day)
Saturday
6am - 6:40am
Only 3 spots remaining
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Wed Jun 8

Meet once (1 day)
Wednesday
7pm - 7:40pm
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Fri Jun 10

Meet once (1 day)
Friday
9am - 9:40am
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Sun Jun 12

Meet once (1 day)
Sunday
11pm - 11:40pm
Outside 6am-10pm in your local time.
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Fri Jun 17

Meet once (1 day)
Friday
5am - 5:40am
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Wed Jun 22

Meet once (1 day)
Wednesday
9:30am - 10:10am
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Fri Jun 24

Meet once (1 day)
Friday
7pm - 7:40pm
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Thu Jun 30

Meet once (1 day)
Thursday
5am - 5:40am
Outside 6am-10pm in your local time.
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Sat Jul 2

Meet once (1 day)
Saturday
9pm - 9:40pm
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Mon Jul 4

Meet once (1 day)
Monday
10pm - 10:40pm
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Fri Jul 8

Meet once (1 day)
Thursday
3am - 3:40am
Outside 6am-10pm in your local time.
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Wed Jul 13

Meet once (1 day)
Wednesday
9:30am - 10:10am
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Thu Jul 14

Meet once (1 day)
Thursday
7pm - 7:40pm
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Don't see a time that works for you?

Description

Class Experience

The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. 
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Intended Learning Outcomes
1) I can use processes of play, reflection and investigation to solve problems. 
2) I can experiment with ways of expressing my ideas, feelings, perceptions and stories by using a range of media to create meaning.
3) I am developing the ability to recognise unfairness and bias, and am beginning to think critically about fair and unfair behaviour. 

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Critical Thinking Question(s)
1) What is the fair thing to do? 
2) Who should be in charge of deciding what is fair?

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Science Content and Concepts
~ An ecosystem has diverse living things. 
~ Having diversity helps make an ecosystem healthy.

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Mathematics Content and Concepts
~ Counting.
~ Adding/ subtracting.
~ Composing numbers.
~ Patterns, structure and algebraic thinking.
~ 2D shapes.
~ Composing 2D shapes.
~ Disembedding shapes.
~ Spatial visualisation and imagery.
~ Spatial orientation. 
~ Measurement (length).
~ Measurement (angle and turn). 

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Vocabulary and Speech
This class will provide a setting for children to develop and practice their vocabulary and speech relating to the content, concepts, and activities we are exploring. The words we will be using will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. 

​Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. 

Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes: 

𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻
Explicit vocabulary discussion means that, in this class we not only use words, but we may also sometimes talk about them. We might discuss, for example:
~ what does this word mean?
~ what words would communicate what we want? 
~ what other words can we use for this?

While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 

𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻
While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is sufficient opportunity for children to engage in meaningful, two-way conversations that are interesting to them. 

To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout this class about the things that have captured their interest or that they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech. 
I hold a Master of Teaching (Early Childhood) and have specialist skills in designing immersive education programs for young children, birth to age 8. I am a former member of Mensa.
There is no homework for this class. However, there will be a small amount of preparation required by parents of young children. This will involve making a very simple home-made loom (weaving tool) prior to the class. Typically this will take 5 - 15 minutes depending on what sort of loom you want to make - detailed instructions will be provided upon enrollment.  

Children may wish to continue working on their projects after class. I will also provide a handout after each class with suggestions for (optional) activities, play and art to extend children's learning and interests between sessions.  
 2 files available upon enrollment
There are two key things your child will need for this class: (1) a loom; and (2) weaving materials. (𝟭) 𝗧𝗵𝗲 𝗟𝗼𝗼𝗺 For this class, you will need to have a loom. A loom is a board or frame which holds the materials in place while you weave them. You can use either a pre-made or a home-made loom for this class. "Toy" looms can be purchased, or you can make one at home. I suggest using a home-made loom as these work beautifully, and can become part of the weaving itself (and are much cheaper!). 𝗟𝗼𝗼𝗺𝘀 𝗮𝗿𝗲 𝘃𝗲𝗿𝘆, 𝘃𝗲𝗿𝘆 𝗲𝗮𝘀𝘆 𝗮𝗻𝗱 𝗰𝗵𝗲𝗮𝗽 𝘁𝗼 𝗺𝗮𝗸𝗲. 𝗗𝗲𝘁𝗮𝗶𝗹𝗲𝗱 𝗶𝗻𝘀𝘁𝗿𝘂𝗰𝘁𝗶𝗼𝗻𝘀 𝗳𝗼𝗿 𝗮 𝗵𝗼𝗺𝗲-𝗺𝗮𝗱𝗲 𝗹𝗼𝗼𝗺 𝘄𝗶𝗹𝗹 𝗯𝗲 𝗽𝗿𝗼𝘃𝗶𝗱𝗲𝗱 𝗼𝗻 𝗲𝗻𝗿𝗼𝗹𝗺𝗲𝗻𝘁! I provide instructions for two different types of home-made looms. 1) A cardboard loom (you will need some stiff cardboard, such as from a shoe box; and some yarn) 2) A stick or nature loom (you will need some twigs/ sticks/ driftwood, and some yarn). __________________________________ (𝟮) 𝗢𝘁𝗵𝗲𝗿 𝗠𝗮𝘁𝗲𝗿𝗶𝗮𝗹𝘀 ~ Child-friendly scissors ~ A mix of materials or objects to weave with. Please note: You do **not** need all of these items! Rather, please use these ideas as suggestions only, and feel free to substitute or bring any materials that your child finds interesting or that you have on-hand. Going on a nature walk together is a brilliant way to source objects for weaving. The important thing is to have a mix of about different sorts of things to weave with. I would suggest a maximum of 10 different things such as: * 2 - 3 different colours of wool (spun or unspun/ raw), chunky yarn (acrylic or wool is fine!), twine, old nylon rope * Other types of fabric strips - e.g. ribbons, an old t-shirt or tea-towel cut into strips (suggest 2cm strips for little hands), raffia * Things from nature which have a long shape (feathers, seed pods, twigs, fronds, flowers with stems, grass/ reeds, bark, pine cones) * Sprigs of cooking (non-toxic) herbs (rosemary, lavender, mint, sage, etc) or from other child-friendly plants, blossom sprigs * Things to decorate with (buttons, small feathers, shells, glitter, pom-poms, tassels, chunky beads, bits of colourful recycled plastic or packaging, cup-cake papers, foil wrappers, etc). Some white/ Elmer's/ school glue can be helpful if you have a lot of decorations to add, but is not essential.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. 

However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. 

To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). 

I then routinely provide feedback to children. This may consist of: 
~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting");
~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or
~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). 

This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have traveled in their learning, and then "what comes next" in their learning. 

I welcome questions and inquiries from parents about their child's learning progress. 
40 minutes per week in class, and an estimated 0 - 1 hours per week outside of class.
Safety notes: Please don't use very small objects for the weaving if you have very young children as these can be a choking hazard. Check the texture of any grass you are using as some grasses (such as pampas) can be very sharp and cut little fingers. 
"Louis I, King of Sheep" (Oliver Tallec, ISBN 9781592701858, Enchanted Lion Press). Used with permission.

Teacher

Alice Campbell | MTeach., BNursing., Play Therapy
🇦🇺
Lives in Australia
Early Years Teacher, Nurse & Therapist - Small Personalised Groups - Play-Based & Nature-Based Learning - Humanised Relationships
107 total reviews
196 completed classes

About Me

𝗔𝗹𝗶𝗰𝗲 𝗖𝗮𝗺𝗽𝗯𝗲𝗹𝗹 | 𝗠𝗮𝘀𝘁𝗲𝗿 𝗼𝗳 𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴 (𝗘𝗮𝗿𝗹𝘆 𝗖𝗵𝗶𝗹𝗱𝗵𝗼𝗼𝗱), 𝗠𝗮𝘀𝘁𝗲𝗿 𝗼𝗳 𝗣𝗹𝗮𝘆 𝗧𝗵𝗲𝗿𝗮𝗽𝘆, 𝗕𝗮𝗰𝗵𝗲𝗹𝗼𝗿 𝗼𝗳 𝗡𝘂𝗿𝘀𝗶𝗻𝗴.

Hello! My name is Alice. 

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