透過基於遊戲的藝術、地圖製作和想像力學習書寫和繪製字母形狀 | ADHD - 閱讀障礙 - 自閉症和神經多樣性包容性

𝗪𝗲𝗹𝗰𝗼𝗺𝗲 𝘁𝗼 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀, 𝘄𝗶𝘁𝗵 𝗔𝗹𝗶𝗰𝗲 𝗳𝗿𝗼𝗺 '𝗜𝗻 𝗧𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱'!

𝗜𝗺𝗽𝗼𝗿𝘁𝗮𝗻𝘁 𝘂𝗽𝗱𝗮𝘁𝗲 𝗳𝗼𝗿 𝗽𝗮𝗿𝗲𝗻𝘁𝘀 (𝟮𝟳 𝗙𝗲𝗯 𝟮𝟬𝟮𝟯):
Unfortunately, "In The Real Wonderland" is now only only offering live group classes via Outschool, on a limited/ occasional basis. 

This is due to the significant decrease in enrolments across the whole platform, which has made it challenging to maintain group class numbers at a viable level. However, "In The Real Wonderland" is still offering this class as a private session via Outschool. This includes tailoring the sessions to your learner's specific needs and preferences. If you would like to find out more about booking an "In The Real Wonderland" private session, you can learn more at this link:
https://outschool.com/classes/play-based-english-math-science-reading-writing-art-or-social-skills-11-customis-Y6mgWIil


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Ｃｌａｓｓ　Ｄｅｓｃｒｉｐｔｉｏｎ
In this small class, taught in English, we will use creative and open-ended play, story-telling and art as a way to develop the deep cognitive and physical skills which form the foundations of handwriting. Using a child-centred and play-based also provides children the opportunity to make new friends. 

Research clearly shows that "pushing too fast, too soon" can hinder the development of literacy. This is because prior to learning the alphabet and initial writing skills, there are dozens of foundation skills which need to be experienced and mastered first, over an extended period of time. One of these essential foundations for writing is the ability to draw shapes and lines, as a way of representing more abstract ideas. Once children have extensive experience with this ability, they often find the transition to writing letters of the alphabet (and numerical digits) much easier. Children who start letter-writing without this range of early childhood drawing skills can sometimes struggle with the mechanics of forming letters. They may also sometimes have difficulty in understanding the relationship between letters, words, and sounds. 

In this class, we typically begin each week with a different setting (the farm, the ocean, the city etc) and begin to create a beautiful 2D or 3D story-map of our place. Do we need a barn? Or a sky-scraper? Or maybe a butterfly? As we play together to draw, paint, construct and play-dough our maps, we will also talk together to add more elements of a story: who are our characters, where will they go, what will they do? When ready, children may also begin to use formal letters and words - for example to label their maps and other drawings. 

In this unhurried environment, each child will have the space to learn, extend and delight in producing and repeatedly practicing the straight, squiggly, zig-zaggy, curly, wavy, circle-y, spirally and angled lines and shapes that form the basis of letters. We will not only be producing these lines...by using imaginative stories and art, we will also be developing cognitive awareness and confidence in understanding how lines and shapes are used to represent and 𝗖𝗢𝗠𝗠𝗨𝗡𝗜𝗖𝗔𝗧𝗘 𝗠𝗘𝗔𝗡𝗜𝗡𝗚. These skills will provide a strong foundation for a transition to writing, when ready. These are the critical skills which children need for confidence and fluency in writing, forming and understanding both letters and digits. 

In this class, children will be developing many of the same skills as a Circle Time class. However, because the class is play-based and led by children's own interests, memory retention, and language/ skill development is more comprehensive (Fitamen, 2021; Fleer, 2017). This play-based and collaborative format ensures classes are both inclusive and active. Children will help create our content each week, so that it is interesting, motivating and meaningful for them.  Each week will start with a new map, so children can join this class at any time. Every week we will explore, practice and add new skill sets. These will include:
~  Dots and Scribbles
~  Symbols 
~ Circles
~ Arcs and Waves
~ Crosses
~ Squares and Corners
~ Diagonals
~ X's and Zigzags
~ Triangles
~ Spirals and Other Shapes
(the specific skills and complexity will vary each week, and be based on the needs of the individual children in the group)

Each week, there will be a new map "theme". It is not possible to provide a specific list of themes for each week as learners will practice negotiation, listening and speaking skills and choose the setting for our map story each week. However, if children require support to choose an idea for our map, I may provide prompts or suggestions such as: 
~  An adventure at the farm
~  An adventure at the beach
~ An adventure in the mountains
~ An adventure at the zoo
~ An adventure under the sea
~ An adventure in the city
~ An adventure at fairy land
~ An adventure on a treasure island
~ An adventure at dinosaur world
~ An adventure in outer-space

Because this class is arts and play-based, it is inclusive for older children (to grade 1) who may be struggling with letter formation and who would benefit from a no-pressure, shame-free, relaxed, positive, and fun environment to develop their confidence further. 

The sequence of activities reflects the (research-based) developmental pathway of children's drawing and writing skills. This class structure also encompasses the Michigan Essential Literacy Practices (Pre-K and K). I am always very happy to respond to individual parents' questions and to provide feedback about specific needs if required. 

Please view the "Learning Goals" section below, to read more about the underlying concepts and skills that children will gain in this class.

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Ｉｎｃｌｕｓｉｖｅ　Ｐｌａｙ　＆　Ｌｅａｒｎｉｎｇ　Ｅｘｐｅｒｉｅｎｃｅｓ...Ｆｏｒ　Ａｌｌ　Ｌｅａｒｎｅｒｓ

All children have preferred ways of engaging with learning content. 

Typically, children learn best when they can engage with content in a way that reflects their own unique preferences. 

I endeavor to ensure that this class is inclusive of all learners (including E and 2E learners). I do this by structuring classes, activities and conversations so each child can choose to engage in the whole class, using whatever way is most appropriate, meaningful and rewarding for them.

In this class, I introduce children to an approach called 𝗣𝗥𝗢𝗖𝗘𝗦𝗦 𝗔𝗥𝗧. 

Process art means that children are in charge of their own creations. They choose what they create and their own materials and colours.  Process art focuses on discovery, creation, confidence, exploration, experimentation and critical thinking...rather than producing a particular product that looks just like the teacher's. 

My approach to process art is to cater both for children who are confident to create and make art freely, as well as children who feel more confident with some structure and support. This means that each week children can choose what and how they create and, at the same time, I also provide open-ended demonstrations of different techniques or approaches that children may choose to experiment with. 

Process offers a high-quality context for all children to engage in meaningful and purposeful learning. This is because process art allows for almost all forms of play including: 
~ sensory experience
~ exploring and discovering the properties of materials
~ manipulative and fine motor activity
~ sorting/ aligning/ categorising/ patterning activity
~ exploring cause and effect
~ problem-solving
~ construction
~ imitation and role play
~ fantasy/ imaginative play and creativity
~ and artistic play itself

Because I maintain very small group sizes, I am able to ensure that each child is able to participate in whatever way is most meaningful for them. This means that each child is able to enjoy the benefits of a group class, while at the same time being supported with an individualised and personalised learning experience.


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Ｔｅａｃｈｉｎｇ　Ａｐｐｒｏａｃｈ

This information will help you decide if my approach is a "good fit" for your child.  

This class is capped at a maximum of five learners, to ensure each child has the best possible child-led, personalised learning experience. I believe that learning comes not from memorising abstract facts, but though children being able to create and make sense of new ideas. To guide this learning, we need to have immersive, two-way conversations with children. Small class sizes allow me to work personally in this way, with each child. 

Child-led learning means that your child decides how they participate and what they focus on in our class. In this class, I do not tell children what to think about, or what to focus on. Instead, my goal is to understand your child's unique internal motivation. I do this by using stories, art, creativity and conversation to spark engagement. I then support each child to respond to these ideas and to follow their interests in a way that the class content and material comes to life for them. This helps make their learning become meaningful and sustained. 

You may see some differences in my classes, from the traditional US-based pre-K/ K/ early elementary and seated classroom approach. My aim is to extend your child's learning beyond our allocated screen time, through teaching and classroom practices such as:

🦋 Child-led learning (not teacher-led instruction)

🦋 Shared understanding (not imposing meaning)

🦋 Individualised and humanising relationships (not standardised expectations)

🦋 Hands-on, authentic play (not lectures)

🦋 Deep experimentation with creative, scientific, mathematical and relational process (not factory produced products or worksheets)

🦋 Collaboration and meaning (not rote memorising)

🦋 Imaginative resourcefulness (not mundane replication) 

🦋 Growing children's passions (not their performance)

🦋 Reading and responding to children’s cues, behaviours and signals (not managing, pathologising or fixing them)

🦋 Being an adult who is in calm control (not an adult who is battling for control and compliance)

My teaching approach tends to suit families who are seeking a humanising and wholistic learning experience for their young child.