Today Sophie, Mila and Esther were setting our tables for our lunch time. The girls started setting forks around the table.
“There are no more forks left” Esther
“There is one left” Sophie
“We need bowls” Mila
“We need more this side; we need more bowls” Esther
“We need one for Will” Mila
“There’s so much people, we can fit more in” Esther
“I think we are done with doing bowls” Esther.
A single row of bowls has been placed around the table.
Mila starts putting a second row of bowls on the table filling the middle of the table with bowls.
“1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,1 5, 16. You don’t need plates in the middle cause you can’t reach them” Esther.
“There are bowls in the middle. We won’t be able to reach the forks or their food” Esther tells Sophie and Mila.
“We needs to move this plate, but this is the middle” Sophie selects plates to remove from the end in the middle.
“No, these ones in the middle here, that ones at the side” Esther points to plates in the middle of the table rather than the side of the table where Sophie is removing plates.
Esther and Sophie discuss positional language of which plates to remove from the table.
Esther starts to remove the plates in the middle of the table.
Sophie starts counting the forks “1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14”
Mila starts collecting forks.
Esther starts to count the plates “1, 2, ,3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, hey this one doesn’t have a cup”
Mila, Sophie and Esther then start to prepare a second table for our lunch time.
At Halifax Street children set our lunch table settings as an everyday activity. Esther, Sophie and Mila you have a sense of belonging within our room and show active participation through the setting of the tables. This indicates that you are connected and contribute to our room at Halifax Street. I did not want to fix the table settings for you but rather provided this as an opportunity for discussion at our group time.