♪ ♪
- You like the snow, it's coming on your head?
- I can feel it in my mouth.
- Kendra's a little explorer because she loves nature.
She loves finding new things.
- A leaf!
- Yeah!
- Learning is all around us,
math is all around us, science is all around us.
- One, two, three, go.
- Wow!
- Cora and Pepper are little scientists at heart,
and in mind and in spirit.
So I just want to encourage and ask a lot of questions.
- Each grab one.
- We each take one ball?
And then what do we do?
- And then we roll it down the slide.
- Anything that sparks curiosity I think is really good.
- Joaquin, try and put this one through that hole.
See if it fits.
- When we saw Joaquin and Tariq building a structure,
whether it's block building or Legos,
problem-solving is going on.
- I'm coming!
I'm coming to get you!
- Marli's really excited about making the pizza
and contributing in some way to making dinner
or cooking with me.
You might want to sprinkle this.
- Now I'm going to make pizza.
- You can definitely incorporate
math in particular into your daily routines.
You do it with everything.
One.
- Two.
Three.
- Three, perfect.
(chuckles)
- Catching snow on your tongue?
- Kendra loves to walk.
She loves to be outside.
- Kendra started collecting leaves.
- A leaf!
- Yeah!
She kind of know the type of leaf that she's looking for,
that she could look and say, "This is the one I want,
but not the one I want."
You like that one?
She'll drop that leaf and she'll pick up a next one.
She'll say, "This is the one I want."
- You like that one?
- Yeah.
- Let's count how many leaves are in your hands, Kenny.
Let's count.
One.
Two.
Three.
Four.
She was very despondent about the sun not being out.
- Mommy, I want the sun.
- He's still sleeping, honey.
And singing and trying to get him to come out.
(singing)
And she says she'll make him a present
so that, you know, he would come out and play.
- I'm going to make the present.
- You're going to make the present?
Yeah, that'll make him wake up.
Let's count the steps.
Go.
One.
Two.
Three.
Four.
Five.
He's waiting for his present.
Do you want to make the present?
- I'm going to make the present.
- Okay.
What are you making?
- A tree for the leaves.
- What happens in the fall?
What happens to the leaves?
- They fall, it falls.
- It falls?
- Yes.
- Are these all your leaves?
You want to break it up and see how it feels?
Break it up.
Sounds crunchy.
- Cora, will you get some of the little balls
out of that bin?
Ooh, that's a good one.
So when we were building with our blocks,
we were just playing.
And through that we wanted to figure out
how to get a ball to roll down a ramp.
Look, this looks like a slide to me,
so I think we should use this.
What do you think?
- Oh, I got a better idea.
- Oh, I'm glad you have a better idea.
- I want to make a slide.
- Okay, then come on over here.
We built a big structure to get this ball
to roll down the ramp to first knock down the tower
that she had built.
- We have to knock them down.
- Oh, that's great.
You did it!
We also started to investigate different balls
and what different balls travel differently
on the ramp.
Whoa!
- That's cool.
Okay, it's my turn.
I'm going to use...
this ball.
- You want to try it?
You want to test your hypothesis?
- Okay.
I'll test.
That doesn't work.
- It doesn't work.
That worked!
- Yeah.
- It's about the process of coming up with a question
and figuring out how to get there.
That's what the important thing
and that's what science is and that's what math is.
All right!
- That's how you have to have this big ball.
- How about farther?
- Farther?
- Like this?
- Oh, yup, okay, that works.
- They decided to build a building,
which ended up being about as tall as Joaquin.
- Here, put this one on the top.
- Thinking about what he wanted to build
and which types of blocks that that would require.
And then also trying to articulate that
to another person and explain what he wanted.
- Only one colored one.
- One colored one.
- And then some more that we can cover it.
- All of that is learning.
He's using all kinds of different skills,
even the motor skills that he's learning
in terms of stacking the blocks
so that they balance and don't fall over
and figuring out which blocks might need
to be on the bottom versus those you can put on top.
Whoa!
Crash.
- All right, let's try a ramp.
- Yeah, we can make a big ramp.
Maybe we can put on a high, high thing.
- Oh yeah, that would work.
- Very, very good idea, Tariq.
- So, what do we need to make pizza?
- I'm making pizza.
And it tastes on your mouth.
- The pizza activity today
is just a sample of something that we do every day.
How many do you think we'll need?
- One. - One, okay.
Let's try it.
She's bringing that math in already
without me having to prompt her too much.
Three scoops, okay.
Let's try it with the three scoops.
And you're going to pour it on.
I then took out some mushrooms
and cut the mushrooms.
And Marli put the mushrooms on one-by-one.
But she initially prompted me
to begin to count the mushrooms.
- One.
Two, three, four, five.
- I saw something that I thought was really impressive
is that she understands shapes.
- That must be a square.
- No, it's a circle.
- It's so central at this age to have play.
It's something that's a learning experience
that they enjoy.
- 22, 23, 24, 25, 26.
- 26.
We have 26 mushrooms.
- 26!
- Yay!
- Learning happens all the time for us.
I mean definitely when we cook
like what we did with the pizza,
the different counting and the measuring.
What number is that?
- Two. - Okay.
- One, two.
- And her thinking about how things smell,
and how things look and thinking about shapes.
Those things are really important.
- Three, two, one.
All right!
- We did it.
- You did it too?
- Where's Mr. Sun, Kenny?
- He's sleeping.
- He's sleeping?
- Everything is brand new.
Everything is exciting.
Everything is special.
- ♪ Oh, Mr. Sun, Sun, Mr. Golden Sun ♪
♪ Please shine down on me. ♪
- Yay!