The preschoolers took on the challenge of rescuing mini yellow ducks that were frozen inside blocks of ice. Using water droppers and scoops, they carefully poured warm water over the ice cubes, strengthening their fine motor skills and hand control. As they explored the activity, some children began experimenting by placing the ice cubes into cups of warm water to see if this would help the ice melt more quickly. Although freeing the ducks took time, the children demonstrated patience, determination, and a variety of problem-solving strategies to complete their rescue mission.
As they worked, the children engaged in rich social conversation. “This duck has his head stuck but I can see his tail!” exclaimed Emilia M. “I did it!” shouted Emilia R., Archie, and Emilia O. as they successfully freed their ducks at the same time. “I need the ducks in my cup,” said Caleb, holding up his empty cup. The small group gathered around the tuff tray worked together to add the freed ducks into his cup. Romelo helped pour blue-colored water into Caleb’s cup and said, “Now they can swim.”
As more ducks were rescued, some of the children began singing “Five Little Ducks” and used the ducks to re-enact the song, extending their learning through imaginative play, collaboration, and language-rich interaction.
“Educators can gain a deeper understanding of children’s developing skills and evolving learning approaches and can support new learning by collaborating with children in discovery and sustained, shared thinking. When educators take a purposefully curious approach to new experiences and ideas rather than acting as the expert, children are more likely to engage in creative problem solving and more complex play and inquiry.” (How Does Learning Happen? Ontario’s Pedagogy for the Early Years. Page 35).
