Friday, January 16, 2015

classroom set up: the mitten

A basket of wool pieces (from thrifted sweaters turned headbands) for exploring and playing with along with a mitten matching game picked up from Oriental Trading last year. Half of the mittens are used for a matching game while the other half was treated to the hole punch to hang on our mitten tree.
Another mitten matching game set up on our fine motor table. The kiddos can match by color, size, and/or number.
A happy little bushel of thrifted mittens in the building area. I wondered if the kiddos would use them as decoration or put them on for building. They did neither but they did use them. Pics and post to come soon.
Chopsticks and a glittery bin of rice with mitten erasers hidden throughout. The kiddos can search for the mittens and match them up if they choose to...or they can do something completely different which is what usually happens. Here is what the bin looked like last year.
Mitten painting. I made these mittens last year from my favorite sweater and a thrifted sweatshirt. I set out glossy fingerprint paper and squirted paint onto trays (one tray held warm colors, one held cool colors) and waited to see what would happen. Some of the children jumped right in while others used their hands and/or got paintbrushes. We had cool wintery colors on the easel which is just to the right of the table here so they had many opportunities for all sorts of painting fun. I picked up the doily platter at Michael's last year but noticed they have them this year as well. We also use the trays to hold play dough and play dough tools.
I made these lacing mittens in a feverish fit of productivity the night before we went back to school. I used a mitten template from Teachers Pay Teachers and cut out pairs of mittens from scrapbook paper that was then hole punched, laminated, and re-hole punched. The shoelaces came from The Dollar Tree. The children can lace up the mittens however they choose though I did tie a few together to see if anyone could lace a double set.

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