The Very Young Explorer

Learning about rocks.

Who said that geology was boring? Our children have enjoyed learning about rocks, in a very hands-on way. Here are a few things we have been doing:

* Collecting pretty rocks on walks and learning to identify them. We keep finding similar rocks because we keep exploring similar places (local waterfalls), so we have had extensive exposure to quartz, mica and mica schist. We have also learned that traces of iron make quartz a little red.

* Splitting rocks open with a hammer. (Always wear goggles!) The children are particularly fond of slate, which makes lovely layers, because it is a sedimentary rock usually composed of clay - in other words, compressed mud.

* Using a microscope to look at mica flakes. They are very pretty! We have also been crushing mica to our own "prehistoric" eye shadow, and we are planning to mix mica and glue to make eco-friendly glitter.

* Learning about the rock cycle. Watching The Magic School Bus Rides Again, Episode 4 – "The Battle for Rock Mountain" definitely helped!

* Using rocks to make potions, invent games ("rock tennis"...), etc.

More ideas for introducing children to geology:

https://www.geolsoc.org.uk/KS2Resources
https://earthsciencejr.com/15-at-home-geology-projects-for-kids/
https://geologylearn.blogspot.com/2021/06/how-to-get-kids-interested-in-geology.html

Did you know that the weather can ruin science experiments (and baking)?

The humidity level in the air affects the moisture balance in a recipe, making your baked goods too dense and chewy, or too dry and crumbly. Humidity gets locked up in dry ingredients such as flour, baking soda, cocoa powder... You might need to revise your proportions and adjust your baking time.

In Southeast Asia, where we live, high humidity is a problem most of the year. Last weekend, we tried making scented bath bombs (why not?). It involved mixing baking soda, dry citric acid and scented glycerin. We knew that humidity was going to be a problem. We dried our hands thoroughly. We worked in the sun. We used more baking soda than the original recipe. We kept adjusting quantities. We turned up the fan... and yet, it all started expanding and bubbling up!

This actually helped us learn about humidity. We looked at humidity charts. We discussed possible solutions, such as buying a dehumidifier (costly) or waiting for the dry season...

(And yes, we should have used a non-metallic spoon!)

Have you ever heard of semi-slugs?

They are gastropods (like slugs and snails) whose shell is so small that they cannot retract into it. In fact, the shell is often covered with skin and almost invisible. They look a bit... weird.

They are found all over the world. In fact, there are about 1,000 species of semi-slugs (compared to only 500 species of slugs).

This one is called Parmarion martensi. It is very common in Southeast Asia, where we live. (It has also made it to the US, where it is considered invasive and an agricultural pest.)

We tried feeding it mango (not interested) and presenting it with a friend (not interested either). It did slide across the patio at a very impressive sp*ed!

The children took photos and videos to document their find - it is a great way to encourage them to focus and spot interesting details! Next time you are documenting learning, you might want to hand your phone over to the children themselves!

(A few slightly shaky videos in the comments.)

STEAM: Fern printing with watercolor.

This is one of our favorite art activity, and we return to it often! Here are some simple instructions:

1. Collect ferns (observe and discuss leaf shape, spores, etc.)
2. Make a fern crown (optional).
3. On wet watercolor paper, mix pretty colors (we used liquid watercolor this time).
4. While the watercolor is still wet, apply fern leaves.
5. As the watercolor dries, the leaves will create beautiful, magical designs.
6. If you're not happy with the result, just add water and start again!

If you have a scientific background and/or can explain how this works, we would love to hear from you!

Another scientific field trip to... the dentist!

An anonymous family member recently had a cavity (between two teeth that were too close together) which required tooth extraction (after a failed treatment that led to an abscess).

All of these stages were duly documented and discussed by the children. We looked at diagrams, drew our own, watched short explanatory videos, explored all the models in the dentist's office (with permission) and observed our unfortunate family member's tooth extraction (very politely).

The tooth itself was placed in a glass of orange juice, where it quickly became very yellow and mushy - which led to a measurable increase in proper toothbrushing. ;-)

Science: fun with a UV light.

The children recently got a little UV pen (for writing secret messages that can only be revealed by shining a UV light on them), so we decided to extract some science from it.

First, we checked whether our sunscreen really blocked UV rays. We applied some on a piece of paper. If it did block UV rays, then the parts covered in sunscreen would appear darker than the paper - and they did (although not very much).

Then, we tested all our toys to see if any of them shone under UV light (which is also known as black light). Turns out one of our unicorns would look really good in a nightclub!

We also checked whether scorpions really are fluorescent - as per a nature documentary we recently watched. We happen to have an intact specimen in our freezer (found around the house about a year ago), so we tested it. It looked incredibly green and shiny. (Scientists don't really know why scorpions do that.)

Then, well, we read that urine is fluorescent under UV light, so we simply had to try. One child volunteered to p*e in a cup - with much hilarity - and we used a cup of regular tap water as control. The tap water did not shine under UV light. As for the p*e... it looked magical! (That is because it contains phosphorus.)

There are many other experiments you can conduct with a UV light. As for us, we concluded our lesson by watching a child-friendly documentary on forensic science.

A child-led nature adventure: fishing.

Last week, the children decided to go fishing. We did gently address a few hindrances (the fish in our canal are quite small, probably not too tasty, and filled with agricultural pollutants...) but they had made up their mind, so we let them get on with it.

They build a fishing rod using a stick, some yarn and some metal wire for the hook. They decided that they did not need a float or sinker (they later changed their mind, after realizing that the hook stayed too close to the surface). They decided to use some bread, because "it is tastier than mealworms and the fish will enjoy a change" (6yo). They found a spot by the canal and sat down and... waited. It was very tranquil and relaxing.

Quite a few fish did show up (some thin juvenile something or other) and started nibbling on the bread, but they never bit the hook. The size of the hook relative to that of the fish's mouth was discussed. Potential solutions were shared ("We could make a very thin hook using very thin wire." "We could wait for bigger fish to arrive.").

By the end of the afternoon, no fish had been caught, but a lot of scientific thinking had been done.

Biology: saving yet another adventurous Mekong snail-eating turtle.

Living so close to nature means that we get to meet all sorts of interesting creatures. This is a Mekong snail-eating turtle. We found it by the road - they have a terrible habit of crossing the road between the pond and the rice fields, occasionally encountering cars... We might have relocated this very turtle before!

Every time we find one, we inspect it closely - but not for long, as they can be feisty and have rather sharp claws! We have been looking into marking turtles for future identification, but apparently, the right way to do it is to file a small v-shaped notch in the marginal scutes on the turtle's carapace - which seems a bit intense.

We also plan to learn more about sexing turtles. In order to determine whether a turtle is a male or a female, you have to look at all sorts of signs, such as tail length, shape of carapace, flaring of marginal scutes, depression on plastron, etc. It's all very complex!

In the meantime, we discussed how Mekong snail-eating turtles do not make good pets - sorry! - and safely relocated this little explorer. It may reach 20 cm in length and live up to 30 years, feeding on plants, worms, small fish and insects.

#

STEM: making dresses.

We have been making little dresses for our dolls!

Mommy has no particular talent for sewing, so we have been keeping it very simple and inventing our own designs instead of following a pattern.

We have been going through our old collection of fabric squares (which our little girl often uses for play), folding them in all sorts of ways, learning from our mistakes, developing our three-dimensional intelligence through trial and error, finishing up with approximative blanket stitches and using beads for decoration.

The results are very unique!

An unexpected benefit of raising little scientists...

Our little girl was stung by a (juvenile) scorpion last week. She remained very calm (past the initial shock) and asked many questions about the first aid procedure (clean with soap and water;
apply ice; elevate; use an antihistamine and/or corticosteroid; take a pain reliever). We talked about the fact that the symptoms from Heterometrus envenomation are rather mild and not medically significant (they can actually be kept as pets). We also discussed scorpion habits (hiding during the day) and how to avoid being stung (avoid clutter!).

Meanwhile, her older brother collected the scorpion (which had unfortunately been squashed by a well-meaning family member) and used his microscope to take a closer look at it - especially the stinger.

We decided it must be a juvenile forest scorpion (Heterometrus spinifer - a common sighting where we live) and read a bit more about them online. The children also did very detailed drawings, and decided to watch a documentary about scorpions before going to bed.

Our next step is to check whether this scorpion really does shine under UV light.

To learn more about giant forest scorpions:
https://en.wikipedia.org/wiki/Heterometrus_spinifer

Discovering nature at night.

As the days get shorter, it becomes easier to take night walks. After dinner, we often grab a flashlight and go for a little loop around the neighborhood - which has a lot of nature, and not many streetlights. Every time, we spot something different: bats, fireflies, spiders, scorpions, frogs... and this very interesting toad, who was covered in duckweed and very eager to cross the road. Night becomes far less scary when you learn about nocturnal animals and think of them as friends going about their nocturnal business while you sleep!

Holiday souvenirs: leaves.

The children recently visited their grandparents in Europe and spent a lot of time exploring the woods. Oaks, chestnuts, willows, elms, poplars... all those trees were Mommy's friends when she was little - but to our children, they were, well, exotic.

So, we collected quite a few leaves (in pairs) which we kept between the pages of a little notebook and took home with us. (Mommy also kept naming trees for us, which actually helped us remember some of the names.)

We took our leaves out a few weeks later, all nicely pressed and ready to be observed and played with. Our 6yo played matching pairs, made drawings, read and wrote a few names, revealed that "I had never quite thought about the shapes of leaves that much" and ended up making a "magic potion" - we can't keep pressed leaves here in Thailand because of the humidity, but the "magic potion" was a fun alternative. Meanwhile, our 8yo practiced using Google Lens to identify leaves, made a lot of accurate guesses, and revisited his favourite botany books for an afternoon.

Developing curiosity towards nature.

"Oh, look!" is probably the one thing our family members say the most!

Over the years, we have developed a habit of curiosity and wonder towards nature. We are constantly finding and sharing little treasures: a shiny beetle, butterfly eggs on the underside of a leaf, a very long earthworm...

Here are a few of our "guidelines":

We stop and look at it. We make time to observe little things. Nature studies is an integral part of our learning, so it's a perfectly valid reason to be ten minutes late for something else.

We word it. We talk about what we're seeing, what makes it interesting and what questions it raises. We look up the correct names for things and we are not afraid of using scientific classifications!

We collect it. We pick up little treasures for further explorations at home (when it is legal and safe). For example: taking home a feather to observe it under the microscope.

We return it. We discuss how nature uses everything to make new things. For example, snails may eat a crab carapace to build their own shell.

We take pictures - which helps us notice and record details. We also use Google Lens and other tools to identify our finds.

We draw it - which is really good for developing observation skills and thinking about how things work.

We ask questions. For example, with the rice field crabs we have been spotting in the neighborhood: Does this crab swim? How? Is it a mommy or a daddy? How long does it live? What does it eat? We look it up when we get home.

We don't have big science lessons, but we observe nature almost every day, little and often, and as a result, the children have developed a great deal of knowledge about rocks, plants and animals, and they take pleasure in learning more every day!

*****

Abstract art on windows.

If you have been following us for a while, you know that we often decorate our windows with colourful abstract art, using all sorts of materials, textures and shapes.

Windows are great for art projects because they offer a large, washable surface - and you can play with light and transparency!

We have used wrapping paper, tissue paper, regular printing paper, plastic bags, translucent plastic folders cut into shapes, washi tape, poster paint, etc. We use clear tape (scotch tape), which is easy to remove and clean off with a bit of alcohol.

Here are a few of our creations, for your inspiration!

https://www.facebook.com/460185787686884/posts/1095775324127924/?app=fbl

https://www.facebook.com/460185787686884/posts/1298592383846216/?app=fbl

https://www.facebook.com/460185787686884/posts/824186711286788/?app=fbl

https://www.facebook.com/100057072744481/posts/735906534988431/?app=fbl

https://www.facebook.com/460185787686884/posts/1109080299464093/?app=fbl

https://www.facebook.com/460185787686884/posts/1089844291387694/?app=fbl

https://www.facebook.com/460185787686884/posts/1546662165705902/?app=fbl

https://www.facebook.com/460185787686884/posts/694172884288172/?app=fbl

*****

A few words on safety: don't let children lean on windowpanes; use safe materials only; some masking tapes will disintegrate in the sun and take forever to clean off!

*****

Art/logic/thinking: copying and reinventing abstract paintings.

We have been copying (and reinventing) famous paintings!

One of our favourites so far: "Site habité d'objets" (Site Inhabited by Objects, 1965) by French painter Jean Dubuffet.

First, we looked at the painting (well, a laminated A4 reproduction) and discussed what we could see and what it made us think and feel - no wrong answers.

Then, we thought about how a painting can be analysed in terms of "artistic constraints", in other words: a set of rules that the artist has given himself to play with. (Abstract art is usually a great way to begin to spot these rules!)

Here, Dubuffet told himself: I can use black, white, blue and red. I will use black to separate the canvas into small spaces, using hand-drawn, wiggly lines. I will fill some spaces with colour, some with lines. Lines can be thick or thin. Two spaces that touch can't have the same colour / pattern. They can't have lines of the same size. Can you spot any other rules? 🔎

Spotting these rules are a lot of fun, especially for mathematically inclined, logical thinkers (we happen to have one at home). The fact that there may be exceptions to these rules (one blue block is a lighter shade than the others!) is actually good for developing a bit of mental flexibility.

After discussing the rules, we got out our art supplies and set to make our own versions. We did not make exact copies. Instead, we created our own images by applying the rules we had extracted from the model.

In general, we only allow ourselves to change the rules after having spent ten minutes engaging with the challenge of following the "real" rules. Of course, things can be simplified for younger children.

If you'd like to give it a try, we would love to see your pictures! 🎨🖌️

*****

More on Jean Dubuffet:
https://en.m.wikipedia.org/wiki/Jean_Dubuffet

More on our portable museum of laminated works of art:
https://www.facebook.com/460185787686884/posts/1673144849724299/?app=fbl

More art for very young mathematicians:
https://www.facebook.com/100057072744481/posts/726770515902033/?app=fbl

*****

Science: using sunlight to bleach colour paper.

It is the hot season where we live, so we get plenty of sun.

The children noticed that some of their drawings that were displayed outside (on a clothesline on a balcony) had become discoloured, and they suspected that sunlight was the culprit. So we prepared a little experiment to prove it. Actually, we've done this several times over the past few years, and we still find it a bit magical!

We use low quality colour paper (the kind that is white on the inside when you rip it) in dark colours (blue is a favourite).

We use two sheets of paper (or we fold one sheet into two). We cut out a hole in a funny shape in the cover, which we place on the base.

We secure everything on the inside of a southwards facing window with scotch tape. We wait a few days (weeks) and forget about the whole thing.

We suddenly remember our blue papers and take them off the window. When we unfold them, we can see clearly that the sun has bleached the paper that was not protected into a much lighter colour!

Apparently, this is because UV light breaks down pigments on a molecular level.

How does colour even work? (A question asked before mommy's morning coffee.)

Well, a chromophore is the part of a molecule responsible for its color. The color that is seen by our eyes is the one not absorbed by the reflecting object. At a molecular level, the chromophores absorb photons (little bits of light) on certain wavelengths. Any photons that aren’t absorbed are re-emitted, and the wavelength of these photons determines the colour that we see.

But UV light breaks dow chemical bonds within these chromophores, making them less able to re-emit photons; in other words, to reflect colour; in other words, to look colourful.

It's all wonderfully complicated! ;-)

Science: teaching children about air pollution.

How do you teach children about pollution and our impact on the environment in a way that is accurate, age appropriate, helpful and not too anxiety inducing? That is a big question.

We happen to live in Southeast Asia, a part of the world that suffers intense air pollution every spring because of... humans making bad choices - including burning protected forests to cultivate them illegally, which affects everyone. Many children are kept indoors, with air purifiers on, and overhear stressful conversations about fine particle levels daily.

While we do our best to limit our children's exposure to unhealthy air, we have decided to teach them about air pollution, so that they know what is going on, why, how in can be solved, and hopefully grow up to make better choices than our generation.

Here are a few aspects we have been exploring:

* What PM2.5 is, what it does, how to protect oneself (masks, etc).
* How purifiers work, how to keep them clean, indoor and outdoor pollution, how to renew indoor air.
* What causes pollution, what alternatives we have, what is being done to prevent it, socioeconomic reasons behind polluting activities.
* Technical solutions to air pollution, including cloud seeding.
* Impact of weather, rain, wind, temperatures on air pollution.
* Air pollution as a transnational issue, because winds move all around the earth!
* How satellites allow us to find real-time information on winds, fires (hot spots), and AQI levels.
* How to collect, aggregate, represent and compare air pollution data.

Our children are still young, but they already have a lot to think and say about the environment, and it feels much more useful and right to discuss these issues than to ignore them.

What do you think?

Brain training: copying complex drawings.

These complex figures are our little boy's new passion. We use them as some kind of "brain gym".

The idea behind this comes from the Rey–Osterrieth complex figure test, a neuropsychological assessment in which people are asked to reproduce a complicated line drawing, which helps neurologists assess their visuospatial abilities, working memory, executive functions, etc. (The test could be used after a brain injury, for example.)

But instead of testing, why not use similar complex drawings for fun, to practice these skills? Apparently, there is a growing interest in the neuroscientific field for using complex drawings and visual puzzles to help the brain "rewire" itself.

So we found some examples of complex line drawings online (they are actually patchwork designs) and invented our own. Our little boy enjoys copying them very much and reports that they help him "relax and focus".

You might want to give it a try!

******

Many interesting quilt blocks can be found here: https://etc.usf.edu/clipart/galleries/522-quilt-blocks

******

Art: masking tape on black background.

Just a simple open-ended art exploration, using black corrugated plastic (you could use paper or cardboard instead) and coloured masking tape.

For some reason, children often enjoy working on a dark background - a radical, inspiring change from white paper! - so we regularly propose dark/black materials.

When selecting masking tapes, our little boy decided to use only primary colours. His sister chose to use pretty washi tape in all shades of purple and blue - which is fine too!

The corrugated plastic offered a different feel from paper, and made the panels look "like real artworks" (sic). A new kind of material is often all it takes to spark the children's curiosity!

The children experimented with unrolling, tearing, repositioning, overlapping the tapes. Everyone worked independently, at their own level of hand-eye coordination.

Some of our work was abstract, some representative (mostly robots). Someone liked mommy's own abstract creations (making your own art is the quickest way to encourage children to join in) and decided to copy it... and turn it into "the super giant robot brothers".

Some incidental geometry: we ended up discussing parallels, perpendiculars, and angles.

A discussion also arose about some elements of composition: we noticed diagonals, framing and balancing.

And a great technique for securing tape rolls with a foot, thus freeing both hands for holding and cutting the tape with scissors, was invented by one of our very young engineers! ;-)

Watercolour blob art.

This is one of our favourite art explorations, and we return to it often - it is very relaxing and encourages imagination, self-discovery, and sharing ideas and emotions.

It is very simple: if you can see shapes in clouds, you can see and outline shapes in watercolour blobs.

Beforehand, use watercolours to make random shapes (let splashes dry before adding more colours, so that the contours are clearer).

Then, use a pencil to outline what you can see: a dinosaur, a happy mommy, siblings hugging each other, a water bird... That's it!

Different people will see different things. Very interesting discussions have happened around these blobs!

We usually play relaxing music (Debussy's piano works are a favourite) and do a few sheets in the garden, at the end of an academically intense morning, or when we need to calm down, for example.

Geometry: an artistic exploration using Montessori shapes.

Our geometric cabinet is back in use! The children have been exploring shapes again - our 8yo is working on geometric solids, folding all sorts of nets, and revisiting the names of plane shapes; our 6yo has been exploring symmetry.

Today, we used our metallic Montessori shapes (not the blue shapes themselves, but the yellow frames) to make large geometric artworks, using pencil, wax crayons, oil pastels and (homemade) watercolours.

* First, we traced a lot of shapes in pencil (including overlaps).

* Then, we used crayons and pastels to trace outlines, colour in the shapes, colour in the overlaps... There are many ways to do this, including going on a "shape hunt" and using the same colour for similar shapes.

* Then, we used our homemade watercolours (we sorted old markers by colours and let them bleed into pots of water overnight) to revisit the shapes and experiment with crayon resist (wax repels watercolours) and chromatography (some colours started bleeding and decomposing beautifully).

The results are very beautiful and we plan to do some more tomorrow!