Snow Globes – farewell winter wonderland.

Winter is almost over and spring is in the air. We’re all looking forward to spring, but there are a few things we’ll miss about winter. So why not engage children in this magical experience to bid farewell to winter and remind them of the best of the season.

Snow globes let children create a winter wonderland straight out of their imagination. This simple but magical souvenir uses everyday objects that children can recycle at the centre or bring from home. 

Suggested Resources

Glass jar, water, ornament, jug, glitter, beads, glycerin, baby oil, clay and plasticine.

Experience

To make a snow globe the children can bring in a jar from home or select a jar from the services' available resources. Encouraging children to bring their favourite jar from home would help them understand the importance of recycling. Peel off any labels and give it a wash to ensure the food that may have been previously inside is removed. Ask the children to select an ornament to be the star attraction of their globe such as; sticks, a laminated photo or a plastic toy. Make sure you check that the ornament fits with the lid on the jar and can be seen.
The children will need to form a base to secure their ornament. This can be achieved by pushing clay or plasticine into the lid of the jar. They can then mount their chosen object into the prepared clay. Make sure that they push it down firmly so it remains secure.
Put the lid to the side. The children can fill their jar with water using the tap or a jug. Fill the jar almost to the top, to reduce the amount of air bubbles. It is now time to include the snow which can be resembled with glitter, buttons or beads (remember to encourage them to bring some of these from home).
Help them screw the lid onto the jar. This may be tricky as the clay is inside the lid, ensure educator's are available to lend a hand if they need and to check it's on properly. It is a good idea to push some clay or glue around the outside join between the jar and the lid to create an extra seal. This also helps to prevent the children from opening the jar.

Potential Extensions

Talk to children about their experiences with snow, how snow is formed, the end of winter and the onset of spring. You can create/make some snow, ice or ice lollies and get children to feel, touch and taste it. Ask children where the different materials and resources came from, highlighting the importance of recycling. You can also touch on global warming and polar ice caps melting if you are conducting this exercise with older children.

Ideas for Reflection

Were the children able to make their own globe?
Did the children want to make more than one; if so did they remember the process required to make the globe?
What objects worked effectively in the snow globes?
Were the children able to achieve and maintain focus?

Possible Framework Links

Identity Build secure attachments with one and then more familiar educators: The Snow Globe experience may be a new concept for the children and therefore they may need assistance and guidance from the Educator. This can encourage 1:1 interactions between children and Educators and hence help to build positive relationships and promote secure attachments.

1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

Connection and Contribution Participate in reciprocal relationships: There are some tasks within this experience that may be considered dif cult such as attaching objects, pouring water or sealing jars. As a result, the children are encouraged to help one another. They can share their knowledge and work together in order to overcome their challenges.

2.3 Children become aware of fairness

Wellbeing Manipulate equipment and manage tools with increasing competence and skill: This experience provides the children with the opportunity to utilise their motor skills. A twisting motion is usually required to open or close a jar. Therefore, the children can explore how this can be achieved through experimenting with hand placement, motion and force.

3.2. Children take increasing responsibility for their own health and physical wellbeing

Learning Are curious and enthusiastic participants in their learning: This experience promotes individual exploration as each child is able to create and design their own snow globe. While Educators are close by during play, they will be able to respond to the children's displays of learning by commenting and providing encouragement as well as additional ideas.

4.1 Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination
and reflexivity

Communication Draw on memory of a sequence to complete a task: The process of making a Snow Globe may need to be explained or demonstrated to the children. The children will need to recall the discussed processes as they undertake the task. Some children may wish to make more than one snow globe, in this case they can draw on their memories again in order to complete the experience.

5.2. Children engage with a range of texts and gain meaning from these texts

This kind of experiential learning, in which children acquire knowledge by doing and via reflecting on their experiences, is full of creativity, imagination, an appreciation for our wonderful world and the importance of protecting it. If you are keen to incorporate “Reduce, Reuse and Recyle” into your curriculum, and would like access to inspiring learning experiences, register here.

Sign up to Tot Tok before 30th September 2017. Spring resources limited to first 25 early childcare centres only.

“Snow provokes responses that reach right back to childhood”

~Andy Goldsworthy

Sign up to Tot Tok before 30th September 2017. Spring resources limited to first 25 centres only. Register



Centre DirectorEducator

Samantha Kyretses

Author Samantha Kyretses

Samantha is an Early Childhood Education author and creates inspiring resources to assist Early Childhood Educators to incorporate the Early Years Learning Framework into their programs and practices.

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