Box Project

Teacher

Tammy Chekos

Program

Child Care Center of Evanston

Age Group

2 - 3 years

Phase I

The study of Boxes was chosen as children in the classroom emptied out large clear bins which held blocks inside. Rather than the children taking out the blocks to build with them they would take all the blocks out of the clear bin and climb inside it. Boxes are real objects which the children are able to see, hold, and explore in many ways using most of their senses. During Phase 1 I collected various size boxes and set them in the Gross Motor area. The children were able to manipulate the boxes and through observation they were able to show me what they knew about boxes.

The children represented their beginning knowledge and experiences with the study of boxes by finding a pair of shoes from the dress up area and putting them inside the box. Another child found many manipulatives to put inside a box and filled it so much which clearly told me she knew that boxes had to be filled to the brim. While another child loaded items in the box and pushed it to another area; this told me children had an understanding that boxes are used to move a lot of items at one time.


Through observation the children were interested in What a box was made of, What shapes are boxes, How do boxes feel, what do we do with a box, how many sides do boxes have, what are the parts of a box, and what fits inside a box. I expected the children would explore the boxes, and be able to make discoveries of what a box is, and the function of a box. 

During the study the children continued to explore many different shapes, sizes, and types of boxes. The children colored on boxes, painted and also made robots. Food items that were packaged in a box were brought in to the class room and placed in the housekeeping area. Large boxes were brought in for the children to explore. During these exploration times children pretended the boxes were many different things. For example a tall box that held pillows in it was imagined to be a shower. Once it fell and was on the floor a child made a ramp out of it for the cars in the block area. We read a story; (many times) called “It’s not a box” It is about a rabbit that created many different things with its box. One was a robot. So many of the boxes brought in became a “Robot Box”.

Since our center doesn’t take toddlers on a field trip we had our director come in with many different size circle boxes and inside it was many different kinds of hats. After this experience the children then discovered that boxes can come in different sizes. As the children became familiar with the parts of the box, they became very interested in the corrugated part of the box. The children did many rubbings on the bumpy surface. We were given a very interesting piece of corrugated box that looked like a honeycomb. The children enjoyed painting inside each hole and also using it as a stamper to make honeycomb like prints. In addition to the books, we watched a video multiple times about how a box becomes a box. The children saw how the boxes get cut; parts get recycled and then the boxes get packaged.


Unfortunately the parents were not so involved in this project. They were interested in the displays that were in the classroom. For example, their child coloring on small boxes instead of paper, the taped up box creation, and then the painted version. The children’s learning was represented through the photographs that were displayed, short conversations about how their child helped to cut the castle box. The books that we were reading to the children were displayed on the ledge for parents to see. Many children had most of the books memorized so I often shared with parent how a child was reading to another child.

Phase II

Phase III

The project ended with the children making cookies and putting them in small cookie boxes which they had decorated the day before. As the children made discoveries it was privately shared with the parent. The children learned that boxes don’t last too long if something big and heavy inside them. They learned the parts of a box. Many of the children became familiar with new words inside, out, on, under; they learned the big word corrugated. They were able to be very creative and use boxes in many different ways ramps, showers, cars, and castles.

 

Teacher Reflection

“During this project I had no idea what the children were going to discover next. I had an idea where it may go and provided the materials but I never planned on teaching the children about the cogitated part of the box nor did I expect the children to learn the stories of the books I brought in. They absorbed so much throughout the study it was amazing. I believe this was a good project to study. As I said before the children were able to really explore with all of their senses and I believe that is what enriches the study. One of my favorite memories of this study was how the children would read the books to each other and how the book became a very interactive one. In addition it was very funny for me to hear 2 year olds say corrugated or be like “What was that core word again?” One of the challenging children in the class really took to this study. He enjoyed using his strong hands to cut many boxes. I also remember him saying after we had to discard all the boxes due to lice breakout “What happen to all our boxes?” with his hands on his hips.”
 

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