By Vanessa Ortega, Head Teacher
One morning, Charlie paused mid-play and tilted his head. “Teacher Lara, what’s that sound?” Another pause. “It’s a choo-choo train,” he said, triumphantly.
Charlie’s careful listening helped him not only recognize and name the sound, but develop an understanding of how sound links to real-world experiences. Over in the sand area, children were also tuning in to their surroundings. Nathan excitedly declared, “This is Daddy’s car sound,” while Ella, hearing something overhead, made a personal connection: “It’s an airplane. Nita’s coming home.” These moments show how deeply children connect sound to their own lives and experiences.
Inspired by this natural curiosity, our Tuesday/Thursday AM Twos classroom embarked on a full-sensory sound exploration project—one that wove together art, music, movement, and everyday listening. The classroom came alive with the sounds of curiosity, discovery, and connection. Whether listening to the hum of an airplane, the rhythm of a drum, or the gentle scrape of a crayon on paper, the children engaged deeply, asking questions and making connections.
As the children listened carefully to their surroundings, they became more aware of the sounds around them and began asking, “What’s that sound?” and “Where is it coming from?” Their curiosity led to meaningful discoveries. Violet, for instance, was able to hear an airplane over the steady hum of a leaf blower, prompting her to recall a recent experience: “Airplane! Three days! Going to Japan!” Making these personal connections helps to deepen children’s engagement and understanding.
When Charlie heard an unfamiliar noise from inside the classroom, he asked, “What’s that sound?” and then listened more closely. “A drill,” he guessed. Wanting to investigate further, he walked onto the patio and discovered it was the sound of a leaf blower in a distance. “Teacher Vanessa, it’s a leaf blower,” he announced, confirming his observation. His curiosity prompted more questions: “Who uses leaf blowers?” and “What’s his name?” Together, he and I introduced ourselves to Eddie, the gardener, expanding the experience from simply identifying sounds to connecting with the people who create them. As Eddie packed up his equipment, Charlie noticed a different sound: “I hear a train. That’s a train sound.” It was another moment that highlighted how sounds spark inquiry, recognition, and personal connections, much like Violet linking the sound of the passing airplane to her trip to Japan.
Other moments sparked empathy. When Ella and Tali heard a distant cry, they paused. “Oh, someone is crying! Why is she sad?” Their reaction showed how sound can evoke emotions and curiosity about the feelings of others. Whether recognizing familiar noises, making connections to past experiences, or showing concern for others, children’s growing awareness of sound deepens their understanding of the world around them.
In addition to careful listening, the children were also interested in making their own sounds, playing music, and exploring rhythm. They experimented with drums and other instruments, discovering how to create beats and patterns. Yubin was especially drawn to music time. When he heard a familiar song coming from inside the classroom, he exclaimed, “It’s ‘Bingo’!” and rushed over to join in, humming along. In the sand area, music brought children together, as Zachary, Yubin, Enrique, and Maks sang “Old McDonald” and “Going to the Zoo.” The joy of making music reinforced the idea that sound can be both a personal and shared experience.
Even with their artwork, the children explored the role of sound and how it intersects with movement to generate visual expression. Teacher Liz introduced an exciting activity where a ball, placed inside a box with paint, creates patterns as it rolls around. As the children tilted and swirled the box, they listened to the soft thuds and rhythmic taps. They experimented with different movements and noticed how altering speed and direction changed both the patterns on the paper and the sounds they heard. Another day, as Naya was drawing with oil pastels, she paused and said, “I can’t hear the colors.” This hands-on experience, and Naya’s thoughtful observation, served to illustrate how sound and art can intersect—fueling the children’s curiosity and showing them that sometimes colors may not make sounds, but movement and creativity certainly do.
Storytime became yet another way for the children to engage with sound. Reading a book about a forest, we guessed what the sounds within the story might be like: the rustling of a river, the croaking of a frog, the hoot of an owl. This activity encouraged careful listening and sparked their imaginations, allowing them to bring the sounds of the story to life.
Through this project, the children learned to listen carefully, make connections between the sounds they hear and their personal experiences, and share their observations with one another. From recognizing the distant sound of a train to understanding the emotional weight of someone crying, our exploration of sound deepened their curiosity and expanded their understanding of the world around them. Through music, art, and stories, we created a space where sound can be appreciated in all its forms, enriching the children’s learning and fostering a sense of wonder.