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[ Singing ]

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>> What do you do?

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[ Singing ]

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The song and chant is throughout the day.

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That's like one of our key experiences[br]that we can use that repetition

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of the vocabulary and intentional message.

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If you notice, our vocabulary and[br]intentional message are both in that song.

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So we're repeating that all throughout the day.

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During the transition, it's a whole group.

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I usually open and close with that before[br]I excuse them to do something else,

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transitioning inside to outside, going to meals.

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You'll hear them spontaneously singing[br]it throughout the day during an

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independent exploration.

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It's just throughout the day that's become one

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of our most important pool[br]strategies that we use.

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Baby. Should we say toddler or kid or child?

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>> Child.

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>> What do you think?

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>> Child.

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>> How do we say child?

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So we'll say baby, child, teen, and then adult.

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>> Yeah.

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>> Baby, child, teen, adult.

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Ready? Let's do it.

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[ Singing ]

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Wait. If you don't plant us, what happens?

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A baby is born then it grows into an adult.

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Baby, child, teen adult, teen adult.

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Can we both change?

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Trees and adults.

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So a song and chant can come out of nowhere.

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When I first started with Pool,[br]I was like, I cannot write songs.

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There's no way I can do this.

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But now they're my favorite part.

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And as you saw like the children love them too.

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They help come up with the[br]gestures and their thinking comes

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through in those songs and chants.

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So we made one up right on the spot and[br]I never thought we'd be able to do that

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but their thinking is amazing[br]if you just let them.

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So on the whole strategies[br]board, we have everything.

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And that reminds us but also the[br]children, they reference that a lot.

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When I talk about the anchor text and[br]the song and chant, they are experiences.

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So having the song and chant up[br]there is another way they can recall

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that experience that we've had.

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I've had children come up to it and just[br]start pointing and singing as they see it.

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And so it's important for it to be up so[br]that they can reference that over and over.

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I know they can't read the words, but they[br]know those visuals, they know the gestures,

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they know what we've been doing,[br]so they're able to reference it.

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You can remember songs from years[br]ago that you had an experience with.

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So singing that over and over, it gets in your[br]head in a different way that reading does.

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Yes, books stick with you, but[br]music has a whole other power.

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So songs and chants are very powerful in[br]conveying different messages and vocabulary.

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It's really the repetition[br]and the beat of the music.