![]() ![]() The children experimented with various ways to keep the eggs warm in hopes that a chick just might hatch. This school has some economic diversity, however, as high proportions of both professional and working-class families live in the neighborhood around the school.ĭebbie responded to the children’s interest in keeping the eggs warm by bringing in a gooseneck lamp and a flashlight. While some schools in the Toronto metropolitan area are highly diverse, others-such as this school-show concentrations of specific racial and ethnic groups. Three were just beginning to learn English. There were 24 children in her class, a few with special needs, and most children were from Asian or Caucasian backgrounds. When this debate took place, Debbie was teaching a combined junior/senior kindergarten (with children 3 to 5 years of age) in an urban public elementary school of 300 children, in Toronto, Canada. ![]() “Is there a flashlight? Farmers look inside with a flashlight.” “I’m going to keep it warm in my sleeve.” “If there is a chick, we should use sunlight to keep it warm.” Most of them think there could be a chick inside if the eggs are kept warm enough. The children in Deborah Halls’s full-day kindergarten class are discussing a dozen eggs in a carton brought in from a grocery store. ![]()
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