Long before a child learns to form letters with a pencil or marker, he/she has taken many steps towards learning to write. Children must have many opportunities to use their hands to do various things before they can successfully print letters.
Molding with clay, using large and small Legos, picking up beads, and playing with knobbed puzzles all prepare the fingers and hands for writing. Scribbling with markers and crayons, controlling a pencil for use with a stencil, using chalk on the sidewalk, and painting with fingers and large brushes are a few of the ways children practice for later writing.
We stock our room with plenty of paper, paper clips, staples, pencils, markers, and crayons, and we make sure that these materials are available for children to use whenever they choose. Children may want to “write” notes to their friends or messages to their teacher or parents. They use writing materials in their dramatic playmaking signs for a store, tickets for a show, menus for a restaurant, and so on.
As children experiment, developmental stages of writing become evident. Children move from random scribbling to controlled scribbles, to random alphabet letters, to consonants that represent words. Only with lots of opportunities to practice can children move through these stages.
If your child does not have a proper pencil grip, cannot purposefully manipulate a crayon, or simply shows no interest in learning to write, he or she probably is not ready to do so. Take care not to push. Children enjoy learning a new skill only when they are ready for it. Getting ready is just as important as mastering the skill.
Friday, January 29, 2010
Why do Projects Last so Long?
What did we gain by studying shoes for six weeks? The approach of using projects consists of an “in-depth” study of a topic taken from the interests and questions of the children. Our goals are to extend their knowledge, develop, extend, and practice skills, and foster positive dispositions about learning and academic skills.
We were able to extend the children’s knowledge about a wide variety of topics as we asked questions of our visitors: firemen, policeman, cross-country skier, military officer, and dancer. We extended knowledge as the children took field trips to a shoe store, dance class, and sports rental store. New knowledge was gained as the children conducted surveys in the classroom, in the neighboring classroom, and on campus.
The children learned the skills of asking questions (instead of making statements), taking surveys, one-to-one correspondence, sorting, categorizing, graphing, and writing numerals as well as words. They learned economics and marketing as they priced their shoes for sale, shopped in our shoe store, sold shoes to students and faculty, and marketed their designer shoes in a fashion show. The children learned to represent their knowledge through construction, drawings, graphing and writing.
They practiced communication skills as they shared their shoes, conducted surveys and played various roles in our shoe store. There were numerous opportunities to practice writing and other small motor skills.
One of the most important outcomes of our project was the positive dispositions the children have towards learning and academic skills. They all see themselves as able to read our question of the day as well as many books. They know they can represent thoughts with writing and drawing. They jump right in and begin any construction activity we introduce.
We were able to extend the children’s knowledge about a wide variety of topics as we asked questions of our visitors: firemen, policeman, cross-country skier, military officer, and dancer. We extended knowledge as the children took field trips to a shoe store, dance class, and sports rental store. New knowledge was gained as the children conducted surveys in the classroom, in the neighboring classroom, and on campus.
The children learned the skills of asking questions (instead of making statements), taking surveys, one-to-one correspondence, sorting, categorizing, graphing, and writing numerals as well as words. They learned economics and marketing as they priced their shoes for sale, shopped in our shoe store, sold shoes to students and faculty, and marketed their designer shoes in a fashion show. The children learned to represent their knowledge through construction, drawings, graphing and writing.
They practiced communication skills as they shared their shoes, conducted surveys and played various roles in our shoe store. There were numerous opportunities to practice writing and other small motor skills.
One of the most important outcomes of our project was the positive dispositions the children have towards learning and academic skills. They all see themselves as able to read our question of the day as well as many books. They know they can represent thoughts with writing and drawing. They jump right in and begin any construction activity we introduce.
Unhurried Time Together
Now that school has ended you face the possibility of quality, unhurried time together before your child begins their formal school programs. Kids need time to play and relax in whatever ways they want. Together you have the opportunity to structure your investigations and projects.
As a mother, I dreaded the “I’m bored” whine so I headed it off by helping each child make a list of activities they would enjoy doing during the summer break. I encouraged them to include types or topics of books to read, possible field trips, and talents they wanted to develop. We posted the lists in a central location for reference (and additions) when the children forgot what they hoped to do for their break.
Organized programs that require the child to be at a certain place at a specific time can either be beneficial or detrimental to a child. Skills that prepare them for life such as swimming, dancing, and team sports participation can enrich their horizons. However, there is stress in being rushed from one activity to another and contact with family and close friends are shortened.
Include your child(ren) in preparing menus and making the shopping list. Include them in the cooking and actual purchase of the food. Collect materials for crafts you enjoy and they can learn to do. Plan field trips to local places of interest from a walk in the fields, in the neighborhood, on a mountain trail, along a stream or lake to more formal destinations such as the zoo, natural history museum, historical park, national park, etc.
Variety in your day and weeks heads off boredom. You will want the library to be on your list of regular visits as you explore good fiction and research information about your “field” experiences. Include books they can read (browse) independently as well as a chapter book you can read to them as a family. Begin with classics and follow the interests of your children. Explore the artwork that can be checked out as well as the tapes and flannel board stories.
Create your games for fun and to keep the children’s math skills sharp. Begin from a piece of poster board, markers, and objects in the junk drawer or make variations of your favorite games.
Summer traditions have the potential to build character and bind families. Enjoy this wonderful time with your child(ren).
As a mother, I dreaded the “I’m bored” whine so I headed it off by helping each child make a list of activities they would enjoy doing during the summer break. I encouraged them to include types or topics of books to read, possible field trips, and talents they wanted to develop. We posted the lists in a central location for reference (and additions) when the children forgot what they hoped to do for their break.
Organized programs that require the child to be at a certain place at a specific time can either be beneficial or detrimental to a child. Skills that prepare them for life such as swimming, dancing, and team sports participation can enrich their horizons. However, there is stress in being rushed from one activity to another and contact with family and close friends are shortened.
Include your child(ren) in preparing menus and making the shopping list. Include them in the cooking and actual purchase of the food. Collect materials for crafts you enjoy and they can learn to do. Plan field trips to local places of interest from a walk in the fields, in the neighborhood, on a mountain trail, along a stream or lake to more formal destinations such as the zoo, natural history museum, historical park, national park, etc.
Variety in your day and weeks heads off boredom. You will want the library to be on your list of regular visits as you explore good fiction and research information about your “field” experiences. Include books they can read (browse) independently as well as a chapter book you can read to them as a family. Begin with classics and follow the interests of your children. Explore the artwork that can be checked out as well as the tapes and flannel board stories.
Create your games for fun and to keep the children’s math skills sharp. Begin from a piece of poster board, markers, and objects in the junk drawer or make variations of your favorite games.
Summer traditions have the potential to build character and bind families. Enjoy this wonderful time with your child(ren).
Toy Selection
Buying toys for young children can be overwhelming. To help make the best choices, try to keep the following in mind.
1. Play Value: It must have a broad appeal to be worth the money. Will the child return to use it over and over?
2. Creativity: Can the child use it in several ways and will the toy foster awareness, appreciation, and involvement in the creative process?
3. Safety Requirements: Has the product been tested adequately and is it safe for the intended age?
4. Educational Value: What are the skills or concepts this toy teaches the child?
Toys should allow young children to use their imaginations and should be used in a variety of ways. Toys should not do everything for the children. Play materials should be sturdy and the best toys will teach a skill or be used in dramatic play.
1. Play Value: It must have a broad appeal to be worth the money. Will the child return to use it over and over?
2. Creativity: Can the child use it in several ways and will the toy foster awareness, appreciation, and involvement in the creative process?
3. Safety Requirements: Has the product been tested adequately and is it safe for the intended age?
4. Educational Value: What are the skills or concepts this toy teaches the child?
Toys should allow young children to use their imaginations and should be used in a variety of ways. Toys should not do everything for the children. Play materials should be sturdy and the best toys will teach a skill or be used in dramatic play.
Tell Me a Story
In the October 1996 issue of Family Fun, there is an article entitled: Tell Me a Story by Laird Harrison. “With these tips from the pros a little practice, any parent can be a storyteller.”
8 Secrets of Story Telling: How to tell stories that your kids will love.
Start with what you do well and build from there. “Discovering your strength gives you confidence,” says storyteller Jay O’Callahan of Boston. “I discovered I have a good imagination. Some people really remember what happened to them when they were young. Some people are very musical. Some may have a great sense of drama.”
Use your voice. “Storytelling is very much about sounds: the sound of the wind or the sound of silence,” says O’Callahan.
If your imagination runs dry, get your child to suggest the elements in the story and weave your narrative around them. “I used to do whole stories where I never told anything,” says Boston storytelling coach Doug Lipman. “I asked, ‘What should the story be about? A monster? What kind of Monster? Who else is in the story?’ It’s possible, when all else fails, to get the child to tell the story.”
Use your body. “The slightest little lowering of the chest conveys so much more about disappointment than anything you could say,” comments San Francisco actress and storyteller Brenda Wong Aoki.
“Ham it up,” says Syd Lieberman of Chicago, “especially with little kids. Everybody has a witchy voice. You can get up and playact. If you want to use props, do that.”
Don’t stop when your kid hits adolescence - you can still touch teenagers. “If you open yourself up and show some kind of real joy or sorrow, you can reach them,” says Oakland storyteller Diane Ferlatte. : They also like a good ghost story.”
For a change of pace, make storytelling into a game, suggests Seattle author and folklorist Margaret, Read MacDonald. One person starts the tale, taking it up to a key point in the story - right when the here discovers, say, that the masked man is actually...The next person continues, and so on.
Don’t be a perfectionist. “Really the most important thing for the child is just the closeness,” says Doup Lipman. “The gift is yourself.”
8 Secrets of Story Telling: How to tell stories that your kids will love.
Start with what you do well and build from there. “Discovering your strength gives you confidence,” says storyteller Jay O’Callahan of Boston. “I discovered I have a good imagination. Some people really remember what happened to them when they were young. Some people are very musical. Some may have a great sense of drama.”
Use your voice. “Storytelling is very much about sounds: the sound of the wind or the sound of silence,” says O’Callahan.
If your imagination runs dry, get your child to suggest the elements in the story and weave your narrative around them. “I used to do whole stories where I never told anything,” says Boston storytelling coach Doug Lipman. “I asked, ‘What should the story be about? A monster? What kind of Monster? Who else is in the story?’ It’s possible, when all else fails, to get the child to tell the story.”
Use your body. “The slightest little lowering of the chest conveys so much more about disappointment than anything you could say,” comments San Francisco actress and storyteller Brenda Wong Aoki.
“Ham it up,” says Syd Lieberman of Chicago, “especially with little kids. Everybody has a witchy voice. You can get up and playact. If you want to use props, do that.”
Don’t stop when your kid hits adolescence - you can still touch teenagers. “If you open yourself up and show some kind of real joy or sorrow, you can reach them,” says Oakland storyteller Diane Ferlatte. : They also like a good ghost story.”
For a change of pace, make storytelling into a game, suggests Seattle author and folklorist Margaret, Read MacDonald. One person starts the tale, taking it up to a key point in the story - right when the here discovers, say, that the masked man is actually...The next person continues, and so on.
Don’t be a perfectionist. “Really the most important thing for the child is just the closeness,” says Doup Lipman. “The gift is yourself.”
Teaching for Understanding
The article “On Teaching for Understanding: A Conversation with Howard Gardner” stresses that most students don’t understand what they’ve been taught. That is, they can’t take the knowledge they learn in one setting and apply it in another setting. He goes on to say that the five-year-old has a terrific mind and he or she can figure out most things he/she needs to know to survive. He or she has answers to everything. To preserve imagination and questioning of a five-year-old and at the same time develop an understanding of correct facts and theories is indeed the challenge!
The greatest enemy of understanding if coverage. As long as we are determined to cover everything, we ensure that most kids are not going to understand anything. We have got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it–not just at school but at home and on the street and so on. We should be approaching our thematic units and projects in compelling intriguing ways so the children will “hook” into our activities and become deeply involved so that understanding will come.
The greatest enemy of understanding if coverage. As long as we are determined to cover everything, we ensure that most kids are not going to understand anything. We have got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it–not just at school but at home and on the street and so on. We should be approaching our thematic units and projects in compelling intriguing ways so the children will “hook” into our activities and become deeply involved so that understanding will come.
Stages of Young Children’s Art
Stages of Young Children’s Art
by W. Lambert Brittain
Stage One: Random Scribbling–age one to two or two and a half. The drawing tool is held a dis rarely taken from the paper. It may be held like a hammer at times. Lines are made with simple arm movements, the swing of the arm back and forth determining the direction and length of the lines. The child watches what he or she is doing, watching to follow and enjoy the lines rather than control them.
Stage Two: Controlled Scribbling–age two to three or three and a half. The wrist is more flexible than in stage one. There is a wider range of scribbles and more intricate patterns of loops. The child makes the tool go across the page as desired.
Stage Three: Names Scribbling–age three and a half to four or four and a half. The naming of scribbles illustrates an important step toward the development of abstract thought. Lines become symbols that stand for things.
Stage Four: Early Representational–age four years plus. The child can reproduce a symbol for an object though not a likeness. Representations have little in common with what adults consider the real world. The child does not seem to be attempting a photographic likeness. What adults see as distortions are not distortions to the child.
Stage Five: Preschematic Drawing–age five years plus. Now there is a right-side-up and a line for the sky and ground. Relative sizes of objects begin to be portrayed. Objects and people are painted.
by W. Lambert Brittain
Stage One: Random Scribbling–age one to two or two and a half. The drawing tool is held a dis rarely taken from the paper. It may be held like a hammer at times. Lines are made with simple arm movements, the swing of the arm back and forth determining the direction and length of the lines. The child watches what he or she is doing, watching to follow and enjoy the lines rather than control them.
Stage Two: Controlled Scribbling–age two to three or three and a half. The wrist is more flexible than in stage one. There is a wider range of scribbles and more intricate patterns of loops. The child makes the tool go across the page as desired.
Stage Three: Names Scribbling–age three and a half to four or four and a half. The naming of scribbles illustrates an important step toward the development of abstract thought. Lines become symbols that stand for things.
Stage Four: Early Representational–age four years plus. The child can reproduce a symbol for an object though not a likeness. Representations have little in common with what adults consider the real world. The child does not seem to be attempting a photographic likeness. What adults see as distortions are not distortions to the child.
Stage Five: Preschematic Drawing–age five years plus. Now there is a right-side-up and a line for the sky and ground. Relative sizes of objects begin to be portrayed. Objects and people are painted.
Software Selection
We don’t want to alarm you with the statistic that 90% of the software marketed for young children is not only inappropriate but detrimental. I walked through the isles of a discount store this week and noted that only two titles were included in the latest NAEYC recommended list.
With this in mind I thought I would share some of the criteria the experts use to determine the appropriateness of children’s software:
Age Appropriateness: Are the concepts realistic? Is the goal of the activity clicking on the right answer to solving a problem with multiple solutions?
Child in Control: Are the actors not merely reactors? Can they leave the activity at any time? Can they set their own pace? Are they free to explore through trial and error to solve the puzzle?
Clear Instructions: Are there pictures with the choices? Are the directions simple, and precise? Are the instructions given verbally?
Expanding Complexity: Do the activities have a low entry and high ceiling to allow for the progression of skills and continued interest? Is the learning sequence clear? Does the software teach powerful ideas?
Independence: Adult supervision should not be needed after an initial exposure.
Process Orientation. Are the children engaged in discovery learning as opposed to rote skill and drill? Does it illicit motivation? Is it the process that engages the child and the secondary product?
Real World Model: Are the representations concrete? Do the objects perform their real functions? Is it a simple, reliable model?
Technical Features: Does it install easily? Does it operate consistently? Does it print when appropriate? Are the sound effects or music realistic and corresponding? Does it run quickly? Does it save appropriate children’s work? Are the graphics realistic and uncluttered?
NAEYC RECOMMENDED SOFTWARE
Here is a list of software rated 7.5 (out of 10) or higher for children ages 3-5. If you are interested in looking at the book with the full list stop by Miss Genan’s office.
Software:
- Baily’s Book House
- Blocks in Motion (Don Johnson, Inc.)
- Disney Ready to Read with Pooh
- Disney’s Ready for Math with Pooh (Disney Interactive)
- Freddi Fish The Case of the Stolen Conch Shell (Humongous Entertainment)
- Freddie Fish and the Great Conch Shell
- I’m Ready for Kindergarten: Huggly’s Sleepover (Scholastic)
- I Spy (5 to 9 years)
- Kid Phonics
- Kid Pix Studio Deluxe (Broderbund Software)
- Kids Works Deluxe
- Let’s Explore the Airport with Buzzy (Humongous Entertainment)
- Mighty Math Carnival Countdown (Edmark Corporation)
- Millie’s Math House
- Mixed-Up Mother Goose Deluxe
- Nick Junior
- Orly’s Draw-A-Story (Broderbund)
- Putt, Putt Saves the Zoo
- Sammy’s Science House
- Science Blaster, Jr.
- Sesame Street: Elmo’s Preschool Deluxe (Creative Wonders)
- Stanley’s Sticker Stories
- Thinkin’ Things
- Zoo Zillions (Edmark)
Electronic Books:
- Arthur Adventure Library (Living Books, Broderbund/Random House)
- Disney’s Animated Storybook (Living Books)
- Dr. Seuss Collection (Living Books/Broderbund)
- Mike Mulligan and His Steam Shovel (Houghton Mifflin Interactive)
- 101 Dalmations (Living Books)
- Stellaluna (Living Books)
With this in mind I thought I would share some of the criteria the experts use to determine the appropriateness of children’s software:
Age Appropriateness: Are the concepts realistic? Is the goal of the activity clicking on the right answer to solving a problem with multiple solutions?
Child in Control: Are the actors not merely reactors? Can they leave the activity at any time? Can they set their own pace? Are they free to explore through trial and error to solve the puzzle?
Clear Instructions: Are there pictures with the choices? Are the directions simple, and precise? Are the instructions given verbally?
Expanding Complexity: Do the activities have a low entry and high ceiling to allow for the progression of skills and continued interest? Is the learning sequence clear? Does the software teach powerful ideas?
Independence: Adult supervision should not be needed after an initial exposure.
Process Orientation. Are the children engaged in discovery learning as opposed to rote skill and drill? Does it illicit motivation? Is it the process that engages the child and the secondary product?
Real World Model: Are the representations concrete? Do the objects perform their real functions? Is it a simple, reliable model?
Technical Features: Does it install easily? Does it operate consistently? Does it print when appropriate? Are the sound effects or music realistic and corresponding? Does it run quickly? Does it save appropriate children’s work? Are the graphics realistic and uncluttered?
NAEYC RECOMMENDED SOFTWARE
Here is a list of software rated 7.5 (out of 10) or higher for children ages 3-5. If you are interested in looking at the book with the full list stop by Miss Genan’s office.
Software:
- Baily’s Book House
- Blocks in Motion (Don Johnson, Inc.)
- Disney Ready to Read with Pooh
- Disney’s Ready for Math with Pooh (Disney Interactive)
- Freddi Fish The Case of the Stolen Conch Shell (Humongous Entertainment)
- Freddie Fish and the Great Conch Shell
- I’m Ready for Kindergarten: Huggly’s Sleepover (Scholastic)
- I Spy (5 to 9 years)
- Kid Phonics
- Kid Pix Studio Deluxe (Broderbund Software)
- Kids Works Deluxe
- Let’s Explore the Airport with Buzzy (Humongous Entertainment)
- Mighty Math Carnival Countdown (Edmark Corporation)
- Millie’s Math House
- Mixed-Up Mother Goose Deluxe
- Nick Junior
- Orly’s Draw-A-Story (Broderbund)
- Putt, Putt Saves the Zoo
- Sammy’s Science House
- Science Blaster, Jr.
- Sesame Street: Elmo’s Preschool Deluxe (Creative Wonders)
- Stanley’s Sticker Stories
- Thinkin’ Things
- Zoo Zillions (Edmark)
Electronic Books:
- Arthur Adventure Library (Living Books, Broderbund/Random House)
- Disney’s Animated Storybook (Living Books)
- Dr. Seuss Collection (Living Books/Broderbund)
- Mike Mulligan and His Steam Shovel (Houghton Mifflin Interactive)
- 101 Dalmations (Living Books)
- Stellaluna (Living Books)
Young Children’s Social Development
During the last two decades, a convincing body of evidence has accumulated to indicate that unless children achieve minimal social competence by about the age of six years they have a high probability of being at risk throughout life. Hartup suggests that peer relationships contribute a great deal to both social and cognitive development and to the effectiveness with which we function as adults (1992).
He states that:
Indeed, the single best childhood predictor of adult adaptation is not IQ, not school grades, and not classroom behavior but, rather the adequacy with which the child gets along with other children. Children who are generally disliked, who are aggressive and disruptive, who are unable to sustain close relationships with other children, and who cannot establish a place for themselves in the peer culture are seriously “at-risk” (Hartup, 1991).
The risks are many: poor mental health, dropping out of school, low achievement and other school difficulties, poor employment history, and so for. Given the life-long consequences, relationships should be counted as the first of the four R’s of education.
Healthy social development does not require that a child be a “social butterfly.” The quality rather than the quantity of a child’s friendships is an important index to note. Keep in mind also that there is evidence that some children are simply shyer than others, and it may be counter-productive to push such children into social relations which makes them uncomfortable (Katz and McClellan, 1991). Furthermore, unless that shyness is severe enough to prevent a child from enjoying most of the “good things of life,” like birthday parties, picnics, and family outings, it is reasonable to assume that, when handled sensitively, the shyness will be spontaneously outgrown.
The following is part of the Social Attributes Checklist created by the authors of this article. Keep in mind that any child can have one or two really bad days in a row. What should be noted is a pattern of behavior over 3-4 weeks.
Individual Attributes – The child:
1. Is usually in a positive mood.
2. Is not excessively dependent on the teacher, assistant or other adults.
3. Usually comes to school willingly.
4. Shows the capacity to empathize.
5. Has a positive relationship with one or two peers; shows the capacity to care about them, miss them if absent, etc.
6. Does not seem to be acutely or chronically lonely.
Social Skill Attributes – The child usually:
1. Approaches others positively.
2. Expresses wishes and preferences clearly; gives reasons for actions and positions.
3. Asserts own rights and needs appropriately.
4. Expresses frustrations and anger effectively and without harming others or property.
5. Takes turns fairly easily and negotiates and compromises with others appropriately.
6. Gains access to ongoing groups at play and work.
7. Accepts and enjoys peers and adults of ethnic groups other than his or her own.
8. Shows interest in others; exchanges information with and requests information from others appropriately.
Peer Relationship Attributes – The child is:
1. Usually accepted versus neglected or rejected by other children.
2. Sometimes invited by other children to join them in play, friendship, and work.
It is also important to keep in mind that children vary in social behavior for a variety of reasons. Research indicates that children have distinct personalities and temperaments from birth. Also, nuclear and extended family relationships affect social behavior. What is appropriate or effective social behavior in one culture may be less effective in another culture. Children from diverse cultural and family backgrounds thus may need help in bridging their differences and in finding a way to learn from and enjoy the company of one another.
(This tip is adapted from the article, “Assessing the Social Development of Young Children. A Checklist of Social Attributes,” by Lillian Katz and Diane McClellan which appeared in the Fall 1992 issue of Dimensions of Early Childhood, pp. 9-10).
He states that:
Indeed, the single best childhood predictor of adult adaptation is not IQ, not school grades, and not classroom behavior but, rather the adequacy with which the child gets along with other children. Children who are generally disliked, who are aggressive and disruptive, who are unable to sustain close relationships with other children, and who cannot establish a place for themselves in the peer culture are seriously “at-risk” (Hartup, 1991).
The risks are many: poor mental health, dropping out of school, low achievement and other school difficulties, poor employment history, and so for. Given the life-long consequences, relationships should be counted as the first of the four R’s of education.
Healthy social development does not require that a child be a “social butterfly.” The quality rather than the quantity of a child’s friendships is an important index to note. Keep in mind also that there is evidence that some children are simply shyer than others, and it may be counter-productive to push such children into social relations which makes them uncomfortable (Katz and McClellan, 1991). Furthermore, unless that shyness is severe enough to prevent a child from enjoying most of the “good things of life,” like birthday parties, picnics, and family outings, it is reasonable to assume that, when handled sensitively, the shyness will be spontaneously outgrown.
The following is part of the Social Attributes Checklist created by the authors of this article. Keep in mind that any child can have one or two really bad days in a row. What should be noted is a pattern of behavior over 3-4 weeks.
Individual Attributes – The child:
1. Is usually in a positive mood.
2. Is not excessively dependent on the teacher, assistant or other adults.
3. Usually comes to school willingly.
4. Shows the capacity to empathize.
5. Has a positive relationship with one or two peers; shows the capacity to care about them, miss them if absent, etc.
6. Does not seem to be acutely or chronically lonely.
Social Skill Attributes – The child usually:
1. Approaches others positively.
2. Expresses wishes and preferences clearly; gives reasons for actions and positions.
3. Asserts own rights and needs appropriately.
4. Expresses frustrations and anger effectively and without harming others or property.
5. Takes turns fairly easily and negotiates and compromises with others appropriately.
6. Gains access to ongoing groups at play and work.
7. Accepts and enjoys peers and adults of ethnic groups other than his or her own.
8. Shows interest in others; exchanges information with and requests information from others appropriately.
Peer Relationship Attributes – The child is:
1. Usually accepted versus neglected or rejected by other children.
2. Sometimes invited by other children to join them in play, friendship, and work.
It is also important to keep in mind that children vary in social behavior for a variety of reasons. Research indicates that children have distinct personalities and temperaments from birth. Also, nuclear and extended family relationships affect social behavior. What is appropriate or effective social behavior in one culture may be less effective in another culture. Children from diverse cultural and family backgrounds thus may need help in bridging their differences and in finding a way to learn from and enjoy the company of one another.
(This tip is adapted from the article, “Assessing the Social Development of Young Children. A Checklist of Social Attributes,” by Lillian Katz and Diane McClellan which appeared in the Fall 1992 issue of Dimensions of Early Childhood, pp. 9-10).
Science is Fun
Science activities are a natural for increasing parent involvement in early childhood programs. Once parents understand the importance of science for their children’s futures and their role as teachers within the home, they become eager to help. Like teachers, parents, too, need to become aware that the science they know and use every day can become home-learning activities to do with their children. Teachers need to help parents develop an awareness of how their involvement plays an important role in children’s success in school.
Simple, everyday home activities are full of science learning. Washing greasy pots become an experiment \in how oil floats on top of the water. Storing groceries and putting rice or beans into containers turn into conservation experiences. Recycling garbage converts to a lesson in sorting and categorizing as well as in ecology. Using household machines (safe ones), such as a vacuum cleaner, provides everyday lessons in technology. Pushing a shopping cart up or down a curb cut makes a concrete lesson in how inclined planes make it easier to move objects.
Parents can come into the classroom to work on science activities with small groups of children. Parents or other family members whose work is in science and/or technology-related fields are role models for the children. They can come into the classroom to share their work or, if possible, to arrange a work-site visit.
Seeing Mommy or Daddy or (Grandma) in a teaching role, empowers and builds self-esteem for both child and parent. With parent participation and teacher training, adults can be moved from the more traditional activities, such as bake sales, into active participation in the curriculum.
Simple, everyday home activities are full of science learning. Washing greasy pots become an experiment \in how oil floats on top of the water. Storing groceries and putting rice or beans into containers turn into conservation experiences. Recycling garbage converts to a lesson in sorting and categorizing as well as in ecology. Using household machines (safe ones), such as a vacuum cleaner, provides everyday lessons in technology. Pushing a shopping cart up or down a curb cut makes a concrete lesson in how inclined planes make it easier to move objects.
Parents can come into the classroom to work on science activities with small groups of children. Parents or other family members whose work is in science and/or technology-related fields are role models for the children. They can come into the classroom to share their work or, if possible, to arrange a work-site visit.
Seeing Mommy or Daddy or (Grandma) in a teaching role, empowers and builds self-esteem for both child and parent. With parent participation and teacher training, adults can be moved from the more traditional activities, such as bake sales, into active participation in the curriculum.
Say “YES” When You Can
If you could save a nickel every time you say “no” to your child, would you have a bank full of coins? If your answer is yes, you and your child are probably feeling a lot of frustration.
Here at the preschool we challenge ourselves to tell a child what to do rather than what not to do: to put their feet on the floor, to walk inside, to keep their hands to themselves, to keep the paint on the paper, to touch the computer gently, to wait until the other child is through with the toy or ask the child for a turn.
We give them choices: Do you want to pick up the large blocks or the small blocks? the dishes or the food? the pencils or the paper? Do you want to race me inside or see if we can skip?
There are some things they cannot do and times when behaviors must be stopped immediately. Dr. Larsen says that you stop the behavior when: (1) Someone might be hurt, (2) Something might be broken, or (3) When you just can’t stand it anymore! Children understand when you say: “That is unacceptable! Stop now!”
The most useful management technique in our preschool is our curriculum. We find that when the children are given choices of acceptable things to do, they don’t seem to find as many unacceptable things as we need to redirect or stop. Sometimes your child may need only a few minutes of your undivided attention to be able to play independently in acceptable ways.
My creed is: CHILDREN NEED LOVE MOST WHEN THEY DESERVE IT LEAST!
Here at the preschool we challenge ourselves to tell a child what to do rather than what not to do: to put their feet on the floor, to walk inside, to keep their hands to themselves, to keep the paint on the paper, to touch the computer gently, to wait until the other child is through with the toy or ask the child for a turn.
We give them choices: Do you want to pick up the large blocks or the small blocks? the dishes or the food? the pencils or the paper? Do you want to race me inside or see if we can skip?
There are some things they cannot do and times when behaviors must be stopped immediately. Dr. Larsen says that you stop the behavior when: (1) Someone might be hurt, (2) Something might be broken, or (3) When you just can’t stand it anymore! Children understand when you say: “That is unacceptable! Stop now!”
The most useful management technique in our preschool is our curriculum. We find that when the children are given choices of acceptable things to do, they don’t seem to find as many unacceptable things as we need to redirect or stop. Sometimes your child may need only a few minutes of your undivided attention to be able to play independently in acceptable ways.
My creed is: CHILDREN NEED LOVE MOST WHEN THEY DESERVE IT LEAST!
A Salute to Fathers
In my experience as a preschool teacher, I have worked with several groups of children from differing segments of our society. One of the pleasures of coming to BYU is working with families where fathers are involved in your children’s lives. Often fathers are absent both physically and emotionally. For years I have observed the differences in children’s behavior when Dad is nearby making a positive contribution and when he isn’t. We have also underestimated the importance of fathers supporting mothers emotionally. There is a strong carry over to how this affects the children.
Clinical professor psychiatry, Kyle D. Pruett writes in the article “Involved Fatherhood...” that fathers should involve themselves in the physical care of their children because good things happen. Recent research shows that fathers can respond to their infants’ needs in ways that are critical to the child’s well-being. Even if inexperienced, men when given the change figure out the best feeding, diapering, comforting, and bathing routines. It doesn’t matter that the approach may differ from the mother’s. The children adapt just fine. Fathers have a different style of playing with their children than mothers do. Mothers tend to pick up and “handle their babies in rhythmically similar patterns” (Pruett). Fathers encourage more risk-taking and problem-solving and they like to tickle and toss their children in the air. Babies enjoy the difference and benefit from it. Experts feel that children who have involved fathers have a broader range of social behavior and interaction skills. The bottom line is that fathers make unique, long-lasting contributions to the whole family when they take an active part in child-rearing. So, fathers, I salute you and I thank you for your contribution to your children’s lives.
Ways Fathers Can Become Involved:
- Start early, before delivery–be involved in the pregnancy
- Be in on things from birth–handle and care for your baby physically
- Get involved in your baby’s routine–change the diaper, get up at night, etc.
- Bet better at hanging out with your kid–you don’t always have to be doing something–just be together
- Make your emotional commitment to your child real–take part in doctor visits, choosing a babysitter, and be involved in your child’s school
- Watch out for competitive feelings with the mother–share moments and don’t insist that things always be done your way
Clinical professor psychiatry, Kyle D. Pruett writes in the article “Involved Fatherhood...” that fathers should involve themselves in the physical care of their children because good things happen. Recent research shows that fathers can respond to their infants’ needs in ways that are critical to the child’s well-being. Even if inexperienced, men when given the change figure out the best feeding, diapering, comforting, and bathing routines. It doesn’t matter that the approach may differ from the mother’s. The children adapt just fine. Fathers have a different style of playing with their children than mothers do. Mothers tend to pick up and “handle their babies in rhythmically similar patterns” (Pruett). Fathers encourage more risk-taking and problem-solving and they like to tickle and toss their children in the air. Babies enjoy the difference and benefit from it. Experts feel that children who have involved fathers have a broader range of social behavior and interaction skills. The bottom line is that fathers make unique, long-lasting contributions to the whole family when they take an active part in child-rearing. So, fathers, I salute you and I thank you for your contribution to your children’s lives.
Ways Fathers Can Become Involved:
- Start early, before delivery–be involved in the pregnancy
- Be in on things from birth–handle and care for your baby physically
- Get involved in your baby’s routine–change the diaper, get up at night, etc.
- Bet better at hanging out with your kid–you don’t always have to be doing something–just be together
- Make your emotional commitment to your child real–take part in doctor visits, choosing a babysitter, and be involved in your child’s school
- Watch out for competitive feelings with the mother–share moments and don’t insist that things always be done your way
Reading and Writing Spaces at Home
Having a place to relax with books in a quiet, comfy atmosphere makes reading more enjoyable. Access to paper and writing tools will encourage children to experiment with these materials and use them in their play. In these ways, children can practice literate behaviors at their own pace. Care and respect for books as well as appropriate use of writing materials are behaviors children learn through guidance and modeling.
As children have time to learn through books that have been read to them, examine the print on the page, and even read to someone else, a love of books develops that helps children become eager and eventually proficient readers. As children write notes to family or friends, make signs for their belongings, or a list for the store, they reveal their understanding of writing.
Children move from random scribbling to controlled scribble, random alphabet letters, to consonants that represent words. Through many opportunities practicing reading and writing skills in relaxed settings children can move through these stages.
Learning to Read and Write (2000, p 124)
As children have time to learn through books that have been read to them, examine the print on the page, and even read to someone else, a love of books develops that helps children become eager and eventually proficient readers. As children write notes to family or friends, make signs for their belongings, or a list for the store, they reveal their understanding of writing.
Children move from random scribbling to controlled scribble, random alphabet letters, to consonants that represent words. Through many opportunities practicing reading and writing skills in relaxed settings children can move through these stages.
Learning to Read and Write (2000, p 124)
Protecting Preschoolers from Abuse
Protecting Preschoolers from Abuse...
by Toni Liebman, M.S.
Young children have an overwhelming need to feel safe and secure in their environment, and we, the adults, have the responsibility to make certain this happens.
In the past few years, incidents of child abuse have been widely reported in the media, raising concerns as to how to protect our children against being victimized. (Child abuse includes any type of physical, mental, or emotional injury inflicted deliberately on children. When the injury involves the exploitation of a child for sexual gratification, it is considered sexual abuse.) We need to face the issues squarely, but we must proceed with caution.
While we aim to instruct our preschoolers about child abusers who can harm them, we must guard against terrifying them with tales of an “evil world.” Children need warm, caring people to hug and cuddle them, and we don’t want to alarm them with the idea that every loving person is a potential sexual abuser.
What Parents Can do to Prevent Abuse:
- Supervise your preschooler as he plays–get to know his/her friends & their parents & be careful in choosing a child care program or babysitter
- Build your child’s self-esteem–give them affection & teach them how to dress and feed themselves
- Foster open communication with your youngster–teach them that they can always tell you about unusual situations and that it is wrong for an adult to ask them to keep secrets
- Teach your children to develop pride in their bodies–help them to understand that they can say “no” to any physical advances
- Play the “What If?” game–talk out possible solutions to situations
Children need to feel safe and have a fundamental belief in the goodness of humanity. They also need to build a healthy, age-appropriate sense of independence at every stage in their growth. Also, we can help them learn to protect themselves from those FEW who would seek to hurt or exploit them. It is not an easy task, but a healthy balance can be achieved by thoughtful, well-informed parents.
by Toni Liebman, M.S.
Young children have an overwhelming need to feel safe and secure in their environment, and we, the adults, have the responsibility to make certain this happens.
In the past few years, incidents of child abuse have been widely reported in the media, raising concerns as to how to protect our children against being victimized. (Child abuse includes any type of physical, mental, or emotional injury inflicted deliberately on children. When the injury involves the exploitation of a child for sexual gratification, it is considered sexual abuse.) We need to face the issues squarely, but we must proceed with caution.
While we aim to instruct our preschoolers about child abusers who can harm them, we must guard against terrifying them with tales of an “evil world.” Children need warm, caring people to hug and cuddle them, and we don’t want to alarm them with the idea that every loving person is a potential sexual abuser.
What Parents Can do to Prevent Abuse:
- Supervise your preschooler as he plays–get to know his/her friends & their parents & be careful in choosing a child care program or babysitter
- Build your child’s self-esteem–give them affection & teach them how to dress and feed themselves
- Foster open communication with your youngster–teach them that they can always tell you about unusual situations and that it is wrong for an adult to ask them to keep secrets
- Teach your children to develop pride in their bodies–help them to understand that they can say “no” to any physical advances
- Play the “What If?” game–talk out possible solutions to situations
Children need to feel safe and have a fundamental belief in the goodness of humanity. They also need to build a healthy, age-appropriate sense of independence at every stage in their growth. Also, we can help them learn to protect themselves from those FEW who would seek to hurt or exploit them. It is not an easy task, but a healthy balance can be achieved by thoughtful, well-informed parents.
Preventing Ear Infections in Young Children
According to the Centers for Disease Control, between 1990 and 1995 there was a 224 percent increase of otitis media (i.e., middle ear inflammation or irritation). Every year 24.5 million people visit their doctor or health care provider because of an ear infection. While ear infections are the most frequent primary diagnosis reported by physicians for children under 15, such infections are most common in children under the age of two and children between the ages of four and six years. Almost all children experience one or more ear infections before their sixth birthday, and the number of ear infections continues to increase each year. Why be concerned about ear infections in young children? Because they are often associated with mild hearing loss and present a risk factor for impaired speech and language learning.
Because of the immature structure and functioning of the eustachian tube connecting the middle ear space to the nose, children are more susceptible than adults to ear infections. Environmental factors play a large role in ear infections.
The following five tips will help you prevent ear infections in children:
· Do not bottle-feed babies on their backs.
· Avoid being around people who smoke.
· Treat colds, sinus infections, and allergies early.
· Avoid forceful nose blowing during colds.
· Get surgical treatment of tonsil and adenoidal disease if required.
Also, the American Pediatric Association has noted that babies who are breastfed have less common occurrences of otitis media. The APA recommends breastfeeding for the first year of life.
Traditionally, the only way to distinguish an ear infection from a common cold, flu, or runny nose was by waiting until a full-blown ear infection developed. Now products such as EasyEar, a professional-quality ear scope, can help parents and early childhood educators know what to tell the doctor when they call. EasyEar is a non-invasive, simple-to-use tool that shows at a glance whether a child’s ear is infected or not. The scope comes complete with two “AA” batteries; six detachable ear tips; and a detailed, step-by-step manual. For more information call 800-EASY-EAR.
(Taken from an article by David Marty, M.D. in Early Childhood News, May/June 1997, p.19.)
Because of the immature structure and functioning of the eustachian tube connecting the middle ear space to the nose, children are more susceptible than adults to ear infections. Environmental factors play a large role in ear infections.
The following five tips will help you prevent ear infections in children:
· Do not bottle-feed babies on their backs.
· Avoid being around people who smoke.
· Treat colds, sinus infections, and allergies early.
· Avoid forceful nose blowing during colds.
· Get surgical treatment of tonsil and adenoidal disease if required.
Also, the American Pediatric Association has noted that babies who are breastfed have less common occurrences of otitis media. The APA recommends breastfeeding for the first year of life.
Traditionally, the only way to distinguish an ear infection from a common cold, flu, or runny nose was by waiting until a full-blown ear infection developed. Now products such as EasyEar, a professional-quality ear scope, can help parents and early childhood educators know what to tell the doctor when they call. EasyEar is a non-invasive, simple-to-use tool that shows at a glance whether a child’s ear is infected or not. The scope comes complete with two “AA” batteries; six detachable ear tips; and a detailed, step-by-step manual. For more information call 800-EASY-EAR.
(Taken from an article by David Marty, M.D. in Early Childhood News, May/June 1997, p.19.)
Preschoolers and Pets
You just can’t beat the combination of children and pets. It’s a natural. Youngsters love pets and pets love youngsters. On the surface the reason appears simple enough: young children enjoy a living, breathing playmate of their own--one that’s just about their size and always ready to play.
Pets as Non-demanding Companions
Pets offer children the one luxury they often don’t receive, the opportunity to be part of a non-demanding relationship. During a preschooler’s developmental years, there are pressures to behave in socially acceptable ways, pressures to learn fundamental skills and pressures to learn how to relate to adult care givers and to other children. But the pet is constant, offering love and physical closeness--asking for nothing and demanding nothing in return--no matter how stressful the day. Pets become a good friend that youngsters can count on, can tell their troubles to, share their joys, or invite into their imaginations.
Pets Make Good Teachers
Pets are also an invaluable teaching tool. Pets teach responsibility--that there are obligations when you become involved in caring for another living thing. Children learn that other creatures have needs, feelings, and rights--lessons that many preschoolers carry into their adult lives.
Pets may also teach our children about death. The passing of a pet is often a child’s first experience with death and it may help prepare the child for the loss of family members. Parents who take seriously the death of a pet take advantage of an invaluable experience in preparing the young child for the realities of the adult world.
The Most Important Reason for Preschoolers to Have Pets
The best advantage to owning a pet is the obvious one--pets and youngsters have fun together. In today’s world of television and violence, nuclear concerns, and fears about personal safety, preschoolers tend to be more sophisticated than their parents were in their more innocent, growing-up years. Pets provide the opportunity for children to be children.
Pets as Non-demanding Companions
Pets offer children the one luxury they often don’t receive, the opportunity to be part of a non-demanding relationship. During a preschooler’s developmental years, there are pressures to behave in socially acceptable ways, pressures to learn fundamental skills and pressures to learn how to relate to adult care givers and to other children. But the pet is constant, offering love and physical closeness--asking for nothing and demanding nothing in return--no matter how stressful the day. Pets become a good friend that youngsters can count on, can tell their troubles to, share their joys, or invite into their imaginations.
Pets Make Good Teachers
Pets are also an invaluable teaching tool. Pets teach responsibility--that there are obligations when you become involved in caring for another living thing. Children learn that other creatures have needs, feelings, and rights--lessons that many preschoolers carry into their adult lives.
Pets may also teach our children about death. The passing of a pet is often a child’s first experience with death and it may help prepare the child for the loss of family members. Parents who take seriously the death of a pet take advantage of an invaluable experience in preparing the young child for the realities of the adult world.
The Most Important Reason for Preschoolers to Have Pets
The best advantage to owning a pet is the obvious one--pets and youngsters have fun together. In today’s world of television and violence, nuclear concerns, and fears about personal safety, preschoolers tend to be more sophisticated than their parents were in their more innocent, growing-up years. Pets provide the opportunity for children to be children.
Preschool Friendships
Studies have shown that some friendships formed in the early childhood years are second only to family relationships in importance. By being enrolled in the early childhood program at BYU, your child will have unique experiences that can only occur in a friend relationship. When your child is with many friends his or her age, he or she will have opportunities to negotiate and compromise. Your child will be encouraged to express opinions and ideas as well as respect others.
While some children easily join a group at play, others may have difficulty. If your child does not seem to have any special friendships at school, he may benefit from one-on-one time with other children outside of preschool class. By playing together a few times outside of the classroom, the two children will build a level of comfort with each other that carries over to their time at school.
While some children easily join a group at play, others may have difficulty. If your child does not seem to have any special friendships at school, he may benefit from one-on-one time with other children outside of preschool class. By playing together a few times outside of the classroom, the two children will build a level of comfort with each other that carries over to their time at school.
Positive Concept Activities
Activities you can do with your child to help develop a positive concept
by Leona Novy Jackson
Put photographs of your child on the refrigerator or another viewing area at a child’s height. Display artwork done by the child.
Keep a photo album of your child’s early years. Sit together and talk about how the child has grown and how important he/she has been to your family.
Have a sketch or actual layout of your family tree. Explain how your child fits into the picture.
Measure your child’s height on a chart. Write the date and keep a running tally of his/her growth.
Play the sentence completion game. Let your child dictate to you his/her thoughts and ideas on:
I am happiest when...
I am good at...
I am getting better at...
I wish I could...
My friends like me because I...
Read his/her words back to him/her.
Examine the kind of “warm fuzzies” you have exchanged during the week. Warm fuzzies are things done or said to make a person feel good.
Example of warm fuzzy: “You picked up all your toys. Good for you!”
Cut out small squares of fuzzy material and place them in a box. Each person reaches into the box and pulls out a fuzzy. Exchange warm fuzzies with each other by telling something good about the other as you give away a fuzzy.
Share with your child the successes each of you have experienced during the day. Help your child understand that he is learning and succeeding every day.
While singing a song or reading a story, insert your child’s name.
Read books aloud to your child about ways of handling feelings and emotions. Your child will be more apt to accept him/herself when he/she hears about others having similar problems, worries, and conflicts. Discuss the situations with your child.
Spend regular, special time with each child. This could be a certain time each day, or regularly scheduled during the weekend. Each child needs to know that he can count on a specific time set aside for him alone.
by Leona Novy Jackson
Put photographs of your child on the refrigerator or another viewing area at a child’s height. Display artwork done by the child.
Keep a photo album of your child’s early years. Sit together and talk about how the child has grown and how important he/she has been to your family.
Have a sketch or actual layout of your family tree. Explain how your child fits into the picture.
Measure your child’s height on a chart. Write the date and keep a running tally of his/her growth.
Play the sentence completion game. Let your child dictate to you his/her thoughts and ideas on:
I am happiest when...
I am good at...
I am getting better at...
I wish I could...
My friends like me because I...
Read his/her words back to him/her.
Examine the kind of “warm fuzzies” you have exchanged during the week. Warm fuzzies are things done or said to make a person feel good.
Example of warm fuzzy: “You picked up all your toys. Good for you!”
Cut out small squares of fuzzy material and place them in a box. Each person reaches into the box and pulls out a fuzzy. Exchange warm fuzzies with each other by telling something good about the other as you give away a fuzzy.
Share with your child the successes each of you have experienced during the day. Help your child understand that he is learning and succeeding every day.
While singing a song or reading a story, insert your child’s name.
Read books aloud to your child about ways of handling feelings and emotions. Your child will be more apt to accept him/herself when he/she hears about others having similar problems, worries, and conflicts. Discuss the situations with your child.
Spend regular, special time with each child. This could be a certain time each day, or regularly scheduled during the weekend. Each child needs to know that he can count on a specific time set aside for him alone.
Parent-Teacher Communication
As teachers, we believe that ongoing interaction between home and school is a two-way street. Both the parents and the teachers play an important role in each child’s educational experience. You can help by sharing information about your child with us. Especially when there is a period of change or crisis in the home, please keep us informed. These times may include a change in jobs, a move to a new house, or an illness or death in the family, but they can also involve the child experiencing nightmares, changes in eating habits and stopping or starting medication. We assure you that any information you share with us will be held in confidence.
As you share information with us, we will, in turn, alert you to anything out of the ordinary that we might notice about your child while he or she is in the preschool. Although the children are our priority, we want you to know that your questions and opinions are valued and necessary so that we can better assist your children in the learning process. By doing so, we hope to build a bridge strong enough to support your child.
(Information from Family-Friendly Communication for Early Childhood Programs)
As you share information with us, we will, in turn, alert you to anything out of the ordinary that we might notice about your child while he or she is in the preschool. Although the children are our priority, we want you to know that your questions and opinions are valued and necessary so that we can better assist your children in the learning process. By doing so, we hope to build a bridge strong enough to support your child.
(Information from Family-Friendly Communication for Early Childhood Programs)
On the Road Again
Have you ever thought about how much time you and your child spend in transit each day? Whether you drive a car, pedal a bicycle, take a bus or subway, or walk, you and your child are together during that time. With a little planning, your journeys can become shared moments of fun and learning.
Before you go to the store, for example, involved your child in making a shopping list. You can ask your child to check the cereal boxes to see if any are almost empty. A 4- or 5-year-old can also check on the supply of milk, extra rolls of toilet tissue, and other items. Later, you can consult this list together as you shop.
As you proceed on your errands, read signs around you. Take along paper and pencil for mapping out your stops. Help orient your child by pointing out stores and streets you pass along the way.
After a busy day at school, your child may need a break from the hustle of the schedule. Bring along a light snack or something cool to drink for the trip home. (Some items such as lollipops are not safe in the car or on the bus; choose snacks with care.) Usually, it’s a good idea to take a little quiet break before you begin discussing the day’s events or focusing on the next stop.
On days when neither of you feels like talking, a couple of sing-alongs or storybook tapes, kept in an activity bag or backpack, will come in handy. Drawing materials, large dice, card games, small toys, puzzles, and books make great additions to a backpack.
Before a long trip, gather information and read about the destination to help your child look forward to the excursion. Together, map out points of interest along the way.
Games like I Spy, searching for animals, counting colored cars, matching sign shapes, finding silly-named streets, looking for out-of-state license plates, or inventing rhymes amuse away the miles.
When your child’s attention begins to wander, switch to another game or take a break. Plan frequent stretch-and-bend stops to satisfy the wiggles. And don’t forget that favorite pillow or stuffed animal!
Before you go to the store, for example, involved your child in making a shopping list. You can ask your child to check the cereal boxes to see if any are almost empty. A 4- or 5-year-old can also check on the supply of milk, extra rolls of toilet tissue, and other items. Later, you can consult this list together as you shop.
As you proceed on your errands, read signs around you. Take along paper and pencil for mapping out your stops. Help orient your child by pointing out stores and streets you pass along the way.
After a busy day at school, your child may need a break from the hustle of the schedule. Bring along a light snack or something cool to drink for the trip home. (Some items such as lollipops are not safe in the car or on the bus; choose snacks with care.) Usually, it’s a good idea to take a little quiet break before you begin discussing the day’s events or focusing on the next stop.
On days when neither of you feels like talking, a couple of sing-alongs or storybook tapes, kept in an activity bag or backpack, will come in handy. Drawing materials, large dice, card games, small toys, puzzles, and books make great additions to a backpack.
Before a long trip, gather information and read about the destination to help your child look forward to the excursion. Together, map out points of interest along the way.
Games like I Spy, searching for animals, counting colored cars, matching sign shapes, finding silly-named streets, looking for out-of-state license plates, or inventing rhymes amuse away the miles.
When your child’s attention begins to wander, switch to another game or take a break. Plan frequent stretch-and-bend stops to satisfy the wiggles. And don’t forget that favorite pillow or stuffed animal!
Nutrition Know-How
Children grow fast during the first five years of life. They need balanced diets to help them grow. As you are likely well aware, it is sometimes hard to get your child to eat healthy food essential to maintaining a balanced diet. Here are some suggestions and reminders of what you can do to help your child eat healthy foods.
Your child should eat breakfast, lunch, dinner and even snacks. This will help give him or her a balanced diet. Children have lots of energy and need nutritious snacks to keep them going and growing. Breakfast is very important because your child has not eaten since the night before. Children who eat breakfast are often less irritable in the morning.
Planning a good menu is easy when you use the USDA food guide pyramid. Check the chart to see how many servings from each group your child needs. If you give him or her more servings from one of the groups, that is fine; but it is important to give at least the minimum number of servings each day.
Most of the time, children know how much food they need and they will eat accordingly. They do need your help, however, in choosing healthy foods. Also, remember that children’s appetites vary from day to day so the amounts that they eat one day may seem quite different from the amount they eat another day. If a child refuses to eat a food given, try presenting it differently way another day. Children, especially young children, life foods with color so try giving colorful fruits and vegetables to your child. As you see to it that your child is provided with a variety of healthy foods to choose from, your child will develop healthy eating habits that will benefit him or her throughout life. Following the USDA Food Guide Pyramid, guidelines can help you serve balanced meals to your whole family.
Here are the daily recommended number and size of servings for children ages 1-5 years old:
*Remember, foods that are low in fat, are not recommended for children younger than age two to assist in proper brain development.
(From Nutrition Know-How, 1994, The Kellogg Company.)
Your child should eat breakfast, lunch, dinner and even snacks. This will help give him or her a balanced diet. Children have lots of energy and need nutritious snacks to keep them going and growing. Breakfast is very important because your child has not eaten since the night before. Children who eat breakfast are often less irritable in the morning.
Planning a good menu is easy when you use the USDA food guide pyramid. Check the chart to see how many servings from each group your child needs. If you give him or her more servings from one of the groups, that is fine; but it is important to give at least the minimum number of servings each day.
Most of the time, children know how much food they need and they will eat accordingly. They do need your help, however, in choosing healthy foods. Also, remember that children’s appetites vary from day to day so the amounts that they eat one day may seem quite different from the amount they eat another day. If a child refuses to eat a food given, try presenting it differently way another day. Children, especially young children, life foods with color so try giving colorful fruits and vegetables to your child. As you see to it that your child is provided with a variety of healthy foods to choose from, your child will develop healthy eating habits that will benefit him or her throughout life. Following the USDA Food Guide Pyramid, guidelines can help you serve balanced meals to your whole family.
Here are the daily recommended number and size of servings for children ages 1-5 years old:
*Remember, foods that are low in fat, are not recommended for children younger than age two to assist in proper brain development.
(From Nutrition Know-How, 1994, The Kellogg Company.)
Nurturing Success
In a past issue of Pre-K Today, there is an article entitled “Nurturing Success.”
Create an atmosphere of trust. We need to communicate our love by the tone of our voice, touching, holding and listening. Our gestures must affirm our concern for them.
Be available to our children. We must be there mentally as well as physically and then we can pay full attention to them.
Respect the child. It is important to be polite and to be non-judgmental over mistakes. We want our children to feel safe with us.
Find ways to share laughter. Laughter can heal. Acknowledging a child’s sense of humor can help him feel good about himself.
Acknowledge a child’s right to strong emotions. We may not agree with a child’s view of a situation but we can still acknowledge his right to his feelings. Feelings are real. We then can provide appropriate outlets for these strong feelings.
To invite success we need to acknowledge our children’s accomplishments. We must offer positive feedback on what our children do well every day. It helps to be specific and to take time to describe the details of good behavior or effort, and art project or in building something, etc. with the child.
Remember not to compare children or label children and to always criticize the behavior not the child. This is hard because children will compare themselves to others, especially siblings without our help. This is why it is so important to make praise specific and when criticism is needed to attack only the act not the person. I also feel strongly that each child needs something that he or she does well that no one else can do in the family. This way a child has a niche or talent, hobby or activity that is all his or her own and thereby each one has an identity.
Finally, when we work at building a child’s self-esteem we don’t just affect the child for today but we can make a difference in that youngster’s future.
Create an atmosphere of trust. We need to communicate our love by the tone of our voice, touching, holding and listening. Our gestures must affirm our concern for them.
Be available to our children. We must be there mentally as well as physically and then we can pay full attention to them.
Respect the child. It is important to be polite and to be non-judgmental over mistakes. We want our children to feel safe with us.
Find ways to share laughter. Laughter can heal. Acknowledging a child’s sense of humor can help him feel good about himself.
Acknowledge a child’s right to strong emotions. We may not agree with a child’s view of a situation but we can still acknowledge his right to his feelings. Feelings are real. We then can provide appropriate outlets for these strong feelings.
To invite success we need to acknowledge our children’s accomplishments. We must offer positive feedback on what our children do well every day. It helps to be specific and to take time to describe the details of good behavior or effort, and art project or in building something, etc. with the child.
Remember not to compare children or label children and to always criticize the behavior not the child. This is hard because children will compare themselves to others, especially siblings without our help. This is why it is so important to make praise specific and when criticism is needed to attack only the act not the person. I also feel strongly that each child needs something that he or she does well that no one else can do in the family. This way a child has a niche or talent, hobby or activity that is all his or her own and thereby each one has an identity.
Finally, when we work at building a child’s self-esteem we don’t just affect the child for today but we can make a difference in that youngster’s future.
Birth of a New Sibling
No matter how welcome babies are, newborns cause stress in households. Parents are usually very tired. Routines change. Older children may have trouble adjusting to the new role in their expanding family.
Parents can affect the relationship between children by what they do before and after birth. In the last several months of pregnancy, talk with your child about the impending birth and how everybody will need to help out with the baby. Answer questions about birth, show the child pictures of himself or herself just after birth and read books about the arrival of a sibling. Children can accompany the mother to the doctor’s office for prenatal checkups and visit the hospital where the birth will take place.
Prepare grandparents and other family and friends, too. When people are always asking, “How’s the baby?” the older child feels left out. The special adults in a child’s life could be encouraged to pay special attention to the older child, inquiring about her activities and interests.
After the birth, arrange a hospital visit so the preschooler can see Mother and baby. Photograph or videotape the meeting. Consider giving the child a gift to celebrate the new role as a big sister/brother - as well as a picture of the baby to take to school.
Minimize changes in the child’s life by keeping up with school attendance, maintaining bathtime and bedtime routines, and trying to initiate as many conversations and playtimes as before the birth of the baby. Enlist children’s help in caring for the new baby.
Changes will occur. But careful attention to family routines and observation of how children are responding can help smooth this time of transition.
Parents can affect the relationship between children by what they do before and after birth. In the last several months of pregnancy, talk with your child about the impending birth and how everybody will need to help out with the baby. Answer questions about birth, show the child pictures of himself or herself just after birth and read books about the arrival of a sibling. Children can accompany the mother to the doctor’s office for prenatal checkups and visit the hospital where the birth will take place.
Prepare grandparents and other family and friends, too. When people are always asking, “How’s the baby?” the older child feels left out. The special adults in a child’s life could be encouraged to pay special attention to the older child, inquiring about her activities and interests.
After the birth, arrange a hospital visit so the preschooler can see Mother and baby. Photograph or videotape the meeting. Consider giving the child a gift to celebrate the new role as a big sister/brother - as well as a picture of the baby to take to school.
Minimize changes in the child’s life by keeping up with school attendance, maintaining bathtime and bedtime routines, and trying to initiate as many conversations and playtimes as before the birth of the baby. Enlist children’s help in caring for the new baby.
Changes will occur. But careful attention to family routines and observation of how children are responding can help smooth this time of transition.
Musical Development
Did you know that by age five children have already developed preferences for certain kinds of music? All children are musical. Their musical development depends largely upon the musical environment they encounter beginning in infancy.
To process musical knowledge, our minds are required to think in different ways than they do for math and reading. Their musical development begins in infancy just like their language development. For our children, we need to sing and play music for them just like we practice talking to them.
Music has rhythms that can be used to help children with large motor skills such as running, jumping, hopping, and skipping. Children can also participate in song games that explore small motor coordination and movement, such as Farmer in the Dell.
Each time a child hears or sings a song, he is experiencing vocabulary, sentence structure, and flow of language. There are many books available that include songs along with the text. Some include Abiyoyo, I Know an Old Lady and Clap Your Hands.
Music can be used in your home to aid your children in math and science concepts. You can discuss sound, vibrations, pitch, etc. with your children. Many patterns can be found in the rhythm and tempo of the music.
We sing a variety of songs in the preschool each day. Encourage your children to teach you the songs so you can sing together!
To process musical knowledge, our minds are required to think in different ways than they do for math and reading. Their musical development begins in infancy just like their language development. For our children, we need to sing and play music for them just like we practice talking to them.
Music has rhythms that can be used to help children with large motor skills such as running, jumping, hopping, and skipping. Children can also participate in song games that explore small motor coordination and movement, such as Farmer in the Dell.
Each time a child hears or sings a song, he is experiencing vocabulary, sentence structure, and flow of language. There are many books available that include songs along with the text. Some include Abiyoyo, I Know an Old Lady and Clap Your Hands.
Music can be used in your home to aid your children in math and science concepts. You can discuss sound, vibrations, pitch, etc. with your children. Many patterns can be found in the rhythm and tempo of the music.
We sing a variety of songs in the preschool each day. Encourage your children to teach you the songs so you can sing together!
Music Integration
Music is a very important part of the education of young children. Learning about music at a young age helps to build the foundation for later music education.
Music is an excellent tool for learning. Educational songs help children learn and remember important concepts in a fun way.
Musical games and activities allow students to build social skills and confidence as they get the chance to interact, lead, and participate in group efforts.
“Early interaction with music positively affects the quality of all children’s lives. Successful experiences in music help all children bond emotionally and intellectually with others through creative expression in song, rhythmic movement, and listening experiences” (National Association for Music Education).
Music is an excellent tool for learning. Educational songs help children learn and remember important concepts in a fun way.
Musical games and activities allow students to build social skills and confidence as they get the chance to interact, lead, and participate in group efforts.
“Early interaction with music positively affects the quality of all children’s lives. Successful experiences in music help all children bond emotionally and intellectually with others through creative expression in song, rhythmic movement, and listening experiences” (National Association for Music Education).
Making Time for Family
Most families today find themselves with the problem of not having enough time to spend with their children. Stephen Covey, the author of The 7 Habits of Effective Families (1997), notes that no family is free from this challenge in today’s fast-paced society.
He suggests seven basic and universal principles to follow to have “a highly effective family:”
1. Be proactive and responsible for making choices.
2. Have goals to shape your future.
3. Put first things first—have regular family times.
4. Think win-win to have understanding and cooperation, and to benefit all.
5. Try to listen and understand another family member’s thoughts and feelings.
6. Respect and value individual differences and build on strengths.
7. Establish rituals or regular family traditions.
When asked, “When will I have time to do all this?” Covey responds by noting how much time adults and children spend in front of the television and how that habit prevents communication. He says you may talk “love” and “family fun,” but if you never plan time together, then your lack of organization gets in the way of your goals.
A few suggestions are given for things we can do to make Covey’s seven habits a part of our lives. The first one is to take time to plan for time. Byalick and Saslow (1993) agree that finding sufficient time is the biggest challenge when juggling work, home, and family. They recommend establishing special rituals (secret handshakes, pet names) and creating specific routines (who picks up whom, where do we go after school) to avoid confusion and to build confidence. Plan for time together each day or on the weekend; go to a museum, visit the zoo or ride bikes. Planned routines instill a teamwork attitude in the family.
The second suggestion is to take time for the awareness of quality time. Gilbert (1983) advises us to think about how we can set aside a period each day to concentrate on our children, no matter how overwhelmed or tired we are. Such time does not have to involve a big event. Just sharing chores can make everyone feel closer. Quality time can also mean doing nothing except being together quietly.
The next suggestion is to take time to have two-way communication. Communication with children requires talking, listening, smiling and paying attention. To have a real conversation you must: be there; be quiet at times; listen with your voice, face, and body; ask open-ended questions; provide a role model of storytelling.
The fourth suggestion is to take time for family moments. Some of the most treasured times for children might last only a few minutes. O’Neal (Family Fun - 105 easy ways, 1995) offers 105 ways to make the most out of busy days, such as writing a message on a mirror with shaving cream and tucking a “Good luck on your test!” note into a lunch box or book bag. The goal is to seize moments during busy days to celebrate and enjoy being together. The Bennetts (Table Talk, 1994) offers 365 ways to reclaim the family dinner hour as a time to spend together.
The final suggestion is to take the time to realize how important the time you spend with your children is and then take the time to explore new ways to spend precious minutes or hours with them.
Spending quality time with your children will communicate love for them in a way that nothing else can.
(“Making Time for Family,” by Rita Newman. Childhood Education: Infancy Through Early Adolescence, Spring 1998.)
He suggests seven basic and universal principles to follow to have “a highly effective family:”
1. Be proactive and responsible for making choices.
2. Have goals to shape your future.
3. Put first things first—have regular family times.
4. Think win-win to have understanding and cooperation, and to benefit all.
5. Try to listen and understand another family member’s thoughts and feelings.
6. Respect and value individual differences and build on strengths.
7. Establish rituals or regular family traditions.
When asked, “When will I have time to do all this?” Covey responds by noting how much time adults and children spend in front of the television and how that habit prevents communication. He says you may talk “love” and “family fun,” but if you never plan time together, then your lack of organization gets in the way of your goals.
A few suggestions are given for things we can do to make Covey’s seven habits a part of our lives. The first one is to take time to plan for time. Byalick and Saslow (1993) agree that finding sufficient time is the biggest challenge when juggling work, home, and family. They recommend establishing special rituals (secret handshakes, pet names) and creating specific routines (who picks up whom, where do we go after school) to avoid confusion and to build confidence. Plan for time together each day or on the weekend; go to a museum, visit the zoo or ride bikes. Planned routines instill a teamwork attitude in the family.
The second suggestion is to take time for the awareness of quality time. Gilbert (1983) advises us to think about how we can set aside a period each day to concentrate on our children, no matter how overwhelmed or tired we are. Such time does not have to involve a big event. Just sharing chores can make everyone feel closer. Quality time can also mean doing nothing except being together quietly.
The next suggestion is to take time to have two-way communication. Communication with children requires talking, listening, smiling and paying attention. To have a real conversation you must: be there; be quiet at times; listen with your voice, face, and body; ask open-ended questions; provide a role model of storytelling.
The fourth suggestion is to take time for family moments. Some of the most treasured times for children might last only a few minutes. O’Neal (Family Fun - 105 easy ways, 1995) offers 105 ways to make the most out of busy days, such as writing a message on a mirror with shaving cream and tucking a “Good luck on your test!” note into a lunch box or book bag. The goal is to seize moments during busy days to celebrate and enjoy being together. The Bennetts (Table Talk, 1994) offers 365 ways to reclaim the family dinner hour as a time to spend together.
The final suggestion is to take the time to realize how important the time you spend with your children is and then take the time to explore new ways to spend precious minutes or hours with them.
Spending quality time with your children will communicate love for them in a way that nothing else can.
(“Making Time for Family,” by Rita Newman. Childhood Education: Infancy Through Early Adolescence, Spring 1998.)
Literacy Skills In a Discovery Environment
Children who are allowed a climate of self-directed learning, such as we provide during discovery time, are likely to exhibit “considerable intrinsic motivation” in learning. Sylvia C. Chard, a leading authority on the Project Approach and Developmentally Appropriate Curriculum, has also stated that in a DAP classroom, “the teacher can enable children to select the level of challenge with which they feel confident, the length of time they plan to take, the level of detail or elaboration which might be appropriate for them, and whether they wish to work alone or with another child. Making choices of this nature allows children to take ownership of some of the work and accept responsibility for the amount of effort and quality of the ideas which they bring to the activity and for any product which results.”
Although the child directs his or her learning in this manner during our discovery time, there are concrete skills learned in each of our centers. Many of our centers promote multiple skill development, and many of the skills are present in multiple centers. Just one example is our integration of literacy skills.
Literacy is included in all of our centers. It is present in the labeling that appears everywhere in the room to facilitate word recognition. In the Manipulative Center, the children explore patterns, play games and assemble puzzles with letters and practice the give and take of conversation in their games with rules. In the Computer Center, the alphabet is on the screen and the keyboard. The students practice reading directions, typing in commands, and learn basic computer command words such as “EXIT”. Many of our software programs are selected for their literacy content plus those designed specifically for representing ideas through writing and drawing. In the Writing Center, the students practice writing their names, writing their own stories, dictating stories and watching the teachers write them down, using alphabet stamps and stencils, and putting away materials in the appropriate labeled bins. In our Sensory Center, the students use words to record information on charts or graphs. The children often find the need to label their constructions in the Block Center. Another choice for the children is our Library Center that is always full of a variety of informational and fictional books and a flannel board story to retell. In Housekeeping, we immerse the children in a print-rich environment by labeling items and the locations they belong in. We also allow the children to follow recipes, take written orders when playing a restaurant, make shopping lists, and write notes to one another.
In addition to including literacy in our centers, we include it throughout our day. In addition to our formal group music time, we daily include singing and rhymes with actions in all our transitions. During nearly all our small group activities, the children are asked to at least write their names. Our question of the day requires that the children become familiar with the words “yes” and “no”, in addition to providing yet another opportunity for name writing. We read several stories to the children daily.
By including literacy in all of our centers, and throughout our day, we can encourage and promote the development of literacy skills without resorting to teacher-directed drill lessons. Because the children retain control over their education they do exhibit “considerable, intrinsic motivation” in learning, which meets our goal of providing every child with a life-long love of learning.
Although the child directs his or her learning in this manner during our discovery time, there are concrete skills learned in each of our centers. Many of our centers promote multiple skill development, and many of the skills are present in multiple centers. Just one example is our integration of literacy skills.
Literacy is included in all of our centers. It is present in the labeling that appears everywhere in the room to facilitate word recognition. In the Manipulative Center, the children explore patterns, play games and assemble puzzles with letters and practice the give and take of conversation in their games with rules. In the Computer Center, the alphabet is on the screen and the keyboard. The students practice reading directions, typing in commands, and learn basic computer command words such as “EXIT”. Many of our software programs are selected for their literacy content plus those designed specifically for representing ideas through writing and drawing. In the Writing Center, the students practice writing their names, writing their own stories, dictating stories and watching the teachers write them down, using alphabet stamps and stencils, and putting away materials in the appropriate labeled bins. In our Sensory Center, the students use words to record information on charts or graphs. The children often find the need to label their constructions in the Block Center. Another choice for the children is our Library Center that is always full of a variety of informational and fictional books and a flannel board story to retell. In Housekeeping, we immerse the children in a print-rich environment by labeling items and the locations they belong in. We also allow the children to follow recipes, take written orders when playing a restaurant, make shopping lists, and write notes to one another.
In addition to including literacy in our centers, we include it throughout our day. In addition to our formal group music time, we daily include singing and rhymes with actions in all our transitions. During nearly all our small group activities, the children are asked to at least write their names. Our question of the day requires that the children become familiar with the words “yes” and “no”, in addition to providing yet another opportunity for name writing. We read several stories to the children daily.
By including literacy in all of our centers, and throughout our day, we can encourage and promote the development of literacy skills without resorting to teacher-directed drill lessons. Because the children retain control over their education they do exhibit “considerable, intrinsic motivation” in learning, which meets our goal of providing every child with a life-long love of learning.
Let’s Pretend
Make-believe play is not only one of the greatest joys of childhood, but it also offers abundant opportunities for children’s development. Children develop interpersonal skills, particularly cooperation and conflict resolution, and improve their language and problem-solving abilities in pretend (dramatic) play.
Around the age of two, children begin to pretend to cry, sleep, and eat. They soon include a stuffed animal, doll, or favorite toy in their play. They also begin to transform objects into symbols–a simple block becomes a fast race car or a stick makes a fine racehorse.
As children approach 3, they begin participating in make-believe play with other kids. Dramatic play gradually becomes more elaborate and complex. Four and five-year-olds engage in socio-dramatic play, which provides opportunities to rehearse adult roles. Such play helps children make sense of the world.
These first dramatic experiences often focus on home experiences. Kids pretend to cook, clean, and care for younger children. That’s why our dramatic play area has props and equipment that represent the home setting. These stimulate children to act out roles familiar to them.
Dramatic play fosters emotional development as children work through fears and worries in a safe context. Social skills are promoted as children communicate and negotiate their roles and actions. Another plus is that children use language more frequently and more elaborately in make-believe play than they do in virtually any other activity.
Parents can actively encourage dramatic play at home by capitalizing on their children’s interest at the moment, developing themes from stories their children have heard or movies they have seen, and providing props for pretend play.
Providing a home environment that is conducive to play stimulates intellectual and social development. At the same time, parents will be developing rich memories of their children at play–memories that last a lifetime.
Around the age of two, children begin to pretend to cry, sleep, and eat. They soon include a stuffed animal, doll, or favorite toy in their play. They also begin to transform objects into symbols–a simple block becomes a fast race car or a stick makes a fine racehorse.
As children approach 3, they begin participating in make-believe play with other kids. Dramatic play gradually becomes more elaborate and complex. Four and five-year-olds engage in socio-dramatic play, which provides opportunities to rehearse adult roles. Such play helps children make sense of the world.
These first dramatic experiences often focus on home experiences. Kids pretend to cook, clean, and care for younger children. That’s why our dramatic play area has props and equipment that represent the home setting. These stimulate children to act out roles familiar to them.
Dramatic play fosters emotional development as children work through fears and worries in a safe context. Social skills are promoted as children communicate and negotiate their roles and actions. Another plus is that children use language more frequently and more elaborately in make-believe play than they do in virtually any other activity.
Parents can actively encourage dramatic play at home by capitalizing on their children’s interest at the moment, developing themes from stories their children have heard or movies they have seen, and providing props for pretend play.
Providing a home environment that is conducive to play stimulates intellectual and social development. At the same time, parents will be developing rich memories of their children at play–memories that last a lifetime.
Learning with Blocks
Blocks are open-ended materials that stimulate young imaginations, provide choices for discovery and invention, and promote the development of problem-solving skills. One day a block may be an airplane. The next day that same block in the hands of the same child can be a sofa for the house he is building.
Building with blocks helps develop young children’s eye-hand coordination, visual perception, and large and small motor skills. It builds self-confidence and provides opportunities for creativity and dramatic play. These things occur naturally when children play with blocks.
We also find that working with blocks often deepens children’s engagement with literature and literacy. A child may be inspired, say, to construct the three bears’ beds and chairs, a pirate boat, or an enchanted castle.
We sometimes take photographs of children’s block creations and invite the children to caption the photos. We also encourage girls and boys to make their signs for their creations. In these activities, children are exposed to print in meaningful ways.
Inviting children to reconstruct buildings and other things they have seen on field trips is one way we encourage their thinking in relation to social studies. They work with the concepts behind maps and models, and as they build block cities, farms, and factories, they work out their understanding of these complex sites and communities. Children also develop mathematical and scientific concepts, such as balance and gravity, as they work with blocks.
Blocks are engrossing and fun for young children, of course. They are also invaluable tools for promoting children’s development on many fronts.
Building with blocks helps develop young children’s eye-hand coordination, visual perception, and large and small motor skills. It builds self-confidence and provides opportunities for creativity and dramatic play. These things occur naturally when children play with blocks.
We also find that working with blocks often deepens children’s engagement with literature and literacy. A child may be inspired, say, to construct the three bears’ beds and chairs, a pirate boat, or an enchanted castle.
We sometimes take photographs of children’s block creations and invite the children to caption the photos. We also encourage girls and boys to make their signs for their creations. In these activities, children are exposed to print in meaningful ways.
Inviting children to reconstruct buildings and other things they have seen on field trips is one way we encourage their thinking in relation to social studies. They work with the concepts behind maps and models, and as they build block cities, farms, and factories, they work out their understanding of these complex sites and communities. Children also develop mathematical and scientific concepts, such as balance and gravity, as they work with blocks.
Blocks are engrossing and fun for young children, of course. They are also invaluable tools for promoting children’s development on many fronts.
Learning Through Language
Stories, Songs & Sounds
When you responded to your child’s first cries, you immediately became involved in encouraging his/her language skills. Your child still needs your support and acceptance as he/she gets older and tries out a new language and literacy skills. Here are some suggestions for fun language activities to try together.
Tell and share stories. Children love to hear traditional tales and anecdotes or stories about when you were a child. Or, create your favorite story characters together, and use them as part of a bedtime storytelling ritual.
Read books together every day. Talk about the stories and the pictures. Ask your child “What would happen if...?” questions. Help your child take out new books with his/her library card.
Make a writing box. Gather items to practice writing: markers, crayons, pencils, index cards, envelopes, and various kinds of paper. Keep the box near where you write letters, so you and your child can write together.
Sing songs together. Share your favorites, and encourage your child to teach you songs from school. Or, make up your own words to familiar tunes such as “Mary Had a Little Lamb” or “Row, Row, Row Your Boat.”
Gather collections. To help your child notice and talk about similarities an differences (which are important to note when learning to read words), collect large buttons, colorful swatches of textured cloth, and other materials. Talk about color, size, shape, and texture.
Use a tape recorder. Listening skills are an important part of early literacy. Have fun together recording and playing back songs, stories, funny voices, and songs you collect from around the house.
(From Scholastic Early Childhood Today, Au/Sept. 1994)
When you responded to your child’s first cries, you immediately became involved in encouraging his/her language skills. Your child still needs your support and acceptance as he/she gets older and tries out a new language and literacy skills. Here are some suggestions for fun language activities to try together.
Tell and share stories. Children love to hear traditional tales and anecdotes or stories about when you were a child. Or, create your favorite story characters together, and use them as part of a bedtime storytelling ritual.
Read books together every day. Talk about the stories and the pictures. Ask your child “What would happen if...?” questions. Help your child take out new books with his/her library card.
Make a writing box. Gather items to practice writing: markers, crayons, pencils, index cards, envelopes, and various kinds of paper. Keep the box near where you write letters, so you and your child can write together.
Sing songs together. Share your favorites, and encourage your child to teach you songs from school. Or, make up your own words to familiar tunes such as “Mary Had a Little Lamb” or “Row, Row, Row Your Boat.”
Gather collections. To help your child notice and talk about similarities an differences (which are important to note when learning to read words), collect large buttons, colorful swatches of textured cloth, and other materials. Talk about color, size, shape, and texture.
Use a tape recorder. Listening skills are an important part of early literacy. Have fun together recording and playing back songs, stories, funny voices, and songs you collect from around the house.
(From Scholastic Early Childhood Today, Au/Sept. 1994)
Learning Through Discovery Time
Although to the casual glance our Discovery Time appears to be fifty-minute playtime, in actuality many concepts are learned through those extremely valuable activities.
The most important skills that children learn through play are social. We promote peer interactions, relational problem solving, sharing, turn-taking, conversation, delayed gratification, and pro-social behaviors such as speaking and acting positively. Our four-to-one child/teacher ratio enables us to provide guidance, practice, and intervention to each child in these skills.
Many academic skills, such as math, literacy, science, technology, art, and muscle development, are also learned through our discovery centers. We create our centers based on our assessed needs of each child. If we find that a certain child needs more writing experience, rather than forcing that child to go to the writing center, we will bring writing into that child’s preferred center. Each center in our room has at one time or another been used to promote the acquisition of every academic skill. In this way, we can ensure that all children gain experience with all areas of the curriculum, regardless of which centers they choose to explore.
Each discovery center is created to promote specific skill enhancement. Our goal with our centers is to engage each young mind for an extended length of time. Consequently, we try to avoid sampling or flitting behaviors. We facilitate prolonged engagement by providing continuity in our centers. When everything in our room is new, we get a novelty response from all the children. They have to try everything in one 50-minute-long period of time. Although they do visit every center, they do not engage in any activity long enough to develop new skills or gain true understanding. By keeping some of our centers the same for an extended period of time, we can avoid the novelty response and thereby encourage knowledge an skill acquisition through prolonged engagement. A child’s play truly is a learning experience.
The most important skills that children learn through play are social. We promote peer interactions, relational problem solving, sharing, turn-taking, conversation, delayed gratification, and pro-social behaviors such as speaking and acting positively. Our four-to-one child/teacher ratio enables us to provide guidance, practice, and intervention to each child in these skills.
Many academic skills, such as math, literacy, science, technology, art, and muscle development, are also learned through our discovery centers. We create our centers based on our assessed needs of each child. If we find that a certain child needs more writing experience, rather than forcing that child to go to the writing center, we will bring writing into that child’s preferred center. Each center in our room has at one time or another been used to promote the acquisition of every academic skill. In this way, we can ensure that all children gain experience with all areas of the curriculum, regardless of which centers they choose to explore.
Each discovery center is created to promote specific skill enhancement. Our goal with our centers is to engage each young mind for an extended length of time. Consequently, we try to avoid sampling or flitting behaviors. We facilitate prolonged engagement by providing continuity in our centers. When everything in our room is new, we get a novelty response from all the children. They have to try everything in one 50-minute-long period of time. Although they do visit every center, they do not engage in any activity long enough to develop new skills or gain true understanding. By keeping some of our centers the same for an extended period of time, we can avoid the novelty response and thereby encourage knowledge an skill acquisition through prolonged engagement. A child’s play truly is a learning experience.
Large Motor Development
Running, jumping, climbing, skipping, hopping, throwing, and balancing come naturally to young children, but kids need plenty of opportunities to practice them. These large motor activities are an important part of your child’s day here. With daily large-motor experiences, children practice fundamental movement skills that help them develop good self-esteem and physical competence.
A developmentally appropriate movement curriculum facilitates basic movement skill and physical fitness, such as those named above. Children get the chance to run, jump, skip, walk on balance beams, and throw and kick balls. As with all skills, motor skills must be practiced to improve.
You might see us moving like snakes, cats, bears, dinosaurs, or frogs. Music gets us moving–we sometimes jog to release tension and we occasionally jump simply for the joy of it.
We want children to be physically fit because it’s important to their health. But we also know they learn better when they are healthy and in good physical condition.
A developmentally appropriate movement curriculum facilitates basic movement skill and physical fitness, such as those named above. Children get the chance to run, jump, skip, walk on balance beams, and throw and kick balls. As with all skills, motor skills must be practiced to improve.
You might see us moving like snakes, cats, bears, dinosaurs, or frogs. Music gets us moving–we sometimes jog to release tension and we occasionally jump simply for the joy of it.
We want children to be physically fit because it’s important to their health. But we also know they learn better when they are healthy and in good physical condition.
Label It, Learn It
As you enter a child’s classroom, you discover the door has been labeled with a sign that says “Door” and the wall is labeled “Wall.”
What is going on? When young children begin to associate the name of an object with that object, they start to realize that words have meaning and power. From their first realization that saying “water” gets them a drink and that “outside” lets other people know they want to play outdoors, children use the spoken word to get what they need and want.
The next step is to begin to associate letters and words with objects in the room. This link can easily be made at home, too. Just remember to keep it simple and label only a few things at a time.
- Begin with signs that incorporate only one letter–wear one that say “M” for Mother and “D” for Dad. Let your child watch as you print the letter.
- Label those objects your child asks you to label.
- Encourage your child to make his or her signs to display around the house.
While the labels are posted around your house, talk with your child about them. Find other things that begin with the same letter sound.
When children see the same labels day after day, they tend to tune them out. So, as they seem to lose interest in some labels, make new ones.
(From Family-Family Communication for Early Childhood Programs. Diffy and Morrison)
What is going on? When young children begin to associate the name of an object with that object, they start to realize that words have meaning and power. From their first realization that saying “water” gets them a drink and that “outside” lets other people know they want to play outdoors, children use the spoken word to get what they need and want.
The next step is to begin to associate letters and words with objects in the room. This link can easily be made at home, too. Just remember to keep it simple and label only a few things at a time.
- Begin with signs that incorporate only one letter–wear one that say “M” for Mother and “D” for Dad. Let your child watch as you print the letter.
- Label those objects your child asks you to label.
- Encourage your child to make his or her signs to display around the house.
While the labels are posted around your house, talk with your child about them. Find other things that begin with the same letter sound.
When children see the same labels day after day, they tend to tune them out. So, as they seem to lose interest in some labels, make new ones.
(From Family-Family Communication for Early Childhood Programs. Diffy and Morrison)
Kindergarten Readiness
There seems to be much concern over kindergarten and the issue of readiness. With this in mind, I have read up on some of the considerations for kindergarten preparation. Kindergarten has changed in recent years. The controversy is how academic should kindergartens be? And how do young children learn? Due to pressures from parents and society’s need for higher test scores, curriculum from the higher grades has been pushed down to the lower grades and into kindergarten. This is when early childhood professionals get frustrated because we know that young children under the age of six learn differently from older children. Quoting from Betty Farber’s article “Getting your Child Ready for School”--
“Professional organizations, such as the National Association for the Education of Young Children, The Association of Childhood Education International, and the International Reading Association have voiced their concerns about the academic kindergarten programs. They say that schools are pressuring children to learn using methods that do not fit the ways young children learn best. They are concerned that many kindergarten children are subjected to formal reading programs in which there are unrealistic expectations for children to succeed; that too little attention is placed upon reading for pleasure, so that children do not associate reading with enjoyment; that little attention is given to children’s individual development and individual learning styles.”
Don’t be overly concerned with academics right now. Parents are already doing a great deal to ensure success in kindergarten for your youngster. You read to your children, you go on family outings, you model a love for learning, but most of all you are very involved in the lives of your children. This will make kindergarten a wonderful time for your child, and start him/her on the road to a good education.
For what it is worth, I believe the two skills needed for kindergarten are first, listening and following directions and secondly, good social skills. The rest will come as the children mature. Here are 10 skills that will help your child succeed in kindergarten:
Readiness for School*
Kindergarten readiness is most apparent in children who:
1. Feel capable and confident, and tackle new demands with an “I can do it” attitude.
2. Have an open, curious attitude toward new experiences.
3. Enjoy being with other children.
4. Can establish a trusting relationship with adults other than parents.
5. Can engage in physical activity such as walk, run, climb (children with handicaps can have a fine time in kindergarten if school and parents work cooperatively on necessary special arrangements).
6. Take care of their own basic needs, such as dressing, eating, and toileting.
7. Have had experience with small toys, such as puzzles and crayons.
8. Express themselves clearly in conversation.
9. Understand that symbols (such as a stop sign) are used to provide useful information.
10. Love books, stories, and songs and can sit still to listen.
“Professional organizations, such as the National Association for the Education of Young Children, The Association of Childhood Education International, and the International Reading Association have voiced their concerns about the academic kindergarten programs. They say that schools are pressuring children to learn using methods that do not fit the ways young children learn best. They are concerned that many kindergarten children are subjected to formal reading programs in which there are unrealistic expectations for children to succeed; that too little attention is placed upon reading for pleasure, so that children do not associate reading with enjoyment; that little attention is given to children’s individual development and individual learning styles.”
Don’t be overly concerned with academics right now. Parents are already doing a great deal to ensure success in kindergarten for your youngster. You read to your children, you go on family outings, you model a love for learning, but most of all you are very involved in the lives of your children. This will make kindergarten a wonderful time for your child, and start him/her on the road to a good education.
For what it is worth, I believe the two skills needed for kindergarten are first, listening and following directions and secondly, good social skills. The rest will come as the children mature. Here are 10 skills that will help your child succeed in kindergarten:
Readiness for School*
Kindergarten readiness is most apparent in children who:
1. Feel capable and confident, and tackle new demands with an “I can do it” attitude.
2. Have an open, curious attitude toward new experiences.
3. Enjoy being with other children.
4. Can establish a trusting relationship with adults other than parents.
5. Can engage in physical activity such as walk, run, climb (children with handicaps can have a fine time in kindergarten if school and parents work cooperatively on necessary special arrangements).
6. Take care of their own basic needs, such as dressing, eating, and toileting.
7. Have had experience with small toys, such as puzzles and crayons.
8. Express themselves clearly in conversation.
9. Understand that symbols (such as a stop sign) are used to provide useful information.
10. Love books, stories, and songs and can sit still to listen.
Keep Halloween Safe
Keep Halloween Safe
by Michele R. Berman, MD
The fall is here. The days are getting shorter, the weather cooler. Which means of course, that the time of ghouls, goblins, and bags full of treats will soon be upon us. It seems a fitting time, therefore, to review some safety issues regarding the upcoming Halloween holiday.
First, regardless of age, children should never trick or treat alone! Smaller children should always be accompanied by an adult. Older children (particularly adolescents) should travel in groups. Stress to trick-or-treaters that they should only visit the homes of people they know. Take along a flashlight. Reflective stripes on costumes or trick or treat bags make children more visible. Stay on the sidewalks and away from traffic as much as possible.
Costumes should be comfortable and warm for outdoor trick or treating. Remember, it can often be quite cool (not to mention damp or rainy) after dark, so flimsy costumes will not afford much protection. If possible use makeup (hypoallergenic is best) to decorate a child’s face instead of a mask. If a mask is used, make sure the child can breathe easily.
Other Tips:
-Trick-or-treat during the daylight hours when possible.
-Give trick-or-treaters flashlights.
-Children should never trick-or-treat alone. Younger children should be with an adult, older children should travel in groups.
-Feed trick-or-treaters before they go out so they are not tempted to eat collected candy before it is inspected
By following these simple safety tips, Halloween will be a treat for the whole family.
by Michele R. Berman, MD
The fall is here. The days are getting shorter, the weather cooler. Which means of course, that the time of ghouls, goblins, and bags full of treats will soon be upon us. It seems a fitting time, therefore, to review some safety issues regarding the upcoming Halloween holiday.
First, regardless of age, children should never trick or treat alone! Smaller children should always be accompanied by an adult. Older children (particularly adolescents) should travel in groups. Stress to trick-or-treaters that they should only visit the homes of people they know. Take along a flashlight. Reflective stripes on costumes or trick or treat bags make children more visible. Stay on the sidewalks and away from traffic as much as possible.
Costumes should be comfortable and warm for outdoor trick or treating. Remember, it can often be quite cool (not to mention damp or rainy) after dark, so flimsy costumes will not afford much protection. If possible use makeup (hypoallergenic is best) to decorate a child’s face instead of a mask. If a mask is used, make sure the child can breathe easily.
Other Tips:
-Trick-or-treat during the daylight hours when possible.
-Give trick-or-treaters flashlights.
-Children should never trick-or-treat alone. Younger children should be with an adult, older children should travel in groups.
-Feed trick-or-treaters before they go out so they are not tempted to eat collected candy before it is inspected
By following these simple safety tips, Halloween will be a treat for the whole family.
Internet Exploring with Children
One of the main attractions in our classroom is the computer center. While some of the children know the games well enough to teach the teachers, others are learning along with us.
There is no doubt that this wide range of experience exists at home, too. Many parents wonder if there is anything beyond games for their preschool-age children. According to Carolyn Jabs, preschoolers can explore the Internet just like anyone else.
Here are a few of Jabs helpful hints that will make exploration easier for your family:
- Be prepared by exploring beforehand so you know where you’re going. Get recommendations from friends, family, magazines, etc.
- Respect the fact that young children have a low tolerance for the long waits encountered on the Net. Download software for them beforehand.
- Take advantage of the help available for parents including chat rooms and bulletin boards.
- Make Web surfing a parent-child activity that can be enjoyed together.
There is no doubt that this wide range of experience exists at home, too. Many parents wonder if there is anything beyond games for their preschool-age children. According to Carolyn Jabs, preschoolers can explore the Internet just like anyone else.
Here are a few of Jabs helpful hints that will make exploration easier for your family:
- Be prepared by exploring beforehand so you know where you’re going. Get recommendations from friends, family, magazines, etc.
- Respect the fact that young children have a low tolerance for the long waits encountered on the Net. Download software for them beforehand.
- Take advantage of the help available for parents including chat rooms and bulletin boards.
- Make Web surfing a parent-child activity that can be enjoyed together.
Humor
One of the pleasures of working with young children is observing their humor. What a delight! What four and five-year-olds see as funny is often strange to you and I. It’s important to have laughter and humor in the classroom.
Here are some ideas:
Here are some ideas:
- Reading funny stories and singing silly songs together. We can do more in this area by reading nonsense or “just for fun” books. We can help the children make a connection between humor, imagination, language, and creativity. When they write their own stories and act them out, humor surfaces and becomes more fun and meaningful.
- Using humor to deal with frustrating or difficult situations. Sometimes we can turn a stressful situation into a funny one.
- We must continue to support silly make-believe play. Encouraging the children to try out different voices and roles with the help of puppets, props, dress-up clothes, etc., will bring out their humor.
- Joining in the fun by being silly ourselves sends the message that being humorous is okay. We will always reinforce limits when necessary, but we adults need to show our fun side to the children.
- It is important to listen to children’s humor because it offers insight into their concerns. For example, too much joking about bad dreams may indicate a fear that needs to be dealt with, or silly rhyming could be carried over into storytime.
Home Literacy Environment: Phonological Awareness
One of the greatest predictors of early reading success is phonological awareness. This simply means that children know spoken words have a definite structure and can be broken down into smaller parts. They also have an awareness of rhythms, rhymes, and things that sound alike.
Chances are you already promote this important skill in your home.
Here are a few things you might be incorporating now if you’re not–give them a try!
- Reading or reciting Nursery Rhymes with your child.
-Playing the game, “I’m thinking of something..” For example, “I’m thinking of a word that starts with s-s-s-s-s-s. Its home is in the sky. It is bright and helps plants grow. What is it? The sun.”
- Sing a rhyming song together such as, “Five Little Monkeys.”
Five little monkeys jumping on the bed,
One fell off and bumped his hear.
Mommy called the doctor
And the doctor said,
“No More monkeys jumping on the bed.”
- Clap the syllables in your child’s name or other interesting words.
- Substitute the words to favorite songs to words that begin with the same letter. Instead of Old MacDonald having a pig, he has a pigeon.
Chances are you already promote this important skill in your home.
Here are a few things you might be incorporating now if you’re not–give them a try!
- Reading or reciting Nursery Rhymes with your child.
-Playing the game, “I’m thinking of something..” For example, “I’m thinking of a word that starts with s-s-s-s-s-s. Its home is in the sky. It is bright and helps plants grow. What is it? The sun.”
- Sing a rhyming song together such as, “Five Little Monkeys.”
Five little monkeys jumping on the bed,
One fell off and bumped his hear.
Mommy called the doctor
And the doctor said,
“No More monkeys jumping on the bed.”
- Clap the syllables in your child’s name or other interesting words.
- Substitute the words to favorite songs to words that begin with the same letter. Instead of Old MacDonald having a pig, he has a pigeon.
Does Your Home Encourage Learning?
Score two points for each statement that is “almost always true” of your home; score one point if it is “sometimes true”, score zero if it is “rarely or never true”.
- Everyone in my family has a household responsibility, at least one chore that must be done on time.
- We have regular times for members of the family to eat, sleep, play, work, and study.
- Schoolwork and reading come before play, TV, or even other work. I praise my child for good schoolwork, sometimes in front of other people.
- The family visits museums, libraries, zoos, historical sites, and other places of interest.
- I encourage good speech habits, helping my child to use the correct words phrases and to learn new ones.
- At dinner or some other daily occasion, our family talks about the day’s events, with a chance for everyone to speak and be listened to.
- I know my child’s current teacher, what my child is doing in school, and which learning materials are being used.
- I expect quality work and good grades. I know my child’s strengths and weaknesses and give encouragement and special help when needed.
- I talk to my child about the future, about planning for high school and college, and about aiming for a high level of education and vocation.
Helping Preschoolers Cope with Divorce
How was preschool today, Danny? I had fun, mom, but my friend Marsha was sad all day long. She said her mommy and daddy are getting divorced. She said her daddy is leaving because he doesn’t love her anymore. Will you and daddy get divorced?
You may be faced with the same situation that Danny’s mother had to confront. How well you handle the explanation can determine how well your child can react to his friend’s problem. You can reassure your child that you and his father have no plans to divorce, that you both love each other and him very much, and that you are going to continue living together as a family. You can explain that his friend’s parents will always be her parents, and will always love and take care of her, even if they don’t live in the same house. Although your first reaction as a parent might be to try to shelter your child from his friend’s painful experience, you can better help him become a more caring person by encouraging him to be extra friendly during this difficult period. You can try to explain that sometimes bad things happen to friends, even though they are nice people. When this happens, you can look for ways to help them feel better.
Children’s Reactions to Their Parents’ Separation
Divorce has emotional and behavioral consequences, even for well-adjusted preschoolers. Both long-term and short-term consequences are inevitable, but with proper understanding, much can be done at the time of divorce to help children adjust. Although most children do adapt eventually to the new family situation, the time of change is extremely stressful. Preschoolers will have different reactions to the news that their parents will be separating. Some of the following are reactions children might have to a divorce:
• Fear and Anxiety
• Sadness
• Conflict of Loyalty
• Guilt
• Regression
• Pseudo-adult Behavior
• Withdrawing from Play
Parents can do a great deal to help their children cope with divorce. For very young children, the most important factor in their adapting to divorce is the capacity of their parents to continue to be competent and attentive parents. Children adapt best to divorce when they can maintain contact with both parents and when a conflict in their parents’ relationship is minimized. To maintain contact with both parents in a meaningful way, children should be encouraged to feel that they will now have two families and two homes. They need to be reassured that their parents both love them and are committed to being their parents.
You may be faced with the same situation that Danny’s mother had to confront. How well you handle the explanation can determine how well your child can react to his friend’s problem. You can reassure your child that you and his father have no plans to divorce, that you both love each other and him very much, and that you are going to continue living together as a family. You can explain that his friend’s parents will always be her parents, and will always love and take care of her, even if they don’t live in the same house. Although your first reaction as a parent might be to try to shelter your child from his friend’s painful experience, you can better help him become a more caring person by encouraging him to be extra friendly during this difficult period. You can try to explain that sometimes bad things happen to friends, even though they are nice people. When this happens, you can look for ways to help them feel better.
Children’s Reactions to Their Parents’ Separation
Divorce has emotional and behavioral consequences, even for well-adjusted preschoolers. Both long-term and short-term consequences are inevitable, but with proper understanding, much can be done at the time of divorce to help children adjust. Although most children do adapt eventually to the new family situation, the time of change is extremely stressful. Preschoolers will have different reactions to the news that their parents will be separating. Some of the following are reactions children might have to a divorce:
• Fear and Anxiety
• Sadness
• Conflict of Loyalty
• Guilt
• Regression
• Pseudo-adult Behavior
• Withdrawing from Play
Parents can do a great deal to help their children cope with divorce. For very young children, the most important factor in their adapting to divorce is the capacity of their parents to continue to be competent and attentive parents. Children adapt best to divorce when they can maintain contact with both parents and when a conflict in their parents’ relationship is minimized. To maintain contact with both parents in a meaningful way, children should be encouraged to feel that they will now have two families and two homes. They need to be reassured that their parents both love them and are committed to being their parents.
Helping Children Handle Fears
Fear is a basic human emotion necessary for self-preservation and survival. However, fears and anxieties can interfere with a child’s growth and happiness. The following are suggested ways for parents to help.
Encourage Questions: To the child, the unknown is always fearful. Questions are a child’s method of feeling secure through knowledge.
Talk Over Disturbing Events: Re-living the event through words, or playing it out, helps the child assimilate anxiety that might otherwise be suppressed.
Avoid Re-exposing a Child to Fear: A child’s fear cannot be undone by exposing him or her to the same frightening circumstances again. A child should have reassurance and relief after a scare. He can more easily face another fright if he has a memory of relief from the first.
Avoid Shaming: Shaming only adds insult to injury. It makes the child feel weaker and less able to deal with his fears. Shaming may cure the child of expressing fear, but the underlying anxiety will eventually be expressed in some other way (nightmares, tantrums, tension, stuttering, timidity, etc.).
Look for Underlying Causes: Anxieties change with time and events. If the basic cause is not discovered, the anxiety may worsen and it’s origin becomes lost.
Accept the Child’s Answers: Remember that understanding and kindness will be more effective than cross-examination. Sometimes the child truly does not know the cause of his anxiety.
Get In Tune With Your Child: We can’t rear our children to be free of fear. We can help our children grow to maturity unburdened by destructive anxiety; free to become spontaneous and creative adults with a greater capacity to enjoy themselves and contribute to the happiness of others.
(Adapted from Fears of Children by Helen Ross.)
Encourage Questions: To the child, the unknown is always fearful. Questions are a child’s method of feeling secure through knowledge.
Talk Over Disturbing Events: Re-living the event through words, or playing it out, helps the child assimilate anxiety that might otherwise be suppressed.
Avoid Re-exposing a Child to Fear: A child’s fear cannot be undone by exposing him or her to the same frightening circumstances again. A child should have reassurance and relief after a scare. He can more easily face another fright if he has a memory of relief from the first.
Avoid Shaming: Shaming only adds insult to injury. It makes the child feel weaker and less able to deal with his fears. Shaming may cure the child of expressing fear, but the underlying anxiety will eventually be expressed in some other way (nightmares, tantrums, tension, stuttering, timidity, etc.).
Look for Underlying Causes: Anxieties change with time and events. If the basic cause is not discovered, the anxiety may worsen and it’s origin becomes lost.
Accept the Child’s Answers: Remember that understanding and kindness will be more effective than cross-examination. Sometimes the child truly does not know the cause of his anxiety.
Get In Tune With Your Child: We can’t rear our children to be free of fear. We can help our children grow to maturity unburdened by destructive anxiety; free to become spontaneous and creative adults with a greater capacity to enjoy themselves and contribute to the happiness of others.
(Adapted from Fears of Children by Helen Ross.)
Help with Goodbyes
As your child steps out to school, it is a big moment for you both. It is healthy for your child to be hesitant to be left at preschool. His/her hesitance is an indication of the strong bond he/she has with you.
The following are some suggestions on how to cope with this hesitancy:
The following are some suggestions on how to cope with this hesitancy:
- Prepare yourself ahead of time.
- Plan a goodbye ritual, such as a hug, kiss, or wave.
- Do say goodbye. Don’t just slip away when the child is not looking. We’d rather deal with a few minutes of tears than a child feeling abandoned.
- Pick up your child on time. Be the first parent rather than the last parent to arrive. As your child learns to trust that you will always come back to get him/her when you say you will, being at preschool will be a more comfortable experience.
Head Lice
Dear Parents,
A case of head lice has been discovered in your child’s classroom. Please check your child for head lice. If you find lice on your child, please make sure your child is treated and all lice are dead and removed before sending your child back to school. Below are some facts on head lice. Additional information is available on the Internet at www.headlice.org and www.hsph.harvard.edu/headlice.html.
Head lice are small insects
· They live on the hair and scalp of humans where they feed on blood.
Anyone can get head lice
· You can catch head lice by coming in direct contact with an infected person's head or with personal belongings such as combs, brushes, and hats. Head lice can spread as long as lice or eggs remain alive on the infested person or clothing. Pets (dogs and cats) do not catch head lice.
Itching of the head and neck is common with head lice
· Itching may be mild to intense. Other signs to look for can sometimes include swelling of neck glands, fever, or muscle aches.
Head lice are diagnosed by the presence of adult lice or eggs (nits)
· Lice may be difficult to see, but nits (eggs) may be seen as specks "glued" to the hair shaft. Nits range in color from yellow to gray.
Head lice can be treated
· Medicated shampoos or creme rinses kill lice. Permethrin‑based drugs (such as Nix) are the treatment of choice and may be purchased over‑the‑counter. Products with lindane are strongly discouraged. Follow package directions closely. Fine‑toothed combs are available to help remove nits from the hair. Wash hats, scarves, clothing, towels and bed linen in hot water and dry in a hot dryer. Tie up non‑washable items in a plastic bag for 10 days. Wash combs and brushes with a disinfectant and hot water. Manual removal (i.e., with a fine-toothed comb) combined with medicated treatments are the best option whenever possible.
Spraying classrooms or homes with insecticides is not recommended
· Floors, rugs, pillows, and upholstered furniture should be vacuumed. The lice die
when they are away from the warmth of a human body for more than 48 hours.
Infestations can be prevented
· Avoid physical contact with a person who has lice
· Do not share combs, brushes, hats, scarves, ribbons, or other personal items
· Household members and close contacts of a person with head lice should be
examined and treated if they are infested
· Exclude children with head lice from school or daycare until the morning after treatment
A case of head lice has been discovered in your child’s classroom. Please check your child for head lice. If you find lice on your child, please make sure your child is treated and all lice are dead and removed before sending your child back to school. Below are some facts on head lice. Additional information is available on the Internet at www.headlice.org and www.hsph.harvard.edu/headlice.html.
Head lice are small insects
· They live on the hair and scalp of humans where they feed on blood.
Anyone can get head lice
· You can catch head lice by coming in direct contact with an infected person's head or with personal belongings such as combs, brushes, and hats. Head lice can spread as long as lice or eggs remain alive on the infested person or clothing. Pets (dogs and cats) do not catch head lice.
Itching of the head and neck is common with head lice
· Itching may be mild to intense. Other signs to look for can sometimes include swelling of neck glands, fever, or muscle aches.
Head lice are diagnosed by the presence of adult lice or eggs (nits)
· Lice may be difficult to see, but nits (eggs) may be seen as specks "glued" to the hair shaft. Nits range in color from yellow to gray.
Head lice can be treated
· Medicated shampoos or creme rinses kill lice. Permethrin‑based drugs (such as Nix) are the treatment of choice and may be purchased over‑the‑counter. Products with lindane are strongly discouraged. Follow package directions closely. Fine‑toothed combs are available to help remove nits from the hair. Wash hats, scarves, clothing, towels and bed linen in hot water and dry in a hot dryer. Tie up non‑washable items in a plastic bag for 10 days. Wash combs and brushes with a disinfectant and hot water. Manual removal (i.e., with a fine-toothed comb) combined with medicated treatments are the best option whenever possible.
Spraying classrooms or homes with insecticides is not recommended
· Floors, rugs, pillows, and upholstered furniture should be vacuumed. The lice die
when they are away from the warmth of a human body for more than 48 hours.
Infestations can be prevented
· Avoid physical contact with a person who has lice
· Do not share combs, brushes, hats, scarves, ribbons, or other personal items
· Household members and close contacts of a person with head lice should be
examined and treated if they are infested
· Exclude children with head lice from school or daycare until the morning after treatment
Guidelines for Time-Out
Popular magazines and parenting seminars often promote time-out as a discipline tool but many parents find that time-out doesn’t always work. If you are frustrated with this technique, check yourself against these guidelines. Maybe you’ll discover ways to use time-out more effectively.
Use these guidelines
* Avoid using time-out for infants and toddlers. It is never appropriate to discipline children for behavior that is beyond their control and understanding. Young children should never be isolated or ignored. Instead, redirect or guide the children to more acceptable activities.
* For children older than 3, limit the frequency and time of this cool-down, calming period. Time-out loses its effectiveness when used more than a time or two a week or for more than two to three minutes at a time. The idea is to give children a breather - a time away from the business of the moment - to regain control and consider different ways of behaving.
* Make sure your expectations for your children’s behavior match their ability levels. A 2-year-old is not usually able to share a favorite toy, for example. It would, therefore, be inappropriate to discipline this child for selfishness. On the other hand, a 5-year-old can usually interact with other children well enough to control the urge to turn over a game board after a loss. In this case, time-out offers the child an opportunity to consider other ways to deal with frustration and disappointment.
* No guidance technique should be humiliating, threatening, or scary. Ridicule and isolation increase the likelihood of continued acting out. New research suggests that children who are harshly disciplined are more likely to act aggressively than those who are guided with loving attention and consistency. Remember, children imitate adult behavior. If you scream and humiliate, your child likely to do the same.
* Help your child work out feelings during the time-out. Many children benefit from a moment or two of quiet reflection but then need the continued support of loving adults to sort through the pros and cons of certain behaviors. Help children by talking calmly, asking questions, and being respectful of the child’s feelings. Ask,” Can you tell me some other ways you can handle this problem?”
* Always make sure children know why they are being disciplined. By your clarity and consistency, your children learn the behaviors that are acceptable to you and society. When you are unclear and inconsistent in your responses to behaviors, children are likely to repeat the behavior. For example, when 4-year-old August is punished on Monday for hitting his friend but praised for “standing up for himself” when he gets in a fight on Thursday, he is likely to be confused about when it is okay to hit. Or, if on Wednesday, Angelica sneaks a piece of gum form her mother’s purse and is put in time-out but on Friday her mother laughs at her sneaky behavior, it is likely that Angelica will sneak the gum again because she hasn’t yet learned her mother’s rule.
Guidance and discipline help children learn self-control and judgment. By following these guidelines, you can promote children’s self-discipline and confidence. Further, you can encourage problem-solving and decision-making that contribute to life-long success in social relationships.
(Adapted from Texas Parenting News, Guidelines For Time-out, in Texas Childcare Journal)
Use these guidelines
* Avoid using time-out for infants and toddlers. It is never appropriate to discipline children for behavior that is beyond their control and understanding. Young children should never be isolated or ignored. Instead, redirect or guide the children to more acceptable activities.
* For children older than 3, limit the frequency and time of this cool-down, calming period. Time-out loses its effectiveness when used more than a time or two a week or for more than two to three minutes at a time. The idea is to give children a breather - a time away from the business of the moment - to regain control and consider different ways of behaving.
* Make sure your expectations for your children’s behavior match their ability levels. A 2-year-old is not usually able to share a favorite toy, for example. It would, therefore, be inappropriate to discipline this child for selfishness. On the other hand, a 5-year-old can usually interact with other children well enough to control the urge to turn over a game board after a loss. In this case, time-out offers the child an opportunity to consider other ways to deal with frustration and disappointment.
* No guidance technique should be humiliating, threatening, or scary. Ridicule and isolation increase the likelihood of continued acting out. New research suggests that children who are harshly disciplined are more likely to act aggressively than those who are guided with loving attention and consistency. Remember, children imitate adult behavior. If you scream and humiliate, your child likely to do the same.
* Help your child work out feelings during the time-out. Many children benefit from a moment or two of quiet reflection but then need the continued support of loving adults to sort through the pros and cons of certain behaviors. Help children by talking calmly, asking questions, and being respectful of the child’s feelings. Ask,” Can you tell me some other ways you can handle this problem?”
* Always make sure children know why they are being disciplined. By your clarity and consistency, your children learn the behaviors that are acceptable to you and society. When you are unclear and inconsistent in your responses to behaviors, children are likely to repeat the behavior. For example, when 4-year-old August is punished on Monday for hitting his friend but praised for “standing up for himself” when he gets in a fight on Thursday, he is likely to be confused about when it is okay to hit. Or, if on Wednesday, Angelica sneaks a piece of gum form her mother’s purse and is put in time-out but on Friday her mother laughs at her sneaky behavior, it is likely that Angelica will sneak the gum again because she hasn’t yet learned her mother’s rule.
Guidance and discipline help children learn self-control and judgment. By following these guidelines, you can promote children’s self-discipline and confidence. Further, you can encourage problem-solving and decision-making that contribute to life-long success in social relationships.
(Adapted from Texas Parenting News, Guidelines For Time-out, in Texas Childcare Journal)
Group Entry Skills
Learning the give and take of playing with peers is one of the important tasks of the preschool and kindergarten years. While many children seem to become social stars with no visible tutoring, many other children are shy and reluctant to join their peers in play or they may be aggressive and rejected from peer play.
Successful group entry usually follows a three-step process:
When a child is not successful in achieving group entry most of the time he/she tries, it usually is a sign they are having trouble with one of these three steps. For example, if a child is low on impulse control and simply enters the group without first observing and finding a complementary role to play, his/her entry will likely disrupt the ongoing drama and cause the current players to reject his/her entry. If the child takes time to observe the play and then attempts to join without proffering a role for themselves, they will likely be rejected unless there is an especially imaginative player who can provide that role for the new child before the other children reject him/her. Likewise, it profits the child little if they come up with a wonderful role to play unless they are willing to step up and offer to fill that role.
As you observe the social entry skills of your child you may find the need to do a little coaching, role play, or reciprocal parent-child play to enhance their skills in one or all of these steps.
1) You might observe the ongoing play of other children and talk about their play and other possible roles that might enrich the play.
2) You might do some actual pretend to play with your child and brainstorm as you play what other players would be great to add to your fun.
3) Note that some formal games have a beginning and an end and that the most appropriate time to join would be as the game begins.
4) Play games with formal rules and help them learn to lose as well as win.
5) Help them understand the rhythm of turn-taking by playing catch with a ball or similar alternating activities.
Research indicates that social entry skills can be enhanced with skillful coaching from parents and teachers, but the results are significantly enhanced if we believe our efforts can improve the child’s social competence and acceptance by his/her peers.
(Nelson, D.A. (1996). Promoting children’s positive peer relationships and friendships: Insights from the moral development literature. Term paper submitted to Steve Asher. University of Illinois.)
Successful group entry usually follows a three-step process:
- Observation of the ongoing play assimilating the current roles and rules,
- Conceptualizing a role they might play, a way they would easily slip into the current play without undue disruption to the ongoing drama, and
- The actual implementation of that entry strategy.
When a child is not successful in achieving group entry most of the time he/she tries, it usually is a sign they are having trouble with one of these three steps. For example, if a child is low on impulse control and simply enters the group without first observing and finding a complementary role to play, his/her entry will likely disrupt the ongoing drama and cause the current players to reject his/her entry. If the child takes time to observe the play and then attempts to join without proffering a role for themselves, they will likely be rejected unless there is an especially imaginative player who can provide that role for the new child before the other children reject him/her. Likewise, it profits the child little if they come up with a wonderful role to play unless they are willing to step up and offer to fill that role.
As you observe the social entry skills of your child you may find the need to do a little coaching, role play, or reciprocal parent-child play to enhance their skills in one or all of these steps.
1) You might observe the ongoing play of other children and talk about their play and other possible roles that might enrich the play.
2) You might do some actual pretend to play with your child and brainstorm as you play what other players would be great to add to your fun.
3) Note that some formal games have a beginning and an end and that the most appropriate time to join would be as the game begins.
4) Play games with formal rules and help them learn to lose as well as win.
5) Help them understand the rhythm of turn-taking by playing catch with a ball or similar alternating activities.
Research indicates that social entry skills can be enhanced with skillful coaching from parents and teachers, but the results are significantly enhanced if we believe our efforts can improve the child’s social competence and acceptance by his/her peers.
(Nelson, D.A. (1996). Promoting children’s positive peer relationships and friendships: Insights from the moral development literature. Term paper submitted to Steve Asher. University of Illinois.)
Good Guys, Bad Guys
Television and movie themes feature many superheroes who are irresistible to children. In these stories, there is a stark distinction between good and evil characters, and it seems that they always resort to fighting to settle problems.
It is common for preschoolers’ play to center on themes of good and bad, friends and enemies, and even weapons of destruction. Through their play, they are working hard to figure out the difference between right and wrong, to understand rules, make sense of moral and social issues, and deepen their understanding of themselves and their place in the world. Preschoolers also use play to express their aggressive or frightening feelings.
In trying to understand and support your child’s need to express himself through safe, creative play relax and try not to overreact. Extend your child’s play by suggesting additions of building homes, creating costumes, writing stories, illustrating their storybooks, and finding ways to resolve the conflict without using weapons or violence.
The impact of superheroes depends a lot on how much time children spend watching television and videos. If you watch programs with your child and talk about the characters and their actions, you can help keep superhero tactics in perspective. You may also begin reading stories to your child about peaceful, real-life heroes like Johnny Appleseed or personal family history stories of heroes from your past. My Grandson loves to hear the story of “The Shoes” about a Great-Grandfather (who also has the same name) who escaped from being a prisoner of Johnston’s army when they were on their way to Salt Lake City so he could relay the plans of the army to Brigham Young. He was freezing to death as he ran barefoot on a cold, January night in Wyoming away from the searching soldiers. He prayed and asked the Lord for a coat and pair of socks to help him through the night and straightway stumbled over a coat in his path with a pair of socks in the pocket.
With careful adult guidance and lots of discussions, children can understand the difference between superhero fantasy battles against the bad guys and how ordinary human beings deal with the evils we encounter in the real world.
It is common for preschoolers’ play to center on themes of good and bad, friends and enemies, and even weapons of destruction. Through their play, they are working hard to figure out the difference between right and wrong, to understand rules, make sense of moral and social issues, and deepen their understanding of themselves and their place in the world. Preschoolers also use play to express their aggressive or frightening feelings.
In trying to understand and support your child’s need to express himself through safe, creative play relax and try not to overreact. Extend your child’s play by suggesting additions of building homes, creating costumes, writing stories, illustrating their storybooks, and finding ways to resolve the conflict without using weapons or violence.
The impact of superheroes depends a lot on how much time children spend watching television and videos. If you watch programs with your child and talk about the characters and their actions, you can help keep superhero tactics in perspective. You may also begin reading stories to your child about peaceful, real-life heroes like Johnny Appleseed or personal family history stories of heroes from your past. My Grandson loves to hear the story of “The Shoes” about a Great-Grandfather (who also has the same name) who escaped from being a prisoner of Johnston’s army when they were on their way to Salt Lake City so he could relay the plans of the army to Brigham Young. He was freezing to death as he ran barefoot on a cold, January night in Wyoming away from the searching soldiers. He prayed and asked the Lord for a coat and pair of socks to help him through the night and straightway stumbled over a coat in his path with a pair of socks in the pocket.
With careful adult guidance and lots of discussions, children can understand the difference between superhero fantasy battles against the bad guys and how ordinary human beings deal with the evils we encounter in the real world.
Family Storybook Reading
Family Storybook Reading: Do We Have to Read It Again?
Any parent with a preschooler at home has inevitably asked themselves, or maybe their child, this question. Children enjoy hearing the same book, again and again, never growing tired of the story. Should these stories be read over and over?
Researchers have found that children who read early have been read to by their parents. Many of the same books are chosen time and time again. These repeated readings are beneficial for the child. Story re-telling becomes more elaborate, vocabulary increases, and comprehension is furthered with each reading.
To add variety and depth to repeated storybook readings, try these simple adaptations:
Have your child "read" the story to you. Even if they have not fully developed their reading skills, children who are familiar with a particular story can retell it vividly.
Make puppets together and act out a favorite scene.
Ask "What would happen if..." questions about the story. For example, "What would happen if the wolf in The Three Little Pigs had asthma?" or have your child ask his or her questions.
Illustrate new endings to familiar stories
Visit the local library and help your child find a book by the same author or on a similar theme.
These adaptations can extend storybook re-readings, which may further the vocabulary and comprehension skills of the child.
Learning to Read and Write (2000, p. 10)
Much More than ABC’s (1999)
Preventing Reading Difficulties in Young Children (1999, p. 74 and 76)
Any parent with a preschooler at home has inevitably asked themselves, or maybe their child, this question. Children enjoy hearing the same book, again and again, never growing tired of the story. Should these stories be read over and over?
Researchers have found that children who read early have been read to by their parents. Many of the same books are chosen time and time again. These repeated readings are beneficial for the child. Story re-telling becomes more elaborate, vocabulary increases, and comprehension is furthered with each reading.
To add variety and depth to repeated storybook readings, try these simple adaptations:
Have your child "read" the story to you. Even if they have not fully developed their reading skills, children who are familiar with a particular story can retell it vividly.
Make puppets together and act out a favorite scene.
Ask "What would happen if..." questions about the story. For example, "What would happen if the wolf in The Three Little Pigs had asthma?" or have your child ask his or her questions.
Illustrate new endings to familiar stories
Visit the local library and help your child find a book by the same author or on a similar theme.
These adaptations can extend storybook re-readings, which may further the vocabulary and comprehension skills of the child.
Learning to Read and Write (2000, p. 10)
Much More than ABC’s (1999)
Preventing Reading Difficulties in Young Children (1999, p. 74 and 76)