Life can be a lesson plan

Posted on May 16, 2013 by Janine Rigg

At a meeting last month with other school-age specialists from around the state, we were discussing curriculum and its use within child care programs—school-age classrooms specifically. Another specialist said something that stopped me in my tracks. He said, “Life can be a lesson plan.” Wow, what a simple notion, yet it has so many possibilities for learning opportunities! Now, don’t take him literally; I don’t expect to walk into your classroom, look on your lesson plan sheet and just see ‘Life’ written on every line. But, life experiences can provide a wealth of activity options, and the best part is that the concepts will be familiar and relevant to the children.

Let life inspire your curriculum!

Life can be a lesson plan in many different classrooms. When my colleague made that statement, I was reminded of a time recently when I was in the grocery store and the customer in front of me had a toddler with her. The toddler helped the customer put the groceries on the conveyor belt, handling boxes of crackers, packets of cheese and bags of baby carrots. When all the items were successfully taken from the cart, the child looked at the customer and said, “All done!” My early-education brain immediately thought of all the skills the child was demonstrating, as well as ways that they could be reinforced in a toddler classroom, such as having empty food boxes in the dramatic play area, demonstrating the concepts of all/none with different items or picking things up using one hand or two.

In an infant classroom, you can include aspects of the babies’ lives by placing photographs of the children’s families where they can see the photos, identifying the family members in the pictures for them or creating sensory bottles with new or familiar objects like fake flowers, birdseed, foil, dice, water/oil, (remember to always, always, always glue the top on). In a preschool classroom, you can incorporate everyday life by encouraging the children to picture-read through a book, celebrating their cultural differences or constructing a discovery board with various household devices like latches, knockers, locks, spigots and switches. In a school-age classroom, life practices can be used by sending letters or e-mails to pen pals, utilizing extension activities in connection with field trips or creating a currency to represent the classroom that they can earn or spend.

You can find the expectations for each age group’s knowledge and skills in the new Early Learning and Development Standards for birth through Kindergarten entry, and Ohio’s New Learning Standards for school-agers. They can help give you a basis for activity ideas to do with the children in your care. As always, please feel free to share how you use life as a lesson plan in your own classroom.

Filed under: Early Childhood, Infants and Toddlers, Preschool, School Age, Step Up To Quality | Tagged: , | 1 Comment »

Random Acts of Experimentation

Posted on March 27, 2013 by Josh Craig

Recently when we were sitting at the table finishing lunch, my wife and I were relishing an extended conversation while our son, Eli, switched between spreading peanut butter on crackers and licking his fingers.

With lunch I had a glass of water and Eli had an apple juice box. As my wife and I continued talking, I saw something out of the corner of my eye: Eli’s hand reaching for my glass of water. I looked over and he smiled and said, “Can I have this?” “Sure,” I replied. Boy, was he excited. But why? Did he finish his juice box? Was he still thirsty?

Turns out he needed to experiment. He spread out a cloth napkin on the table, dunked his juice box upside down into my half-full glass of water, gave it a squeeze, set the box on the table and squeezed again. Much to his delight, watery apple juice squirted out! Over and over he did this until he was out of water.

Not wanting to miss this awesome moment I said, “Wow! How did you do that?”

He replied, “Like this,” dunking his juice box in the water glass again and squeezing it.

“Oh, you squeeze it and air bubbles come out. Where does the water go?” I asked.

“Yah, it goes here,” he said, giving the box a good squeeze, making the water spray onto the napkin.

“I like how you spread the napkin out. It seems to catch the water,” I said.

“We don’t want too messy. It would be a big mess!” he said. “This is just a little bit.”

Why didn’t my wife and I stop this? Water could go everywhere; he’s playing with a glass and making a mess! But we didn’t stop him. We never stepped in and re-directed him. Why not? What were we thinking?

We were thinking , “Why NOT let him experiment?” He was gaining so much from this harmless activity that to stop him would keep him from learning and making connections with other activities. It only lasted about eight minutes and he was thoroughly satisfied when finished.

Allowing young children the freedom to experiment with materials in their own way encourages them to be scientists, hypothesize about problems and discover for themselves how and why things work. They also are developing fine motor and persistence skills needed to navigate a complex world. When we take this window of opportunity to ask probing questions, add new vocabulary and allow for time to process we turn this impromptu moment into an intentional one.

After Eli had exhausted his supply of water he let out a very satisfying sigh looking at the now empty glass, the juice box and the soaked napkin. Then he looked at us, smiling, and said, “Want to go play trucks? You can have the concrete mixer, daddy, and mommy can use the water.”

Filed under: Best Practice, Early Childhood, Preschool | Tagged: , , , , , , | 4 Comments »

Stickers for good behavior?

Posted on March 6, 2013 by Patty Taylor

We should encourage good behavior for good behavior's sake, allowing children the opportunity to enjoy a job well done.

In a recent meeting, the topic of rewarding children for good behavior came up. This can be a touchy subject. Although I have my own opinions on the subject I chose to sit back and listen as the discussion unfolded.  The conversation became quite spirited: raised voices, red faces. As my colleagues argued, I reflected upon my own knowledge and experience with reward systems and young children.

Rewarding children for good behavior is giving a child something tangible (for example, stickers or small toys) for successfully completing a required task or successfully exhibiting the expected behavior in a situation. Teachers often implement a reward system in their classroom to ensure children follow the classroom rules. The reward system is often in the form of a chart. Children can collect stickers or tokens for the chart each time they behave the way the teacher wants. Children can later swap the stickers for a reward.

A classroom reward system can help a new or struggling teacher focus on children’s positive behavior instead of the negative. Working for prizes can be motivating and that motivation can help a teacher and her students feel less stressed throughout the day. In fact, as a young and inexperienced teacher I often used a reward system to make it through the day. I simply didn’t have any other tools to get the desired behavior from my 4-year-old students. The reward system worked. I began to feel as if I had some control in my classroom, the system was easy and the children seemed happy.

However, I soon found out that a reward system is only good as a short-term fix. My students became wise to my ways and they upped the ante. I soon noticed I needed to provide more and larger items to reach my desired results. Also, some children simply no longer cared about the reward. I needed to do something different and I needed to do it quickly. I needed to allow the children to feel the pleasure of a job well done.  They needed an opportunity to experience choices. They needed permission to grow based upon the choices they made, not on the reward I had to offer that day.

I began by weaning them off a reward system that was based upon tangible prizes and I began to really communicate with my children. I became more intentional and consistent with my expectations. We reviewed the rules and expectations daily. We discussed what may happen if we leave puzzles on the floor. We talked about how it feels to be hit. We talked about what will happen if someone chooses to hurt a friend. We became problem-solving partners in the classroom. Instead of adding stickers to a chart I added specific praise and encouragement. I often told my children how proud their faces look when they remembered to put their work away.  I told them they were being good friends by offering to work together with someone instead of keeping the blocks to themselves and I coached them through arguments. We made classroom books that included pictures of them following the rules. We showed respect for others by saying “please” and “thank you.” The children began to own their behavior and they began to experience how good it feels to do a good job, to be a good friend and make a good choice for the sake of doing it, not for the prize at the end of the day.

Filed under: Best Practice, Early Childhood, Family Child Care, Preschool | Tagged: , , , , | 2 Comments »

Listen With Your Eyes

Posted on February 13, 2013 by 4cforchildren

Everyone knows that listening is a big part of communicating with children. But have you ever thought about listening with your eyes as well as your ears? Observing a child’s non-verbal communication is one way to find out what’s really on their mind.

Even as adults we sometimes have a hard time putting our true feelings into words. Children find it even harder. By reading a child’s expressions and subtle ways of moving you can get a fuller picture. And once you see what’s on your child’s mind, tuning in and responding becomes much easier.

Reading a child's body language is just as important as listening to what they are saying.

Photo courtesy of Lee LeFever.

Listening with your eyes isn’t difficult. In fact, most teachers learn it from the experts: babies. A baby who silently turns down the corners of his mouth has effectively delivered their message.  A baby who turns his head away while playing an exciting game of peek-a-boo may be saying, “Whew, this sure is fun, but I need a minute to calm down.”  In the same way, a wide-eyed look of wonder or a wrinkled brow tells a teacher whether to keep on playing or call a momentary halt. By listening with your eyes, you can figure out when a baby has had enough, when she wants more, what she’s afraid of, and what she’s fascinated by.  All without her saying a word.

It works with older children, too. A child in your class tells you he has had a great day at school, but bites his lip and looks out the window as he says it. His expression makes you decide to sit down and talk for awhile. You notice that one of the girls in your class will raise her eyebrows when you tell her it is time to clean up the dramatic play area. Seeing her expression makes you think that maybe she really was not ready to clean up and you have interrupted her work.  You give her the benefit of the doubt. You witness two children playing a new board game in your classroom. You notice one child lift his hand to their mouth in hesitation when it’s his turn. You help out with a subtle hint instead of telling him that everyone’s waiting on him and we need to move the game along.

Listening with your eyes as well as with your ears can help you figure out and respond to what your children are feeling as well as to what they’re saying.  It may mean glancing away from a clean-up routine, picking up the block area, cleaning out the paint jars, supervising the bathroom line or any one of a thousand things a busy teacher has to get done.  But what you “hear” with that glance may well be worth a thousand words.

- Karen

Filed under: Best Practice, Early Childhood, Infants and Toddlers, Parents, Preschool | Tagged: , , , , , , , , | Leave a Comment »

More Than Just a Biter

Posted on January 22, 2013 by 4cforchildren

Many years ago when I was a young and naive preschool teacher, I met with the parents of a child who would soon be entering my classroom. Aaron was an adorable 3-year-old boy with bright blue eyes and a gorgeous smile. As I was observing Aaron shyly interacting with a few of his peers, Aaron’s mother dropped the bomb. She said the words that have haunted teachers since the beginning of time: “Aaron has problems with biting.” I must admit my world went dark for just a moment. But as a professional, I was able to offer a smile and a bit of encouragement. I told her we would work together to help Aaron.  We both wanted Aaron to be happy and successful in the classroom, but my heart was in my stomach.

Children bite for many different reasons! Strategies to understand and cope with biting in the classroom, and at home.

After the family left I began to ponder this new challenge. What was I going to do? What if he hurt another child? What if he hurt me? Instead of worrying I decided to investigate. I began my research by talking with more experienced teachers. I wanted to hear and learn from their experiences. I read articles in magazines and textbooks. I also had a more in-depth conversation with Aaron’s parents. I asked questions and I listened.

There are many reasons children bite. Infants and toddlers bite because it’s part of a normal developmental phase. It is a form of exploration since they learn most about their world through their mouth. Sometimes they bite simply because something is there to bite or because biting relieves the pain of teething. Toddlers sometimes bite as a form of communication. Young children lack the language and communication skills to say, “I want that,” or I’m tired.” So, they bite to express a need or as a way of telling us something important. Sometimes children even bite because they are so happy and excited that they truly don’t know how to express it.

As children reach preschool age, biting occurrences should decrease. However, preschoolers may bite for the same reasons as infants and toddlers. A preschooler may bite to exert control over a situation where he feels helpless. He may bite for attention, as a self-defense strategy or out of extreme frustration and anger. In very rare cases, a preschooler’s bite may indicate deeper issues and concerns.

It’s important for adults to be aware of the circumstances surrounding biting. Does biting occur around the same time each day? What happens just before and after an incident? Can the teacher see the frustration building in the child before he bites? Can the teacher intervene before the biting occurs? Are there any changes in the child’s health, family or home life that may be causing the child to feel the need to bite? What can the teacher do within the environment to prevent biting?

When biting occurs, try and stay calm. It’s important to step in immediately but don’t yell, offer lengthy explanations or say things to crush the biter’s spirit. It’s okay to firmly say things like, “I don’t like it when you bite people. It hurts.” Or simply say, “No biting!”  It’s even better to offer the child the words he needs to express himself. For example, a teacher can say, “I know you are very sleepy, but it’s not okay to bite your friends.” Teachers should also help the child who has been bitten. It’s important to comfort the child and apply the appropriate first aid.

Most of all, it’s important for every child care center to have a policy addressing biting.  Teachers and parents should know the policy, follow it and support it.  After all, everyone wants the best for the children. We all want children to feel safe and loved.  Only when those basic needs are met are children free to relax and learn.

After Aaron entered my classroom there were a few biting incidents and some tears, but with support and team work Aaron and his classmates learned that although every behavior has meaning not every child has to be labeled because of his behavior.  Aaron was not “a biter”. He was an innocent little boy who sometimes bit others but most of all he loved learning and being with his friends.

- Patty

Filed under: Advocating for Children, Best Practice, Directors & Administrators, Early Childhood, Family Child Care, Infants and Toddlers, Preschool | Tagged: , , , , , | Leave a Comment »

Creativity and Academics Go Hand in Hand!

Posted on January 13, 2013 by 4cforchildren

As a teacher and a parent I have always encouraged creative thinking by providing lots of open-ended materials such as books, blocks, dramatic play items and art materials. When I was at home with my 4-year-old daughter one of our favorite activities was to draw a squiggle on a piece of paper for each other, and then we would each create a drawing from the squiggle. Then we created a drawing from the squiggle. I was lucky enough to have her in my preschool classroom, too, where she was happy and well-behaved, her days filled with creative activities.

Photo courtesy of Selena N.B.H.

Photo courtesy of Selena N.B.H.

But when she went to kindergarten, my daughter’s enthusiasm for school waned. She was anxious and struggling with her work. Her teacher reported that she was well loved by the other students and always participated in all of the activities, but she struggled with her assignments. When I asked to see an example of her work, her teacher showed me a paper where the children were to draw two fish alike. But instead of completing this assignment, my daughter had drawn two detailed fish with purple with pink polka dots.

When I asked why my daughter’s assignment was “wrong,” the teacher produced another child’s assignment where the child had drawn two fish that were exactly the same. And then she produced another, and another, all perfect examples of modeled art. What could have been a creative opportunity was instead a test, and one my daughter had “failed.” I walked away from that conversation with her teacher knowing that I needed to find another learning environment that encouraged creativity, namely, both convergent and divergent thinking.

Convergent thinking is the ability to come up with a single correct answer. This type of thinking is measured through standard testing methods. Divergent or creative thinking is the ability to come up with new and usual answers. Both are important! Let the children in your classroom explore and allow them to express their thoughts and ideas. You’ll be supporting curiosity, flexibility and originality in their work and play, and encouraging unique and effective solutions. Teachers should strive to help children explore their academic potential and their creative potential.

- Stephannie

Filed under: Directors & Administrators, Early Childhood, Infants and Toddlers, Preschool, School Age | Tagged: , , , , , , , , | 2 Comments »

A Breath of Fresh Air

Posted on November 29, 2012 by 4cforchildren

This past Thanksgiving, my granddaughter went over to the sliding glass window, smiled at me and pointed outside. The next thing I knew she was holding my hand and we were heading outdoors.

She did this several times throughout the day, and we’d always go out for 15 or 30 minutes at a time. At first I felt that I was going outside “for her,” but after awhile I realized I was going outside for me, too. The fresh air was a welcome relief! Together we explored: collecting sticks, watching our scarves blow in the breeze, climbing, running and just enjoying each other’s company. We had more time to talk – and listen! – to each other once we were outside.

Outdoor play is often abbreviated during the colder months, but it doesn’t have to be. Playing outdoors supports all aspects of a child’s development, helps prevent obesity and reduces the spread of illness. Not to mention it feels good just to get out of a stuffy classroom! If you and the children are properly dressed for it, take the fun outside. Blow bubbles, play with hula hoops, have a winter-themed parade with noisemakers or enjoy some dramatic play out of doors by doing a little “yard work.” We’ve written before that there’s no perfect temperature for outdoor play, and it’s true. Head outside! The fresh air will do everyone good.

Filed under: Best Practice, Early Childhood, Infants and Toddlers, Preschool, School Age | Tagged: , , , , , | Leave a Comment »

Gun Play in the Classroom

Posted on November 14, 2012 by 4cforchildren

As I drove past a local Veteran’s Memorial on Veteran’s Day, my son asked why there were so many people at the park. I reminded him that it was Veteran’s Day. He proceeded to tell my daughter all about soldiers and how they keep us safe. Living only a few miles from an air force base, we see soldiers on a daily basis. While we don’t see them carrying the weapons, he understands that this uniform means they have the right to carry a gun. The fact that the soldiers carry guns was an important bit of information my son felt the need to pass on to my daughter.

This mention of guns, of course, added a new element to the discussion. My daughter’s perception of guns is they are bad and dangerous, while my son’s perception is that they are for policemen and soldiers to help keep us safe. Over the years we have had many conversations with our children regarding guns. We have many friends that are police officers and his knowledge of guns comes from these conversations, not television or movies.

As educators, we must be aware that guns, like anything you ask a child not to do, will become a forbidden fruit of sorts and all the more enticing. As a teacher I found two things to hold true when children started pulling their finger guns and hand swords. First, every time I observed children involved in this type of play I reminded the children of our classroom rules about guns: we don’t point them at someone else and if this behavior scares another child we needed to stop. Second, the less I said after our conversation the less time they spent engaged in the behavior.

The notion of children playing with weapons, mimicking gun sounds and making them with their hands is always sensitive and cultural. While some research suggests that gun play does not lead to real violence, remember that many parents will have different ideas about what is appropriate, and that some children, like my son, may have a very positive outlook on guns. However you choose to handle this type of play, be sure that you are open and honest with families and state your classroom rules clearly.

Filed under: Early Childhood, Parents, Preschool, School Age | Tagged: , , , , , , , | Leave a Comment »

Looking for fun? You’ll find it at the library!

Posted on November 2, 2012 by 4cforchildren

Advertisers spend billions of dollars telling children exactly where to find happiness and satisfaction: fast food restaurants, toy stores, amusement parks. But there’s another place in town offering our children happiness, satisfaction and a lot more: your local library! Most libraries can’t afford a splashy ad campaign to entice our children, however, so it’s up to us to get them interested!

Begin by promoting weekly library time for your family in your center or child care home. Schedule the library to come into your center for monthly visits and make this as special as a TV show or holiday.

Educate the parents in your programs about the importance of the library and all the library has to offer. Share with them that the library offers comfortable places for them to sit with their children and enjoy books together. Reading stories to your child can be a time of closeness and sharing.  Be sure to build in time for it at every library visit, and explore the other resources your library has to offer! The children’s section in many libraries includes magazines for the very young, puzzles, tapes to listen to and toys to play with. Libraries are now equipped with computers and computer games, but nothing beats a good old fashioned story time.

Get to know your librarian. You want children to see that librarians are approachable grown-ups who can introduce them to good books. Question the librarian about where to find books that are age-approproate. Ask about special events at the library: movie nights, craft activities, puppet shows, cooking lessons and much more. Librarians know lots of ways to keep children interested in stories and books. Watching one in action is a good way to pick up some tips on reading to your own children.

Try to end each visit by following a predictable routine. You might look at something interesting such as an aquarium or a favorite picture first, then check out books and wave goodbye to the librarian. Doing things the same way each time makes it easier to get your children to leave the library, but if you’re lucky, they won’t want to!

Filed under: Directors & Administrators, Early Childhood, Family Child Care, Preschool, School Age | Tagged: , , , , , , , , , , , , | Leave a Comment »

Chinese Wisdom for Welcoming a New Child Into a Class

Posted on September 5, 2012 by 4cforchildren

I hear and I forget. I see and I remember. I do and I understand.
–Chinese Proverb

Often times teachers don’t have any input into when a new student joins their classroom. You walk in to work one day and you are informed that Trevor will be joining your classroom the next week. What can a teacher do to make this entry experience good for both Trevor and his new classmates?  I think the Chinese proverb above offers clues about a few simple things that teachers can do with children to help facilitate a smooth introduction and transition into a new classroom.

I hear and I forget. You tell the children to expect a new classmate on Monday.  Next week comes and the new child starts. It is a rough start; there are tears and everyone is out of sorts. What happened? You told the children that a new classmate was coming. They heard but they forgot.

I see and I remember. So how can you make this a more meaningful start for the new child and the other children? How about showing your class a photo of the new child? You can also send a photo of his future classmates to the new child. A great idea would be to set up a visit to the classroom for the new child and his family.  Children need to see so that they can remember.  A new classroom and unfamiliar faces won’t seem so new or unfamiliar after a classroom visit.

I do and I understand. Finally to make the best start possible, have your class make a welcome sign or card for the new classmate. This is a great way to help them remember the new child’s name.  Let the children plan other ways to welcome the new child.  Pick a “buddy” for the new student and tell the “buddy” that he or she has   the responsibility of helping the new child until he is adjusted.

How do you support or welcome a new child to your program? A combination of strategies will work best. But as you work on a plan, let this Chinese proverb be your guide:  I hear and I forget. I see and I remember. I do and I understand.

- Stephanie Kennedy

Filed under: Best Practice, Early Childhood, General, Preschool, School Age, teachers | Leave a Comment »

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