• Home
    Home This is where you can find all the blog posts throughout the site.
  • Categories
    Categories Displays a list of categories from this blog.
  • Tags
    Tags Displays a list of tags that have been used in the blog.
  • Bloggers
    Bloggers Search for your favorite blogger from this site.
  • Archives
    Archives Contains a list of blog posts that were created previously.
  • Login
    Login Login form

Posted by on in Early Childhood

What's the rush? Childhood is a precious time!

"Redshirting", not just in athletics. The competition is fierce. In Kindergarten! 

Mixed emotions. Interesting articles lately about redshirting. It's way more common than I thought and it actually affects all of us, all grade levels. What a big decision. It's more than birthday cut-off dates, or 'maturity'. In some cases it gives a step up to catch up, it can also be used to get to the top of the pack, the delay adding a distinct advantage.

In our preschool, kids are definitely ready for kindergarten. The 'fives' are showing their collective muscle and I notice a lot more chasing on the play areas. Less looking for worms and snails. More boo boos.

Academically, in touch with the world, know please and thank you, clean up their messes and can sing the names of all the states.  (You Tube!) and Teacher Cheryl. Teacher Thom has taught the children sign language. Simply extraordinary program.

Last modified on

Posted by on in Early Childhood

We know that during the first 5 years of life, there is significant brain development. However, some areas of the brain are slower to mature than others. One such area is the prefrontal cortex, which is the center for executive function. This is why young children often have difficulty with emotional and impulse control.

But, some of the features of executive function can be encouraged and groomed, even with preschoolers! These features would include the working or short-term memory, self-regulation of actions, and ability to focus attention. This can be done by means of direct teaching, practice, and support.

Just how important is the development of self-control in the early years? Well, according to research, it carries a load of significance. Preschoolers who are encouraged to exhibit self-regulation are more likely to avoid risky behaviors as adolescents and to experience more success in school.

So, when is a good time to start supporting self-regulation? Preschoolers begin to get a handle on their behavior and emotions between the ages of 3 and 7. Parents and teachers can take advantage of this active stage of brain development and help guide things in the right direction. We can gently push the message that they can focus their attention, interact with their peers in more positive ways, and be better listeners if they think about what they’re doing and purposefully take control of things.

Now, that sounds like a tall order for a little child, but if we break it down into a few do-able strategies, we can make some headway.

Last modified on

Posted by on in Early Childhood

school line 1

It’s funny, the things we assume. It seems that there are certain understandings/beliefs we possess that we imagine everyone else possesses as well. But of course that’s an unrealistic expectation.

This was brought to light for me recently when I held a conversation with early childhood expert and preschool director Deborah Stewart. We were talking about transitions in early childhood settings – those many periods during the day when the children are moving from one subject, or one place, to another. Experts have contended that transitions can be an accumulation of wasted time. And anyone who works with groups of young children knows how chaotic they can become.

To address both of those issues, I’ve always believed that transitions should be planned, just as other parts of the day are planned – that, with just a little imagination, transitions could be both manageable and meaningful.

Those beliefs seem reasonable to me, but Deborah made a couple of observations during our discussion that took me by surprise.

Last modified on

Posted by on in Early Childhood

This past fall, our center took on an exciting professional development project. We were privileged to have Katherine Lyons work with us as our artist-in-residence. Katherine is an actor by profession and works for the Wolf Trap Institute for Early Learning through the Arts. She is a teacher trainer using drama to address learning standards. I hardly need to reiterate my own passion for teaching through the arts. I pursued a certificate from CETA (Changing Education Through the Arts). What was unique to me, among other things, was a particular chant she used to teach our three to five year olds what older children usually learn in elementary school English.

I have taken children’s stories in dictation for many years, and have a collection of them that I share with college students. I even conducted a study in graduate school of the differences between dictated stories among boys and girls in each age group from two and a half through five. I have always allowed children to dictate their stories without a particular framework. There are many books, videos and articles about children’s stories that support this approach. This chant, and the Wolf Trap approach, went much further…

“A story…a story…a story…a story! Let it out, and bring it in! Let it out, and bring it in” (gesture with arms forward and then back, like casting and reeling for a fish).

Who-o-o’s in the story? Who-o-o’s in the story?

Last modified on
Posted by on in Early Childhood

preschool children

I just returned from our state’s annual Early Childhood Higher Education Summit feeling a mix of angry and frustrated. Our NAEYC state affiliate maintains a staff of attorneys and advocates who actively participate in legislative conversations and hearings dealing with early childhood education. This month, a bill comes up for a vote on whether or not to increase funding for our state-supported preschool programs. This has stirred considerable debate, as I know exists in other states around the country, as well. A spokesman from our advocacy team highlighted conversations she had with legislators and said there is still a good number who aren’t convinced preschool makes any difference- and therefore may not be worth the money.

This seems unbelievable to me, considering the past, current, and ongoing available research to the contrary. What don’t these people understand? Can we just break it down into terms they are capable of processing? This isn’t just blind spending. This is a real investment in everyone’s future.


How about some simple facts:

Last modified on