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Subscribe to this list via RSS Blog posts tagged in early childhood education

Posted by on in Early Childhood

welcome to kindergarten

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.

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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.

meeting

How about some simple facts:

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Posted by on in Early Childhood

alg classroom kids

The list of consequences for kids forced to sit too long is a lengthy one. Among other things, sitting is now considered as detrimental to health as is smoking (the human body was built to move!). Research also has shown us that sitting increases fatigue and reduces concentration, neither of which is an optimal condition for learning. And we all know that young children need to physically experience concepts to best understand them. So, when I tell you that too much sitting in classrooms also leads to an inability to master body and spatial awareness, you might think that it’s no big deal, considering the other consequences.

But let’s ponder it. As adults we use our body and spatial awareness to navigate through the world. We can (usually) walk down a crowded sidewalk without bumping into a lamppost, or maneuver our way around trees on a crowded ski slope. We find our way to work and through large shopping malls. We fit our cars into narrow parking spaces or garages and, more importantly, keep our cars from coming into contact with other cars, people, or objects. We understand the social customs that dictate we not be like the “close talker” depicted on an episode of Seinfeld. We understand that some people do not want to be touched. And when a hug or a handshake is appropriate, we’ve learned how strong and how long it should be.

These are lessons that cannot be learned by sitting at a desk. Like so much else in early childhood, body and spatial awareness must be experienced and practiced if they’re to develop fully. When a baby is born, we realize she doesn’t come equipped with a perfectly functioning proprioceptive sense (awareness of her body in space). That’s why we play “I’ve got your nose,” “This Little Piggy,” and knee-bouncing, lifting, and spinning games with her. But when she starts navigating her way through the world via crawling and walking, the only consideration we give to her spatial sense is whether or not she’s going to bang into the coffee table. And if she doesn’t – or doesn’t continually – we take for granted that she’ll be able to successfully navigate her way through the world.

And maybe she will. But we’ve all had children in our classes who line up too closely to one another, and who bump into everyone and everything. We’ve all had children whose desire to “crash and go boom” overrides any respect for personal space. Who hug or tag or poke too hard. Who view themselves as clumsy or uncoordinated and therefore lack confidence in their physical abilities. And many a child has shown up in second or third grade not knowing his elbow from his shoulder, or unable to distinguish the difference between a lowercase “b” and a lowercase “d.”

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Posted by on in Early Childhood

young boy writing with pencil

I once had a reading specialist tell me that the only way for children to learn to read is for them to read. I never have figured out how one learns to do something she can’t yet do by doing it! But I sometimes feel as though I’m in the minority here, as this attitude seems to be a fairly prevalent one – and not just in the area of reading.

recently I had the opportunity to talk with pediatric occupational therapist Angela Hanscom and early childhood specialist Amanda Morgan on my radio show, Studentcentricity. As I told these two dedicated professionals at the beginning of the discussion, while doing some instructional coaching last fall, I watched as a kindergarten teacher handed out pencils to the children, along with some lined paper, and instructed them to practice their writing. And what I witnessed made me sad. Not only were these children not prepared to write; also, their little hands were having a terrible time controlling those long, skinny, yellow things. But despite those two overwhelmingly obvious facts, it was clear that the teacher believed that the only way these students could learn to write was by writing.

For those who understand child development, however, it’s clear that this is a serious misconception. All forms of development, including the fine motor development required to manipulate a pencil, involve a process. And unless a child has progressed through the stages necessary to ensure the appropriate hand strength and fine motor control, trying to write is an exercise in futility and frustration.

Motor skills develop from the inside to the outside of the body, and from the large to the small muscles. That means that until a child has control over such body parts as the trunk and arms, control of the hands and fingers just ain’t happening. And it is due to this progression, put in place by none other than Mother Nature, that it’s been said – believe it or not -- that the best way to prepare children to write is to let them swing on monkey bars. Or, as Angela recommended during our conversation, to let them hang from tree limbs, because the limbs stimulate more parts of the hands than do the monkey bars. She also recommended crawling, particularly in the outdoors, where the arches of the hands will contact far different surfaces than they would indoors. And, of course, hanging from tree limbs and crawling have the added benefit of strengthening the body’s large muscles, which must take place before the hands and fingers are ready to write!

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Posted by on in Early Childhood

children playing music

Music makes everything better. I recently gave a presentation about this topic to caregivers and teachers in Fredericksburg, Virginia. I emphasized the tremendous importance of music experiences for young children, talked about using music and movement for behavior management, and gave examples. The attendees were enthusiastic. Many have used clean-up songs and hand-washing songs for a while. But they weren’t aware of the power of using music to elevate or calm mood, or the power of movement to smooth transitions, something my friend, Rae Pica, speaks of so eloquently on her new YouTube Channel.

I work in a quality child care center. We sing directions all the time. We make up the tunes, or use old favorite tunes with the appropriate words (to the tune of "If you’re Happy and You Know It": “Put your bottom on the rug, on the rug. Put your bottom on the rug…and give yourself a hug. Put your bottom on the rug, on the rug.” Or anything else you can think of!

I talked about what I call “waiting songs”. What are waiting songs? Why do children have to wait? In a perfect world, they shouldn’t have to, but it happens. My example to them was that sometimes the whole group is outfitted for the cold and someone suddenly has to go to the bathroom. Yes, we had them go ahead of time, but nature calls again, sometimes, and we need to accommodate. One of my waiting songs is a Raffi tune called, “Something in my shoe”. You can look on YouTube for it (but learn to sing it! Do not use a video when a live teacher is available!). At the end, the children mime, with the teacher, going to bed. So the song can be used as an activity that morphs into a settling down song before a story as well.

Wee must never waste children’s time. Having them sit still while someone “goes” is wasting their time. Asking them to join you in a waiting song gives them the opportunity to move and sing. They are practicing math skills (rhythm, rhyme, and language patterns). The steady beat of a song nurtures attention skills. Dare I say it prevents squabbling, also? It does.

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