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

Posted by on in What If?

downtime 427x213

Think back to your own childhood and the amount of downtime you had. Do you remember lying on your back outdoors, looking for creatures in the clouds? Playing outside with friends and having the freedom to choose whatever game you wanted to play, or whatever drama you wanted to enact? Being alone in your bedroom, curled up on the bed and reading a beloved book, or quietly acting out a story with your dolls, action figures, or stuffed animals?

I remember all of those things. But today’s children won’t have such memories, because they aren’t being granted the same opportunities. Instead, too many of today’s children are leading overscheduled lives, with no time just to be.

Intuitively, we know that everyone, including children, needs downtime. No one, even the most energetic among us, cares to rush through their waking hours, day after day after day. We know how stressful it is to be overscheduled, over-pressured, and overwhelmed. We’ve witnessed the toll it takes on adults (on us!) – and it’s horrible to imagine children feeling this way.

Despite this, many parents are afraid to let their children simply “do nothing.” They worry that if they don’t keep their children busy, busy, busy, they will have résumés that look sparse in comparison to their counterparts.

...
Last modified on
Posted by on in Early Childhood

You know, it’s really hard nowadays for a child to simply be a child. There’s so much pressure to perform academically, that Kindergarten has become the new first grade and preschool has become the new Kindergarten.

Parents get caught up in the frenzy, worried that their children will be “behind” by the time they get to Kindergarten. They don’t realize there is a simple solution to it all… PLAY.

To those of us who are early childhood educators, this is no surprise. But for others, and even some well-intentioned teachers, there is a flawed mindset that play and academics are unrelated and that one must take a backseat to the other.

It is this kind of thinking that is not only taking the fun out of childhood, but also interfering with learning.

...
Last modified on

Posted by on in Early Childhood

boy and girl playing together 800x400

The short answer to the question posed in the title is yes. While it may seem as though the #MeToo and #Time’sUp movements have nothing to do with young children, the experts tell us that sexism does indeed begin in early childhood. In fact, psychology professor and author of Parenting Beyond Pink and Blue, Christia Spears Brown, told me in a recent interview for Studentcentricity, that sexism begins at birth! And when we consider the pink and blue phenomenon – and how differently girl babies are treated from boy babies, even prenatally – we have to admit that what she says makes sense.

Sexism begins with gender stereotyping, which is all too easy to reinforce. Christia and other experts contend that every time teachers say something like, “Good morning, boys and girls,” attention is given to gender. And the more often statements like these are made (“Boys line up here, girls line up there.” “What a good girl you’re being.”), the more children get the message that gender matters – a lot. And that’s when they start making black-and-white generalizations about the meaning of gender.

Yes, I know; statements like these seem perfectly innocent! But what if they’re not?

According to a Slate article on this topic, “The more ingrained kids’ gender stereotypes become, the more easily they conclude that girls are inferior to boys—that boys have higher status because they biologically deserve it.” Studies have also shown that “the more strongly boys believe these stereotypes, the more likely they are to make sexual comments, to tell sexual jokes in front of girls, and to grab women.”

...
Last modified on
Posted by on in What If?

children transitioning 640x320

If there were a list of things that young children aren’t suited (developmentally ready) to do, at the top of that list would be being still and being quiet. Yet those are the exact two requirements we try to impose on young children during most transitions. We ask them to form an orderly line (something else they’re not adept at), to stand still, and to refrain from talking. We then ask them to move from one place to another in that manner, pretending to hold bubbles in their mouths so they’ll be silent.

I ask you: Does this demonstrate an understanding of child development? Does this show respect for who and what young children are? Or is this simply a desire for control?

Don’t get me wrong; I’m not a fan of chaos. I absolutely want the children to do as I ask! But if I’m asking them to do that for which they’re not developmentally ready – and for which they have no intrinsic motivation – resistance and chaos will be the results. Young children perceive when we’re disrespecting them and they make us pay for that!

The end result is frustration on the part of both the children and the teachers. And that frustration isn’t pretty. On the teachers’ part, during site visits I’ve witnessed them resorting to yelling at the kids to get them to comply. It’s no wonder, then, that transitions come to be dreaded by everyone involved. And it’s no wonder that many experts refer to transitions as a waste of learning time. How can learning take place in such an environment?

...
Last modified on
Posted by on in Early Childhood

All Things STEAM logo

co-authored by Nancy Alvarez and Heid Veal

 

What do you picture when you imagine an ideal early childhood learning experience? Do you see young children sitting quietly at tables, independently completing school work or do you visualize them in various groups exploring, creating, pretending, tinkering, and communicating? The later is what the majority imagine and is what many would describe as developmentally appropriate for our youngest learners. When considering an ideal early learning setting, the young learn best when educators design purposeful, integrated experiences where students’ inquisitive nature and creativity are capitalized on to propel them towards foundational learning.

 

...
Last modified on