We love sports at my house and often listen to our local high school team over the radio when they are on the road. A good sportscaster relays the events play-by-play to us so we can visualize exactly what is happening. So, what does sportscasting have to do with early childhood?
Sportscasting is a term used by Magda Gerber to describe a situation play-by-play to young children. In its ideal state, sportscasting should be even toned, lacking in accusation or judgement and simply describe the facts. Sounds easy, right? But it is hard to silence the “teacher” in us – the one that wants to instruct and direct learning, the one that wants to “fix” situations in a timely manner. Take a peek at Janet Lansbury’s blog post The Five Benefits of Sportscasting Your Child’s Struggles.
Give thought to how you can apply this to a group care situation -
- “Your mom left for work. I can see how sad this makes you.”
- “Your diaper needs changing. I am going to carry you to the diaper changing table and put a dry diaper on you so you will be comfortable.”
- “You were working hard at building that tower. It is frustrating when a friend knocks it down.”
Can you TRUST young children and empower them to work through their feelings, rather than make them dependent on adults to redirect, distract or resolve issues? To share your thoughts, go to http://blogs.extension.iastate.edu/childcare/sportscasting/
August brings with it lots of talk about the back-to-school transition: clothes, supplies, bus and carpool arrangements, and child care arrangements. There is a lot of information and many resources available online for parents on helping a child transition to a new child care environment or preschool, but not a lot of information available for the early care professional on how to help children with the transition from your side of the equation. School agers going back to school, regulars returning after a summer at home, and/or welcoming new children, along with many new routines, is worth some thoughtful planning to ensure everyone, including you, the professional, has a smooth transition to fall.
So… what are your ideas for transitioning from summer break to fall schedules? Let us know at http://blogs.extension.iastate.edu/childcare/summerfalltransitions/.
Early Learning, Guidance
Love this Friendship Kit idea from the Head Start Center for Inclusion! What a super way to promote pro-social behavior among children in your group. Find this and more teacher tools & classroom visual supports for building social skills at http://depts.washington.edu/hscenter/teacher-tools#visual Be sure to check out the visuals that go along with the Friendship Kit!
Creating a classroom Friendship Kit is a great way to promote the idea of children helping each other. The Friendship Kit is an accessible container that holds all of the necessary items for providing support to a sad or lonely classmate. When children notice a classmate is feeling sad, they can be encouraged to go to the Friendship Kit for ideas to comfort their friend. Teachers may demonstrate how to use the kit at a large or small group time and keep the kit in a visible, easy to access location so children are able to comfort a friend at a moment’s notice! Provide specific examples of when children might use the kit (when a child is sad because he didn’t want his mom to leave, when a child scrapes her knee on the playground, when a child doesn’t have anyone to play with, etc.).
Below are some ideas for items to include in your classroom Friendship Kit:
- A small package of tissues: to give to a friend to wipe away tears
- A small stuffed animal: to give to a friend to cuddle
- A box of Band-Aids: to give to a friend with an owie
- A couple of sheets of stickers: to put on the shirt of a friend who needs some cheer
- A pair of silly glasses with moustaches, a funny finger puppet, or other funny prop: to give a sad friend a smile
- A set of sticky notes and a pencil or crayons: to write a friend in need a happy note for her cubby, table place, etc.
- Blank, cheerful greeting cards: to write and deliver to a friend
- A visual reminder for the following actions
- Ask a friend if he wants a hug
- Ask a friend if he wants a high five
- Ask a friend if she is OK
- Ask a friend if he wants me to get a teacher for help
- Ask a friend if she wants to play with me
What other resources like this one from Head Start Center for Inclusion do you use to promote pro-social behavior among children? Malisa
Early Learning, Environment, Guidance, Inclusion
I am excited to introduce a guest blogger this week – Kris Corrigan, ISU Extension & Outreach Environment Rating Scale Assessor. Malisa
The time we spend transitioning children between daily routines can be a very busy time for us, but, too often, it is just “unnecessary” wait time for the children in our care. As an Environment Rating Scale Assessor, I often see these wait times occur when children have to wait in line to go outside, wash hands, or sit idly at a table as they wait for others to sit down for meals. Since young children have not developed the self-control to be able to stand or still for long periods, they will often fidget and “invent” their own activity. Sometimes this is activity that can lead to behavior problems that require intervention from already busy teachers. For these reasons, the Early Childhood Environment Rating Scales require that there is no long waiting period between transitions during daily routines. They define a long waiting period as more than three minutes. There are many strategies that teachers can implement to avoid “unnecessary” wait time, and these require no additional preparation for teachers. Consider giving children something to do so that transition times can be productive time for them too.
Reducing children’s “wait” time can reduce behavior problems in your program. Check out these resources for transition activity ideas -
What are your favorite transition activities? Share with us at http://blogs.extension.iastate.edu/childcare/transition/
New tools to add to your teacher toolbox! I learned last week about Head Start’s Center for Inclusion teacher tools thanks to Early Childhood Iowa PBIS. At Head Start’s Center for Inclusion teacher tools, you will find visual support templates for classroom expectations, schedules, emotional regulation, transitions and problem-solving. They also share a scripted story for initiating play with a friend.
Visual strategies can be very helpful with all children in knowing (and following) the structure that is beneficial to children in group care.
Here are some other “tools” you will find helpful in your work with young children if you haven’t discovered them already:
Why reinvent the wheel when wheels are available for your use? What other online tools do you use to support children with challenging behavior? Share with us at http://blogs.extension.iastate.edu/childcare/teacher-tools/
“In a reward-oriented classroom, including one that is characterized by praise, kids are led to ask, ‘What do they want me to do, and what will I get for doing it?‘ fundamentally different from ‘What kind of person do I want to be?’ or ‘What kind of classroom do we want to have?‘”
So many of us have been trained that to motivate children we need to be rewarding them – either with tangible items like stickers or with verbal praise. I hope you will take a brief moment to read the article Punished by Rewards: A Conversation with Alfie Kohn. It will cause you to pause and consider how we manipulate children even with our well-intended praise. One of the things that I found most interesting is that research shows when we reward children for tasks that they are intrinsically motivated to accomplish, they lose interest in that activity and we place the emphasis on pleasing us as the adult. Ouch.
Who among us hasn’t used the words, “I like the way Tommy is sitting with his hands in lap waiting for my story”? Kohn gives four reasons why he is opposed to this type of manipulation. Take a peek at the article to learn what those are. A few other quotes I hope you will give thought to -
- What these kids need is unconditional support and encouragement and love. Praise is not just different from that; it’s the opposite of that. Praise is, “Jump through my hoops, and only then will I tell you what a great job you did and how proud I am of you.”
- Kohn advocates providing an engaging curriculum and a caring atmosphere “so kids can act on their natural desire to find out.”
- You show me a school that really has those three Cs in place (content, community, choice)—where students are working with one another in a caring environment to engage with interesting tasks that they have some say in choosing—and I’ll show you a place where you don’t need to use punishments or rewards.
Hope you give the research-based information he shares some thought! I will not deny that for the short term, rewards work to get the results we are seeking, but are we doing more damage than good in the long run? Do we need to be giving more attention to the natural interests of our children and less attention on how to please us? Share with us your thoughts at http://blogs.extension.iastate.edu/childcare/rewards
Do you ever have kids that don’t want to leave what they are doing to use the restroom? Heard the best idea the other day at a child care training – try using a Potty Bear. The stuffed animal becomes a “placeholder” at that activity helping that child leave that area and providing a visual cue for friends that someone is there.
What other “tools” do you use to support children while learning to use the toilet? To share, visit http://blogs.extension.iastate.edu/childcare/potty-bear/
Early Learning, Environment, Guidance
I ran across a “new to me” tool related to temperament today. As a reminder, temperament describes those nine inborn traits that impact how a child reacts to others and his or her environment. We as adults also fall somewhere on each of the nine temperament traits continuum that impact how we react to others – including children in our care.
The Center for Early Childhood Mental Health Consultation has created an online tool to use to think about a child’s temperament along with your temperament and activities related to each of the nine traits that are good fits. Love it! You can find the temperament tool here – http://www.ecmhc.org/temperament/index.html
I encourage you to complete the temperament tool on a child that might be exhibiting some behaviors that you find challenging. You will likely get some activity ideas (based upon both of your temperament traits) that will help build your positive relationship with that young child. Hard copies are also available for download (great for sharing with parents!) including Spanish versions.
P.S. To share your thoughts on temperament or the temperament tool, go to http://blogs.extension.iastate.edu/childcare/temperament-tool/
Family Relationships, Guidance
It has been ten years since Mister Rogers passed away. He had such a wonderful nature with children – calming and accepting and educating. One of my favorite sayings of his is on feelings:
“There’s no ‘should’ or ‘should not’ when it comes to having feelings. They’re part of who we are and their origins are beyond our control. When we can believe that, we may find it easier to make constructive choices about what to do with those feelings.”
This thought seems so applicable to children and adults. Feelings are what they are – hurt, angry, sad, happy, excited – no right or wrong. It is how we respond to those feelings where we get into the right or wrong. We have to learn to provide children the support and tools they need to appropriately handle their feelings just like we “teach” more cognitive skills like pre-literacy, pre-math, and science.
Here are some resources related to “teaching” feelings:
Do you use a specific curriculum to teach children about their feelings and appropriate ways to handle them? If not, give thought to putting something in place as a regular part of your program. What we know is in the heat of the meltdown moment, little learning can take place. But if you can acknowledge a child’s right to his or her feelings and then remind the child of tools you have shared to support him or her like deep breathing or holding a calming toy, you might find shorter and even less frequent meltdowns.
P.S. I ran across these “How It’s Made” clips
from the Mister Rogers show. My favorite is him meeting the Incredible Hulk! Enjoy!
Early Learning, Guidance
Have you ever had a child start in your program and appear to have no experience with art materials? It seems the first thing they do is squeeze the glue bottle until the page is nearly filled with glue and the bottle is near empty. Give thought to WHY the child did this. If we have never experienced a material, we likely don’t understand its use and purpose – even something as common to us as adults as glue.
So, is the next step to deny future opportunities with glue so that no more is wasted? No teacher (particularly one on a tight budget!) likes to see “wasted” glue, but we have to see this as a teaching opportunity with something like, “Glue can help us attach one thing to another. It works best when we squeeze gently and use small dots like this.” A visual cue card might also be needed as a reminder.
I am always surprised to hear early childhood staff share with me things like, “I could never have a garden. My children would just destroy it” or even “I can’t keep my books out because children will rip the pages.” While I understand the feeling, we must challenge ourselves to see the initial experience as exploration (so not a time to scold a child) and then support the child in learning more appropriate use of materials.
P.S. To respond with your thoughts, visit http://blogs.extension.iastate.edu/childcare/exploration/
Ages & Stages, Environment, Guidance