Boys Need to Move a Lot, Why?
I recently returned full time to the classroom with our recent move to Alaska. I have a class of 6 boy’s ages 2.0-2.5 years. This fact has caused me to look more closely at the early development of boys!
Boys need to move a lot, why? The boy brain and the girl brain develop in a different sequence. A boys’ interest in these big body actions is driven by brain development. One of the differences that drives this need to move is the development of the cerebellum. The cerebellum is located at the base of the brain. The cerebellum is responsible for big body (gross motor) movements, balance, and posture. During the first few years of life, the cerebellum in both boys and girls develops rapidly. In girls, the brain tends to begin developing language and fine-motor centers sooner than for boys. In a boy’s brain, the cerebellum develops for a much longer period of time than it does in a girl’s brain. Hence, boys’ interest in movement and their need to move – a lot! How do we manage this in the classroom?
First, I provide many opportunities for “big” movements. Indoors, moving chairs, boxes, baskets and objects heavy enough to engage the muscles. Provide materials and assistance for sweeping, mopping, dusting and moving laundry from the washer to dryer.
Outside moving buckets of sand, large blocks or boxes along with the usual activities of throwing, running, jumping, and riding.
Next I provide creative outlets that allow the use of the whole body. Sitting is difficult for boys. Allow boys to stand for a full range of motion. A fun alternative to standing is having the children lie on their backs and draw under the table (on paper of course). Sitting for snacks/meals/stories becomes easier if boys have experienced big movement.
I have always enjoyed the energy of young boys, and now I have a better understanding of how their brain develops.
Positive Environments, “yes” spoken here!
What does a positive learning environment/home look like?
There are several things I have learned and continue to learn that create a positive rewarding environment in which to live and grow. The following ideas can be used in all work and/or play environments.
One. Treat all children equally. Treat all parents equally, treat all colleagues equally! Playing favorites contributes to an environment of negativity. Eliminate inequities.
Two. Setup the environment/daily home with different things for the children to do, make sure there are clear expectations for behavior, list how many children in each area (for child care centers), and what happens with the materials. The environment should act as a teacher. Put out different things for young children to find/discover. An example of this working well is the library. We tell our children to use quiet voices in the library, the library has engaging books and materials set up for hands on use. Children behave in the library exactly the way they have been asked to by the adult and the environment setup.
Three. Phrase everything that you can in the positive, this is hard at first, but you’ll catch on. A “YES” environment is so much calmer and fun and builds a young child’s self-esteem. As an adult you will feel less stress and more happiness. A “NO” environment limits a child’s ability to build self-esteem and self-regulation. A “NO” environment reduces us all to “I’m not good enough” or to seek pleasing behaviors.
Examples are; when running, state, “we walk inside”, when playing in our chair, we state, “we sit in our chair during dinner”, When the child melts down, we state, “I see you are having trouble, how can I help? This is how we can “use gentle hands”, all positive statements when really you want to yell…..STOP running, NO hitting, etc. No, no, no, no and we stop listening! 
Try to restate the “rule” “We walk inside” and then “I need you to walk inside, we may run outside.” Lastly if necessary give a choice, “we may walk inside or you may hold my hand” or some other option that you find acceptable. The goal is for young children to internalize behavior by making sure the environment is all about what they CAN do.
Four. Use observational/describing remarks to help the young child describe his/her feelings like, “you sound angry”, “you look sad”, “that was a loud yell” acknowledge the feelings and help children manage them by adding; “when you are ready, I will help you”. Limit asking questions. Too many questions can overwhelm the younger child, they really don’t know why they have misbehaved or had a temper tantrum, no need to ask.
Five. Help children to internalize their own self-worth by praising LESS. Encourage young children by acknowledging what has been done by stating what they have done. “You made a red line”, “you asked for help”, “I see you put your mittens on”. The goal is for children to feel internally proud of their accomplishments not for you to impose pride. If you say “good job” or “I like it” the child gets no intrinsic value.
Six. Stay calm. If you lose control of your emotions, the kiddos will get the upper hand, and FEED off of this negative energy resulting in chaos and negativity. Practice deep breathing or put on soothing music.
Seven. Check your expectations for behavior for given age, perhaps they are too high or too low! Remember children mature at different rates so not all behaviors should be expected at the same age for all children.
Teaching styles and temperaments
Do different teaching styles and temperaments help develop a well-rounded child?
Children will encounter many different types of personalities and temperaments in their educators. The skills they develop from each will make them stronger more resilient adults. We have all developed certain traits based on how an educator impacted us, some negative and some positive.
I have observed over the years that it is not necessary to be huggy and cuddly to be an excellent early childhood educator. What does this mean, don’t we want our young children to be surrounded by baby talking, cooing people? This is not a necessity to being a good educator. Being kind and fair is. Children must adapt to the teaching style, just like in life. There is not a one size fits all profile for the early educator. The key to success is good relationship between the family and the provider, in other words, “a good fit”.
Ask yourself, are the needs of the children being met beyond custodial care? Is there a loving trusting relationship bond between the educator and the family and the child? If there is it is a good sign that educator is a good caregiver.
I work with educators from age 18-60. We are not all the same in our approach and style. Some of us have more physical energy and flexibility, some of us see more humor in situations, some of us are cuddly, and some of us are reserved. ALL of us care deeply about your children and we meet the basic tenants of caring and committed professionals.
Let’s go outside
Let’s go outside! Many people spend 90% of their time indoors. It has gotten harder to get young children away from the screen. As we get ready to head outside for more hours than in the winter, let’s explore some of the benefits of being outdoors.
The first thing that comes to mind when someone mentions going outside is fresh air, sunshine and time to renew my spirit and energy. It takes a great deal of reserved strength to be a great teacher and getting outdoors is a way to renew those reserves. Time spent enjoying nature helps me renew not only my physical energy, but my emotional outlook as well. These benefits are enough to make me head for the door. I believe this to be true for young children too.
Jan White in her Exchange (May/June 2013) article, “Somersaults and Spinning: The Serious Work of Children’s Neurological Development says a vast amount of movement is required for the brain to fully develop and then fine-tune its ability to interpret all the motion possibilities. This also needs to be matched with vision, hearing, and sensory information coming from inside the body (proprioception). Rather than actually balancing and staying still, it is movement in gravity that makes this sensory system wire up in the brain and body. It is perhaps not surprising to find that these are the very things that young children most want to do and find such pleasure in!”
Young children need to move their whole bodies. Young children need to throw, catch and kick a ball, run, jump, dribble and shoot a ball, climb, chase, gallop, swing, crawl, and be loud. Young children need to dig, fill, spill and carry. They also need space to whirl, twirl, roll and bounce. All of these activities build the large muscles of the body necessary for a sense of equilibrium in relation to space and gravity, which is necessary for school readiness. All these movements can be accomplished during unstructured play time or under the direct instruction of a teacher or a coach. Games of toss and catch, kicking into a goal, shooting a ball into a basket, hopscotch, jump rope and hula hoops are some traditional playground games. Remember drawing with chalk on the driveway or painting with water on the building are great ways to strengthen muscles.
Young children need the sensory experiences of sight, sound and touch. Grass, trees, and bushes offer up a variety of sensory experiences. Use all of your senses when outdoors.
At Friendship Garden Nursery School we are in the process of building an outdoor learning center, as an extension of the indoor classroom. Since undertaking this project I have been investigating some different elements to include. Outside of the above mentioned playground activities our area will include a space to make music, a mud kitchen, tables and benches for outdoor discovery, paint easels and a big chalk board.
In this area we will also enjoy sun catchers and wind chimes. There will be baskets of pinecones and tree blocks. The goal is to assault the senses with nature.
Now, go outside and have fun!
Friendship
Friendship
What lessons about friendship can we learn from a preschool child?
I had opportunity lately to reflect on friendships when I moved from being in close proximity to some of my friends. I’ve seen friendships develop in preschool and continue into adulthood. I have friendships of my own that started in grade school. I’ve also known people who were “my friends” and are no longer.
Everything I know about friends I learned as a preschool teacher. Young children are my window into friendships simplified.
- Friendships are based on common interests. If you don’t like the same thing you are not friends.
- Conversely, opposites can attract and a balanced friendship can bloom.
- You can be friends one minute and enemies the next and friends again just like that. True friends let this happen and don’t judge why.
- Best friends eliminate drama, because they really want to keep playing together.
- Forever friends are the friends you don’t see for a while and when you do see each other again, you scream, hug and pick up where you left off without skipping a beat. I’ve seen this in young children who are separated for a week due to illness or family vacation. The reunions are joyous.
- Friends ask you to play even if you don’t ask them. Sometimes they just silently join you.
- Friends like your stuff, even if you don’t.
- They support you in doing something silly, adventurous or off beat but advise you not to do something dangerous.
- Friends never covet your stuff, they share yours and theirs.
- Good friends are happy for your happiness, even if they don’t understand why you are happy! They are happy because you are happy.
- Friends allow other people to be a part of your friendship.
- They give you non-monetary gifts whenever you are together.
Happy Valentine’s Day! Go spend time with a friend.
Is it time yet?
You will notice a shift in this blog. I am on sabbatical for a while and travelling to Alaska from Cape Cod, Massachusetts. My intention is to relate my new Alaskan experiences to my life as an early childhood educator.
How does a child relate to time?
Day one has been a travel day. This is a new experience in distant and time. I have lost all sense of time traveling through time zones, sleep deprived. Young children have no concept of time. Yesterday, today and tomorrow have no meaning for young children other than it is not “right now”. It is common for many parents of preschoolers to withhold any travel, birthday or special event information from their children. Often information spilled too soon for the young child can cause stress for all parties involved! When no sense of time is involved, the nagging of, ”is it time” and “are we there yet” and at this time of year, waiting for Santa can be an exercise in frustration for parents.
Which leads me to the practice of preparing your young child for a known upcoming change. Can you prepare and reassure your child ahead of time? I will answer this by stating that I have known about this trip for several months and yet I am a bundle of nerves about the unknown. Am I prepared, yes, have I been reassured, yes, am I excited, yes, do I still have fears, a resounding, yes! I am an adult I can do my own research, dig into my knowledge of change, and manage my stress after years of practice. I have empathy for the young child whose life is full of the unknown with no sense of time.
Some children handle change with what looks to be ease. We all have different constitutions and capacities for processing what is happening. Involve young children in any preparations that are age appropriate at the time when you think your child can handle the news. For some children more lead time will help, with others it will not help. Remember you know best how your child will react.
Sensory Experiences
Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes, and having fun.
-Mary Lou Cook
By now you’ve heard young children learn actively by using all five of their senses. Keep your young child busy by providing sensory experiences. Eliminate the word “mess” and let them explore and discover using their whole body!
At school we take of our shirts or wear smocks. We cover the floor or stay ready with the broom always keeping safety in mind. We keep the “rules” simple, try to keep the contents in the bucket/bin!
At home try the bathtub or the kitchen sink for wet sensory explorations. A small basin on the floor, with a towel on a plastic trash bag to catch spills will work as well. Baths are a great place for sensory investigation. There is so much to explore and learn with very little equipment or cleanup. Supply your child with props such as sponges, basters, colanders, strainers and pitchers.
For dry sensory investigations any shallow bin will work. Shovels, scoops, containers, tongs, and so on work for dry investigations.
Go outside for sensory exploration, get into mud, plants, rocks, sticks and so on…..
Remember it is only water, mud, paint etc. The benefits for your child will outweigh the cleanup!
Idea list
Dry
cut straws, rice, flour, noodles (cooked or uncooked) all shapes and sizes, salt, sand,
yarn, cotton balls, dry cereal, oatmeal, dried beans, soil, rocks, pompoms,
easter grass, bottle caps, fish tank rocks, rocks, shells, sponges
Wet
ice, pudding jello, bubbles, mud, water, colored water
Writing center
What are the benefits of a preschool writing center?
In preschool. developing the small muscles of the hand is equally important to gross motor movement. Muscles can be built by squeezing, rolling, patting, pounding, clipping, taping, stamping, and painting. Many of these small motor skills can be strengthened using play dough, clay, or any type of homemade dough such as sand dough or salt dough. Drawing or painting on a vertical surface is another great way to develop the fine motor control necessary for writing. Young children love stickers. Peeling stickers and putting them on a graph or grid will help increase small motor skills. Provide your young child with old magazines for ripping and/or cutting both are fun strengthening activities.
Building strength in the small muscles will help your child with the fine motor tacks of drawing and writing. Now is a time of exploration. How many pieces of paper come home to your house with markings one might call “scribbles”? Take a closer look at those pages; this is beginning writing and a labor of learning writing skills. Provide appropriate materials and surfaces for writing. Chalk, crayons, pencils, colored pencils, oil pastels and watercolors are a few choices for writing/drawing. Experiment with different writing surfaces and varied papers. In our writing center the children like to use envelopes. Provide different items at different times, not everything has to be out at once.
Clipboards and writing materials are found in the other learning centers of the classroom as well. In dramatic play the doctor will need to write notes, the waiter, take an order or the shopper write a list of groceries.
In the block area children should have the ability to draw a plan or map or a diagram what they have built so they can replicate it the next day.
The math and science areas are prime areas for children drawing their observations.
During project time in preschool the teacher might take dictation for a story or a drawing that a child is working on. Our Pre-k the class draws and dictates for their first grade pen pals from out of town, once every other month they receive letters and return replies. This is a fun way to get young children interested in drawing and writing.
How many activities can you think of that add small motor skills to your day?
Teacher Gifts
What do I get as a gift for my child’s preschool teacher?
Over the years I’ve received a variety of different gifts from plants and jewelry to gift cards and hugs. Most teachers love whatever they receive, we are generally programmed that way.
Any gift should thoughtful and heartfelt. You must know something about the teacher to pull this off. If you see your child’s teacher as an inconvenience your gift will reflect this. Include your young child in the gift giving process.
You don’t need to spend any money. So many times a wonderful heartfelt note from a family is “the best gift”. If you are genuine in your sentiment it shows. We all like acknowledgement, write a short reference to something the teacher did or said that really helped you or your child. It could be funny or serious as long as it is memorable!
If you choose to give a teacher gift that is for the classroom, personalize it with a specific note as to why you or your child chose it and what the impact is for you. Now it is special. Ideas include gift cards to Michaels, Barnes and Noble or your local book or toy store.
Some families recognize the teacher as a person, and give a personal gift, not too personal though! We are not just teachers, we have many interests. Knowing what your child’s teacher’s interests are and reflect this in a gift is very thoughtful. Personal gifts might include, gift cards (from coffee shop or restaurant to manicure or garden center), cheese and cracker basket, wine, a movie night basket. Again, you must know this teacher to get the “right” gift. Add a note as to why you chose it. Did you get him/her warm socks because they have playground duty or an infinity scarf because you see her wear one and admire it? If your child picks out something that you roll your eyes over, let your young child explain why they think it a perect gift and let the teacher know.
The “best gifts” I’ve ever received are as varied and unique as each of us. As I reflect on the best “gift” I ever received, it has always included a personalized note.
Lastly, not all teachers drink coffee or eat sweets…………this is not to be mean but be sensitive to who your child’s teacher is!! A mug with a 5lb bag of coffee is perfect for one teacher and ugh to another.
Remember all of your ideas are wonderful IF given from the heart, appropriate for the particular teacher and not given because you are “supposed” to. Remember to include a heartfelt note!
Happy Holiday Season.
How Fun Can a Box Be?
Have you ever heard the statement “they like the box more than what is inside”, when referring to young children? Really, how much fun can a box be?
This week we received some supplies at Friendship Garden Nursery School in a big square box. At first this box was doomed for the recycle pile but at the last minute it was saved from being crushed, at least by my hands. After explaining “recycling” and “reusing” (Science and Language Arts) instead of just putting the box down for the children to discover, I placed in on a drop cloth and gave the children paint and paint brushes. In time the box was covered in pretty colors. (Creative Arts) After the box dried it was time to put it out to play with.
First everyone had a turn to sit in the box, after that they attempted to figure out how many children could fit in the box. (Math) Later we counted how many objects were put in the box. We will do some formal and informal measuring in the coming weeks.
We have spent a lot of time filling and emptying our box using our big muscles. (Motor skills) Young children enjoy.
The box has been a train, a truck, a “jack in the box”, a cuddle spot, a table, a hiding spot and I’m quite sure it will be much more! (Dramatic Play) Unstructured play with a box inspires creativity, resourcefulness and imagination.
Did you know the cardboard box is in the National Toy Hall of Fame?
What can you do with a box?