Process Art Experiences
NAEYC has written a great article about process art experiences. I have edited the content to show the benefits of process art. The whole article is here. http://www.naeyc.org/tyc/article/process-art-experiences
Many of us still look for “cute” projects. Cute is usually not art, it is craft and product based. Pinterest has made it easy to find product oriented “cute” projects. One needs to understand the difference between process and product art and use that knowledge when offering art experiences to young children. There are many ideas online however don’t be fooled by posts that come up with the heading process art but are product art in disguise!
The following is about process art as summed up by NAEYC.
Characteristics of process-focused art experience
- There are no step-by-step instructions
• There is no sample for children to follow
• There is no right or wrong way to explore and create
• The art is focused on the experience and on exploration of techniques, tools, and materials
• The art is unique and original
• The experience is relaxing or calming
• The art is entirely the children’s own
• The art experience is a child’s choice
• Ideas are not readily available online
What children might say
“Look what I made!” “I’m going to do another!”
“Can I have more time?”
Provide open-ended, creative art experiences by offering activities such as
• Easel painting with a variety of paints and paintbrushes (with no directions)
• Watercolor painting
• Exploring and creating with clay
• Finger painting
• Painting with unusual tools like toothbrushes, paint rollers, potato mashers
• Printing and stamping (stamps purchased or made with sponges)
• Creating spin art using a record player and paint, squirt bottles, paintbrushes, or markers
• Stringing beads independently and creatively
• Weaving cloth, yarn, or paper
• Drawing with pencils, art pens, various sizes of markers, or crayons
• Using homemade doughs
• Making collages using tissue paper, various sizes of paper, glue, paste, glue sticks, scissors, and recycled materials
Tips for leading process-focused art
- Approach art like open-ended play—for example, provide a variety of materials and see what happens as the child leads the art experience
2. Make art a joyful experience. Let children use more paint, more colors, and make more and more artwork
3. Provide plenty of time for children to carry out their plans and explorations
4. Let children come and go from their art at will
5. Notice and comment on what you see: Look at all the yellow dots you painted
6. Say YES to children’s ideas
7. Offer new and interesting materials
8. Play music in the background
9. Take art materials outside in the natural light
10. Display children’s books with artful illustrations, such as those by Eric Carle, Lois Ehlert, and Javaka Steptoe
11. Let the children choose whether their art goes home or stays in the classroom
12. Remember that it’s the children’s art, not yours
What children do and learn through process-focused art
Social and emotional
Children relax, focus, feel successful, and can express their feelings
Language and literacy
Children may choose to discuss their art and add print to it (on their own or by dictating to a teacher)
Cognitive
Children compare, predict, plan, and problem solve
Physical
Children use small motor skills to paint, write, glue, use clay, and make collages
Full article is here: http://www.naeyc.org/tyc/article/process-art-experiences
Creating a Win-Win
How do you create a win-win situation with your toddler?
The young preschooler by nature is the master of battles. We have witnessed and experienced the change of season clothing battle, the “I want it the way I want it” battle and the “I don’t like it” battle for the past few weeks! It is important to choose your battles wisely and create a win-win for you both!
Let’s look at how to create a win-win situation, since that is the preferable outcome.
When your young child is thrashing about, stomping, yelling or whining, you might want to banish them to the moon until they grow up. Not possible? Then remember this, your child is not being disrespectful but rather learning how to be a leader. He/she is learning how to voice his/her opinion and looking for your respect. The young child is learning how to navigate the world by asking why (over and over) instead of accepting your word. So let’s see, raise your hand if you want your child to blindly follow the leader! Not so much. You want your child to listen and respect, remember respect is earned.
There are several ways to make things easier for both of you and empower your child at the same time. First, create an environment of mutual respect. For the young child this means, listen to their side of reason. It might be completely unreasonable to you that suddenly your three- year-old wants to wear her party shoes to school. Stop to find out why and there may be a great explanation or story how she and her friend had a plan to have a princess dance party at school. If the rule is “shoes with ties for school” you now have a place of understanding for compromise. Remember you are not giving in, just respecting his/her opinion which is part of your win-win plan.
Second, offer choices and make sure that either choice is acceptable to you. Put out two pairs of pants that you find appropriate and then let your child choose. Your young child is just beginning to understand that he/she has an individual voice, and that it can have an impact on his/her world.
If compromise or choice is not possible, explaining helps your child learn that there is thought and reason behind what you have asked him/her to do. This goes back to raising a leader not a follower, remember perhaps your child is not being disrespectful but rather he/she is seeking an explanation to a situation that makes no sense to him/her.
Lastly, to fend off some outcry try to give clues or “warnings” that a transition is about to occur. In nursery school we have a timer or we flicker the light or we give a verbal reminder. This helps to set the children up for what is ahead.
We all want to win, child and adult alike. Cheers to setting up win-win situations!
Eliminate a behavior
Expectations for behavior are defined by our culture, by society and the environment in which we are in. We have different expectations for behavior in the library or church than we do for the playground. We want to guide young children to behave in a defined way as appropriate to the situation.
There are some behaviors we’d like to see in any environment such as manners (yet even the definition of manners can vary widely). What happens when we wish to eliminate a behavior?
First, ask yourself what is my child doing and why? What needs is he/she trying to meet? Then think, is this behavior unacceptable? Is it important to stop? Also consider, is the behavior age appropriate?
If yes, then reflect, can I adjust?
If you cannot adjust, focus on the behavior and its effect on others not on the child (person). “Yelling is loud and hurts my ears”. Refrain from saying “YOU are (pick one)___________ “loud”, “bad”, or “naughty”.
Make observations that you can see and or hear without making a judgement. “Wow that is loud.”
Do not wait to respond. Ten minutes after an incident is too long for a young child to process the feedback you are providing. Allow the child time to process what you are saying, this could take a few minutes.
Give information and not advice. Communicate clearly why the behavior need to stop. Allow the child to come up with solutions for themselves. The ultimate goal is self-regulation. You may offer to help by brainstorming. “Yelling is loud inside, is there another place we can yell that might not cause your friends to cover their ears?”
Lastly, be flexible and make all solutions appealing when possible. “Can we yell into the trashcan?” I would personally prefer waiting to yell until we go outside. Occasionally, I have to be flexible in accommodating an immediate solution so we yell into the trashcan!
Welcome New and Returning Families!
Welcome New and Returning Families!
We are so excited for the new school year and cannot wait to get started! This year will be filled with exciting adventures, fun projects and educational activities. These will be designed to help prepare the children for life’s endeavors, understand dynamics and engage in small and large groups, and become familiar with concepts they will further develop throughout elementary schooling and beyond.
We are welcoming so many new families, and are also mixed with bittersweet emotions as we send off our graduating students to continue their academic journeys in kindergarten.
Please join us for the end of summer playground playdate and Art Show on Friday, August 28th from 4:00-5:00 PM.
FGNS Kids
Please label everything your child brings into school. Each child brings hundreds of personal items into the school throughout the year and it is not possible to keep track of what belongs to who. Things fall out of cubbies, children take things off and throw them on the floor, give them away to another child or put them in the wrong cubby. In order to avoid confusion, we respectfully ask that you label absolutely every personal item that your child brings or wears into school. This may include but is not limited to sippy cups, thermoses, water bottles, lunch boxes, containers, jackets, hats, mittens, boots, slippers, comfort items, blankets ect. Anything special, valuable or irreplaceable should not come into the school. If your child comes home with something that does not belong to them, please return it in a timely manner. We thank you for your understanding and cooperation.
Welcome New Teachers!
We want to extend a warm welcome to our new staff who will be officially beginning their journey teaching at Friendship Garden Nursery School full time for the 2015-2016 School Year. They are all thrilled to be part of our team and excited to further enrich the children’s lives with excitement and intrigue. Their objectives in the next few weeks will be to learn all about the children and their families, and continue to offer the structure, social, emotional and academic education the children need to thrive.
We appreciate your understanding and patience as everyone continues training for the last few weeks of summer. We recognize the importance of consistency in caregivers and are committed to maintaining a high standard of excellence in the quality of early education experiences offered here at FGNS. The new teachers were carefully selected, are in the process of undergoing comprehensive training and each has offered their assurance they are reliable caregivers and focused educators.
Meet Our Staff
Alexis Turner is our new Lead Teacher, stationed in the Toddler Room. Alexis has over 20 years experience teaching in preschool and toddler classrooms. She is also the mother to 3 wonderful daughters, Ashton, Emily and Ava. We are thrilled to have Alexis on our team as we know she will bring a whole new level of excitement for our amazing group of toddlers. 
Olivia Fluker will be the full time Teacher for our Pre-Kindergarten classroom. Olivia is developing a comprehensive curriculum plan to prepare the children for kindergarten and beyond. She is working hard to create a full schedule of fun and engaging activities and projects. She will be working in collaboration with Megan and myself to implement these plans effectively throughout the year.
Megan Foster will be the full time Teacher Assistant in the Pre-Kindergarten classroom. Megan is so happy to pursue her career as a preschool teacher. She will be working more closely with the young preschoolers to allow them more flexibility in academic based projects and increased support in social emotional development and potty training.
Loose Parts
Young children learn most when they are actively participating in the learning process by interacting with adults, each other and the environment. The materials that children interact with are placed in one of two categories, open ended or closed materials. Open ended materials are materials that can be used in many different ways, opposed to closed materials that have one intended use. Wind-up toys, puzzles, talking toys, worksheets and coloring pages are a few examples of closed materials. These types of materials have only one correct way to use them and they require very little higher order thinking.
Loose parts are categorized as open ended. Open ended materials encourage thinking, creativity and experimentation. Loose parts play is intended to be limitless and timeless. It is helpful to think of loose parts as something that will inspire imagination and creativity for each child based on their unique personality and temperament.
Loose parts can be natural or synthetic. They are materials that can be moved, carried, combined, redesigned, lined up and taken apart and put back together in multiple ways. Loose parts can be used alone or combined with other materials. There are NO directions with loose parts.
Let’s look at aluminum cans. They can be stacked, rolled, used as containers, hollered into, kicked, used in the play kitchen as imaginary food, become a telescope, etc. They are virtually indestructible, easily replaced and free (except for the original contents).
Here is a list of loose parts in the environment. It can be found here: ribbonshttp://extension.psu.edu/youth/betterkidcare/early-care/our-resources/tip-pages/tips/loose-parts-what-does-this-mean
Loose parts in a natural play area:
water • sand • dirt • sticks • branches • logs • driftwood • grasses • moss • leaves • flowers • pinecones • pine needles • seeds • shells • bark • feathers • boulders • rocks • pebbles • stones
Loose parts on a playground:
balls • hoops • jump ropes • tires • sand • water • dirt • straw • boulders • rocks • stones • pebbles • buckets • cups • containers • digging tools • chalk • scarves • ribbons • fabric
Loose parts in an indoor environment:
blocks • building materials • manipulatives • measuring • pouring devices (cups, spoons, buckets, funnels) • dramatic play props • play cars, animals, and people • blankets • materials • floor samples • water • sand • sensory materials • recycled materials (paper tubes, papers, ribbons, caps, lids, wood scraps, wire, foam, cardboard) • plastic gutters • small plungers • tools • art materials (buttons, spools, natural and colored popsicle sticks, beads, straws, paints, brushes)
What else can you collect?
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.