Teaching Technology and Engineering in Pre-School
This is the second blog of the Science, Technology, Engineering and Math (STEM) series by Robin Jones.
How do we teach technology in nursery school?
Technology is a way of doing.
When we hear the word technology most of us think of computers and the information highway. While it is the case that children are using tablets and computers in preschools, what else is technology? Let’s start with what it should NOT be. Technology is not meant to replace experiences but to expand the range of tools with which the young child can seek information. Technology is using tools to get a job done. Technology is being inventive, identifying problems and making things work. Technology is thinking and problem solving giving equal opportunities to boys and girls.
Technology in language arts might include a listening center with books and tapes/CD’s, a player and headphones. There are many games that encourage letter recognition, pre-reading and pre-writing skills.
In the dramatic play center, when children are playing grocery store they might “scan” items to get “prices”, this shows a knowledge of how to use tools. Old phones, calculators, click counters and keyboards allow children to understand the function of these tools as well.
In the area of social development technology is talking, doing, cooperating, and helping. It might be trying out a computer game with a friend, sharing and playing cooperatively. There are many types of timers that can be used to encourage child turn taking.
Engineering is a way of doing.
Engineering is solving problems, using a variety of materials, designing and creating, building and testing until things work. The engineering process is circular: define, plan, build, test, share and begin again. Preschoolers are natural engineers because of their innate curiosity and love of hands on activities. Young children can see the game of building and testing again and again. The most prominent example I can think of is in the block area. Preschoolers will build and rebuild until they are met with success. This is usually accomplished with great joy and laughter as they solve the problems of falling blocks. Explore and use simple machines such as ramps, gears, pulleys and levers throughout the block play experience to add to the creativity.
In the art area invent and construct simple objects or structures using common tools and materials. Talk about what does and does not work. Ask why certain materials are used for the purposes that they are used. For example, why is a chair made out of plastic and not paper?
In the area of science engineering can be the study of how animals use parts of their bodies to accomplish various tasks.
While cooking discuss the function of common machines, such as a cheese grater, food mill, mixer and/or blender. Ask how they work and explain how these tools make the job of preparing food easier.
The proper use and safety of all tools is a part of the preschool engineering curriculum.
During story time look for examples of engineering when the story time characters are faced with a problem that they try to solve. The Three Little Pigs is a great example. Many titles in Curious George series of stories can be used to talk about the engineering process. Can you think of any other titles? Please share.
Technology and Engineering are just “fancy” words to describe what children do naturally on a daily basis. Let’s get busy.
Choosing the Best Early Childhood Program
How do you choose an early childhood program?
Location and cost are important to the family looking for child care outside of the home, so how do you find the best fit for your budget, yourself and your child?
In my experience, word of mouth is the first stop for most families. Start by asking your friends, acquaintances and colleagues about where their child is in early care. Keep in mind looking for the best fit for you cannot be judged by your friends alone. I would advise looking at more than one place and perhaps making more than one visit. The decision of where to place your child outside of your home should be made keeping in mind that research shows the importance of quality care in early developmental years. Convenience and price might not be in the future generation’s best interest.
Next make sure that the child care on your list is licensed. In MA you will find a listing of all licensed child care providers both home based and center based at www.eec.state.ma.us. You will be assured of health and safety standards as defined by the Commonwealth.
A higher level of quality for a center based childcare is national accreditation by the National Association of the Education of Young Children (NAEYC) www.naeyc.org for home based care go to www.nafcc.org
Since you will have needs specific to your family, gather more information by looking for a website or making a phone call to verify that the childcare centers on your list offer the days and hours of operation you require. You might ask about other policies that are important specifically to you for example, celebrations, family involvement, wellness policy, cancellation, or closures.
Next you will need to arrange to visit the child care setting. It is advisable to call ahead to find out if you can “drop in”. There are a range of safety pre-cautions that vary from site to site, home to home from very lenient to very strict policies of no admittance without an appointment.
Once at the site, assess the atmosphere. Ask yourself how you feel. Does the environment welcome you and your child? Are the children happy? Is the noise level appropriate for a group of children at play? What are the children doing, how about the adults? Are the children being supervised? You should see smiles all around, hear pleasant sounds, notice hands on play and activity. There should be enough materials for everyone.
Pay attention to interactions between children and between teachers and children. They should be mostly positive without overuse of the word “no”. Guidelines and rules should be clearly understood and explained for everyone.
Equally important to the indoor space is the outdoor space. Asses this space as you would the indoor space.
Lastly, would your child be comfortable, happy, and engaged in the environment you are visiting. If all of the above is met, you’ve met your match.
Rainbow Jello for Saint Patrick’s Day
I am excited to share with you a fun St. Patrick’s Day snack.
First a disclaimer, you have to really like having fun with young children on Saint Patrick’s Day as this is a time consuming snack, you will need several days to complete this.
Supplies
One box each of red, orange, yellow, green, blue and purple jello
Water
Small clear cups
Start by making the purple jello according to the directions. Pour about a ½ inch worth of purple jello into your pre-counted cups. Make sure that the children watch this process. This is the only step that they should see, so that they are surprised at the end when their jello has turned rainbow!
Next make the blue jello according to instruction and pour a layer on top of the purple jello layer. Continue with green, yellow, orange and last add a layer of red!
On Saint Patrick’s Day surprise your young child with rainbow jello!
If you are into leprechaun tricks, here are a few favorites at preschool.
Turn the milk green. Turn the toilet water green. Turn anything green!
Build a leprechaun trap. During the night leave a glitter trail leading to a lost piece of gold.
Hide gold coins.
Leave a trail of small handprints/footprints leading up to a small tea party.
Leave a tuft of leprechaun hair and a piece of clothing on the window sill as if a leprechaun left in a hurry.
Turn a select few things upside down.
Leave a message from a leprechaun.
Have fun, happy Saint Patrick’s Day!
Family-Teacher Conference Time
It is time for family-teacher conferences. This means different things to different families. While one family might really be looking forward to meeting with the teacher another family may really be dreading this meeting.
What is the family-teacher conference? It is a time to reflect on the goals, objectives and even dreams of your child. It is a time to forge mutual respect for the parent and teachers role in your child’s education. Educators prepare for your child’s conference by combining a series of observations, rating scales, checklists, observations from other educators and their own expertise. These data points are compiled into a progress report for your preschooler.
During the conference the educator will want to find out more about your personal culture and family life. There should be a sharing of information about the child that results in teamwork and collaboration for your child’s education.
Progress reports generally review your child’s progress in the following areas: language, math, history, social science, science, health and integrated arts.
NAEYC suggest that families prepare for conferences in the following ways.
Be willing and ready to share information about your child and family. You are the most important influence in your young child’s life. You know your child better than anyone else and have valuable insights to share with the teacher. Share things about your child’s life at home. Focus on the things you believe your child’s teacher needs to know.
Stay focused on your child. While it is easy to wonder how your child is doing compared to other children, his/her own siblings or even yourself at the same age it is important to focus strictly on observable progress for your child. Stay focused on your child and his or her unique temperament, individual needs, and special interests. .
Attend every parent-teacher conference. Arrange to be at all scheduled conferences whether in person or by phone, use the conference as a time to exchange information with the teacher and discuss ways to work together to enhance your child’s education.
Arrive on time. Teachers usually have a tight schedule for conferences. If you think you will need additional time ask for it in advance.
Remember, children can hear and remember what is said. Conferences are generally a time for adults to talk. It’s best to arrange for a caregiver for your child.
Listen with an open mind. Ask questions when you don’t understand. Speak up if you disagree with a strategy or don’t understand how it will support your child’s development and learning. Explain the reasons for your views and voice your concerns, but be open to suggestions. Stay on the subject: your child’s progress. This is important dialog for your child’s education.
Be prepared. If you have specific question to ask the teacher, it’s a good idea to ask the most important question first, in case time runs out. Remember, while teachers have a specialized education, they don’t have answers for everything nor can they diagnose or speak to issues outside of their specialization.
Keep the conversation focused on what can be done for your child. When there are problems, both teachers and parents need to stay calm and work together for the best interest of the child. Follow up conferences/meetings will be scheduled if necessary.
Stay involved. Try to visit the center or school frequently, not just for conferences and Back to School Night. Ask the teacher to suggest activities you can do at home to reinforce your child’s learning. Look for opportunities to engage yourself in your child’s education. If you have questions find out what format the teacher likes to receive and answer so that lines of communication remain open!
Source: Adapted from H. Seplocha, 2004, “Partnerships for Learning: Conferencing with Families,” Family Ties, Young Children 59 (5): 96–99.
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Pre-School Science Blog Series
Since there is a recent emphasis on Science, Technology, Engineering and Math (STEM) this blog series will start with science in the preschool curriculum with two more to follow.
Science is a way of thinking.
Science is NOT something you know it is something you do. Science answers questions, it is a way of looking at the universe, it is a way of investigating. The product of science answers questions, how we do this is the process of science.
Young children are naturally curious. A preschool science curriculum includes experiences to broaden thinking and build new understanding. It involves questioning, trying things out and taking risks. Inquiry and exploration, what things are called, how they work, and why something happens, these questions are the basis of science.
There should not be a specific science time in preschool. Science is integrated into all content areas for the naturally curious young child. It is best to let things unfold rather than correcting ideas, teaching information or providing an explanation.
In discovery children will use all their senses to gain information about their environment. The science curriculum for the young child will support observing environmental change, cause and effect, systems and cycles. Classifying living and non-living, weighing and measuring, gravity and magnetism, making predictions are all aspects of a preschool science curriculum.
Let’s look at science in a typical preschool day.
During morning circle a teacher lead activity may include discussing the daily weather. As the educator leads a discussion about the weather and children share experiences from home, the discussion may turn to caring for a pet or finding shells on the beach. Many times music is played at morning circle. Conversations regarding the music allows for the discovery of sound and the instruments that create it.
During center time, in dramatic play the children might be seen balancing tea cups and plates trying to defy gravity or they might compare and contrast the dolls to real babies. Young children act out having a baby by stuffing dolls in their shirts. This is science, remember that you do not need to correct, teach or provide an explanation. Science is all about discovery.
At the writing center, science might be comparing colors or discovering what happens if you press down very hard on a pencil point.
At snack time body processes and functions is a very popular preschool science investigation! The nutritional content of food is another popular topic at snack and lunch time. During the process of preparing snack one might witness the transforming of whole apples into applesauce, witnessing solid to liquid.
Project time might be color mixing or making play dough where the dry ingredients mix with the wet and then cook into a malleable solid. Watch what happens when you dip dry chalk into water and draw on dark paper. Again this is all preschool science.
Growing seeds, caring for plants, caring for school pets, hatching caterpillars or eggs, watching the sunset, collecting insects, using magnets and magnifying glasses, watching a pumpkin rot, listening to your heart with a stethoscope, brushing your teeth, on and on this is preschool science!
Runny Noses, Coughs & Colds
Can you believe that the simple act of hand washing can keep your child healthier this winter? I was reading an article by Dr. Marz of Bass River Pediatrics where he says that young children entering preschool for the first time will spend the next 18 months or so experiencing the entire inventory of cough, cold, runny noses and viruses in the area. If you relocate the pattern continues with “new” local bugs. In fact this is a normal pattern. Your child’s immune system is not sub optimal.
Many of us take hand washing for granted as a way of staying healthy and perhaps focus on good food, sleep and exercise which are all important to our good health. Pair this with hand washing and your child’s health might improve.
What is proper hand washing? Soap and water are integral to good hand washing. Using soap and running water, hands should be rubbed vigorously together for 10 seconds, be sure to include the back of the hand, wrists, between the fingers and under the fingernails. Dry thoroughly with a paper towel and repeat as necessary throughout the day!
Great news, young children love washing their hands. Here is a fun poem to wash to!
Little fingers like to play
In mud and paint and sand all day.
To get those fingers squeaky clean,
Wash the fronts and backs
And in between!
We used finger paint and made our handprints on a separate piece of paper and then sprinkled on a bit of corn meal “dirt” and then recited this poem. It is now hanging on the wall to remind us to wash often.
We also have fun with this poem, as we teach the children to put their coughs or sneezes into their “wings” or elbows.
If you need to cough or sneeze,
Put it in your elbow please.
Throw your tissue in the can,
Now it’s time to wash your hands!!
May these little tidbits keep you healthier this winter!
Penguins, Snow & Ice, Outside Science Explorations!!
As we take a break from the series of blogs about areas in the classroom, we’ll have some fun with penguins, snow and ice.
Since returning to school in January, we have seen some very warm days and some very cold days! This week I’ll share some ideas that help us love the cold!
Young children learn best with hands on activities. This time of year in the Northeast is a great time for outside science explorations.
Who loves an ice hunt? We do. Young children love stumbling upon interesting or puzzling frozen things. Water that has frozen is like a treasure! They delight in a pinecone or other object frozen in an ice chunk. You can seed these discoveries by putting some water out in containers and adding some leaves or pine cones for your preschooler to discover at recess time. Catch snowflakes on a dark piece of paper and observe them with a magnifying glass. Will you find two that look alike?
If it is not cold enough outside, use the freezer to compliment your ice studies inside. We froze some water in ice cube trays and bowls for our penguin habitat play. If you have access to snow, bring it inside in a tub. Preschoolers delight in both water and ice studies, you can have both as the ice melts! Let them discover the properties of water and ice through their own exploration and discovery. If you are worried about cold hands, provide a few sets of mittens.
Have fun with language arts by using arctic vocabulary. There are many ways to say “cold”. When talking about arctic animals, don’t forget to use words like habitat, blubber (layer of fat), paddle, rookeries (big noisy group), chick, predator, hibernate and molt as a few key words. Write and tell stories about animals living in a cold environment.
Social studies may include an introduction to the life style of families that live in igloos and have sled dogs and how they cope with very cold regions.
Match little toy penguins with ice cubes, (real or paper) to practice rote counting and one to one correspondence. These types of math activities make learning fun!
There are many arts and craft activities that revolve around penguins, ice and cold. I will list a few that are fun for young children as a jumping off point for you. Polar bear or penguin paper bag puppets, toilet paper roll penguins, frozen birdseed or cranberries molds to hang out for the birds, cotton ball, sugar cube or mini marshmallow igloos, and frozen paint cube paintings are all fun and easy to do!
Large motor activity can include waddle and belly slide (toboggan) like a penguin or fish and jump from ice flow to ice flow like a polar bear.
Stay warm, next week we will explore the science area in the nursery school setting.
Soon we will post Friendship Garden Nursery School fun and educational activities on Pinterest. You can start following us now at http://www.pinterest.com/funwithfgns/
The Benefits of Dramatic Play for Children
Why do early child centers have dramatic play areas?
Dramatic play can expand your child’s imagination and allows him/her to create his/her own world and safely act out life experiences, role play emotions and concerns. In this area children act out what is important to them, what they have experienced and what they are comfortable with all within the confines of what they can control. During dramatic play cooperation and negotiation skills can be practiced. This supports the young child’s social/emotional development.
Pretend play provides opportunity for language development as different props are introduced. When introducing woodworking tools imagine the vocabulary and learning that will take place. Dramatic play allows for expansion of language capabilities. When adding pencil and paper, writing can be added as a skill developed in the dramatic play area. Research shows that children who have opportunities for dramatic play are better readers and writers with a more comprehensive vocabulary.
Math in the dramatic play area can be setting a table using one to one correspondence by placing one plate, one cup, one fork, knife and spoon at each place, sorting doll clothes for “washing” or dividing play foods evenly among plates. Children can match pairs as well.
Learning about diversity and other cultures is an area often reinforced in the dramatic play area for the young child. These social studies as well as learning about oneself and others are met by introducing various traditions by adding special clothing, tools or objects to the area. Children have an opportunity to explore various customs and celebrations. I have added for example, a menorah, wedding veil, chop sticks and birthday hats to the center at various times.
The small motor skills of dressing dolls, zipping, snapping, buttoning and tying dress up clothes/costumes can easily be integrated into dramatic play. Young children can practice simple home chores such as sweeping, folding and serving.
Science can be integrated into dramatic play as you set up a “forest”, a cave, a fishing pond or a tent. We add different supplies that correspond to our curriculum.
At home: Set up a space for dramatic play with props such as: dress up clothes/costumes, dolls, kitchen props and a telephone. Remember you can use old mail, calculators, paper, pencils and a briefcase so your child can play “office”. Stuffed animals, small blankets and a doctor kit can be a pet shop or vet. Emptied and clean food containers and flyers can make a grocery store. Extend all of these areas with paper and a pencil for writing lists, prescriptions, bills or notes. Use your imagination and allow your child to use his/hers. Have fun!
See you next week!
The Importance of Art in a Pre-School Curriculum
What is the value of art in the early childhood curriculum?
This month I will continue to explore each area of our curriculum. Last month I started with cooking. Let’s look at art.
Art can be enjoyed through all areas of the early childhood curriculum. Art in the nursery school is about exploration. The experience is about the process of creating not the final product though we all know there are limits on some creative behavior for safety reasons!
First, let’s consider art and social/emotional development. Art is for the pleasure and the satisfaction of creating something very personal. The product is very personal and need not be judged by anyone other than the creator. For the young child art provides the opportunity for freedom of expression through color, shape, texture, modeling and design. This can be accomplished with paint, playdough, paper and glue to name a few.
In the art center children learn to respect each other’s work and to accept differences amongst themselves. The practice of sharing supplies and space happens in the art center. Often children might have to take turns, another skill that can be learned in the art center. Art helps the young child build self confidence in his/her ability to make choices and decisions.
Art can build literacy skills as young children tell stories through drawing and painting. Additionally, looking at the art work in children’s books and offering the same materials is a great way to submerse the child in art. Art vocabulary can be very informative and impressive as the young child says “illustrator”, “mosaic” and “three dimensional” to name a few. Listening skills and following directions are important for safety and the setting of rules for using artists’ tools, for example, a paint brush, rolling pin or scissors.
How else is art important for the preschool aged child? In the area of math in the art center children can observe color, texture, size, and shape of objects. Often they may need to count out enough materials to complete a project.
In the art center, making play dough and paper mache are materials through which young children can participate in science. Young children thrive with hands on learning.
The art center can provide for physical development when exercising the small muscles of the hand while drawing, cutting, gluing and painting. Eye/hand coordination can also be developed. The large muscles of the body can be used in art as well, using the upper body when taking broad painting strokes.
Finally, at home provide materials and a space for your child to create. Fill a box, bin or bag with crayons, chalk, markers, pencils, playdough, rollers and cutters, scraps of paper all kinds, child scissors, glue and paint. You need not be fancy, recycled materials work well. Color or paint on old newspaper or cereal boxes. Throw in an old table cloth or sheet to catch the spills. Choose a space for creating and a special place for displaying what your child creates.
Next week I’ll take on the dramatic play area.
Promoting Wellness & Independence for Pre-schoolers
How do routines promote wellness and independence for your nursery school aged child?
There are many ways to promote well being while allowing for independence for your pre-schooler. Let’s look at a few basics.
Your young child can begin taking care of him/herself. This does not mean that he/she should do this alone! A family member should be modeling good self care. The most important and easiest way to promote wellness within your family is proper hand washing using soap and running water. Although hand sanitizer will do in a pinch, soap and water is the preferred method of cleaning. This simple task will keep everyone healthier.
Children thrive when given schedule and routine. There are many fun ways to invite your child to participate in healthy daily routines. Let’s look at cooking and housekeeping chores. Preparing nutritious foods is a favorite task of many pre-schoolers. Young children can wash, mix, and stir. Make sure that the cooking task you give your little one is age appropriate with a bit of a challenge. Use family dinners as a time to provide opportunities for practicing using utensils, non-sippy cups and good manners.
Cleaning up can be fun. How about playing a sorting game or getting the task completed before the music ends? Putting things away in familiar places help children to be self sufficient. Folding laundry provides many lessons in dressing for the weather. As the temperature changes so should the clothing in your child’s bureau/closet. Clothing battles can easily be won when you having a selection of seasonally appropriate clothing that your child can choose and put on him/herself. It is a good policy to choose your battles keeping in mind that some things are “must do’s” and are never left up to the child’s choice. Establish this for yourself and your child early. Remember there is no negotiating “must do’s”.
In keeping well make sure that your pre-schooler has the opportunity for gross motor movement/exercise every day. Climbing, running, jumping, catching, lifting, balancing and reaching. This can be accomplished either at a playground or dancing to music in your living room! Just like adults children should move enough to raise their heart rates.
Young children need routine bedtimes. Allow your child to wind down un-stimulated by electronics before bed to assure a good night’s sleep. After getting into pajamas, washing up, tooth brushing and flossing is another important self care routine that you can do together.
Whatever healthy routines you establish keep with them until your child’s next developmental stage. You will recognize when this happens as your routine will need change, sometimes this is dramatic, as in it just no longer works, but often there is just a subtle shift. Flow with it, remembering the basic well being issues discussed above.
Be Well!