Saturday, February 23, 2008
The Fruits of my Labor
I feel like with the support of my lead teacher and co-workers that my "Play Day" was a success. I think for the most part I reached all my goals. My projects were developmentally appropriate and many of the students participated and had fun. I also got a great bulletin board out of it.
The Flannel Board
I think the flannel board is a teacher's best friend. The children don't complain that they can't see. You can tell any story you want and you can alter the story depending upon the interest level of the group. Here I'm telling a age appropriate bible story of Noah's Ark to a small group of interested kids. I think after a busy morning that it's calming to listen to a story. It develops listening skills, and memory skills and sequencing skills.
Noah's Ark
The Noah's Ark wooden toy had a lot to offer. Cognitively you could teach about pairs, learn new animal names, and see what an Ark would look like. There is only one ark in the classroom so children can learn to share and interact, which is the beginning of compromising and negotiating. It is also a great imagination toy.
Animals and Play Dough
I found that the animals and play dough table created the most social experience.I observed lots of talking, laughing, and silliness.I would also say that this was the "imagination" table although the children at this age still need replicas of real objects in their play. The children were making animal sounds and had the animals interacting with each other. The play dough also works the hand muscles, getting them ready to hold a pencil. There was also sharing and taking turns going on at this table.
Puzzles
I wasn't surprised to see this little boy at the puzzles. English is a second language for him and he's really still a "solitary player". There was still lots of value in doing the puzzles. Naming the animals in English, fitting the shapes in the right place and actually placing them developes fine motor skills.
Painting the Ark
Each child that came to the art table had a different approach and experience. You can see how some children are interested in using a paint brush and some just dive right in a go for the "Full Monte"..not just painting but going for more of a sensory experience. The last picture shows how something can be a challenge, develop fine motor skills and still be fun. I found this to be a less social experience. This brought out the parallel rather then the group play I was hoping for. I had more girls than boys interested in this table.
Noah's Ark (part 1)
Our classroom has a Theme Based, Emergent Curriculum. Since we are studying animals I chose Noah’s Ark as the Theme for my project. I thought this would work because the children that were interested could participate and the other children could make other choices. Our classroom themes are in one or two week blocks. The animal theme is a two-week block. Our class schedule has free play from 9:15 – 10:10. That was the perfect amount of time form my “Play Project”. The goals of the art table were to help develop fine motor skills, develop cognitive and social skills, and to have many children participate and have fun. On the Art table I had cutouts of an ark. A child could choose to either paint it (the paint had glue and shaving cream added for texture) and or put animal stickers on it. It introduces new vocabulary with the word ARK and naming animals. At the Manipulative table my goals were the same as the art table but I also felt that it was a great place to socialize. There were puzzles of animals for children who don’t enjoy painting and I put different animals and play dough out. Both help with small motor skills and encouraged socialization. The rug area had a wooden ark with pairs of animals and soft blocks. There were also books and a felt board with the Noah’s Ark story set up. I roamed the room, sometimes observing and sometimes engaging with the children that were participating in my project. As an assistant teacher it always feels so important that the children take an interest in my ideas. If they like it I feel like a success and if I miss the mark I can’t help but feel I failed. I think this morning went pretty well. The most important thing is that I learned about the students was that they are evolving everyday.
Thursday, February 21, 2008
Fine Motor Skills
Here are some ways we work on our fine motor skills and have a great time to boot! All of this play is really work. Getting our hands ready to hold a pencil.
Making "birthday cakes" with play dough and sticking the candles in is a great workout for the hands.
Making "birthday cakes" with play dough and sticking the candles in is a great workout for the hands.
Thursday, February 14, 2008
Learning Cause and Effect
These two boys have older sibling and are some of the first to play together. Is there a better way to learn about the physical world?
Wednesday, February 13, 2008
Physical Manipulation
The camera helps me with my observations. I sat and watched this two year old "work" with different shaped blocks. You could almost see the wheels spinning in his head.
Tuesday, February 12, 2008
Speaking of Playing
First we had Solitary Play, and then we had Parallel Play.
Last few weeks something really crazy happen, some of the kids found each other. There are two boys in my class that have older brothers that are friends and they started the ball rolling, fighting bad guys. Then some of the girls started trying on the costumes and talking to each other. It's so much fun to watch! I think the picture really shows that these kids have a connection.
Last few weeks something really crazy happen, some of the kids found each other. There are two boys in my class that have older brothers that are friends and they started the ball rolling, fighting bad guys. Then some of the girls started trying on the costumes and talking to each other. It's so much fun to watch! I think the picture really shows that these kids have a connection.
Wednesday, November 21, 2007
AU REVIOR
I've been thinking alot about how I was going to wrap this thing up for our class. My Blog (notebook) has been very important to me. It has really helped me think about what interests me and what's important to me about teaching young children. I was driving down Wilshire Blvd. and there it was....my ending.
Monday, November 12, 2007
The Blog Gods Are With Me!
I was sitting at the car wash today desperate for something to read. I noticed a silly looking newspaper called The Beverly Grove Express. Much to my surprise, I found this wonderful little article by T. Berry Brazelton. The Blog Gods must be with me!!! You may want to print this one to read it.
Sunday, November 11, 2007
To Each His Own
Every child has their own style. Some kids like to get their hands dirty.... some don't.
Saturday, November 10, 2007
This is a page from a site that I found interesting. It's called First 5 California... This is who they are, what they do and where you can find them.
First 5 California and 58 County Commissions throughout the state work to improve the lives of children from the time they are in the womb until they enter kindergarten.
http://www.ccfc.ca.gov/
What To Expect When Your
Child Is 2 To 3 Years Old
At this age, your child:
•Learns to notice more how others feel.
•May be stubborn and have temper tantrums.
•May enjoy being around other children.
•May like to jump, hop, roll and climb.
•Does a lot of pretend play.
•Learns lots of new words.
•Put together two, three and four word sentences.
At this age, your child needs the chance to:
•Do puzzles, string beads and scribble.
•Do more things for himself or herself, such as
putting on clothing.
•Sing, talk and learn more
words.
•Play with other children.
•Go to the park, library,
beach, zoo or go to other
interesting places.
The First Years Last Forever
What To Expect When Your
Child Is 3 To 4 Years Old
At this age your child:
•Starts to play with other children.
•Is more likely to take turns and share.
•Is friendly and giving.
•Starts to understand that other people have
feelings and rights.
•Likes silly humor, riddles and jokes.
•Likes to please and be like others.
Your child also:
•Enjoys new experiences.
•Starts to get dressed without help. May need help
with shoelaces and buttons.
•May start to have fears (“Mommy, there’s a
monster under my bed.”).
•May have imaginary friends.
•Likes to dance, run, skip, jump with both feet,
catch a ball, and be active.
•Starts to speak in complete sentences.
•Has more control over hand and arm muscles.
•Tries out different ways to move his or her body.
First 5 California and 58 County Commissions throughout the state work to improve the lives of children from the time they are in the womb until they enter kindergarten.
http://www.ccfc.ca.gov/
What To Expect When Your
Child Is 2 To 3 Years Old
At this age, your child:
•Learns to notice more how others feel.
•May be stubborn and have temper tantrums.
•May enjoy being around other children.
•May like to jump, hop, roll and climb.
•Does a lot of pretend play.
•Learns lots of new words.
•Put together two, three and four word sentences.
At this age, your child needs the chance to:
•Do puzzles, string beads and scribble.
•Do more things for himself or herself, such as
putting on clothing.
•Sing, talk and learn more
words.
•Play with other children.
•Go to the park, library,
beach, zoo or go to other
interesting places.
The First Years Last Forever
What To Expect When Your
Child Is 3 To 4 Years Old
At this age your child:
•Starts to play with other children.
•Is more likely to take turns and share.
•Is friendly and giving.
•Starts to understand that other people have
feelings and rights.
•Likes silly humor, riddles and jokes.
•Likes to please and be like others.
Your child also:
•Enjoys new experiences.
•Starts to get dressed without help. May need help
with shoelaces and buttons.
•May start to have fears (“Mommy, there’s a
monster under my bed.”).
•May have imaginary friends.
•Likes to dance, run, skip, jump with both feet,
catch a ball, and be active.
•Starts to speak in complete sentences.
•Has more control over hand and arm muscles.
•Tries out different ways to move his or her body.
One of my goals in the classroom this year is to be a good "circle time" leader. It's a real challenge for me right now. I found this to be a really interesting article.
Circle Time: Making a Good Idea Better
Feature Article from Newsletter #16
8/12/2002
An Overview
Circle time is an important daily activity in the preschool classroom. Think about all the things that happen during circle time. Children listen to a story, learn who is present and absent, discuss the daily schedule, talk about special happenings in their lives, find out about new materials in the classroom, and perhaps, sing a song or do a movement activity.
When you think about it, you realize children are learning in all areas of development.
Areas of Development
Social/Emotional Development
When children have opportunities to share their thoughts and ideas in a safe, encouraging environment, they begin to learn that they are valued, capable, and important members of the group. The classic and familiar "Show and Tell" time can be transformed from a focus on what I have to who I am or what I can do to help others. Children can share a drawing they created, teach a song, summarize a favorite story, or show how they created a structure. In a well-planned circle time, children also get to know one another, each other's families, feelings, and ideas. This community knowledge helps children feel a part of the group.
Physical Development
Dancing, stretching, active games, and movement activities meet the physical needs of growing children to move about. These activities vary the tempo of the day and allow children to "get the wiggles out" when they seem to lose focus. Making time for dancing to music with varied rhythms and playing games like Simon Says give children opportunities to learn about space and how their bodies move.
Cognitive Development
When children talk about field trips and the work they are doing in interest areas, they draw their thoughts and observations together to form concepts. They learn math concepts when they discuss how many children are here today or whether more children walk to school or take the bus. As they clap to music, they are learning mathematical patterns.
Circle time is a time to plan for the day's activities and reflect on what has already been done. For example, you may use circle time to discuss the materials and activities that will be available in the learning centers, plan what to look for and think about during the upcoming field trip, or recount events that occurred on the playground.
Scientific thinking happens when you encourage children to make observations about weather, plants, and animals following a nature walk or you make "I wonder what would happen if" comments after a child describes something that he or she did in an interest area.
During circle time children are experiencing important social studies concepts as they learn how to take turns talking, respect the rights of others, and understand the need for rules. When you introduce new study topics about their families or the community in circle time, they are also learning social studies.
Circle time is also a great time to introduce group problem-solving. You can guide children to discuss problems that have occurred in interest areas or outdoors and develop possible solutions to try out and evaluate.
Language Development
Reading and re-reading stories and poetry to children every day is a wonderful way to develop a love of good books, learn new words, explore the sounds and rhythms of language, and develop prediction and comprehension skills. In addition to learning to listen, circle time discussions provide a wonderful opportunity to learn the give and take of conversation. Preschoolers gain experience in communication skills.
Keys to an Effective Circle Time
For circle time to be an effective learning experience, teachers need to plan. Here are some ideas to consider when planning circle time experiences:
Know your children-their age, interests, and abilities.
Circle time should last only as long as children are engaged.
Make circle time a positive experience-plan activities that keep frustration at a minimum.
Think about how to introduce important skills and concepts.
Be prepared! Have the materials you need ready.
To get children's attention, whisper or talk quietly. To help children calm down before a story, sing a song that starts off energetically and then ends more slowly or quietly.
Vary the activities from day to day depending on the needs of the children. Plan for a mix of: active and relaxing activities; cognitive, physical, social/emotional, and language activities that include a range of content knowledge.
Recognize that short circle times can happen several times during the day.
Plan for the transitions into and out of circle time. Keep the transitions brief, fun, positive, and calm to helps engage children as they move from one activity to the other.
Don't keep children waiting.
Be flexible! Have fun! Stay positive!
Age of the Children
Circle time must be different for various age groups. The amount of time spent in the group and the complexity of activities should be considered in relation to the age of the children.
Three-year-olds might spend 15 minutes in circle time, especially if there is a mix of listening to a story and then responding to some open-ended questions. Movement activities, fingerplays, and simple conversations are important with this age group.
Children ages 4-5 can usually be engaged for slightly longer periods (15-20 minutes) and can tackle some more complex circle time activities. For example, you can become the scribe as the group invents a story or dictates their recollection of events.
Extending Circle Time to Families
You probably work very hard to include family members in the life of your classroom. Here are some ideas.
Think about ending each day with a closing circle time. This helps the children remember all the exciting things they did, and sends them out the door with lots to tell their parents. Reviewing is also a key method of helping children make cognitive connections and recall events.
Incorporate circle time songs and stories into program newsletters, or teach them to families during workshops or parent night programs. Parents will be happy to sing along with the children or to read their favorite book.
Invite family members to share stories, traditions, talents, and hobbies.
Video or audio tape some circle time music and movement activities and encourage children to bring the tapes home to share with families.
Some Final Thoughts
Be proactive. If a child seems to have trouble participating, ask another adult, if possible, to sit nearby, or position yourself near the child in advance. A gentle touch or encouraging smile may be all that is needed to refocus the child. You might also involve the child as a "helper" by inviting him or her to pass out materials or sing a song.
Be flexible about participation. It's okay if some children don't want to participate in some activities. By offering that child a choice to join in or to read a book quietly, you can help him feel in control within limits.
Be dynamic. By aiming for a balance between repeated and novel activities, you can maintain an ever-interesting learning experience. While you can always make room for the children's favorite songs and stories, you can also make it a goal to introduce new topics to expand the children's world.
Above all, circle time should be a time and place where children feel safe to express themselves, explore, learn, and grow in a caring community. It should provide a spark in imaginations, and a place to reflect what has been learned. Most of all, circle time should be fun and inviting.
Circle Time: Making a Good Idea Better
Feature Article from Newsletter #16
8/12/2002
An Overview
Circle time is an important daily activity in the preschool classroom. Think about all the things that happen during circle time. Children listen to a story, learn who is present and absent, discuss the daily schedule, talk about special happenings in their lives, find out about new materials in the classroom, and perhaps, sing a song or do a movement activity.
When you think about it, you realize children are learning in all areas of development.
Areas of Development
Social/Emotional Development
When children have opportunities to share their thoughts and ideas in a safe, encouraging environment, they begin to learn that they are valued, capable, and important members of the group. The classic and familiar "Show and Tell" time can be transformed from a focus on what I have to who I am or what I can do to help others. Children can share a drawing they created, teach a song, summarize a favorite story, or show how they created a structure. In a well-planned circle time, children also get to know one another, each other's families, feelings, and ideas. This community knowledge helps children feel a part of the group.
Physical Development
Dancing, stretching, active games, and movement activities meet the physical needs of growing children to move about. These activities vary the tempo of the day and allow children to "get the wiggles out" when they seem to lose focus. Making time for dancing to music with varied rhythms and playing games like Simon Says give children opportunities to learn about space and how their bodies move.
Cognitive Development
When children talk about field trips and the work they are doing in interest areas, they draw their thoughts and observations together to form concepts. They learn math concepts when they discuss how many children are here today or whether more children walk to school or take the bus. As they clap to music, they are learning mathematical patterns.
Circle time is a time to plan for the day's activities and reflect on what has already been done. For example, you may use circle time to discuss the materials and activities that will be available in the learning centers, plan what to look for and think about during the upcoming field trip, or recount events that occurred on the playground.
Scientific thinking happens when you encourage children to make observations about weather, plants, and animals following a nature walk or you make "I wonder what would happen if" comments after a child describes something that he or she did in an interest area.
During circle time children are experiencing important social studies concepts as they learn how to take turns talking, respect the rights of others, and understand the need for rules. When you introduce new study topics about their families or the community in circle time, they are also learning social studies.
Circle time is also a great time to introduce group problem-solving. You can guide children to discuss problems that have occurred in interest areas or outdoors and develop possible solutions to try out and evaluate.
Language Development
Reading and re-reading stories and poetry to children every day is a wonderful way to develop a love of good books, learn new words, explore the sounds and rhythms of language, and develop prediction and comprehension skills. In addition to learning to listen, circle time discussions provide a wonderful opportunity to learn the give and take of conversation. Preschoolers gain experience in communication skills.
Keys to an Effective Circle Time
For circle time to be an effective learning experience, teachers need to plan. Here are some ideas to consider when planning circle time experiences:
Know your children-their age, interests, and abilities.
Circle time should last only as long as children are engaged.
Make circle time a positive experience-plan activities that keep frustration at a minimum.
Think about how to introduce important skills and concepts.
Be prepared! Have the materials you need ready.
To get children's attention, whisper or talk quietly. To help children calm down before a story, sing a song that starts off energetically and then ends more slowly or quietly.
Vary the activities from day to day depending on the needs of the children. Plan for a mix of: active and relaxing activities; cognitive, physical, social/emotional, and language activities that include a range of content knowledge.
Recognize that short circle times can happen several times during the day.
Plan for the transitions into and out of circle time. Keep the transitions brief, fun, positive, and calm to helps engage children as they move from one activity to the other.
Don't keep children waiting.
Be flexible! Have fun! Stay positive!
Age of the Children
Circle time must be different for various age groups. The amount of time spent in the group and the complexity of activities should be considered in relation to the age of the children.
Three-year-olds might spend 15 minutes in circle time, especially if there is a mix of listening to a story and then responding to some open-ended questions. Movement activities, fingerplays, and simple conversations are important with this age group.
Children ages 4-5 can usually be engaged for slightly longer periods (15-20 minutes) and can tackle some more complex circle time activities. For example, you can become the scribe as the group invents a story or dictates their recollection of events.
Extending Circle Time to Families
You probably work very hard to include family members in the life of your classroom. Here are some ideas.
Think about ending each day with a closing circle time. This helps the children remember all the exciting things they did, and sends them out the door with lots to tell their parents. Reviewing is also a key method of helping children make cognitive connections and recall events.
Incorporate circle time songs and stories into program newsletters, or teach them to families during workshops or parent night programs. Parents will be happy to sing along with the children or to read their favorite book.
Invite family members to share stories, traditions, talents, and hobbies.
Video or audio tape some circle time music and movement activities and encourage children to bring the tapes home to share with families.
Some Final Thoughts
Be proactive. If a child seems to have trouble participating, ask another adult, if possible, to sit nearby, or position yourself near the child in advance. A gentle touch or encouraging smile may be all that is needed to refocus the child. You might also involve the child as a "helper" by inviting him or her to pass out materials or sing a song.
Be flexible about participation. It's okay if some children don't want to participate in some activities. By offering that child a choice to join in or to read a book quietly, you can help him feel in control within limits.
Be dynamic. By aiming for a balance between repeated and novel activities, you can maintain an ever-interesting learning experience. While you can always make room for the children's favorite songs and stories, you can also make it a goal to introduce new topics to expand the children's world.
Above all, circle time should be a time and place where children feel safe to express themselves, explore, learn, and grow in a caring community. It should provide a spark in imaginations, and a place to reflect what has been learned. Most of all, circle time should be fun and inviting.
Children's needs: Dr. Stanley Greenspan
This is an interesting interview with Dr. Stanley Greenspan on childcare. He feels that babies and toddlers are better off at home with loving parents when possible.
http://www.usatoday.com/community/chat/0929greenspan.htm
http://www.usatoday.com/community/chat/0929greenspan.htm
Thursday, November 8, 2007
Gobble, Gobble
I think this is a nice keepsake for parent. I know you can't save everything but some things are worth saving.
Handprint Turkey with Poem
Materials you will need are a printer, paper (I prefer construction paper or another heavier paper), scissors, glue, and something to colour with.
Turkey hand print
Print out the template of choice (the template is a Thanksgiving poem the girl's brought home from daycare. I'm sure some of you have likely seen it before... it was so sweet, I couldn't resist putting it on the site).
Trace around child's hand at the bottom of the paper. This will be the Turkey's tail.
Colour or paint hand print.
Draw 2 small eyes, a triangle beak and a gobbler to complete
you can cut a peanut shape out of paper for the body, glue it to the center of the handprint and draw the face on that if you like.
see picture above for how it should end up looking.
For those of you who don't want the template... here's the poem
This isn't just a turkey as you can plainly see.
I made it with my hand which is a part of me.
It comes with lots of love especially to say,
I hope you have a very, Happy Thanksgiving Day!
Handprint Turkey with Poem
Materials you will need are a printer, paper (I prefer construction paper or another heavier paper), scissors, glue, and something to colour with.
Turkey hand print
Print out the template of choice (the template is a Thanksgiving poem the girl's brought home from daycare. I'm sure some of you have likely seen it before... it was so sweet, I couldn't resist putting it on the site).
Trace around child's hand at the bottom of the paper. This will be the Turkey's tail.
Colour or paint hand print.
Draw 2 small eyes, a triangle beak and a gobbler to complete
you can cut a peanut shape out of paper for the body, glue it to the center of the handprint and draw the face on that if you like.
see picture above for how it should end up looking.
For those of you who don't want the template... here's the poem
This isn't just a turkey as you can plainly see.
I made it with my hand which is a part of me.
It comes with lots of love especially to say,
I hope you have a very, Happy Thanksgiving Day!
Wednesday, November 7, 2007
Life's Greatest Miracle
If you've never seen Nova's Life's Greatest Miracle now's your chance. It's an amazing show and worth your time. http://www.pbs.org/wgbh/nova/miracle/program.html
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