It’s not often where children really have a chance to boast about their accomplishments. Having an audience to listen and really inviting open conversation about what is going on really does help encourage a preschoolers newly discovered skill, intelligence or talent. There is nothing worse than having something wonderful to share and feeling there is no one to share it with. Here is one child’s story she shared at circle time….
“I can say any word. No word is too hard for me to say.” Sara boasted.
“What are you talking about now?” Max said. “You’re always saying stuff, how about you just show us.”
“I will, I will right now.” Sara said putting her hands on her hips. “Supercalifragilisticexpialidocious!”
“Wow!” The class muttered to themselves, they surely couldn’t say that.
“Hmmmm?” Max challenged. “Can you say,‘Peter Piper picked a peck of picked peppers’?”
“Peter Piper picked a peck of pickled pepper.” She said looking a bit bored.
“I guess your right. Cool.” Max conceded.
“Yeah-huh. Everything is so seeple for me. Just seeple to say.”
Max blinked. “Uh, don’t you mean, ‘simple’?”
“No. Seeple. It’s seeple for me to say.” Sara corrected holding one finger in the air for emphasis.
“Oh, whatever Sara, you’re the bomb.”
“Thanks, Max.”
“Welcome, Sara.”
The prime purpose of being four is to enjoy being four -
of secondary importance is to prepare for being five.
~Jim Trelease, The Read-Aloud Handbook, 1985
We were sitting at circle time and the children were sharing events of the night before and recalled what they did. There is a low hum of chatter as we all talk and shared our experiences before I begin a formal lesson.
“Hey, I really want to share-d something.” Lilly blurted above the din, “I went to a Mexican Restaurant last night and now I know Spanish!”
We all began clapping and cheering.
“That’s pretty good a-cause my sister has to go-ed to school for it.” One boy said patting Lilly’s back.
“Well, Lilly,” I said, “May we hear a sample of Spanish? We would love to hear what you’ve learned.”
“Goody!” She chirped. “I will sing-ah you all a song.” Lilly stood up and smoothed out her Dora the Explorer dress.
“Happy birthday to you-CHA-CHA-CHA!”
“Happy Birthday to you-CHA-CHA-CHA!”
“Happy is he who still loves something he loved in the nursery: He has not been broken in two by time; he is not two men, but one, and he has saved not only his soul but his life.” ~G.K. Chesterton
The children often nap with beloved “lovies” from home. Blankets, bears, dolls, and some things no one can quiet make out what they are.
When the “lovies” appear they are like long lost friends to certain kids. If you ever decide to ask a child about this special ‘friend’ you will find there is Lovie Criteria that usually goes along with it.
I am not shy to say that I myself have had many “lovies” over my lifetime. Button noses and eyes have all been loved off along with patches of fur or yarn hair on it is mistakenly thrown away as a rag or garbage.
Perhaps that's why I had one up until recently. I travel a lot so I used to take her out when I went on plane trips.
My husband thought it was kind of endearing but said her name didn't fit because she has long since faded to a pale washed gray.
Her name was, Purple Croissant.
At least that’s all I could use her for then when I traveled; a crescent neck roll. Yes, she was that worn.
What was she before? Who knew, but from what I could recall she was tough, a good friend and knew karate. She feel apart in my arms one day after a washing. I just about did, too.
Now that I am older, I've learned to put my love into things that won't fall apart after too much love and too many washings.
You may have had a lovie yourself. But here is that Lovie Criteria to look out for.
Lovie Criteria for Adults and Children:
1. Relating to a physical object from childhood or that reminds you of childhood that gives you comfort. 2. Giving the lovie a ‘name’. 3. Giving the lovie a personality. 4. No one else ever asks to use or share a lovie after a while; everyone just seems to know whose it is. 5. Hurting someone’s feeling involves hiding or ‘choking a lovie’ (not too nice). 6. New lovies or washed lovies just aren’t the same. 7. A lovie thrown out without the person’s knowledge is an awful feeling.
"The end of childhood is when things cease to astonish us. When the world seems familiar, when one has got used to existence, one has become an adult."
~Eugene Ionesco
I noticed the preschoolers all sitting at circle time without me. Every now and then they hold their own class time routines and prove to be quite proficient at it.
"Okay, who here is grow-ed up?" The "teacher-child' asked leading the circle.
Everyone raised their hands.
"Good!" She clucked.
She quickly turned her attention to me as did the other children.
"Ms. Barbra?"
"Yes, Teacher?"
"Will you join us, please?"
"Thank you, I would love to come." I squeezed in on a carpet square.
"Now, that we are all here grow-ed children let's practice our somersaults!"
“A fool-proof method for sculpting an elephant: first, get a huge block of marble; then you chip away everything that doesn't look like an elephant.” ~Anonymous
We had made a fresh hot batch to play dough and after it cooled the children began working, pinching and poking it with their fingers. There is nothing like warm play dough, I tell you. We never even bothered with the play dough toys, we were just enjoying the warm soft texture.
I noticed Bell had gotten out a small sheet of paper and systematically began placing mini dough balls gingerly in rows on the crisp white sheet. She would stand back every now and then and seemed so be inspecting her work from every angle.
When she finished she began yelling across the table.
“Get it while it’s hot! Get it while it’s hot!”
Of course a small group gathered and I moved in.
“So Bell, what have you got that’s so hot?”
“They’re hot and fresh.” She said.
Preschoolers were reaching for them, little hands were waving in all directions across the table. I couldn't really hear what they were saying with all the high pitched chatter but Bell's items were clearly a hot ticket.
“I think I might need one or two, Bell.” I said holding out my hand.
“You sure you need two?” She laughed.
“I’m sure.” I said.
“Okay, two bellybuttons coming up!”
“We've had bad luck with our kids - they've all grown up.”
~Christopher Morley
I never really thought much about young children having worries. It’s wasn’t until some years ago I began to really just make time to sit and have quite times with children that they would actually open up. This conversation happened many years ago, but it always helped me to remember to make time to spend with children to talk about fears or worries.
I sat on the playground with Harley; his parents loved motorcycles, hence the name.
“Ms. Barbra? What do you think you will be when you grow-ed up?” He said playing with my hair.
I was delighted with the question. It’s a compliment from a preschooler to be thought of as young.
“Hmmmm,” I smiled to myself. “I guess I’ll have to still think about that one.”
“I know-ed what you mean, Ms. Barbra,” Harley sighed shaking his head, “I know-ed what you mean.”
"We can tell our values by looking at our checkbook stubs."
~Gloria Steinem
Since April is now officially Financial Literacy Month, we so excited and wondering if this is going to open up yet another area of curriculum of us to really delve into? Do we really do enough with our children regarding the fundamentals of money and finances? Do we know enough ourselves?
In the preschool environment inflation has hit our,‘Grocery Store’. Apples are the correct 2010 prices. The children have seen what real money and coins look like, and change is given back. Why?
It’s all part of a process.
When preschoolers have opportunities to act out events that grown ups do every day, they begin to make sense of their world through play.
Egocentric: The thinking in the preoperative stage of cognitive development where children believe everyone sees the world from the same perspective as he or she does.
I have often been asked by parents, “When will my child stop saying, MINE!” or “When will my child learn to share?” My comedic answer is when 16, but going over the whole developmental explanation of why children share or not can be quite lengthy. In the preschool environment we take turns with toys. All toys are shared through this manner. It has been my experience that a preschooler who is fed, content and happy will be more apt to share than one that is discontent. Whatever the case, early childhood educators have to be on alert and ready to assist children during these times.
Armed with the knowledge I have as an educator I still struggle with sharing somethings as an adult. How does one take turns with chocolate, anyway?
I did have one parent try to pin me down on an age a child is ready to ‘share’. I finally answered her by asking her for her car keys to her coveted Lexus. She reluctantly handed them to me out of her purse as I said, “You wouldn’t mind sharing your car with me would you?”
“But that’s different.” She explained, “What if you crash my car or something?”
“I’m sure children worry about others destroying their toys.” I said flatly.
“But…” She stammered.
“But what?” I smiled, jiggling her car keys.
“But it’s mine!”
Sometimes the answer just seems to work itself out through the conversation.
"Warning: Humor may be hazardous to your illness."
~Ellie Katz
I’ve been sick. The great thing about when a Preschool Teacher gets sick are all the sticky glittery cards in the mail and the phone calls. You know, the raw unbuttoned version of ‘Get Well Soon’ howled out to the tune of ‘Twinkle, Twinkle”?
It’s kind of nice when I think about it.
If antibodies were in the amount of glitter I have in my hallway right now, I will never be sick again.
"In childhood, we yearn to be grown-ups. In old age,
we yearn to be kids. It just seems that all would be wonderful
if we didn't have to celebrate our birthdays in chronological order."
~Robert Brault
My team teacher loves making birthday cards with the children for their families. She had one child off at the table with a few kids doing various activities and as usual I was all over the preschool classroom. We have a deal, you see. If she is sitting I am standing and vise versa. This way we can get maximum coverage and strategic positioning in the classroom.
As ‘Ms. Bee’ was at the art table with the child I heard her laugh and say, “I did not tell you that.”
I then heard I child’s voice say, “Yes you did!”
As the verbal ping pong match went no where I made my way through the ‘block castles’ and the ‘slew of sick babies’ being tended to in the Dramatic Play Area.
“Hi!” I interrupted cheerfully startling them both. “How is the card coming along?” I directed the question at my team teacher.
“Fine.” Ms. B said flatly. “Take a look the picture Nya drew.
Nya is a fabulous artist. Very detailed; however, Ms. B informed me that there was a miscommunication between her and Nya. I looked at the picture and there was clearly a smiling figure.
A smiling figure; completely starkers.
“Well, what a smile!” I stammered.
“A smile?” Ms. B said, “This is going on her mother’s birthday card!” She whispered in my ear.
“Quiet. I’m thinking.” I whispered back.
“You like it?” Nya asked.
“Well of course,” I said, “You even did a belly button!”
“Well, Ms. B said to draw mommy like this.” Nya began again.
“What did Ms. B tell you?”
“Well?” She began.
“Yes?” I said.
“Ms B said it was for my mommy’s birthday.” She smiled sweetly.
“Yes?” Ms. B and I both said.
“So I drew mommy in her birthday suit.”
you know someone's fingers have been all over it."
~Julia Child
I was having a chat with a co worker while on a break and a preschooler asked for me to tie his shoe. We were chatting about the good old days when prices weren’t so high due to inflation and this crazy economy when the child tapped me to interrupt.
“Excuse me. What’s the Good Old Days?”
“Oh,” I giggled, “That was as far back as we can remember about the things we liked.” I explained.
“Sounds about right,” my coworker laughed, "feels likes a hundred years ago."
“Cool.” He smiled after thanking me for tying his shoe. Later that day he made an announcement to his mother at pick up time.
“Mommy it was ‘the good old days’ when you made those chocolate chip cookies.”
His mother later reported to me that she had made chocolate chip cookies last week.
I was in the middle of a parent conference when there was an interruption. A young T.A. insisted on bringing little three-year-old Alana in the room to for me to explain to her what just happened to the classroom pet, Sushi. Sushi had apparently died and the T.A. wanted me to explain what happened since Alana was so distraught. I was glad these parents were so understanding, but it made the situation even more awkward when the child was in the room with us. Of course, I took care of Alana’s needs and the parents looked on with the aid standing by.
I gave the T.A. an, "I'll Talk To You Later" glance and smile.
“So,” Alana sniffed. “Sushi is not coming back?”
“That’s right, Alana. She isn’t.”
“I can’t feed her anymore, then?” She shook her head.
“That’s right. She won’t be in the classroom anymore.” I continued. I felt my heartbreak for her but after about five minutes into the conversation I felt Alana had more of an understanding and motioned for the T.A. to take her by the hand.
As they began to walk out the door Alana ran to me and grabbed my arm, “But, Ms. Barbra! Ms. Barbra!” She pleaded.
I saw her big blue eyes looking up at me and realized I had to answer just one more question. The parent conference would just have to wait….this child clearly needed my attention.
“Yes, Alana? What is it?” I said holding both her hands in mine.
“Can we eat her for snack time, today?”
Young children experiment with language. I suppose we as adults are not that much different in awkward situations. I happened to be taking documentation of two preschoolers (a boy and girl) in the Dramatic Play Area talking on two toy telephones together. It's moments like these that make the field of early childhood education so memorable. Enjoy....
“Hi Honey.”
“My name isn’t, Honey.”
“Oh.”
“What’s your name, Sugar?”
“Not Sugar, either…wrong!”
“Sorry....can I have your number?”
“My number?”
“Uh…yeah-huh, your number of your phone number.”
“Sure.” (Long Pause)
“Well............. what is it?”
“If I don’t answer you, it’s me okay?”
“Oh, thanks Honey, Bye!”
"Bye."
I sat on the floor in the Block Area when two preschoolers began to argue over the amount of blocks they had. I moved in closer and listened in. Here is how they resolved their issues though conflict resolution techniques. This is how the conversation went.
“What do you mean all these (blocks) are yours?”
“Mine!”
“But I had some, too!”
“Mine!”
“Gimme a break! Is that all you can say?”
The preschooler saying, “mine!” grabbed the rest of the blocks and proceeded to sit on them. It must have been rather uncomfortable by the look in his face. I could see the tension building so I offered a suggestion.
“How do you think we can solve this problem?” I asked.
“Let’s get Jessica and ask her.” The children chirped after seeing her walk by.
Jessica is fairly quite and unassuming but a child that is well liked and straight to the point. We let Jessica know what happened and by this time a small interested crowd gathered around one blockless child and a child perched a-top a small pile of wood blocks.
“So let’s get this straight,” Jessica reiterated the problem with her hands on her hips, "you want some of the ‘blockies’.”
“Yeah.” The first child said patiently.
“Okay,”she makes a mental note. “But you want all the ‘blockies’.”
“Yep.” The second child shifted on the block pile (I think he was getting tired).
Jessica shook her head. “But you can’t have everything ‘cause there is no place to put everything. My mommy even told me that.”
The crowd nodded their heads in agreement and the child got off the block pile.
Thanks Jessica, I’ll remember that one, too.
"You are worried about seeing him spend his early years in doing nothing. What! Is it nothing to be happy? Nothing to skip, play, and run around all day long? Never in his life will he be so busy again." ~Jean-Jacques Rousseau, Emile, 1762
Play has always fascinated me. Children learn so much in the process and we as adults can facilitate or hinder their learning simply by not understanding what is going on. Granted, there are many types of learning environments and not all children "play" the same. But I do enjoy to see the learning process take place. I am glad to be apart of it. Here is some information about play I have found useful.
The Many Types of Play
Sensorimotor Play
This type of play is seen most often in stages of infancy. Usually, when one is exploring the environment as well as discovering how their body works in relation to it. It involves the different senses; for example, auditory, tactile, sensory, and visual experiences. Practice Play This particular type of play involves the repetition of new skills as they are being learned. One could think of it as practicing for mastery and it is continued throughout our lives. About one-third of a preschooler's play is practice play, compared to about one-sixth of an elementary school child's play. Such play contributes to the development of small and large motor skills needed for later game playing or competitive sports. Some early childhood activities include painting, running, swinging, coloring, and mastering daily routines such as clean up time. Symbolic Play
This is also called dramatic play, fantasy play or make-believe. A child will transform an object into other objects and act toward them accordingly. For instance, Jenna wrapped a bear in a blanket and said it was a crying baby.
Symbolic play is at its peak at about 4 or 5 years of age. This type of play obviously helps to develop any preschooler’s imagination and creativity as well as helps a child develop needed social skills. Social Play
Social play revolves around social interaction with peers. Basically, if it involves other children, it's social play. Various games can be attributed to social play, games like Hide-and-seek or “Catch”. This type of play will help your child learn how to interact with others and develop friendships. Constructive Play
This play occurs when a child uses their imagination and skills to create a product. A child can put on a performance, learn problem solving skills, or build structures. For example, artwork, magic shows, and sculpting with clay all involve constructive play. This type of play is important because it develops problem solving skills, promotes creativity, and builds a child's sense of self worth.
Games with Rules
Usually games involve multiple numbers of children, competition, and rules. This type of play may appear with preschoolers, but is found more often in elementary school children. This type of play can build self esteem if the child is proficient, but it can also be harmful if the child is ridiculed or driven too hard (by parent, coach, or even peers). Age appropriate games and the right environment help the child learn to enjoy competition and challenges, which will be very important when applying for entrance to college and job situations.
Play Therapy
Children have a difficult time trying to articulate their feelings through words. Psychologists have determined that a child expresses a great deal through play. This is the idea behind play therapy. Allow the child to play in a controlled environment and observe their behavior. This also allows a child to work through some internal conflicts you may not be aware of. Observing their play may provide insight into the inner feelings or concerns. This may help as you attempt to understand why a child is behaving a certain way. It is important to let a let a trained clinician assist young children when concerns arise. When in doubt, ask a child's parent to simply check with their Pediatrician.
*In the following section the descriptions of the types of play were taken from, John W. Santrock's text Life-Span Development,6th edition
"Everything should be made as simple as possible, but not simpler." ~Albert Einstein
Spring time has been an easy time for me to get my needs list fulfilled. I call it my Spring Cleaning List for the parents but really it’s an incognito Go Green materials sheet. Whatever works, right?
Personally, I have no problem getting a steady supply of newsprint, magazines and TP rolls. I am actually looking to replace materials, toys, possibly furniture. Yes….a wish list. You’d be surprised and the nice things we get.
By the way, in case you’re wondering what to do with your old stuff. We recommend calling local daycares in your areas if your supplies are mildly used and can be repurposed. Make a friend in the community!
Here are just some things I have in my old Spring Cleaning List. You may want to tailor it to your needs and what your parents and families will most likely be able to donate:
Can you believe its Spring Cleaning season again! Wow! Out with the old and in with the new! We would love to help you along. Here is a list of items that would help us save money and really add to our preschool environment.
*Small size costume type clothing (our dress up area)
*Wicker baskets/bins
*Old cameras
*Used sand toys (Plastic)
*Outdoor balls
*Stickers
*Puzzles (Ages 2-5)
*Donate a plant or clippings
*Doll bed/Doll blankets
*Mildly used kids books (Non Cartoon)
*Toy food/toy dishes
*Kids rocking chair
*Do you have an item for us? Come see us
Most Early Childhood Educators and Parent think ‘Green’ and really don’t realize it. Part of what comes with being green should be saving money.Many of us have mastered this skill already in this economy.
I look for resources I already have access to which are within my community and with my parents.
Paper is a must in any preschool as well as scrap fabric. A local copy center was glad to give me scrap paper whenever I come in and ask and I occasionally get free paper.
I also know a seamstress who was glad to give me scrap fabric. Almost too glad, I had a bit too much at one point. I was happy to pass it on to other daycare centers in the area and the children made puppets and collages.
The benefits of networking and maintaining these resources for me go far beyond saving money. I have relationships within my community that really mean a lot to me. The children are aware of where the materials came from and we send cards of thanks and appreciation. Businesses start to ask about preschool when I patronize there; and the little ones ask, "when will the nice people give us more stuff so we can make them a present?”
It’s really nice. I suppose this is where Going Green gets personal.
Need a write off? See if your program can do tax deductions.
Did you ever stop to think, and forget to start again?
~Winnie the Pooh
I love persistence. I think it’s an admirable trait. I think characteristics we have can be polished and buffed just like stones.
I saw children today working together to get a wagon out of the mud. They argued if anyone should be sitting in it at first. Little voices got shrill.
When everyone got out, no on could agree on which direction to pull.
The children argued again and little arms were waving.
Then they finally agreed an a direction the wagon came free and they hopped around congratulating each other.
They got about ten feet and the wagon was stuck again.
There was finger pointing but they knew what to do.
Could I have jumped in at any point-sure. The kids looked back at me every now and then and knew I was there. To their credit, I said nothing. I smiled and waved...I gave them a nodding look of encouragement. What pleased me most was that the kids have these skills to work together and are not falling a part at the seams.
Not bad for thee-years-olds.
"There are two lasting bequests we can give our children. One is roots. The other is wings." ~Hodding Carter, Jr.
Mary Ainsworth was so helpful to me in understanding separation anxiety in young children and the need to bond with children. I had actually worked at a wonderful school that had a “Separation Anxiety Policy” built around Mary Ainsworth’s theory. The parents loved it and it worked like a charm. The assistant director happened to be a Psychology major.
There will always be tears in preschool, all kinds of tears. I like the little ones to know we understand-the tears dry much quicker when there is an understanding hand to dry them.
"Do you know the difference between education and experience? Education is when you read the fine print; experience is what you get when you don't." ~Pete Seeger
I had heard somewhere that a person changes their career up to thee times in their lifetime. I don’t know…I don’t even know who said it. I have always did what I do. Early Childhood Education. The statistics I considered are not something I would to put on a resume (unless Dr. Suess is hiring), I thought mostly about my experiences. Do you think it's true? How a person see's the their career is how they experience it?
Personal Statistics Of An Early Childhood Educator:
*Number of times I split my pants in the classroom: 3
*Number of times I went to the grocery store with playdough stuck to my tush: 17
*Number of times I’ve gone anywhere with tempura paint on my body and no body said a word: 2,738
*Number of times I was asked by a preschooler if I was chased home by a dinosaur: 1(and once is enough)
*Number of times I have laughed so hard with the children we nearly cried: Too many time to count.
*Number of times I have reconsidered working in the field of Early Childhood Education: 0
"You can learn many things from children. How much patience you have, for instance." ~Franklin P. Jones
Preschool mishaps are bound to happen. Like a child cutting their hair. It’s times like these where having a rapport with parents really pays off. It can make the difference between a situation having humor losing having a complaint filed against you.
We were sitting enjoying ourselves in the art center. It seemed the children decided to make clippings and neatly place them in make shift envelopes to ‘mail’. Quite a large group was gathering here and we all chatted and socialized as I kept a watchful eye on everyone. Preschoolers and scissors don't always mix, you know.
I noticed Lana picking up some clippings walking with scissors. I cautioned her to be careful and followed her. As I was showing her how to properly walk with scissors she had a curious look in her eye as she eyed her long flowing hair.
“Lana?” I said.
Quick as a flash she grabbed a few locks and….well. Chop!
Now….ahem. One would think I had some words of wisdom…some pearls.
My response was, “Hasa-feee-alibahbah!” (I still don’t know what that means)
Lana seemed to snap out of her little trance and apologized. We had a talk.
When her mother, Lisa came to pick her up I met her at the door and explained Lana would look a little different. She busted out laughing and said she would keep the ‘evidence’ in Lana’s baby book. She had a talk with Lana, too.
What has really helped me through 'preschool mishaps' is to call every parent at the beginning of the year and establish that report from the beginning. Mishaps like this may not happen, but I act like they will.
"Every child is an artist. The problem is how to remain an artist once he grows up."
~Pablo Picasso
I remember when I drew this actually. I was three and I wanted to feed my little sister so my father distracted me by asking my to draw my mother. My was cooking dinner at the time and in a rush. I could only catch glimpses of her when she turned around. My father was encouraging me and feeding my sister in the highchair the whole time. What a team, huh?
I drew this at another time in my life when I needed my family the most. I was an adult this time and going through some hard times. My mom was cooking in the kitchen and my dad was at the table. There was a paper and pencil-all of a sudden I just felt like drawing. I hadn't drawn in years, by that time. I can see why drawing is chicken soup for some people. It is very therapeutic.
I drew a lot of pictures that day.
