Curiosity in Early Childhood Education

The world is an oyster for the curious by nature!

Curiosity.........leads to Exploration
Exploration.....leads to Discovery
Discovery.......leads to Wonder
Wonder.........leads to Repetition
Repetition.......leads to Mastery
Mastery..........leads to New Skills
New Skills.......lead to Confidence
Confidence.....leads to Self Esteem
Self Esteem....leads to Sense of Security

 What ways and activities do you promote curiosity in your early childhood settings?

Being a Social Teacher

Caring, sensitive adults are ideal social teachers. Unlike preschool peers, parents and teachers draw on extensive emotional resources when they interact with children.

Being a social teacher means we:
* Help describe emotions verbally
* Understand the causes and effects of emotions and help regulate them
* See things from a child’s perspective
*  Assist in interpreting the emotions of others
* Match social interactions to a child’s developmental level
* Regulate their own emotions and understand teachable opportunities
* Appreciate the long-term consequences of social acts

No wonder the core preschool social skills such as empathy, emotional self-control, and communication are best nurtured by parents and families. As teachers we support the development of each child by making sure we connect with parents. For more ways to foster preschool social skills visit us at, ALL TOGETHER WE'RE BETTER.

How Much Time Does It Take To Create a Masterpiece?

Given the right set up and environment kids can create learn to focus on just about anything. What would happen if we gave them a bit more time...a few more minutes out of a busy day.
As an artist myself, I just wanted to say to the kids....
Hey, I understand....

Creating an Environment for Kindness with Kids

"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure."
~Emma Goldman

I had once began to get a bit overwhelmed with teaching when I first started. There was a lot to do with little or no time to do it. But as I began working with the kids I realized they we capable of much more than I was giving them credit for. As I began to show them how to do simple tasks and give them responsibilities as a group or as individuals I noticed the children began to take initiative on their own. They gained confidence in solving their own problems, cleaning up messes, and seeking out help from their peers. I encouraged it, commended them for it, and cheered them on. It almost was like I wasn't necessary at times until I realized that wasn't really it. Creating an environment for preschoolers to work in such ways was part of my job. I believe whenever kids are given the opportunity to work together they will rise to the task. The patience, encouragement, and good examples I give them are always up to me....well, perhaps up to all of us.

The Cheering Squad

"A true teacher want is someone who will inspire us to be what we know we could be."

 I am often told about many concerns about children's development and an Early Childhood Educator. Many children have been labeled as delayed, special needs, even some conditions that require medication.

I listen intently, give a nod and smile.

Seeing children at the finish line in the beginning of the year makes them all winners. Now that we are nearing the end of semester many of the labels and tags have fallen away.

I am glad to have part of the cheering squad!

Good Communication

"The basic building block of good communications is the feeling that every human being is unique and of value."

With a day of so much to recall, remind, and relate to I have to remember if I really am communicating effectively. The last thing I want to sound like is Charlie Brown's grade school teacher (Wah-wah-wah).
I remembered that much of good communication comes from a place of viewing others respectfully and thoughtfully. Really, how I would like to be treated.
Words have power to hurt, heal, encourage....
I would like to create a wonderful environment for learning and growing each day.

the small things.

 "You've got to think about big things while you're 

doing small things, so that all the small things go in the right direction."

~ Alvin Toffler

Encouragement and attention really mean something to our kids. I know that there are times I have stopped and noticed some amazing block building children are doing together or how well everyone is getting along.
I'll mention it.
Little ears are always listening so I will often remark to another teacher in passing, sometimes I make up a song about it willy-nilly on the spot, or I'll share it at circle time when it's my turn to share.
Little things aren't so small when they are shared by big people sometimes.
Then again...to me, these things were never small in the first place.
Sometimes teaching is in the fine details.

Teaching Accountability in Early Childhood Education

EVERYBODY, SOMEBODY, ANYBODY AND NOBODY

There were four people - Everybody, Somebody, Anybody and Nobody.
There was an important job to be done and Everybody was asked to do it.
Everybody was sure Somebody would do it.
Anybody could have done it but Nobody did.
Somebody got angry about that because it was Everybody’s job.
Everybody thought Anybody could do it but Nobody realized that Everybody would not do it.
It ended up that Everybody blamed Somebody when actually Nobody asked Anybody.

Sigh.
I remember reading this little story along time ago. When I became a director I made a copy and posted in the staff room. Humor always was a handy rubber sword to get a point across.
Teaching young children accountability really requires personal awareness on my part. When I am organized and aware of what my values are for the classroom and the children the preschool curriculum not only falls into place but everything seems to run much smoother. Like a well oiled machine.
Who would have thought children so young could care, work together, and take incentive to be accountable just because they were shown how?
We all have our moments of course, but the Somebody that could have been Anybody definitely has an opportunity to take part in what Everybody once thought Nobody was capable of.
Teamwork.

Simple

Put a grain of boldness into everything you do.

~Baltasar Gracian

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.”

Cha Cha Cha!

 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!”

Will Work For Somersaults

"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!"

Fostering Resiliency in Children in Early Childhood Education

You always pass failure on your way to success. 

~Mickey Rooney

I would hate to think I am an Early Childhood Educator that discourages children. Sounds ridiculous doesn’t it, I mean who would go put of their way to do that, right? I really do look at the lives to people who have been success stories and they do tend to credit influential people like teachers that have- in fact said very hurtful and discouraging things to them.
Their clearly was something in the content to their character that made them persevere.
Resiliency…. that amazing ability to bounce back from situations.
I always think of a ball or a bubble. It’s simplicity. A soap bubble takes a round form simply because it is the most efficient practical shape it exist. It’s no wonder we use term, a well rounded individual.
Either way…I would like to be remembered for fostering 'good' by the children.

Helping Young Children Learn From Their Mistakes in Early Childhood Education

 

"The only real mistake is the one from 

which we learn nothing."

~John Powell

Teachable moments are everywhere. I know that as an Early Childhood Educator, I am usually alert and on guard for them. I noticed the preschoolers are quick to do the same as will-especially if someone winds up being an object lesson.
This is no time to laugh or poke fun at others-this is not in our classroom culture and I am quick to squelch any giggling or snickering….after all, I have been an object lesson, myself…….sigh.
Learning from our mistakes is so crucial, especially with young children. In many ways I feel its just as important as making mistakes.
Don’t big mistakes in life start out with the small silly ones?
I have gone on nature hikes with the children and we never trip on the big boulders….it’s always the small stones.

How do you help preschoolers work through problems or mistakes?
Do you recall how you dealt with them as a child vs. now?

Storytimes in Early Childhood Education

 

“Some folks never exaggerate - 

they just remember big.”

~Attributed to both Audrey Snead and 

Chi Chi Rodriguez

I love a good story. I read to preschoolers often….but some of the best stories I have heard are when young children ‘read or recall’ a story I have told them and tell it back to me. This is where it gets interesting.

Understanding differences between fantasy and reality are developmental. I am very careful when I select certain books to read to children….even though they may be children’s books and age appropriate, knowing how sensitive some children are to content and material is key when reading to large groups.
Stories and fantasy goes far beyond books…dramatic play, outdoor play, block play, the list goes on. I will have a small circle time called ‘recall’ were children will reflect on things they did throughout the day. Usually when it doesn’t sound too kosher with the other children they will call each other out on it-I rarely question their meaning…kids are very smart and ask lots of questions by nature.
Here are some things they have said at recall:

“I played Kung Fu guy and fight-ed everyone and they cried.” (Three-year-old boy)
“Gimme a break, you didn’t-I saw you crying over a bike outside….” 
(Same three-year-old’s best friend)

“I climbed on the roof and fell off.” (Preschool girl)
“You look fine to us…I mean, your mouth works and all.” (Preschool classmate)

“I think I’m about to die…I don’t like it here at school.” (Preschool girl)
“Hmmm…Do you want lunch with us? We're having pizza.”(Preschool girl-classmate)
“Yes!”
“You’re fine then…”

Sugar and Behavior in Early Childhood Education

“Sugar is a type of bodily fuel, yes, but your body runs about as well on it as a car would.” ~V.L. Allineare

The children are already getting that glazed look. Sugar. Candy…. In all shapes forms and sizes.
Seems like most schools I have worked at over the years have caved into parents demands or modified their policies for specific occasions.
I’ll do what I am told to do either way as a preschool teacher.
But there are definite consequences to our actions when children are given lots of sugar. I usually type up a personal letter for the families giving a gentle reminder about their intake. Kids may go over friend’s houses, various families houses sampling goodies, a few party invites- vacuuming up holiday cookies and candies…the next thing you know…..They are in trouble for swinging from the rafters and for such unusual behavior.
The rules in the preschool class are the same as any other time.
There seems to be something about festivities and holidays that makes us want to make a shift from our daily routines…all the things we know that are good for us.
I have to remind myself too.
Kids can be sweet without all that sugar.

Humorous Things Preschoolers Say in Early Childhood Education

“Grown-ups never understand anything for themselves, and it is tiresome for children to be always and forever explaining things to them.”
~Saint-Exupéry, The Little Prince, 1943

Okay…..
Jack, a student in my preschool class, heard me say the word, “faux”.
And I am one that encourages creativity in my classroom…Oh, peaches and cream…I even make up words myself, sometimes….but I wasn’t sure where he was going with this one.
Jack is a child that speaks quite clearly, so when I heard him teaching another child to count their numbers I noticed his annunciation was off. I came over to investigate.
“One, two, three, faux, five, six…” Jack was counting sea shells with another child.
“Uh….Jack….”
“Yes, Ms. Barbra?”
“Would you count again, please, I would like to hear.”
“Sure. One, two, three, faux…”

“Uh, stop…”
“Ok.”
“Did you say four, (I annunciated my words) or faux?”
“Oh…I said faux (he annunciated his words).”
“Hmmm. I am wondering why you said that, Jack.”
“I like it better than ‘four’.”
“Oh…I see. Words can be fun, huh?”
“They are Ms. Barbra!”
“I’m glad you like words, Jack. Did you know that faux means fake, you know, like the play food in the house keeping area?”
“Oh. Well, I have been saying it all day.”
“Really? Tell me how?”
“Like………. I said to Liam, ‘you got a big faux head.’”
Okay…..don’t laugh….don’t laugh….don’t……..
“Jack that is not polite.”
“Sorry Ms. Barbra.”

It is not the culture in my preschool classroom for children to hurt one another's feelings. I am not sure if that was Jack’s intention but I had to be sure….of course, he apologized to Liam and Liam had no clue what Jack was talking about.
Amazing isn't it....
Kids just don't hold onto things like adults do...we have grievance policies, the EEOC, and Gloria Allred....

Have you had situations where kids had a certain amount of reasoning and explanation for why they did what they did?

The Seven Commitments

Do my actions inspire my students to be kinder, gentler, and more caring?
~Dan Gurney (Mr. Kindergarten)
http://misterkindergarten.blogspot.com/

I have often posted about culture we create in our classrooms. Our culture comes from what we value. When the culture is strong, your classroom is more apt too respond to change as it comes.
Good attitudes, trust and respect do not come naturally. Teachers wear many hats through out the day. Coaching and teamwork is one of them.
Coaching takes time to develop people skills, creating a sense of community, a commitment to team efforts and the individual as a whole for the grater good.
I am not saying we as teaches don’t work to develop these skills, but so often many of us get lost in a supervisory role and it gets neglected.
With anything, we must be careful what we culture we create. Next thing we know, we may have started a movement that has taken on a life of its own.
In the revolutionary book, “Who Said So?” by Michael E. Parker, Entrepreneur and CEO wrote The Seven Commitments.In order to implement them as a teacher, we must first start with ourselves…
The Seven Commitments
1.Attitude Control: Commit to control attitude and behavior.
2.Identify and strengthen individual weaknesses: Commit to continually identify and strengthen individual weaknesses, including: aggressive attitude, ineffective communication, inferiority complex, low self esteem, and desire for power.
3.Positive thought process: commit to maintaining a positive attitude even I difficult circumstances.
4.Effective communication: Commit to sending effective messages and listening actively.
5.High tolerance level: Commit too exercising extreme patience in challenging circumstances.
6.Resilience: Commit to recovery quickly and bouncing back from disappointments and frustrations.
7.Respect for authority: Commit to respecting teachers, children, and families.

Talking about the commitments to kids by not only demonstrating it, but by regular group discussions,“What would you do if” scenarios,and one on one discussions (not only when they are in trouble) has proven to be very positive in instilling the culture I wish to create. What other ways do you instill The Seven Commitments?

Teasing in Early Childhood Education Settings

                   “Use what talents you possess; the woods 

would be very silent if no birds sang except those that sang best.” 

~Henry van Dyke

“Neener-Neener” seems to be the universal sound for teasing in early childhood education. Teasing isn’t allowed in the preschool environment I teach in. As far as I am concerned it’s right up there with a safety hazard (i.e. hitting, throwing, biting, etc.).
Teasing simply doesn’t allow anyone to feel safe or comfortable to be themselves.

We clap for all our efforts, skills and talents in the classroom. I hear random clapping throughout the day…sometimes I never really know why. It’s just become part of who we are.
What I love is that the children really 'know' the difference between encouragement and teasing. They have become troubleshooters and I often hear conversations regarding encouragement….or encouraging others.
“Good job, Jackie, you did it!” (Clapping)
OR
“Hey, be nice…he is still learning and you can clap or help him, Tommy!”
AND
“Who want's to give me a Hi-Five? I tied my shoe…kind-a-sort-a!”

Changes in Routine in Early Childhood Education

 
“Empty your mind, be formless, shapeless - like water. Now you put water into a cup, it becomes the cup, you put water into a bottle, it becomes the bottle, you put it in a teapot, it becomes the teapot. Now water can flow or it can crash. Be water, my friend.”
-Bruce Lee

How flexible are we when it comes to changes within our own early childhood environments? How about routine changes. If I am having a bad day…do the preschooler know it? Should they know it?
I really like quotes for this reason….they make you think.

Getting Found

“The best way to find yourself, is to lose yourself
in the service of others."

~ Ghandi

I am not too fond of whining. My mother claims I was whined as a child…..sorry, Mom-I feel you.
My mother gave me things to do. She kept me busy….I, in turn, keep a busy classroom.
It has been my experience that kids that whine either want attention from adults or may feel ill at ease with their own peers. Whatever the case, I work very hard on bonding and engaging them to focus and feel comfortable within the classroom. Usually, by making them a ‘helper’ within the classroom setting-they begin to feel empowered and build confidence while I work more closely with them. It’s amazing to see that as the school year progresses, so do they.
I have found that kids that were my ‘helpers’ in the beginning are more apt to take initiative helping others that seem a bit ‘lost’ within the classroom….it’s a beautiful situation.