Testing, Testing, 123...

"No matter how one may think himself accomplished, when he sets out to learn a new language, science, or the bicycle, he has entered a new realm as truly as if he were a child newly born into the world." ~Frances Willard, How I Learned to Ride the Bicycle

I took a lot of classes in early childhood education. I read lots of books on children, too. But nothing could prepare me for the feeling I had when I was given my first group of five-year-olds. I wish I could have said I radiated confidence, but quite frankly it really believe kids can smell fear.
"The kids are going to test you." My college professor warned. I had not clue what she actually meant by that until I saw certain behaviors in the kids.
I remember in the movie Kindergarten Cop where the fed up Kindergarten Teacher  (Arnold Schwarzenegger) said, "There is no bathroom!"
What is it about going to the bathroom anyway?
The class and I eventually knew what to expect of each other until the next batch of children entered my classroom. Here we go again...
Testing. I suppose we all test one another to a certain degree, don't we? To see where one anothers limits, boundaries and integrity lie. I find out so much about myself and the children during these times.

What are some areas you have found the kids like to test in? How do you or the kids tend to react during testing?

How did you test adults as a child?

Going Fast

I was thinking....
Being in early childhood education is a big responsibility. Children tend to learn what they live. In a world of fast food, instant mashed potatoes and canned curriculum...
For goodness, sake we have lemonade made from artificial lemons and furniture polish made from real lemons. Well, I said all that to say it is not only important for us grown folks to take time and smell the roses but our kids, too.
Going fast and getting everything instantly isn't always such a good thing.
My mom always said it's good for the soul when you sit and wait for something that's coming slow...

Early Learning Research on Executive Function

 "If our American way of life fails the child, it fails us all." 

~Pearl S. Buck

 Nobel Prize winner Dr. James Heckman spoke at Washington State University about recent early learning research. He is passionate about proving the importance of non-cognitive skills such as soft skills. Trying to track and measure executive functions as well as cognitive functions have been quite a task. Why? Improvements in these in these social-emotional skills show kids do better academically.
In Early Childhood Education, this is something we are all passionate about!

Soft Skills Show Hard Effects

 Soft skills and Executive Functioning are some terms that have been thrown around a bit in early childhood research. Really it is about getting kids to socialize and develop in ways where they can be their absolute best. I have always tried to stay on board with what is going on with the latest research and development regarding our children. There is more of an emphasis on this now because of the times we are living in.
Being a well rounded in my own education to me means I how what is going on outside the bubble of my own classroom. As are curriculum it means staying cutting edge and working on getting out kids and families in grounded in the skills they will need for success in life.

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Time Outs in Early Childhood Education

Okay, I don't understand this time out thing. Maybe because I'm not very good at it. You see, I have been guilty of sending a child to the time out chair forgetting what the child did all together. 
Sigh.....
Since then I have changed the way I do things. I'll never forget the conversation I had with a child the day I realized time outs simply weren't for me. Here's how it went....

"Do you know why you have been sitting here in a time out, Tony?" I asked Tony as he squirmed in his.
"No, I forget."
(Uh-oh, now what was it....what was it....oh yes, I remember!)
"You hit Shannon." I reminded myself.
"No I didn't."
"Tony, we all saw you."
"I didn't hit him, he hitted me back."
"I see, so now that you've been sitting here for five minutes, did you think of something you could have done?"
"Yes."
"Tell me, please."
"If I hitted him sooner I would be out of time out by now."
(Okay, I clearly left this child waa-a-aay too long-sigh)

So, What works for you-please let us know...

success lifestyle

"Success comes in cans, not cant's."
  

Milestones of children's development are wonderful opportunities to cheer them on through life. A baby's first step, their first tooth, and what's even better is when they begin to have an awareness of how their brain works in connection with their body. Although we cannot see the mind like the brain kids are learning how it works as well. How they view their successes, their failures, and how we react to them really shape the mind.

When we teach them that a failure or a mistake is merely a stepping stone in life experience for success we give them a mindset for a success lifestyle.

Taking a chance or trying something new is no longer so scary, but an opportunity to do great things.

you are the guy...

You have brains in your head.

You have feet in your shoes.

You can steer yourself in any direction you choose.

You're on your own.

And you know what you know.

You are the guy who'll decide where to go...

~Dr. Seuss

Soft Skills in Early Childhood Education

 Soft Skills such as perseverance, attention, motivation, and self-confidence contribute greatly to "success in society at large. Professor James Heckman has confirmed skills such as these are not only predictive in academic success scores but for successful adults as well. Needful life skills such as these have a foundation in quality early childhood programs and healthy families.
"Fixing people" before potholes and other American concerns. We're listening....

The Marshmellow Test

Life is the sum of all your choices. ~Albert Camus

In the 1960’s, Walter Mischel conducted his very famous Marshmellow Test on children of various ages to take a look at delayed gratification, or, that is to say, self discipline.
I often think of the virtue, 'Good things come to those who wait'. Well, now there is an actual way to see if it not only proves true, but how we as adults can help gadge where our children are at.  In The Marshmellow Test, Mischel followed the kids throughout their lives and the results were astounding.
The children that could hold off eating ‘one marshmallow’ for ‘two’ seemed to do significantly better at delaying gratification that those that gobbled it immediately. Big deal? Yes, it is actually. Just check out the areas this kids excelled in over the ones that couldn't wait....

In areas like:

• Relationships and marriage
• Money and finances
• Health and fitness
• Positive outlook on life

The ‘gobblers’ seemed to be the opposite in his finding years later. I encourage you to take this test with your child over time. See if the results change. One thing the test didn't show is how parental influence can help a child with delayed gratification....
I pose the question, "Can we as parents and teachers help to shape the results of this test? My guess is we can. We can because I know that loving our children also means telling them "No".
Funny isn't it? The word, "No" with a whole lot of love behind it is sweeter than any marshmallow...and a bit of sweetness makes anything easier to swallow.
Click here to see more results of the Marshmellow Test.
 

5 Star Preschool Tantrum

“Do not teach your children never to be angry; 

teach them how to be angry.”

~Lyman Abbott

Just when all the planets are aligned and twirling in their orbits…a blood curdling scream is heard in the corner of the room.
Jeffery is throwing a tantrum. A juicy, delicious five star tantrum meant to rock everyone’s spinal cords. Okay….all the children know the drill.

1.This is not an emergency…no blood, no foul.
2.Go back to what you were doing…smiles everyone-smiles.
3.Like a sneeze-we don’t need stare, point, or discuss it…
The teacher will handle it if it’s messy.
When we all work together I noticed the tantruming behavior becomes less and less….till it eventually stops within the classroom.
At circle times, children will often ask certain kids why they “kick on the floor” or make comments about that ‘type of behavior’. I find it very interesting. In a round about way they are letting them know that this is not the norm. Peer pressure can be good….
in some ways…

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.

How do you get preschoolers to be quiet?

 "Peace cannot be kept by force. It can only be achieved by understanding."
-Albert Einstein

Shhhhhhhh! Shhhhhhhhh! Are you shuuushing the children? When I was a director I had my staff do lot’s of role playing. The teachers got to be the children to see how it felt. One staff member began talking and  another adult got in her personal space and went, “SHHHHHHH!” Then, she was asked how she felt. She said she felt humiliated and almost like crying from the embarrassment.
Well…how do you get preschoolers to be quiet? You must ask yourself what is most important…the quietness, the language rich environment, the enthusiasm of the children, your control over of the children? What may really rock your noodle is that the real question boils down to your own personal values. Your true values will manifest themselves through everyday decisions you make with the children and through behavior you display around the children. I used to throw hissy fits in the most inconvenient places…oh, I knew what I was doing, and mind you…I was three going on thirty and very much a middle child. My mother had her hands full. I used to scream, probably for candy. My mother used to whisper in my ear- I would stop screaming and lean in so I could hear her. My mother was very smart. I used the same tactics if I need to get a group of children’s attention: whisper, do something unexpected and draw in their attention. More noise doesn’t always call for more noise…then everyone has a headache.

Helping Kids Resolve Conflicts

"Teacher! She keeps touchin' me!" We have heard it all haven't we? "Ew! Stop coughin' your amoeba’s on me!" or "She hit me in my man-boob!"..uh, okay-some of they might be pretty original. But to young preschoolers it's serious business and through the ear piercing screams they really are asking me for help. Would I prefer them to ask nicely-of course, however-they are trusting me as their teacher that I will be consistent with them in guiding them through the process of problem solving every time. It's my desire for the children to gain the confidence to work out conflict resolution techniques and problem solving skills themselves. There are some cases where things don't always come up roses. Keeping friendly lines of communication open with parents and supervisors is best. I always keep in mind to remember that young children are still growing and have so much to learn.
Keeping a sense of humor, responding to situations casually yet with focus and concern has really helped in when dealing with a dilemma.
Let's be patient and love them through the process.

Teething and Biting in Early Childhood Settings

"Adam and Eve had many advantages, but the principal one was, that they escaped teething."
-Mark Twain

The teething process in different for every baby. Some babies and toddlers sail through it while others endure many symptoms if illness. This is a milestone in the child's development, and although we want them to be as comfortable as possible, it can be a stressful time for both the child, and the caregivers.

Symptoms of Teething:
*Loose BM's
*Restlessness, irritability and disturbed sleep patterns
*Sore, red gums
*Loss or changes in appetite
*A slight rise in temperature
*Drooling (which may cause a rash or sore, chapped skin on the chin)
*A sudden desire to chew anything they can lay their hands on.
*An urge to bite. This should not be perceived as a sign of aggression or anger, more of a means to ease the pain of teething.
Teething toys and proper precautionary measures must be carried out to keep all children safe if biting occurs in the classroom. A caregiver must be consistent and be calm in the manner in with the situation is handled.

I usually follow kids that love to chop casually around with a teething ring in my apron pocket and get a chance to sharpen my reflexes. I get a first hand and up close look at exactly what sets kids off biting in the first place. When I am there to stop biting and redirect anger toward the teething ring I start doing my own personal documentation on the matter. I can see if there were any particular children he/she aimed for, the times of day it occurred, etc. After about a month there was a definite pattern to the behavior.

I'll ask to meet with families and by then I am armed with data and ready to brainstorm possible solutions. The plan was to incorporate 'feelings' and feelings awareness into the preschool curriculum and to empower any child to use the teething ring on his/her own. It is very important that kids learn to get positive attention and socialization rather than the negative attention they may be accustomed to. We sing songs like, 'If your Happy and You Know It' and acted out feelings of sadness and anger...we talk about being angry and that teachers can help you if you get angry or sad. We bring out and read picture books of feelings and read them in groups and individually. We incorporated them in every aspect of the preschool curriculum we could think of until biting slowly begins to subside. I recall one graduate of this plan one day yelling, "Oooh, I so angry!" He reached on my pocket and chomped down on the teething ring....he then put it back in my pocket and went back to playing. Helping kids become personally aware is a great feeling not only for us but for them!

Conflict Resolution Techniques in Early Childhood Education

Sticks and stones are hard on bones

Aimed with angry art,

Words can sting like anything

But silence breaks the heart.

~Phyllis McGinley, "Ballade of Lost Objects," 1954

From the time infants begin to make sounds, they learn different ways to communicate and express themselves. Toddlers and preschoolers look to us as parents, preschool teachers, family caregivers etc. to be the good examples and role models for effective communication. "STONES", (I made up this acronym) as in; Sticks and stones will brake my bones...but words will never hurt me...as a child I thought if you said it enough it would come true. It never did, words DO hurt just like sticks and stones. However, conflict resolution works, and these STONES promote peace.

Conflict Resolution Techniques
in Early Childhood Education:
S-T-O-N-E-S
1. Stop any hurtful actions & approach calmly
*Place yourself between the children, at their level
*Use a calm voice & a gentle touch, staying connected to each child
*Always remain neutral rather than take side, do not interrupt or argue.

2.Talk to each child about their feelings.

*"Your face looks sad/angry"
*Tell the children you will hold 'object in question' for now

3.Offer help by gathering information.
*"Tell me your side first, Keisha"
Tell the children you will listen to each of their sides completely.
Demonstrate to them how to listen with respect and courtesy by 'showing them.'

4.Neutralize the problem by restating it.
*"Now, From what I hear...it sounds like the problem is..."

5.Everyone shares their ideas and let the children decide on a solution.
*"What should we do to solve this problem?"
*"How does____feel right now?"
*"What will make____feel better again?"
*Continue to keep encouraging the children to think of solutions and support them to decide on one together.
*Accept the solution the children agree on.

6.Support and follow up with the children.
*"Congratulations! you solved the problem!"
*"Great job! You both worked it out!"


Conflict Resolution is an integrated part of preschool curriculum and will be used over and over again through out a preschool teacher's day. Always follow children through to Step 6. They both must feel a sense of completion...even if they decide they no longer want the toy/object in question...a decision was still made, and that is still to be commended that the situation was worked out.

Does Discipline Hurt Our Kids Self Esteem?

 "If we don't discipline ourselves, 
the world will do it for us."
-William Feather

Common Myths About Self-Esteem and Discipline

Myth: Symptoms of low self-esteem are "biting, hitting or fighting" with others.
Truth: Toddlers or preschoolers with aggressive behaviors or that my have "bullying" attributes have been shown to have a very high self regard.

Myth: Low self-esteem in the early years will effect the child's academic scores later on.
Truth: Low academic scores affect a child's self-esteem, success contributes by raising child's self-esteem. This is why we as teacher's love to set children up for success!

Myth: How a child feels about his/or herself effects their success in life...
Truth: Actually, studies have shown and continue to prove that a child's level of self-control as well as their ability to be patient, wait, and delay rewards is a strong indicator for life success.

We live in a time where everything is fast or instant. A number of years ago a study was done called the,"Marshmallow Test". Children of various ages were told they could have a marshmallow now, or wait a few minutes and get more marshmallows. Of all the children tested, only a small number actually had the discipline to wait. The children were followed through out their lives and those that had the internal discipline, had better marriages, went to college, and had no issues with debt. Of the children that gobbled the marshmallows immediately....it was the opposite. Self-esteem and the young child may not be the real issue when we are dealing with situations in the home, preschool classroom or the family daycare. For as much as we love and care for our little ones, we as teacher's and parents must recognize that over indulging our young ones could do more harm than good.