What’s the Difference Between Baby 1.0 vs. Toddler 2.0?

Dear Tech Support,

Last year I upgraded from Baby 1.0 to Toddler 2.0. and noticed a distinct increase in the system’s overall performance, particularly in Tantrums 4.0 and it regularly defaults to a “No” application I never downloaded.

In addition, Toddler 2.0 uninstalled some really great programs like Regular NAPS 2.0 while installing Whining XP and Biting 4.0.

Easy-Going 8.0 no longer runs and adding cookies simply causes the system to crash just before adding SugarOverload 2.0. I’ve tried adding Pleading 3.0 and Nagging 4.0 but it works to no avail.

Someone recommended the Spanking 1.0 application but this seems counterproductive to what I am trying to do here.

What should I do?

Sincerely,

Desperate Mom

DEAR DESPERATE MOM,

Thank you for your letter. First, please keep in mind that Baby 1.0 is a Learning Package; Toddler is a full operating system.

Please enter the command: idothisbecauseiloveyou.html and download, Compassion5, Positive Discipline 3 and Love&Humor4.2. 

If the application is working as designed, Toddler 2.0 should begin running Happiness 3.0, Contentment 5 and Sweetness 3.1.

Please reconsider the Spanking 1.0 application, our research shows that overuse of this application can cause Toddler 2.0 to default to MEGAtantrums 4.3, Anger 5 with the Confusion 6.

Just so you know, all those default programs are very bad. These act as a virus and will eventually seize control of every system in Toddler 2.0.

I forgot to mention, do not attempt to reinstall Baby 1.0 back to Toddler 2.0. That system is no longer supported and will completely crash Toddler 2.0.

In summary, Toddler 2.0 is an excellent program, but it does have limited memory and cannot learn new applications as quickly as you may like. Please consider buying additional software like Parent Support 7. 

Thank you & Good Luck,

Tech Support

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?

What Preschool Kids Think About School

Sure, Early Childhood Educators care about what our preschool children think and feel about their preschool experiences. After all, it is the first impression they get of school.
Most often times, it's good to take a survey or census of our work. Usually we get feedback from our families.
Not me.
At least that is not my only feedback. I go to the children themselves-and not to brag but over the years I have learned to speak "Preschool-ese".
Below are actual answers from the preschoolers and some may argue that my interpretations are a bit liberal....but trust me, I'm a trained professional.
I encourage you to take a survey from the kids as well. And if you have a bit of trouble interpreting here are some easy translations.

Handy Dandy Tips for Effective Interpretations of Preschool-ese:

Question: "What do you like most about Preschool?"

"The play-dough tastes good." Translation: "I like to play with the play-dough here at school. If I accidentally tell you I eat it, please don't get mad."

"My teacher is really pretty/cute." Translation: (It's a compliment, silly)


"My mommy take-d me to preschool and I go to my school." Translation: "I am not quite used to the idea of preschool, but I get it that I have to go. I miss my mommy and I wish she could come along, too. I really need you to be my friend and check on me, teacher."


"When is snacks coming?" Translation: "I love the food and snacks here. I'm growing and require lots of food so I would appreciate it if you would kindly send word to the kitchen so I can get on with playing. I need my energy."
(* NOTE: It may seem like the answer had nothing to do with the question, doesn't it? Ah, not so-necessarily)

How about you? What are some great translations that work for you as a teacher?
How is you're 'Preschool-ese' on a scale of 1-10?

Kids and Rainy Days

Make no mistake.
Never simply ask your children what they would like to do on a rainy day.
We can almost guarantee that what they feel like doing,
you won't feel like managing.

Unless........
You really aren't in it for the money.

What if my preschool classroom set up isn't working?

"But, The room was clean a second ago!"

 It's the beginning of the year and kids are flinging Lego's and dumping baskets of tinker toys. Your vision of children blissfully and serenely ogling over toys and learning materials has now fallen flat like a lettuce leaf on hot cement.
One one truly knows how children will react to even the most carefully planned classrooms until they are actually working within them. This is why I learned to set up materials and learning centers to the absolute minimum basics when I begin the year. We often forget that children are already overstimulated as it is in the first few weeks. In the early months of class, try setting up the room to focus mainly on the children.

10 Things to Consider About Your Preschool Room Set Up or Management:
1. If you walk around on your knees in the classroom, what's the first thing you see? What grabs your attention and what doesn't? Chances are it's the same for the kids.

"But I DID clean up the toys!"

2. Have a plan! Draw and map out all the areas you will have and create a room arrangement. This will save your back in the long run!
3.Are your learning centers clearly defined? Rugs, hanging posters and tiled areas tend to define the space within the room. As yourself, "What can I do to make this appealing to more children? Is this culturally respectful? Is there variety?
4. Are noisy and quiet areas in strategic places? Really try to keep them away from each other.
5. Got Flow? How do you and the children move within the room? Make sure there are surface areas, clear paths and places for you to strategically sit/stand and observe the children. Hidden areas that aren't readily visible to you could be a problem.
6. What is your group of children gravitating toward most? If it's farm animals, per say? Have farm books in the reading areas, farm animal shapes to color in the art area, etc. The goal is to see how your children are and will be actually using the areas in the beginning, not necessarily changing your curriculum.

Keep toys some toys for special occasions,
like a rainy day!

7. Always have a personal bag of back up toys. Things for a rainy day, picture day when kids are nervously waiting to be called, a family night, or just when the whole group of kids seem on edge. Something as simple as soft finger puppets, small little colorful caricatures ,mini animals/bugs or small wind up toys. It's a life saver to whip out this bag on special occasions when getting your classroom messy isn't the option for the moment.
8. Changing the room around a few times a year can be refreshing to everyone. We encourage you to make changes to keep older things looking new!
9. As tempting as it may be, don't put out all the toys at once in the classroom. Have a small rotation stash! Some toys won't bring out the best in our kids at the beginning of the year...save it for later.
10. Take a look at what your curriculum is telling the preschoolers to do. Have a balance of materials that require sitting, standing, floor or table play. Balance out activities that are will be exciting or calm though out the day. You can actually create a rhythm and balance of chaos verses serenity throughout the day.


We would love to hear some of your classroom set up or management techniques!

Art That Promotes Socialization for Kids

Do you want a quick table art activity to set up for kids that takes virtually no time at all? We love this one because it is great open ended activity for the first day of school or anytime you want the kids to interact and spark a conversation with one another.

Table Art for Kids:
Materials Needed: Crayons (peel off the paper), a variety of flat objects (i.e. puzzle pieces, leaves, paper scraps, coffee filters, small sticks, textured paper scraps, card board shapes, etc.), length of butcher paper that will cover the table, making tape.
The Set Up: Arrange the flat objects on the table and place a length of butcher paper over the table and secure it with tape. Have peeled crayons placed in strawberry baskets (or handy container) and remove the chairs from the table. Kids will be standing during this activity.
The Procedure: Kids can freely color any areas of the table by shading with the edge of a crayon. Together they will discover what shapes are underneath while they guess by feeling it.
Socialization: Kids love to strike up conversations! This activity allows kids the freedom to share space, color as a group, and guess-a-mate what the art will look like.
We like to write down their conversations, words and discoveries directly on the paper before we display it.

What types of activities do you enjoy for a back to school activity?

Great Quiet Activities for Kids

 "There are some things you learn best in calm, and some in storm."

~Willa Cather

Kids are so full of energy and laughter. I grew up with two other sisters and I remember how I used to scream when something was funny. Unfortunately the rest of my family didn't find it so funny when the sound traveled up their spinal columns. The fun would quickly end after that. I suppose that is around the time my mom started figuring out quiet activities for us kids to do. Most activities us teachers do with kids to keep them engaged tend to be exciting.....okay, so now that they are all excited how do we get them to wind down? It's always good to have a bag of tricks you will need to get kids calm and quiet for the next activity. Here are some quiet-quick-tricks we use that are especially helpful.

Quiet Activities for Kids That Really Work:

Read a Story: Okay, this can be a bit tricky depending on the story, but classics like, Good Night Moon and The Napping House really appeal to kids.
Finger puppets: Yes, finger puppets! The small individual ones that fit on one finger. Believe it or not simply passing them out on a table with small books to read really helps kids focus and wind down.
Cards: We all have stacks of cards somewhere. Kids can make card houses or play simple matching games.
Marbles: Kids love marbles! A simple game of marbles is quite easy to teach while gently bouncing them off of wood blocks makes a pleasant sound.
Lotion: I have been known to have kids stop after washing up from outside play to apply lotion to their own hands, face or legs. Lotion tends to immediately have a calming effect and has a lovely scent.
Socks: Okay, it doesn't have to be a sock, per say, but here at school we always have stray clean socks around. The guessing game, "What's in the Sock?" means simply putting a few small items inside and gather a group. We give clues to the kids as to what may be inside.
Small pom poms: We have a bunch of these for crafts but a quick quiet activity could mean giving them to the kids as a sorting, or math activity.
Guess the Drawing: If you are fairly good at drawing gather a group and slowly begin to draw on a large chalk or dry erase board. The slower you go the more time they have to think. Keeping it simple like only drawing items withing the learning environment really gets them thinking. We always give clues!
Water Play: Get a few small plastic bins and fill them with a few inches of warm water. Place a few very small cups, droppers and toys inside. Small plastic animals are a hit, too. One or two children per bin works best.

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....

How to Make Homemade Ice Cream

Translation: Dear Mom and Dad, I am very very angry. I would really like to ask you both for help but I don't know how. I feel stuck. Do you think you could come talk to me tonight before you go to sleep? I think that would make me feel much better.

We suggest talking it over with a nice bowl of homemade ice cream!

How to Make Homemade Ice Cream With Kids:

•2 coffee cans with resealable lids, one large can and one small.
•5 cups ice
•1 cup rock salt
•1 pint half and half
•½ cup sugar
•2 tsp vanilla
•Instant pudding mix or frozen fruit (optional)
Kids can then stir the mixture until the sugar dissolves and close the can. You will probably want to seal the lid with duct tape for added security.

Now, kids can place the small can inside the larger can and surround it with ice and rock salt. Once adults seal the lid on the larger can, kids are ready to make some ice-cream.
Kids will need to keep that can moving, but with all their energy, this shouldn’t be a problem. They can sit roll the can back and forth to eachother, kick, or shake their ice-cream maker to keep the recipe swirling.
You can set a timer for 15-20 minutes. When the timer goes off, kids can open the cans to check the ice-cream’s texture.
Adults or kids will need to stir the coldest ice cream on the sides together with that in the middle. If the concoction needs a little more firming up, kids can add a new batch of ice and salt and try ten minutes more.

It's a great way to bring a smile to anyone's face!

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...

Changing a Child's Life

Children are one third of our population and all of our future. 
~Select Panel for the Promotion of Child Health, 1981

Every so often we get to see what the majority of children go though in their own lives. Working in various environments and socioeconomic settings has really opened our eyes to the importance of paying attention to our families as well as young children. Getting the right support and skills needed for a family as well as a child is a forefront for success skills for later in life.

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.

Signs My Child is Not Ready For Potty Training

"You can learn many things from children. 
How much patience you have, for instance."
~Franklin P. Jones

It's good to know what to look for for successful potty training. As adults, learning along with the child is very important as well. Sometimes learning a child may not be ready for potty training is a success in itself. Here are 4 tips to look for that a child may not be ready for potty training.

4 Tips My Child is Not

Ready For Potty Training

1. The child becomes upset when diaper is removed and asks for it to be put back on regularly
2. The child will go potty anywhere but on the potty (i.e. a secret corner, on the floor, even beside the potty)
3. The child begins refusing to go potty at all and starts holding urine or BM's (Some cases the child winds up constipated).
4. Crying, yelling and physically struggling to get away from the potty or having underwear put on.

The fourth tip may seem obvious but most children between the ages of 2 and 3 years-old begin potty training irregardless of the fact if they show signs of readiness. There are always some factors that could influence success and timing when starting potty training/learning.

*Consider your reaction to the child's progress or mishaps that occur during potty training. A frightened, scared or angry child is less receptive to trying new things verses one that is encouraged and cheered through the process.
*Major life changes such as a move may seem like a great time to start new things. Consider allowing time for periods of adjustment and getting settled in and nice and comfortable. Stress affects how children take in new information.
*Taking it nice and slow with a causal attitude works well with kids. Introducing a good stable potty chair into the environment early helps children get familiar with it.

Help for Kids With Autism

I learned to work so closely with families through wonderful kids that happen to have this condition. Sometimes communication is not so easy, words and feelings become dammed up and shaken up like a carbonated drink.
I believe we have all experienced this in our lives but unless we can tap into that empathy and compassion it will be difficult to truly relate to how an child with autism feels.
I appreciate the strength and courage of the families and teachers that have worked together to support one another. Let's hope that financial help for families through Health Care laws can start a change for many families.

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!”

Encouraging Scientific Thinking in Early Childhood Education

“Many saw the apple fall but Newton asked why.”

Bernard Baruch

How often do we provide opportunities for scientific thinking, questioning, and problem solving for our kids? Do we challenge them enough in their environment?
Take the challenge for yourself and ask yourself these questions.

*Are the children interested and excited about the materials in the environment both inside and outside?
*Do the questions I ask the children have a yes/no answer or a right/wrong answer at least 50% of the time?

*Do I allow the children to use materials in unconventional ways? Why or why not?
*Do I use materials in unconventional ways (in front of the children)? Why or why not?
*Do I ask children a question and correct them if they get the answer wrong?
*Do I ask children a question simply to hear their answer?
*Do I provide opportunities for children to problem solve together or individually.

What other questions do you think would be needful?

Language Development in Early Childhood Education

"The cure for boredom is curiosity. 

There is no cure for curiosity."

~Dorothy Parker

Kids inquire many questions of us big people…. But do we as adults challenge kids with questions?

I am not talking of the usual eight plus three, or the capitol of Alaska scenario… oh-no, no, no. I mean questions only ‘they’ can answer….which means the asker’s job is to listen.
I do this every now and then at circle times for language development...or when things get a little too quiet.
The children sometimes have answered these questions in silly, humorous, logical or very thought provoking way. I leave it up to them.
Being preschoolers….I’ll ask whatever comes to mind....you know, improvise. I may even amuse myself.
Here are some examples of questions we have come up with over the years.

Great Language Development Questions 
That Will Really Get Kids Thinking;
“What sound does a goldfish make?”
“Why does your nose run and your feet smell?”
“Who turns on the light when you open the refrigerator?”
“If a carrot is orange why don’t we call it an orange?”
“Where does baby oil come from?”
“Where do teachers sleep?”

Most kids will actually answer you…and will keep elaborating if you ask more questions.....

The Honorable Mention: Successful Clean Up Times with Kids

 “Coming together is a beginning. Keeping together is progress. Working together is success.”
~Henry Ford

Kids look up all the time. Why? They’re little doesn't mean "small"...just ask a Hersey's Kiss.
How do I know this?
I, myself…am vertically challenged. Petite…...ahem. But, I am a giant among the wee ones so please don’t break the news to them.
There are so many things I could be doing in the room that would be quicker, more convenient, and more efficiently done if I had done them all by myself….but I have a certain culture I wish to create in my classroom.
Teamwork.
Culture is like a seed. You must be take care in what you plant…because it can take over, like beautiful flowers or like thorny thistles.
We have small wash cloths, squirt bottles, and brooms for clean up times. The children use them often and were shown with care how to use them properly.
Parents were surprises when they first saw a clean up station set up in a preschool class. They initially thought the children weren’t allowed to touch it. When they saw children working with the materials they said.....
“Wow, so how do they know which of the clean up materials to choose? Option A, B, C or D?” They joked.
“As long as they use the materials together with purpose, they can choose all of the above” I laughed.

Total Recall

 “Now that it's all over, what did you really 

do yesterday that's worth mentioning?”

~Coleman Cox

I often do what is called “Recall Circle” with the children. It is a time of reflecting on work the children did before we gathered. They often say with whom or where they played…what they did, how they did it…as the year goes on their language gets more intricate and detailed. I love to take dictation during this time.
“What about you, Ms. Barbra? Tell us what you did!” The children questioned me. As I looked at their happy hushed, smiling faces I told them where I worked and who needed me. After we’re done we all clap for each other.
Every now and then I take a tally of my day…and imagine their sweet little faces asking me that question.
If I can’t think of anything, I definitely find something worth clapping about.

You've Got a Friend in Me

“A friend comes in when the whole world has gone out.”

~Grace Pulpit

If you're alone, I'll hold your hand. If you want to cry, I'll be your shoulder. If you want a hug, I'll be your arms. If you need joy, I'll be your smile. But anytime you need a friend, I'll be there.