Tuesday, December 20, 2016

Are You Using Your Classroom Center Chart Effectively?

Everything in an early childhood setting should promote the development of skills.  The items in your classroom centers – the blocks, dramatic play props, books, manipulatives – help children to develop literacy, math, science and critical thinking skills.  Skill development should also be the purpose of your Center Choice Chart.  Unfortunately, many teachers use the chart improperly and miss the skills that it should be promoting – decision making and self-confidence.

When a Center Choice Chart is used correctly, the students are using it to make choices.  The measures of quality early childhood education such as the Early Childhood Environment Rating Scale (ECERS) emphasize the importance of free choice throughout a student’s day.  The Center Chart is a visual clue as to choice and decision making.  When used properly and with pro-social skill development in mind, it is not a tool for the teacher to make the decisions.

How do children learn to think critically and make good choices if adults are making the choices for them?  They don’t.  Children who are consistently told where to go and what to do are not given the opportunity to learn about making decisions or to gain confidence from their ability to make choices.  They don’t learn that even if your choice doesn’t work out, you can change it and be okay.  Children who are directed all day long only learn to follow directions.  Following directions is an important skill, too, but that shouldn’t be the focus during “free” play time.

The proper use of a Center Choice Chart teaches two basic lessons:
  • Name recognition – Each time the child leaves a center to go to a new one, the child has to find his/her name on the chart and move it.  Many children also learn to recognize their classmate’s names faster by consistent use of the charts.
  • Critical thinking – If a center chart has many names, the students need to learn that this poses a question – Do I want to try to stay here or should I wait until someone is done and it is less crowded? 

The question – Do I want to try to stay here or should I wait until it is less crowded? – needs to be asked consistently by the adults so the children learn the choice BUT the children should make the decision. Say to the children, “It is crowded here.  Do you all want to stay here or does anyone want to do something else until there is more space?”  Let them decide.

If a child wants to play in a crowded center, there is another choice that the teacher and student can make together.  It is best practice to expand popular centers by temporarily moving furniture to make the space bigger or by offering to take some of the items from that center to a different area. For example if the block center is crowded, the teacher should determine if furniture can be moved aside to expand that area or offer to take some of the blocks to an unoccupied area of the room so everyone who wants to build can build.  Everyone who wants to use the blocks should have the opportunity but not in a way that limits learning.  Likewise, children who are already building should be allowed to finish. 

Think about how often we are in a “Where should I put myself?” situation in everyday life.  We walk into a crowded waiting room and must determine where to go.  We are ready to leave a store and have to pick a cashier.  We go to a gathering or a meeting and have to figure out where to go in the room.  We answer the question, “Where should I put myself?” all the time.  In my generation, we learned to make that decision while out playing with friends.  We spent endless hours playing with our friends and neighbors without adult intervention.  That sort of play-until-the-streetlights-come-on socialization development doesn’t happen in our neighborhoods anymore.  We need to replicate in our classrooms the lessons that we learned while we played unsupervised.  We didn’t have adults making decisions for us all day long and children today shouldn’t either.

The Center Choice Signs in your classroom are to teach students to make choices and to learn about the positive or negative consequences of their own choices.  They are not a means for adults to exert control by assigning play areas.  Put the decisions in your students hands and watch how much they learn!

Are you looking for other ways to have more meaningful learning in your classroom?  Sign up for my Dec. 22, 2016 webinar “Improve Your Circle Time:  Make It Time Well Spent” – click on the title for details!  Participate live or sign up to ensure that you get the replay in your email. 

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You can learn so much more from me online!  “Helping Preschools Achieve with Cynthia Terebush” – An Online Learning and Support Community for Early Childhood Professionals.  Now with individual sessions for only $ 15 and staff bundles for groups of people.  Go to Helping Preschools Achieve for more details.
 
And in person….Go to my full website for information about webinars, presentations and individual consulting for parents and educators -Helping Kids Achieve.

Copyright 2016 © Cindy Terebush
All Rights Reserved

Please do not sell, post, curate, publish, or distribute all or any part of this article without author's permission.   You are invited, however, to share a link to this post on your webpage, Facebook, Pinterest, Twitter, and other social networking sites.

Thursday, December 15, 2016

Do You Unintentionally Mock or Demean Children? How to Avoid Negatively Impacting Young Children With Your Reactions

Imagine – you are in a study group and you accidentally mispronounce a word or use the wrong word in your sentence.  The group facilitator thinks your mispronunciation is kind of cute and funny so she starts to say the word the same way.  It catches on and everyone is now saying it while they sort of smirk at each other.  How would you feel?  Would you be embarrassed and perhaps a little angry? 

I was in a group of adults last week and someone did, in fact, use the wrong word in a sentence.  It was an obvious error but no one repeated it.  We just let it go.  That’s what adults do because we know that repeating the error is mean.  We didn’t repeat it because it would demean the person in our group.  So why do so many adults to that to children?

A young girl had trouble with the letter L.  The word “lollipop” sounded like “waweepop.”  In the course of a 20 minute observation time in the classroom, I witnessed 3 adults repeat, “Waweepop” – one teacher and two parents.  It is possible that the preschooler did not catch onto what I can only describe as mocking her speech issue but how does repeating her mispronunciation help her to improve her speech?  It does not.

Unfortunately, adults too often think that behavior and reactions we would never exhibit in a group of adults is acceptable with children.  The children look cute so we think it is cute to mimic them.  Adults forget that our job is to lift them, to model for them who we would like them to become.  That modeling includes honoring their ability to learn through observation and their development of self.  I would never want a child to feel diminished by my reaction and so I must be intentional in my actions.  That intentionality developed over many years of working with children.  It was learned over the course of my career.  I hope to save you some time by sharing the following thoughts... just a few ways you can avoid negatively impacted self-worth:

  • Avoid mimicking speech miscues.  Admittedly, I think some speech miscues are adorable when the children are 2 and 3 years old.  They won’t be so precious when the child is 10 years old.  To help the child as much as I can without being a speech therapist, I pronounce words correctly.  It is important for children to hear words as they should be.
  • Avoid physically imitating their movements.  Young children are so cute when they dance, twirl and run around.  When you try to imitate their motions, you aren’t nearly as cute (sorry, but you are not).  I recently watched a young boy awkwardly try to reach a toy.  He stretched his arm in a typically way that only young children tend to do.  An adult immediately got up and imitated it.  The child walked away. It is hard to say how the child felt about that moment because he cannot express it.  Err on the side of caution and don’t chance the child feeling mocked.
  • Don’t use the sentence, “You are being silly” in an emotional situation.  Children’s emotions are very real to them.  We need to teach emotional intelligence in the early childhood years.  Part of emotional intelligence is the knowledge that we have a right to our feelings and we can learn to cope with them.  They should not be dismissed or treated as if they are not permitted.  Emotionality is part of the human experience.  When children accept their own humanity, they learn to cope much quicker and with less angst.  I, therefore, let them know through my words and actions that their emotions are not silly.  They are what they are and we can learn to cope.
  • Never say, “We never cry.”  I am sad that people are still using versions of “Crying is not allowed” in their interactions with children.  Crying is the physical response to sadness and sometimes to fear.  It is allowed.  Teach the child that sadness will pass. “You will be okay” is far better than the invalidating responses we too often see.  There are many emotionally invalidating phrases that we use with children.  It is actually acceptable to feel sadness, fear and frustration.  Don't mock or mimic it.  You feel that way sometimes, too.

The litmus test for the appropriateness of your responses to children is in this question – “Would I do that if an adult behaved that way?”  If you would not – if you would be afraid of hurting the adult’s feelings or of seeming unfeeling – then don’t do it to the children.  They really do sense and understand more than they can tell us and it becomes part of their self-esteem.
  
Are you looking for other ways to have more meaningful learning in your classroom?  Sign up for my Dec. 22, 2016 webinar “Improve Your Circle Time:  Make It Time Well Spent” – click on the title for details!  Participate live or sign up to ensure that you get the replay in your email. 

________________________________________________________________________
You can learn so much more from me online!  “Helping Preschools Achieve with Cynthia Terebush” – An Online Learning and Support Community for Early Childhood Professionals.  Now with individual sessions for only $ 15 and staff bundles for groups of people.  Go to Helping Preschools Achieve for more details. 

And in person….Go to my full website for information about webinars, presentations and individual consulting for parents and educators -Helping Kids Achieve.

Copyright 2016 © Cindy Terebush
All Rights Reserved

Please do not sell, post, curate, publish, or distribute all or any part of this article without author's permission.   You are invited, however, to share a link to this post on your webpage, Facebook, Pinterest, Twitter, and other social networking sites.