School is commonly divided into subjects, and educators try to teach each subject in a systematic way. But it might be wise to look at the core ideas (and perhaps assumptions) we have about each subject area before deciding when and how to pursue knowledge.
Here's a draft of the Big Ideas at WHA.
English language arts and foreign language: Words are how we connect with others.What we say matters; how we
say it matters, too. Books are awesome, and new ones are being written all the time.
Math: Numbers, as labels of quantity and measurement, help us to understand
the world around us. Solving problems with numbers is fun and useful.
Science: The universe is driven by natural laws and processes; it has a history,
and that history is still happening. We can learn about the universe
using the scientific method. It's our responsibility to work safely and
to use our knowledge ethically.
Social studies: Humanity has a history, and that history is still happening--we are part
of it. History is affected not just by individuals, but by places and
by groups and their cultures.
Arts: Beauty comes in many forms. We can seek it out, and we can create our own.
Character and life skills: Image is nothing; vision is everything. We value doing what's right. We value being competent.
Saturday, December 8, 2012
Monday, December 3, 2012
Preschool Pitfalls
Whether you run a preschool or your own child is enrolled in one, here are six common issues to be aware of in preschools.
1) Too much emphasis on academics in the name of school readiness. A person who cannot share three dolls with two friends does not need to practice counting to 100. A person who cannot wipe his own bottom does not need to be pushed to write his name. And for pity's sake, do not try to teach your 3's class the Pledge of Allegiance--that's conceptually appropriate for second grade. Organizing a game of Duck Duck Goose is a far better use of your time!
2) Too many children per adult. NAEYC is trying to be realistic with regard to money. If you come at it from the viewpoint of child development, there should be a cap (with two adults) of 6 children in the 1's class, 8 children in the 2's class, 10 in the 3's and 12 in the 4's.
3) Lack of modeling and direct instruction in social interactions. Children who can barely talk cannot "use their words" effectively without support. Do not wait until two children are in tears and tell them to stop! Think out loud and invite them to think with you. ("It looks like you two are having trouble agreeing. What could we do next?")
4) Crafts mislabeled as art. First, if the goal is that everyone is making the same thing in the same way, that is by definition not art. Call it fine motor practice if that's the reason you're doing it. But do we have to make something every day or week that matches the theme? Children know the difference between something that will be used because it's functional or loved because it's beautiful--something with an authentic value--and decorative trash.
5) Excessive dependence on, and presumptions about, holiday or seasonal themes. Let me tell you, I was none too happy to spend the beginning of December trying to explain Christmas as a joyful celebration of Jesus' birthday to my son, only to have him come home from his church-based preschool singing "Santa Claus is Coming to Town." If you are having Valentine's Day exchanges among children who can't recognize their own names, having to explain how spiders and bats are related to pumpkins, or trying to explain the winter Olympics to children who have never seen a real snowflake, put down the activity book and ask yourself what would be truly interesting and valuable to the kids and their families. Early childhood education is not about filling the schedule.
6) A regimented, fragmented day. If children's free play is in blocks of only fifteen or twenty minutes, why is that? Are some kids objecting to moving on to the next activity? Really engaging materials absorb children, especially the older ones, for longer stretches of time.
1) Too much emphasis on academics in the name of school readiness. A person who cannot share three dolls with two friends does not need to practice counting to 100. A person who cannot wipe his own bottom does not need to be pushed to write his name. And for pity's sake, do not try to teach your 3's class the Pledge of Allegiance--that's conceptually appropriate for second grade. Organizing a game of Duck Duck Goose is a far better use of your time!
2) Too many children per adult. NAEYC is trying to be realistic with regard to money. If you come at it from the viewpoint of child development, there should be a cap (with two adults) of 6 children in the 1's class, 8 children in the 2's class, 10 in the 3's and 12 in the 4's.
3) Lack of modeling and direct instruction in social interactions. Children who can barely talk cannot "use their words" effectively without support. Do not wait until two children are in tears and tell them to stop! Think out loud and invite them to think with you. ("It looks like you two are having trouble agreeing. What could we do next?")
4) Crafts mislabeled as art. First, if the goal is that everyone is making the same thing in the same way, that is by definition not art. Call it fine motor practice if that's the reason you're doing it. But do we have to make something every day or week that matches the theme? Children know the difference between something that will be used because it's functional or loved because it's beautiful--something with an authentic value--and decorative trash.
5) Excessive dependence on, and presumptions about, holiday or seasonal themes. Let me tell you, I was none too happy to spend the beginning of December trying to explain Christmas as a joyful celebration of Jesus' birthday to my son, only to have him come home from his church-based preschool singing "Santa Claus is Coming to Town." If you are having Valentine's Day exchanges among children who can't recognize their own names, having to explain how spiders and bats are related to pumpkins, or trying to explain the winter Olympics to children who have never seen a real snowflake, put down the activity book and ask yourself what would be truly interesting and valuable to the kids and their families. Early childhood education is not about filling the schedule.
6) A regimented, fragmented day. If children's free play is in blocks of only fifteen or twenty minutes, why is that? Are some kids objecting to moving on to the next activity? Really engaging materials absorb children, especially the older ones, for longer stretches of time.
Monday, January 23, 2012
Preschool ideas
Looking for alternatives for TV for your one- to five-year-old for these cold, wet days? Got a kid who's over the usual coloring books and fort-building? Here are some ideas to get you started! You might keep some of these things grouped together as workboxes or busy boxes.
- Pouring and transferring: Gather up assorted little containers, and little items to play with-- craft pom poms, beans or lentils, uncooked rice, or water (if you're brave enough, get out the food coloring). Set them on a table and let your little one try it out. Little tongs, tweezers, spoons, or scoops add to the fun. Make sure your child helps you clean up!
- Magnets: Do you have little alphabet magnets and/or magnetic trains? Paperclips? A cookie sheet? There you go.
- Lacing: Punch several holes in a piece of heavy paper. Provide a length of yarn with a button tied at one end or a child's shoelace with a knot in one end and show him/her how to "sew."
- Stick stuff into things (yeah, technical educational term): Raw spaghetti through the holes of a spice jar, pipe cleaners or straws into a colander or through toilet paper tubes, etc.
- Make sock puppets.
- Find a dance or yoga video you can do together. I do recommend previewing and bookmarking any YouTube video before showing it to kids, or you may already have a DVD that will work.
- Make playdough or slime together. Google for easy recipes.
- Write a letter to send to a friend or family member.
- Try order games. Cut out the letters in your child's name or the numbers in your phone number and have your child unscramble them. Play Simon Says with a whole sequence of actions. ("Simon says hop twice on one foot, tickle someone, and then touch your chin.")
- Bake something together. Muffins are easy for a young child to help with.
- Drive the alphabet. Use a Matchbox-sized car or truck. Help your child learn the correct way to form letters by driving the correct path--on big foam letters if you have them, or with the letter just written on paper on the floor. Use alphabet printables to save time if you want to do all fifty-two (uppercase and lowercase).
- Play with light and dark. Do you have a flashlight? Maybe a glow bracelet left from Halloween? What about a prism, suncatcher, or LED candles? A hand mirror?
- Read a big ol' stack of books together. Go to the library if you're tired of the same old stories.
- Make a yarn maze by running yarn around and through furniture.
- Make music. Put beans into plastic Easter eggs or empty jars. Let your kid try blowing into the empty teakettle. Pretend the flyswatter is an electric guitar. Set out assorted pans, lids, and wooden spoons.
Subscribe to:
Posts (Atom)
Posts
