Category "Whizzkids"

One of the most important things to me as a parent is to raise kind children and therefore, kind adults. As my babies have grown, it’s clear that while there is an innate kindness born within them, there is also situational kindness that needs be taught and fostered. Teaching kindness shows its importance and I believe, should focus on where the child is developmentally. My youngest, Hannah, as a preschooler, needs to know how to operate kindly within her world.

Here is a list of ideas on how to teach kindness to preschoolers:

• Do something nice for their teacher – paint them a picture, bring them a treat or a coffee.
• Donate toys that they don’t play with anymore. Explain how it will help children that aren’t as fortunate as they are.
• Smile at five people they see on the street.
• Invite all friends to play – excluding kids isn’t nice.
• Let a sibling pick the movie they’re going to watch.
• Draw a picture for a relative and send it to him or her in the mail.
• Help mom and dad with age-appropriate chores.
• Teach the “why” behind saying please and thank you.
• If you see someone being or doing something nice, point it out to your child.
• Share a favorite toy with a friend.

Mostly, I’m a firm believer that the best way to teach kindness to kids is to model the behavior yourself. They will learn by watching you be kind to friends, family and strangers.

What are ways that you’re teaching your preschooler kindness?

It’s no secret that the face of education has changed dramatically over the past ten years or so. Teachers across the country are working hard to equip children with the skills needed for success in the 21st century world. In addition to instilling in students the flexibility to readily adapt to changing technologies, teachers must foster learning environments that encourage critical thinking, creativity, problem-solving, communication, collaboration, global awareness, and social responsibility. Listed below are six strategies early childhood teachers are currently using in classrooms to prepare kids for the boundless future ahead.

1) INTEGRATED TECHNOLOGY

Today’s youngsters were born in the age of the Internet. Many are more technologically savvy than the adults assigned the task of teaching them. To connect with these kids, teachers must learn to speak their language and become conversant with the technology that comes so naturally to the young. Integrating technology means tapping into students’ interests and strengthening their technical skills, all while providing enriching learning opportunities. As with any new development, many teachers, eager to keep up with the latest fashion, simply go through the motions of integrating technology. However, if they are to succeed with it, they need more than the motions – they need a deep understanding of the tools available, as well as meaningful reflection about how to use them to enhance learning. In addition, the increased connectivity that accompanies this technology makes it vital that teachers stress the importance of Internet safety. NetSmartzKids, an interactive website of the National Center for Missing and Exploited Children, teaches kids to use the Internet responsibly. Also, be sure to check out ECE Technology: 10 Trending Tools for Teachers, which outlines many innovative tools that can enhance student learning.

2) COOPERATIVE LEARNING STRUCTURES

Teacher-centered instruction has had its day. Effective teachers are increasingly using a student-centered approach. Cooperative learning sparks engagement in classrooms by encouraging interaction among the students themselves. The teacher, rather than calling on one student at a time, allows children to discuss class materials with buddies or in groups, thus maximizing the level of participation. The students work just as hard as the teachers. No longer a one-man show, the teacher’s role becomes that of a facilitator instead. This, in turn, leads to higher achievement, while promoting both team and class building. Kagan Cooperative Learning has developed over 200 practical, easy-to-implement instructional strategies, or “structures,” that turn classrooms into lively scenes of both movement and stimulating discussion. Laura Candler’s Cooperative Learning Resources features a variety of activity sheets and blackline masters for teachers, useful for accountability during cooperative learning.

3) DIFFERENTIATED INSTRUCTION

Teachers can tailor learning experiences to differentiate among the individual needs of students in the classroom. There are three main learning styles: visual, auditory and kinesthetic. Cognitive Learning Styles of Children describes the characteristics of these learners as well as the types of activities in which they best thrive, with the caveat that it is only learning styles being described, to be distinguished from cognitive styles(holistic, analytic, field-dependent, etc.). Teachers can also differentiate by matching assignments to readiness levels, offering appropriate intervention or extension activities as required. Allowing children to select activities based on areas of interest is another great way to differentiate. Offering choices is an excellent motivator for kids. Small-group work is one of the most effective ways to meet the needs of diverse learners in large class settings. Differentiation Central offers insightful information, as well as a short video of educator, author and speaker Carol Ann Tomlinson sharing her experiences and views about classroom differentiation.

4) GOAL SETTING

Involving children in the goal-setting process is an excellent way to encourage them to take ownership of their learning. In the early stages, goal setting needs to be done in a very clear and simplistic way – for example, frequent two-way conversations with children about their progress in specific areas. Teachers can further facilitate goal setting through the use of organizers, anchor charts and similar aids. Free Printable Behavior Charts provides models of personal charts for early learners. Teaching and Tapas shares a class’s goal charts geared specifically towards reading and writing. K-5 Math Teaching Resourcess hows a selection of goal charts for math instruction. In general, helping children reach their goals calls for teachers to provide specific, frequent feedback as well as ample time for self-reflection.

5) CROSS-CURRICULUM TEACHING

In contrast to the traditional teaching of subjects in isolation, teaching multiple subjects simultaneously can help students go much deeper in learning concepts and skills. Naturally, this approach asks more from the teacher. It can be easy to blend math, science, or social studies content with reading or writing. However, it is more challenging to combine all the subjects at once. Here are some of the major approaches to simultaneous learning. Project-based learning involves children carrying out a project that ends up with a concrete result of some kind. Problem-based learning asks the teacher to guide children in developing solutions to real-world problems. In inquiry-based learning, children generate their own questions according to their curiosities or interests, which they then investigate. These methods work so well because teachers don’t simply tell students what they should know, but instead they engage children in exploring and uncovering the information in a more meaningful way in which all the subjects come into play together. Check out this video of a group of five-year-olds participating in project-based learning at Auburn Early Education Center. These methods are not only fun, they are highly motivating for children and encourage collaboration, as well.

6) ASSESSMENT FOR LEARNING

Assessment for Learning, or Formative Assessment, is a data-gathering process used by teachers to help them customize instruction to match students’ needs. Summative assessments don’t always give a clear picture of what a student knows. Also, by the time the data is gathered, it’s already too late! The teacher is already moving to the next objective, leaving many students behind who haven’t fully grasped the previous content yet. To prevent this problem, teachers can monitor how the children are learning as they teach, using observations, questioning strategies, class discussions, exit tickets, learning logs, peer assessments, self-assessments, and slate work, among other methods. Teachers can gauge the progress of individuals, groups, or the whole class, and they can adjust the process by supporting or challenging students as needed. The article What is Assessment for Learning? provides additional insight into this technique. These ongoing assessments allow teachers to keep their fingers on the pulse of the classroom to ensure that students are learning.

I can’t be the only parent who worries if she is doing enough with her kids on a regular basis, right? Every day I see Facebook updates from friends sharing
what they did with their kids today, on the weekend, and on vacation, and it gets overwhelming. How do they do it all? I can’t take my kids grocery shopping without wanting to leave them in the produce section. A trip to Disney World, nope, not happening. That would be the end of us all.

But recently I realized something that helped me stop worrying and trying to fill my kids’ lives with constant activities. I thought we weren’t doing much, but scrolling through the pictures on my phone was a great reminder that we actually did do a lot. Did we go to Disney World? Well, no, that would still push me right over the edge. But we did do plenty: bowling, movies, family parties, the beach, the library, school plays, sledding, an amusement park, baseball games, ice cream, the playground, the zoo, and a few road trips. We even went to Disney on Ice—maybe not Disney World, but it’s the closest I’m getting for a while. How could I consider that “not enough”?

Most of us are doing lots of things with our kids that don’t seem like a big deal at the time. Now that I’ve looked back on an entire year, I know that we didn’t just let the kids watch YouTube videos every day. Don’t get me wrong—they watch their fair share—but years from now are they going to look back at pictures and remember what we didn’t do, or will they remember the time we went to the zoo 15 minutes from our house? I’m betting on the zoo.

So, fellow worriers, please cut yourself some slack. My kids have probably done more in one year than I did during my entire childhood, so why was I worrying? Contrary to what my Facebook feed might suggest, we’re doing just fine— even if we never make it to Disney World.

Preschool teaching expectations are changing. Some things are constant: parents will always seek a safe environment where their child can learn to get along with others, develop independence and strengthen creativity, practice self-expression and learn to follow routines. However, new initiatives are afoot: what began as NCLB (No Child Left Behind) legislation has morphed into the new CCSS (Common Core State Standards) and Assessment expectations of all public schools, and these standards have spread to state preschools. Discussion of universal preschool is on the rise and moving towards the reauthorization of the ESEA (Elementary Secondary Education Act). One of the important concerns throughout is how to help our less-advantaged youngest learners before they enter the elementary years and find themselves already lagging behind their more-fortunate peers.

NEW FINDINGS FOR EARLY LITERACY DEVELOPMENT

Early childhood educators are as focused as grade-school teachers on the research relating academic achievement and success to parental involvement, vocabulary, early literacy and writing. Preparing children for the demands of CCSS begins with early educators doing their part to provide caregivers and parents with the tools they need to help their children succeed in school. For decades, early educators have shared what they believed would contribute directly to early literacy development: activities such as exposing children to the words around them, both spoken and printed, as well as reading in groups and one-on-one with a child. New findings, however, are calling these ideas into question. Wasik & Hindman (2010) found that shared book reading alone accounted for only 10 percent of the variability in children’s literacy skills (73). Recent studies have revealed that skill-based parent involvement plays an important role in early literacy development (Evans et al., 2000). How does this differ from traditional book reading? It turns out that when picture books are traditionally shared with young children, links do not automatically form between the words on the page and the illustrations (Philips et al, 2008). To remedy these shortcomings, early childhood teachers can help parents improve early literacy development through a few simple changes to book-reading routines, including easy-to-use skill-development techniques their children will barely notice but will soon feel good about because they lead them to greater success.

FOUR TIPS TO SHARE WITH PARENTS

• Model finger pointing as you read to help young readers develop print awareness: the understanding that words are separated by spaces, move from left to right, and continue on the next line down.
• Have children identify letters and words on the page as you read.
• Model the identification of high-frequency sight words: help children sound them out, and use illustrations to assist with the beginning reading process.
• Ask questions to connect new vocabulary, sequences of events and text to self while reading a given story, not just at the end.

DEVELOPING WRITING

We know that the home-literacy environment plays a more important role than socio-economic status when it comes to academic success (Dickinson and McCabe, 2001, p. 196). How can early educators align themselves with parental-involvement initiatives for school-based early writing development?

Lately the journals have focused on writing in the early years and how to help even our youngest learners begin to learn it. Unfortunately, research has indicated that few early childhood educators know how to take the first steps to assist our youngest learners with writing (Gerde & Bingham, 2012).

The goal of the writing process at all levels is to help children find their own voices and to nurture their writing development with scaffold support until they feel confident taking independent responsibility (VanNess, Murnen, & Bertelsen, 2013).

STAGES IN WRITING DEVELOPMENT

Research on the stages through which children typically learn to write in preschool and kindergarten can help educators easily identify student readiness for the next scaffolds in the learning process (Temple, Nathan, & Temple, 2012).

1. Drawing and Scribbling: Writing development starts with pictures. Scribbles and pictures are interchangeable. Children cannot discriminate between the two, and do not yet connect print with meaning. Most children do not associate text with the pictures they focus on in picture books.
2. Letters and Letter-Like Forms: Children begin to repeat letters, typically from seeing their names in print. They do not associate letters with the sounds in words, but they do link text with meaning.
3. Salient and Beginning Sounds: Inventive spelling occurs at this stage. Children represent words with one or more letters that are most distinctively heard when saying the word. First letters in words are often represented here too.
4. Beginning and Ending Sounds: Children begin to write with spaces between words, and include less-salient letters within words (Cabell, Tortorelli, & Gerde, 2013).

APPROPRIATE SUPPORT FOR EACH WRITING STAGE

Early educators are very aware that early writing is connected with later reading success (National Early Literacy Panel [NELP], 2008). What scaffolds are appropriate at each stage of writing development? Below are ideas useful for parents as well as preschool classrooms.

1. Drawing and Scribbling: Incorporate writing into play at centers. Allow children to sign into centers on a pad or sheet. Ask children about their drawings, and model writing their dictated sentences on their paper to tell their story in words. Have children write their names often on their work, and have opportunities for them to write their names in various forms (chalk, play-dough, paint, sand). Model writing by pointing at words while reading and writing.
2. Letters and Letter-Like Forms: Provide writing prompts in journals to help children write and draw about items in their environment. Help children sound out letters within words as a scaffold mechanism at this stage. Have children write their names as frequently as possible. Scaffold letter sounds, then repeat and ask children to share words with similar sounds. Encourage inventive spelling.
3. Salient and Beginning Sounds: Use writing prompts to incorporate both beginning and ending sounds. Play activities can incorporate single words. Children should be journal-writing, with attention to pronouncing and identifying initial and ending sounds.
4. Beginning and Ending Sounds: Writing should begin to incorporate word families and patterns. Encourage writing of simple sentences through writing prompts during play. Use journal activities to challenge children to identify middle sounds in words. Break up phonemes in words with horizontal lines (Cabell, Tortorelli, & Gerde, 2013).

It is important to model through scaffolds and allow for guided practice before attempting to integrate independent center, journal or play-based writing opportunities. Additionally, remember that writing at any stage is foreign until it is tried. Helping children take ownership of writing as they gain confidence with each writing milestone is essential in order for this process to be successful. Writing development typically follows behind reading, and playing catch-up with writing can be as frustrating for children as learning to read. Take it slow, and enjoy the process with them. You will find it rewarding for all involved.

One of the greatest things about starting a new school year is that you get to begin with a clean slate. You can decide how to decorate your room, how to organize your schedule and how to teach your students. Sometimes, though, it hits you that you just spent a whole school year teaching one class what you expect from them, and now you have to start all over again with a new class! However, nobody can deny that teaching your students appropriate behaviors right from the start is a sure-fire way to gain control of your classroom. So how do you get your students to follow your directions? Read on to learn some of my secrets!

INTRODUCING DIRECTIONS IN KINDERGARTEN

Perhaps the most basic behavior you need to teach students is how to follow directions. You need to spell it out for them very clearly. It’s one of the hardest behaviors to teach in kindergarten! For many students, this is the first time they’ve ever been in a structured school setting, so they simply don’t understand what directions are all about.

One way I teach my students to follow directions is by using cards that have visual direction icons on them. As I explain the activity we are about to carry out, I first model what I want them to do using an example for the group to see. Then, I use my direction cards to visually reinforce my expectations. For example, I will say, “First, I need you to write your name on your paper.” I will put up an icon that represents “name” next to the number one. Then I might want them to color before cutting, so I will say, “Next, I want you to color and then cut,” as I put up the icons for “coloring” and “cutting” next to the numbers two and three. I magnetize the icon cards so that I can easily stick them onto my magnetic whiteboard.

After all of the direction icon cards are up on the board, we go through all the directions together, with the students performing a choral response to my cues. I will say the number, and my students will respond with the action I want them to take. For example, I say, “First …” and the students respond with “Write your name!” This takes weeks of practice, as with many behaviors you teach, but it has really helped cut down on my students forgetting to write their names on their papers, as well as reducing confusion during projects. It also helps my students learn how to follow directions with two to three steps.

TWO TYPES OF REINFORCEMENTS

Another important tip for managing behaviors is to positively reinforce the ones you want to see more often. There are two types of reinforcements you can use: whole-group reinforcements and individual reinforcements.

Whole-Group Reinforcements

Whole-group reinforcements are a great way to teach your class to work together as a group. If all of the students are working quietly and on task, then the whole class gets rewarded. One of my favorite whole-group reinforcements is a marble jar. Marble jars are effective because the reinforcers are visual; the students see exactly what they’re working toward.

Setting up the marble jar:

To set up the marble jar, you will need two containers. I like jars. This works best if the jar you are filling up is clear so that the students can see their progress. The jars do not need to be large – in fact, a smaller jar is better, because it makes the prize seem more easily attainable.

How to use the marble jar:

As I see my students working, I use the marbles to reinforce the behaviors that I want in my classroom. These behaviors might include my students lining up quietly before a transition from one activity to the next, working appropriately during group activities, or working quietly during independent activities. When I’m first getting them used to the marble jar, I’ll say, “I love how you are all working so hard finishing up your writing. You all earned 5 marbles.” As I say this, I’ll drop 5 marbles into our clear marble jar. I like to make it dramatic and drop each marble in, one by one, so it makes a nice “plunk” when it falls. It also incidentally provides counting practice, as my students always count along with me while I drop in the marbles. As they get more familiar with the way the marble jar works, I say less and less to them as I drop in the marbles – maybe just “Thank you,” as I drop three marbles into the jar. Sometimes, I don’t even have to say a word!

A fun twist to the marble jar idea is allowing my students to help put the marbles into the jar. If we are singing during Calendar time, and I am not near the jar, I will say, “Wow! I loved how everyone was singing along to that song! Sally, can you drop 4 marbles into our jar?” The students love to help, and they will try hard to be the one who gets to drop the marbles in. When the marble jar is filled up, the class earns their prize! The prizes can be something you choose, or they can be left up to the students to choose together, as a class. They are typically things like a movie in class, a popcorn party, a popsicle party, or extra recess time.

Individual reinforcers, on the other hand, are a great way to reward students individually. There are many, many ways to do this – some of them are verbal praise, tangible rewards, and classroom coupons. Here is an individual reinforcement technique that works very nicely at the beginning of the year.

Individual Reinforcements

Setting up a sticker book:

I give each student a small sticker book at the start of the year. This can be a little journal like what you find at party stores, to be used as a party favor. Alternatively, you can simply staple paper together to make a mini-book. You can also make sticker cards instead of sticker books, using index cards or plain paper. You can purchase a book of mini stickers inexpensively at any teacher-supply store, or online. Around holidays, it’s fun to use themed stickers.

How to use the sticker books:

When you see a student displaying an appropriate behavior, reward him or her individually. I often do this when I see one or two students following directions well, and want to get the rest of my class on task, too. After giving the class a direction to put their books away and come down to the carpet, I might say, “I love how Tommy came down to the carpet so quickly,” and walk over and give him a sticker. If my students are near their sticker books, they will put their stickers directly on their books. However, I also teach them that if we are working on the carpet or at a reading table when they earn a sticker, they should keep their stickers on their hands until they are near their books again. The other students see that one student has been rewarded, and they rush to imitate the correct behavior. A nice touch is that once a student has collected 25 stickers, he or she can trade the stickers in for a prize! Prizes might be decorative pencils, fun erasers, or any other “treasures” in the treasure box. In order to keep track of which stickers have been redeemed, I use a marker to cross them off as I count them. The students love to earn and collect stickers, and they really work hard to show their best behaviors.

These ideas are a great way to kick off your classroom management repertoire, and they can be used throughout the year. And if you find that your students are no longer responding to the rewards you started out with, never fear. That is just your cue to try something different! Your classroom management tools are only effective as long as they move your students. Have fun, stay on your toes, and always be ready to dream up creative new ways to engage your students’ attention!

Your three-year-old’s vivid fantasy life will help her explore and come to terms with a wide range of emotions, from love and dependency to anger, protest, and fear. She’ll not only take on various identities herself, but also she’ll often assign living qualities and emotions to inanimate objects, such as a tree, a clock, a truck, or the moon. Ask her why the moon comes out at night, for example, and she might reply, “To say hello to me.”

From time to time, expect your preschooler to introduce you to one of her imaginary friends. Some children have a single make-believe companion for as long as six months; some change pretend playmates every day, while still others never have one at all or prefer imaginary animals instead. Don’t be concerned that these phantom friends may signal loneliness or emotional upset; they’re actually a very creative way for your child to sample different activities, lines of conversation, behavior, and emotions.

You’ll also notice that, throughout the day, your preschooler will move back and forth freely between fantasy and reality. At times she may become so involved in her make-believe world that she can’t tell where it ends and reality begins. Her play experience may even spill over into real life. One night she’ll come to the dinner table convinced she’s Cinderella; another day she may come to you sobbing after hearing a ghost story that she believes is true.

While it’s important to reassure your child when she’s frightened or upset by an imaginary incident, be careful not to belittle or make fun of her. This stage in emotional development is normal and necessary and should not be discouraged. Above all, never joke with her about “locking her up if she doesn’t eat her dinner” or “leaving her behind if she doesn’t hurry up.” She’s liable to believe you and feel terrified the rest of the day—or longer.

From time to time, try to join your child in her fantasy play. By doing so, you can help her find new ways to express her emotions and even work through some problems. For example, you might suggest “sending her doll to school” to see how she feels about going to preschool. Don’t insist on participating in these fantasies, however. Part of the joy of fantasy for her is being able to control these imaginary dramas, so if you plant an idea for make- believe, stand back and let her make of it what she will. If she then asks you to play a part, keep your performance low- key. Let the world of pretend be the one place where she runs the show.

Back in real life; let your preschooler know that you’re proud of her new independence and creativity. Talk with her, listen to what she says, and show her that her opinions matter. Give her choices whenever possible—in the foods she eats, the clothes she wears, and the games you play together. Doing this will give her a sense of importance and help her learn to make decisions. Keep her options simple, however. When you go to a restaurant, for example, narrow her choices down to two or three items. Otherwise she may be overwhelmed and unable to decide. (A trip to an ice- cream store or frozen yogurt shop that sells several flavors can be agonizing if you don’t limit her choices.)

What’s the best approach? Despite what we’ve already said, one of the best ways to nurture her independence is to maintain fairly firm control over all parts of her life, while at the same time giving her some freedom. Let her know that you’re still in charge and that you don’t expect her to make the big decisions. When her friend is daring her to climb a tree, and she’s afraid, it will be comforting to have you say no, so that she doesn’t have to admit her fears. As she conquers many of her early anxieties and becomes more responsible in making her own decisions, you’ll naturally give her more control. In the meantime, it’s important that she feels safe and secure.

Just as it was when he was three, your four-year-old’s fantasy life will remain very active. However, he’s now learning to distinguish between reality and make-believe, and he’ll be able to move back and forth between the two without confusing them as much.

As games of pretend become more advanced, don’t be surprised if children experiment with make-believe games involving some form of violence. War games, dragon-slaying, and even games like tag all fall into this category. Some parents forbid their children to play with store-bought toy guns, only to find them cutting, pasting, and creating cardboard guns or simply pointing a finger and shouting “bang, bang.” Parents shouldn’t panic over these activities. This is no evidence that these children are “violent.” A child has no idea what it is to kill or die. For him, toy guns are an innocent and entertaining way to be competitive and boost his self-esteem.

If you want a gauge of your child’s developing self-confidence, listen to the way he talks to adults. Instead of hanging back, as he may have done at two or three, he now probably is friendly, talkative, and curious. He also is likely to be especially sensitive to the feelings of others—adults and children alike—and to enjoy making people happy. When he sees they’re hurt or sad, he’ll show sympathy and concern. This probably will come out as a desire to hug or “kiss the hurt,” because this is what he most wants when he’s in pain or unhappy.

At about the age of four and five, your preschooler also may begin to show an avid interest in basic sexuality, both his own and that of the opposite sex. He may ask where babies come from and about the organs involved in reproduction and elimination. He may want to know how boys’ and girls’ bodies are different. When confronted with these kinds of questions, answer in simple but correct terminology. A four-year-old, for example, doesn’t need to know the details about intercourse, but he should feel free to ask questions, knowing he’ll receive direct and accurate answers.

Along with this increased interest in sexuality, he’ll probably also play with his own genitals and may even demonstrate an interest in the genitals of other children. These are not adult sexual activities but signs of normal curiosity and don’t warrant scolding or punishment.

At what point should parents set limits on such exploration? This really is a family matter. It’s probably best not to overreact to it at this age, since its normal if done in moderation. However, children need to learn what’s socially appropriate and what’s not. So, for example, you may decide to tell your child:

• Interest in genital organs is healthy and natural.
• Nudity and sexual play in public are not acceptable.
• No other person, including even close friends and relatives, may touch his “private parts.” The exceptions to this rule are doctors and nurses during physical examinations and his own parents when they are trying to find the cause of any pain or discomfort he’s feeling in the genital area.

At about this same time, your child also may become fascinated with the parent of the opposite sex. A four-year-old girl can be expected to compete with her mother for her father’s attention, just as a boy may be vying for his mother’s attention. This so-called oedipal behavior is a normal part of personality development at this age and will disappear in time by itself if the parents take it in stride. There’s no need to feel either threatened or jealous because of it.

Early childhood educators have one of the most rewarding and difficult jobs. They are in charge of preparing young minds for the challenges and opportunities discovered as they embark on their educational careers.

There are many articles written about early childhood education. These articles can be excellent resources for educators and parents to help maximize the benefits for young students.

Here are five of our favorite articles for those interested early childhood education:

What’s the big deal?

There is a surprising amount of debate surrounding the topic of early childhood education. Many people question how much formal learning is necessary or beneficial for very young children.

Various studies have shown, however, that some form of education, whether it is in a formal school setting or an informal setting in the home, greatly benefits children by the time they reach traditional school ages. Children are better equipped to learn, better behaved, and overall more prepared. This article, published on the Education Corner site, explores the research and pros and cons of educating the youngest of students.

“Once upon a time…”

It’s important to understand the history of early childhood educational theories and practices. Although this article is relatively simplistic, it gives an overview and introduction to the history and paths that early childhood education has taken.

It explores the effects of Head Start programs, the social norms about parenting, and the changing ideas about education for young children. The author, Dr. David Elkin, explores how early childhood education began centered around the child and based in philosophy, but has since become seen as a step on a fast-paced educational ladder.

The sooner the better

Studies show that high-quality education early in a child’s life leads to continued success later in school, at work, and leads to better well-rounded emotionally and socially. This article also points out that spending resources toward education earlier in life is much more fiscally responsible than paying later to help a struggling child catch up.

The authors mention several successful studies conducted about the advantages and disadvantages of early childhood education. Finally, it also includes a few nationwide organizations that commit to making high-quality childhood education accessible for all families, regardless of their situations.

Theories and influences

It can be helpful for those who have experience with early childhood education to understand the prevailing theories behind it. There have been many influential psychologists and educators who have contributed to the ideas behind many current techniques.

Understanding these theories can help educators and parents know what to expect from children at different stages of development. This can help prevent unrealistic expectations and equip educators to know when their students are able to be challenged more and taken to the next level academically, socially and physically.

Dispel first day jitters

When young children begin school, it can be stressful for parents, students and teachers. Students can be anxious, especially if they are new to attending school. Teachers are faced each year with a classroom full of nervous faces. Parents have to worry about leaving their children behind, and often feel a bit of anxiety themselves.

This article helps all three groups learn ways to relax and handle the transition smoothly. When parents and children feel prepared for school, children tend to be able to adjust better, making the teacher’s job easier as well.

It takes a village

Preschool and kindergarten are important beginnings to the academic careers of children. Parents and teachers involved during this step are influential in helping kids master the material, and to relax and enjoy learning.

To help children get the most out of their schooling, it’s important to understand the significance of the history and theories of early childhood education, and the prominent practices and studies dedicated to get children ready to learn.

These early child education articles will help parents and educators prepare for one of the most important phases of a student’s life.

By law, children must be enrolled in school or an approved alternative pro­gram by a particular age. In most parts of the country, these age requirements are five years old for kindergarten and six years old for first grade. Even then, cutoff dates, after which children must wait until the next school year to enter class, vary greatly.

The idea that because of their birth date some children are “ready for school” and others are not has become controversial. Just as children begin to work or talk at different ages, they also develop the psychological and social aptitudes necessary for school at varying ages.

In addition, many parents and educators feel that schools need to be ready for children. This newer ap­proach emphasizes how school programs can be designed so that all children of the chronological age to enter school can benefit from the program. Of course, the reality is that a match between your child’s development and the school’s resources and adaptability may not exist.

When you’re deciding when your child should start school, consider your child’s unique abilities and local circumstances. Gather accurate information about your child’s development, especially communication skills, including language development and the ability to listen; social skills and the ability to get along with other children and adults; and physical skills from running and playing to using a crayon or pencil. Talking with your child’s pediatrician, preschool teacher, and/or childcare provider can provide some useful, objec­tive observations and information.

Some schools may conduct their own tests to evaluate your youngster’s abilities. So-called readiness tests tend to concentrate on academic skills, but most usually evaluate other aspects of development. These tests are far from infallible; some children who do poorly on them still fare well in school. Even so, you can use them as one of the yardsticks in determining how your child’s development has progressed relative to other children of the same age. Often, your own parental intuition about your child’s capabilities is an accurate mea­sure of how well she is prepared to enter school, particularly if you have an older child with whom you have had experience.

When you or the school identify some areas of your child’s development that seem to lag behind, use this information to help you and the school plan for the special attention that your child may need. By sharing information with your child’s teacher and other school staff, you can help the school be ready for your child. At the same time, you are establishing a partnership for your child’s education that can and should continue throughout her childhood.

Parents can encourage their children’s cognitive, physical, and emotional development before they enter school. Kindergarten teachers appreciate having children who are enthusiastic and curious in approaching new activities, can follow directions, are sensitive to other children’s feelings, and can take turns and share. Some specific skills that will make your child’s first year at school go smoothly include her ability to:

• Play well with other children with minimal fighting or crying.
• Remain attentive and quiet when being read a story.
• Use the toilet on her own.
• Successfully use zippers and buttons.
• Say her name, address, and telephone number.

There are great benefits to reading to your child beginning in infancy. Help your child acquire some basic skills, like recognizing and remembering letters, numbers, and colors. Expose her to enriching and learning experiences like trips to the museum, or enroll her in community art or science programs. To promote social-skills development, encourage her to play with other children of both sexes in the neighborhood and to participate in organized community-sponsored activities.

Some parents consider purposefully delaying their child’s entrance into kindergarten. They believe that their child may gain some advantage and be more likely to succeed in academics, athletics, or social settings if she is older than average for her grade. Delaying school entry in order to obtain some advantage is not necessarily a winning strategy. Although there is some evidence that being among the youngest in a class may cause some academic problems, most of these seem to disappear by the third or fourth grade. On the other hand, there is evidence that children who are old for their grade are at significantly greater risk of behavior problems when they reach adoles­cence.

Preschool offers many benefits. It can be a great place for kids to interact with peers and learn valuable life lessons such as how to share, take turns, and follow rules. It also can prepare them academically for kindergarten and beyond.

But going to preschool does come with some emotions, for both the parent and the child. For a child, entering a new preschool environment filled with unfamiliar teachers and kids can cause both anxiety and excitement. Parents might have mixed emotions about whether their child is ready for preschool.

Getting comfortable with your decision and the preschool setting can help you and your child feel ready.

Easing Your Child’s Fears

Spend time talking with your child about preschool before it starts. In the months and weeks before school, gradually introduce your child to activities that often take place in a classroom. A child who’s used to scribbling with paper and crayons at home, for example, will find it comforting to discover the crayons and paper in the preschool classroom.

Visit the preschool classroom with your child a few times before school starts. This can ease concerns about this unfamiliar territory. Visiting is also a chance to meet your child’s teacher and ask questions about routines and common activities. You can introduce some of those routines and activities at home so they become familiar.

While you’re in the classroom, let your child explore and observe the class and choose whether to interact with other kids. This helps familiarize kids with the classroom and lets them explore the new toys they’ll play with when school starts.

You can also ask how the teacher handles the first tear-filled days. How will the first week be structured to make the transition smooth for your child?

While acknowledging this important step your child is taking and providing support, too much emphasis on the change could make any anxiety worse. Young kids can pick up on their parents’ nonverbal cues. When parents feel guilty or worried about leaving their child at school, the kids will probably sense that.

The more calm and assured you are about your choice to send your child to preschool, the more confident your child will be.

The First Day

When you enter the classroom on the first day, calmly reintroduce the teacher to your child, then step back to allow the teacher to begin forming a relationship with your child. Your endorsement of the teacher will show your child that he or she will be happy and safe in the teacher’s care.

If your child clings to you or refuses to participate in the class, don’t get upset — this may only upset your child more. Always say a loving goodbye to your child, but once you do, leave promptly. Don’t sneak out. As tempting as it may be, leaving without saying goodbye can make kids feel abandoned. A long farewell, on the other hand, might only reinforce a child’s sense that preschool is a bad place.

A consistent and predictable farewell routine can make leaving easier. Some parents wave from outside the classroom window or make a funny goodbye face, while others have a special handshake before parting. Transitional objects — a family picture, a special doll, or a favorite blanket — can also help comfort a child. Also, keep in mind that most kids do well after their parents leave.

Whether your child is eager or reluctant to go to preschool, make sure that a school staff member is ready to help with the transfer when you arrive. Some kids may jump right in with their classmates, while others might want a private cuddle from a caregiver before joining the group.

Many preschools begin with a daily ritual, such as circle time (when teachers and children talk about what they did the day before and the activities that are ahead for the day). Preschoolers tend to respond to this kind of predictability, and following a routine will help ease the move from home to school.

Parents often have different expectations for their three- to five-year-old children when they attend an early learning centre. Some parents expect their child to engage in academic learning activities or “real learning”. Academic activities are associated with formal school-based learning such as writing, reading and knowing their numbers.

Parents are reported to feel concerned if they visit their friend’s home and see their friend’s child brings home worksheets (for example dot-to-dot of their name, colouring in of Easter eggs, or other adult-directed products) from their early childhood centre. They may worry their child is being left behind because their child is “only playing” and not engaging in real learning.

Other parents focus on their child being safe and secure in a stimulating environment where children make choices about what they will play. Such learning environments are supported by educators who are responsive to the child, and socially construct the child’s play.

The tension lies between teacher-directed activities where children are perceived to be doing “real learning”, as opposed to children making choices to play according to their interests.

So, what should three- to five-year-olds be learning?

Developmental milestones provided by the Australian Children’s Early Childhood Quality Authority (ACECQA) state:

Children’s learning is ongoing and each child will progress towards the outcomes in different and equally meaningful ways.

This milestones checklist covers five domains of learning, which is linked to the curriculum and the National Quality Standards:

1. Physical
2. Social
3. Emotional
4. Cognitive
5. Language development.

The checklist indicates what a child should be able to do by a certain age, and this is linked to the early childhood education curriculum.

Research demonstrates children’s learning achievements are greater from play-based programs, which include activities such as block building, compared to early childhood programs that have an academic focus.

The early childhood education curriculum emphasizes the importance of play-based learning and research demonstrates children’s learning achievements are greater from play-based programs compared to early childhood programs that have an academic focus.

When to worry

According to the developmental milestones, parents should seek advice from a professional if their three- to five-year-old child:

• is not understood by others
• has speech fluency problems or stammering
• is not playing with other children
• is not able to have a conversation
• is not able to go to the toilet or wash him/herself.

Parent-teacher relationships are important

Educators need to be able to explain their approach to children’s learning to parents at the outset of the child/family’s admission to the centre and reinforce this as children learn and develop.

The curriculum and the National Quality Standards both focus on educators having “partnerships with families”. But if there is disagreement about what and how children should be learning, a partnership between the parents and teachers won’t develop and endure.

Parents need to be continuously informed about the learning program in the centre. There needs to be alignment between parents’ expectation of what their child will learn in an early childhood centre, with the learning program provided, and the play-based approach a good one for the children.