tag:blogger.com,1999:blog-86002838526418282722024-02-20T03:04:22.481-08:00Early Childhood EnvironmentsA blog that I created to provide ideas to teachers in designing supportive and inclusive environments for young children.Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.comBlogger24125tag:blogger.com,1999:blog-8600283852641828272.post-23602692336759499142016-02-04T13:30:00.001-08:002016-02-04T15:11:01.072-08:00Trouble with tattling in the preschool classroom Child: Teacher, he is looking at me.<div> Me: Okay. Let's talk about your choices. </div><div><br><div> Child: Teacher, he said I'm a banana.</div><div> Me: Are you a banana? No. Okay, tell him you're not a banana.</div><div><br></div><div> About two months ago, I was listening to every minor and major conflict in my classroom, and getting pretty exhausted in the process. Despite using every conflict to "teach" a way to resolve conflict, the children were still seeking out a teacher to initiate the process every time.</div><div><br></div><div> In order to teach the children some clear alternatives, I created some whole group lessons on tattling vs. reporting. The first lesson came in the form of a story. "A Bad Case of Tattle Tongue"</div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWy4AeHeJpIFcVEd7TbL7pQnkIWzXMjOqn5HJuH2yHQwbi4d2arESEfNHeMlWHkzH2u9OoHMDiauIBHdq97ZFU4bZpJk6yu3HCm5yOc9ialpOpbdlaDvLa5bJMDzJlEQigsDvyaaOPEQc/s640/blogger-image--323524037.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWy4AeHeJpIFcVEd7TbL7pQnkIWzXMjOqn5HJuH2yHQwbi4d2arESEfNHeMlWHkzH2u9OoHMDiauIBHdq97ZFU4bZpJk6yu3HCm5yOc9ialpOpbdlaDvLa5bJMDzJlEQigsDvyaaOPEQc/s640/blogger-image--323524037.jpg"></a></div><br></div><div> I used this story to introduce the concept of tattling. We read the story and then talked about what tattling is. We also talked about times that the kids could handle it vs. times it was important to get a grown up to help. </div><div><br></div><div> We read this story several times in one week and I wrote down the examples the kids gave me on tattling vs. reporting. My co-teacher and I also continued with our daily reinforcements. When a child would tattle, one of us would ask the child to ask the child if it was something they could handle. </div><div><br></div><div> A no answer from the child would prompt a quick problem solving conversation. A yes answer would would prompt a, "I knew you could handle it!" response.</div><div><br></div><div> About two weeks in, we still had a lot of tattling so I created a small group game to reinforce what we were teaching. The game looks like this:</div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYvUwdhB6CV6k1wPxB5ob9hYjiXbs38nBibpzzzhOZl1FS4TfYqFvzF_LbOgA14IENUtS0tOZTutvXGbHpkPC8og5vFlkoR19IKQWVOyTjmG1zlr9EZarXf6uex7z6bsyXXcYCC2gQ2Os/s640/blogger-image-227299213.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYvUwdhB6CV6k1wPxB5ob9hYjiXbs38nBibpzzzhOZl1FS4TfYqFvzF_LbOgA14IENUtS0tOZTutvXGbHpkPC8og5vFlkoR19IKQWVOyTjmG1zlr9EZarXf6uex7z6bsyXXcYCC2gQ2Os/s640/blogger-image-227299213.jpg"></a></div><br></div><div> There are three categories on the game board: get a teacher, I can handle it, and ignore it.</div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9QtJRzyz88dXJtXMMPntxFR0QUVVMYSiShyphenhyphenJaDNNfYvCT31ybtzthKxuZ2WkRLpMqLm2T8QjY0B0EmRGSEAo2cyabfKLomq-WjPzQ4fdHXR69rp7E9uos1i37wCIBLLMQdhIhFQ-CbxU/s640/blogger-image--156576043.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9QtJRzyz88dXJtXMMPntxFR0QUVVMYSiShyphenhyphenJaDNNfYvCT31ybtzthKxuZ2WkRLpMqLm2T8QjY0B0EmRGSEAo2cyabfKLomq-WjPzQ4fdHXR69rp7E9uos1i37wCIBLLMQdhIhFQ-CbxU/s640/blogger-image--156576043.jpg"></a></div>*sorry- it's upside down </div><div><br></div><div> A teacher would lead the game and sort the problem in the picture by what the best solution is. We chose the most common issues in our classroom and played this game everyday during center time. Within a week, the kids were experts and all our strategies together were starting to work.</div><div><br></div><div> By the end of week 4, I started to hear the kids tell each other "you can handle it" or "That's important. You should tell Miss J." Success!! </div><div><br></div><div> And I'm happy to report that we've been, mostly, tattle free since.</div><div><br></div><div> </div><div> </div><div> </div></div>Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com1tag:blogger.com,1999:blog-8600283852641828272.post-87760810193993998872015-04-17T09:18:00.000-07:002019-10-04T08:38:46.557-07:00SES: Early Childhood Behaviors & "All Those Big Feelings!" I have worked in early childhood settings for a long time so I have had the opportunity to witness a lot of "big emotions" from little ones. Everything from jumping up and down in excitements all the way to a full on tantrum or "meltdown." Very young children are just learning what feelings are so it makes sense that they don't have a lot of tools for managing those emotions yet. That's where parents and teachers come in.<br />
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One of the most important ways that we can help children handle strong feeling is by talking about them. "Joey knocked down your tower. That made you mad!" I recently came across an excellent article on how and why to talk about feelings in preschool. This article sums it up perfectly. For more information about how any why we do this in preschool, you can check it out the article here:<br />
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http://ww2.kqed.org/mindshift/2015/04/13/the-benefits-of-helping-preschoolers-understand-and-discuss-their-emotions/<br />
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The second way that teachers can help children handle big feelings is by giving them <b>tools to be successful</b>. I have been working in early childhood settings a long time and I can say, from experience, that one thing that can throw off my whole schedule is a lengthy tantrum. With this in mind, I set up my (family childcare) space with "calm down spot." I spent a fair amount of time creating this space and I teach every child how to use it. The first photo is the calm down space in my classroom.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4kXy-qHsYU0zFL2br9kYqgBK54plREtk_Ql-2a-8oj1KGDpUZQsDLYqPcGAJKAtUohujDeUiSAsDiqquM5kM9J7vRNzcPpBJc-yKHDQ4UKm56gzt_yPfn9PWwecwwDwe6Fo_GGMUO1hU/s1600/20150330_165608%5B1%5D.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4kXy-qHsYU0zFL2br9kYqgBK54plREtk_Ql-2a-8oj1KGDpUZQsDLYqPcGAJKAtUohujDeUiSAsDiqquM5kM9J7vRNzcPpBJc-yKHDQ4UKm56gzt_yPfn9PWwecwwDwe6Fo_GGMUO1hU/s1600/20150330_165608%5B1%5D.jpg" width="180" /></a></div>
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What is it? It's a cozy cube (Sold at Costco.com and other retailers) The cozy cube is NOT a time out. It's a place the kids can go when they feel frustrated, sad, or angry.<br />
What's inside? A soft mat on bottom, cozy pillows, books, water bottle filled with glitter, small squishy toys<br />
How do I "teach" kids to use it: I model using it myself. I wrote a simple story about using it. (My tower fell down. I am feeling mad/frustrated. I can take a break in the cube! Now I feel better. :-) I also read stories during circle time about kids who get upset and need to take a break. We talk about where we can "take a break."<br />
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Some of my favorite feeling books are:<br />
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<div data-canvas-width="169.4683333333333" style="font-family: sans-serif; font-size: 16.6667px; left: 311.571px; top: 207.375px; transform: scaleX(0.996873);">
Alexander and the Terrible, Horrible, No Good, Very Bad Dayby Judith Viorst (Ages 4-8)</div>
<div data-canvas-width="238.93666666666664" style="font-family: sans-serif; font-size: 16.6667px; left: 486.13px; top: 207.375px; transform: scaleX(1.00817);">
Andrew’s Angry Words by Dorothea Lackner (Ages 4-8)</div>
<div data-canvas-width="224.12166666666667" style="font-family: sans-serif; font-size: 16.6667px; left: 468.543px; top: 227.375px; transform: scaleX(1.00956);">
Bootsie Barker Bites by Barbara Bottner (Ages 4-8)</div>
<div data-canvas-width="258.38333333333327" style="font-family: sans-serif; font-size: 16.6667px; left: 616.105px; top: 247.375px; transform: scaleX(1.02128);">
The Chocolate Covered Cookie Tantrum by Deborah Blementhal (Ages 5-8)</div>
<div data-canvas-width="222.25666666666663" style="font-family: sans-serif; font-size: 16.6667px; left: 478.243px; top: 267.375px; transform: scaleX(1.00569);">
How I Feel Frustrated by Marcia Leonard (Ages 3-8)</div>
<div data-canvas-width="222.25666666666663" style="font-family: sans-serif; font-size: 16.6667px; left: 445.226px; top: 287.375px; transform: scaleX(1.00569);">
How I Feel Angry by Marcia Leonard (Ages 2-6)</div>
<div data-canvas-width="218.57999999999998" style="font-family: sans-serif; font-size: 16.6667px; left: 520.381px; top: 307.375px; transform: scaleX(1.00728);">
Llama Llama Mad at Mama by Anna Dewdney (Ages 2-5)</div>
<div data-canvas-width="189.53" style="font-family: sans-serif; font-size: 16.6667px; left: 507.415px; top: 327.375px; transform: scaleX(1.01353);">
Sometimes I’m Bombaloo by Rachel Vail (Ages 3-8)</div>
<div data-canvas-width="196.32666666666668" style="font-family: sans-serif; font-size: 16.6667px; left: 474.548px; top: 347.375px; transform: scaleX(1.02253);">
That Makes Me Mad! by Steven Kroll (Ages 4-8)</div>
<div data-canvas-width="220.42499999999998" style="font-family: sans-serif; font-size: 16.6667px; left: 481.955px; top: 367.375px; transform: scaleX(1.01578);">
The Rain Came Down by David Shannon (Ages 4-8)</div>
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When I’m Angry by Jane Aaron (Ages 3-7)</div>
<div data-canvas-width="138.76666666666665" style="font-family: sans-serif; font-size: 16.6667px; left: 311.571px; top: 427.375px; transform: scaleX(0.998321);">
When I’m Feeling Angryby Trace Moroney (Ages 2-5) </div>
<div data-canvas-width="138.76666666666665" style="font-family: sans-serif; font-size: 16.6667px; left: 311.571px; top: 427.375px; transform: scaleX(0.998321);">
Calm Down Time by Elizabeth Hardvick (Toddlers) </div>
When Sophie Gets Angry – Really, Really Angry by Molly Garrett (Ages 3-7<br />
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If you are looking for inspiration for your very own calm down space, here are a few ideas from classrooms I have visited over the years. In this classroom, they were short on space so they separated two low shelves. (Note: These shelves were very heavy duty and did not have wheels) <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8qvFu8D1zMa4n-v0O-DxH3cEwVMJptFdRQ6OIdOJC0cc4Dhcz9HOj2Ar5tYhSsPt5CXSBD0Io_61HgwdxF7TbjQk8bd_M1kDp2EUmR7Wna7fgto6zA3WI42nKtbBGga4yOKu4UP5Ttks/s1600/IMG_1187.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8qvFu8D1zMa4n-v0O-DxH3cEwVMJptFdRQ6OIdOJC0cc4Dhcz9HOj2Ar5tYhSsPt5CXSBD0Io_61HgwdxF7TbjQk8bd_M1kDp2EUmR7Wna7fgto6zA3WI42nKtbBGga4yOKu4UP5Ttks/s1600/IMG_1187.JPG" width="239" /></a></div>
In this classroom, they used a round hollowed out container and filled it with cozy pillows. The kids loved it.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0bp4FgwQUxiKHK0js8Bmnjygojr6M4a_13TDuI9DTVF5YSeaQygnYEVKX1PiVunTruKDZE0JNWY73FJfmop8z-FUuqFQ13zJrS0PKR00vtK4UK0kvytIIn2LWO7AVhW5pjWN_2qui8ks/s1600/20140512_132710.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0bp4FgwQUxiKHK0js8Bmnjygojr6M4a_13TDuI9DTVF5YSeaQygnYEVKX1PiVunTruKDZE0JNWY73FJfmop8z-FUuqFQ13zJrS0PKR00vtK4UK0kvytIIn2LWO7AVhW5pjWN_2qui8ks/s1600/20140512_132710.jpg" width="180" /></a></div>
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For more inspiration, I recommend Pinterest. Search: Preschool calm down spot.<br />
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The third biggest thing that I see in early childhood setting is, "Everything is the end of the world!!!" As the teacher, you will be helping another child build a really cool block tower when all of a sudden you hear, "TEACHER, TEACHER, SHE STOLE THE BLUE BLOCK." You look over at the table and see that there are at least 20 other identical blue blocks the child could have picked up. You shake your head in exasperation and go over to assist with the "crisis."<br />
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This was my dilemma, but I discovered another way. It's called the "Is this a big deal game?"<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGgB0daZqKgcgsUodmxG7bppL0EB8PQkS7835ElfwhjRRgCKFX6q4P2XOSMYkTY40vZWimXyhCiE8wmhAXIsrc-Tlu-ieW_8WG_btjQugrb9yTuOgxdNWcJDIHgfQCQRsKsg_Az40nXw8/s1600/20150330_165159%5B1%5D.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGgB0daZqKgcgsUodmxG7bppL0EB8PQkS7835ElfwhjRRgCKFX6q4P2XOSMYkTY40vZWimXyhCiE8wmhAXIsrc-Tlu-ieW_8WG_btjQugrb9yTuOgxdNWcJDIHgfQCQRsKsg_Az40nXw8/s1600/20150330_165159%5B1%5D.jpg" width="180" /></a></div>
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(Sorry, it's not available in stores but Google "big deal or little deal preschool" it and you can print other people's images) I make up my own cards with pictures based on the common problems I see in my classroom.<br />
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Here is how it works: The photo above is my board. I have a bunch of small laminated cards with pictures on them. When we start the game, we talk about what a big deal is. (Something that is difficult/scary, and you would need a grown ups help with) We also talk about things that are no big deal. (eg: the teacher put broccoli on my plate and I don't like it) As we play the game, (always in small groups with no more than 3-4 kids) we solve the no big deal problems. For example, the kids with blue blocks. We decided that the child who was upset could just get another blue block. In my setting, it has significantly reduced the day-to-day peer conflict you usually see in preschool settings. The kids are getting very good at knowing when then can handle it (No big deal) and when they need an adult to help solve a problem.<br />
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Some examples of my big deal cards<br />
There is a thunderstorm<br />
My mom is having a baby<br />
Someone is hitting<br />
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Medium Deal<br />
My best friend is playing with someone else <br />
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Little Deal<br />
There is broccoli on my plate<br />
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If you need more resource for managing strong feelings and solving peer conflicts, my "go to" resource is: http://csefel.vanderbilt.edu/resources/strategies.html. They have tons of free resources on this site.Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-82160184769529315842015-04-09T11:57:00.003-07:002015-04-09T13:25:47.705-07:00Just for fun: A list of items you can put in your sensory table or bin
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I am taking a break from social and emotional supports, just for the day. Today's post is just a fun post on fun and creative things for the sensory table. Enjoy!</div>
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<b>Sensory Table and
Tool Idea List</b></div>
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1. Sand</div>
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2. Water - plain or lightly colored</div>
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3. Water with liquid soap or bars of soap</div>
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4. Rice - which can be colored with food coloring if desired</div>
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5. clean mud (mix 1 roll white toilet paper (shredded), 1
bar grated Dove soap (use a cheese grater), and warm water (make the water warm
enough to melt the soap), only mix enough water to make it the consistency of
thick cool whip. This can be saved in airtight containers for later use</div>
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6. Snow</div>
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7. Fake snow</div>
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8. Hay</div>
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9. Soil - add live worms if you're brave</div>
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10. Sod</div>
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11. Homemade silly putty</div>
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12. Acorns</div>
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13. Sponges (natural or man made)</div>
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14. Shells</div>
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15. Leaves, twigs, pine cones</div>
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16. Easter grass</div>
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17. Shaving cream - can be colored with food coloring</div>
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18. Ice cubes or crushed ice, or a large block of ice. For extra fun, freeze things in the ice.</div>
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19. Shredded documents - from a regular or cross-cut
shredder</div>
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20. Birdseed</div>
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21. Seaweed</div>
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22. Grain - or pellets used for animal feed</div>
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23. Fabric samples with varying textures</div>
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24. Fish tank gravel (For 4's and up who do NOT mouth objects)</div>
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25. <span style="mso-no-proof: yes;"></span><span style="mso-spacerun: yes;"> </span>Themed sensory tubs (Search Pinterest for the best ideas)</div>
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26. <span style="mso-no-proof: yes;"></span><span style="mso-spacerun: yes;"> </span>Make your own moon sand: 4 cups sand + 2 cups
cornflour + 1 cup of water</div>
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27. Packing peanuts </div>
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28. Cedar chips - check your local pet store (Be mindful of
allergies)</div>
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29. Hamster bedding</div>
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30. Marbles and cardboard tubes (Not for under three)</div>
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31. Feathers (Fake)</div>
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32. <span style="mso-no-proof: yes;"></span>Zoo Animals/Mini
Sensory balls</div>
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33. Cotton balls</div>
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34. Strips of bubble wrap - you can buy it, save it from
packages, ask parents to save it</div>
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35. Plastic "jewels"</div>
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36. Beads and string</div>
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37. Bubble solution (you can make your own) and bubble wands</div>
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38. Curling ribbon</div>
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39. Homemade play dough</div>
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40. Yarn and string</div>
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41. Confetti</div>
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42. Pebbles, gravel, rocks</div>
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43. Hair gel</div>
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44. "Oobleck" - equal parts cornstarch and water</div>
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45. Finger paint</div>
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46. Wallpaper scraps</div>
<div class="MsoNormal">
47. Homemade slime</div>
<div class="MsoNormal">
48. Magnets and small metal objects, like paper clips</div>
<div class="MsoNormal">
49. Sponges and soapy water</div>
<div class="MsoNormal">
50. Stretchy/squishy toy worms/insects</div>
<div class="MsoNormal">
51. Poker chips</div>
<div class="MsoNormal">
52. Tinsel</div>
<div class="MsoNormal">
53. Smell bottles</div>
<div class="MsoNormal">
54. Natural clay</div>
<div class="MsoNormal">
55. Real or fake flowers</div>
<div class="MsoNormal">
56. Pom-poms</div>
<div class="MsoNormal">
57. Crepe paper streamers</div>
<div class="MsoNormal">
58. Polymer crystals (AKA: Water gems)- they are used to provide water to
plants; they absorb it and turn into a gel </div>
<div class="MsoNormal">
59. Jingle bells</div>
<div class="MsoNormal">
60. Wood scraps and sandpaper</div>
<div class="MsoNormal">
61. Papier mache - soak strips of newspaper and put in
blender with flour and water</div>
<div class="MsoNormal">
62. Toilet paper - add a little water if you like</div>
<div class="MsoNormal">
63. Doll or pillow stuffing</div>
<div class="MsoNormal">
64. Used coffee grinds</div>
<div class="MsoNormal">
65. Buttons</div>
<div class="MsoNormal">
66. Insides of a cleaned-out pumpkin - or whole gourds/mini
pumpkins/decorative corn</div>
<div class="MsoNormal" style="text-align: center;">
<b>Tools and Accessories</b></div>
<ul>
<li>Measuring cups and spoons</li>
<li>Cooking and serving utensils: Spoons, tongs, mashers,
whisks, etc.</li>
<li>Eye droppers or pipettes</li>
<li>Turkey basters</li>
<li>Small containers and lids</li>
<li>Bowls</li>
<li>Strainers/colanders</li>
<li>Scissors (Child safety or playdough)</li>
<li>Popsicle sticks</li>
<li>Clothespins</li>
<li>Dowels</li>
<li>Cookie cutters</li>
<li>Fishnets</li>
<li>Small buckets and shovels</li>
<li>Toy people, boats and vehicles</li>
<li>Plastic animals and insects</li>
<li>Magnifying glasses</li>
<li>Bubble wands</li>
<li>Funnels</li>
<li>Spray bottles</li>
<li>Lengths of plastic pipes and flexible tubing (hardware
stores carry different diameters)</li>
<li>Straws</li>
<li>Magnet wands</li>
<li>Toothbrushes</li>
<li>Plastic fruits and vegetables</li>
</ul>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-41230280149660897242015-04-08T13:29:00.001-07:002015-04-08T13:29:53.510-07:00SES: Early Childhood Behaviors (Post 4) Outside the 4 Categories In the last post, I covered those four "catch all" categories of behavior. In this post, I am going to cover how to problem solve for those kiddos who behavior just doesn't fit in one of the four categories. In any setting, you need information to solve a problem or a puzzle. As challenging as behavior can be, I like to think of it as a puzzle. I need all the pieces to put together the whole picture.<br />
<br />
With behavior, what are the pieces of information that will be helpful?<br />
<ul>
<li>The setting in which it occurs (For example, always during group time)</li>
<li>Temperament of the child </li>
<li>Is the child missing any skills that he/she needs to be successful?</li>
<li>What happened before the behavior? (The trigger: Very important-You want to know if it is consistently the same)</li>
<li>What happened right after? (Very important: You want to know if adults or other kids are reinforcing the behavior)</li>
</ul>
<br />
To illustrate the process, I am going to use a few examples from my classroom experiences.<br />
<br />
<div style="text-align: center;">
<b>Example 1: Knowing Temperament (The logical child)</b></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
All of the kids in my classroom are taught, from day 1, simple problem solving steps to avoid frustration. The basic ones are: try a different way, ask for help, etc.<b> </b></div>
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<br /></div>
<div style="text-align: left;">
A little guy in my room was sitting at the table assembling blocks. He stacked them, and they fell, and he cried. He repeated this cycle over and over. He didn't want my attention, or anything from me. He wanted these blocks to stack. He was so flustered that he couldn't talk. I initially thought he had be having difficulty with solving problems in play, but there were no red flags in his development so I initially ignored the behavior and just observed. I needed more information.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
The next day, I needed to complete a scheduled developmental assessment with this little guy. As I was going through the questions, I asked him to put something under the table. (I just needed to see if he knew the concept) He said, in a matter of fact way, "Why, that's silly?" I told him I just wanted to see if he knew what under was. He lifted up my assessment, pointed under it and said, "Teacher, this is under." So, no problem solving issues there. He is an incredibly logical 4 year-old.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Later on the same day, he was back at the block table. I heard a crash and tears but, I had my knowledge of his need for logic this time. I sat down next to him and said the blocks weren't working and we needed to fix them. He agreed and together we discovered that they weren't working because the big Lego blocks have to go on bottom to keep the tower stable.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: center;">
<b>Example 2: Identifying and Teaching the Missing Skills</b></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
A few years ago, I worked with a center and the parents of an older 2 year-old. They were very concerned that he was aggressive towards the other children. There was hitting, biting, and pushing. Other parents had started to notice so I was called in to problem solve with the teaching staff.</div>
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<br /></div>
<div style="text-align: left;">
Before deciding on an approach, it is really important to know what happens before a behavior and what happens after. Sometimes the ONLY way to do this is just to watch and see how things play out normally, so that is what I did. Day 1, the little one approaches his friends (Several look scared as the child approaches) and it looks like he is trying to join the play. He smiles and touches, the child withdraws, and he hits the child. The other child cries, the offender is swept up by a teacher with a quick "no hitting" correction and taken to another area of the room. The child who hit plays alone in a corner until outdoor time. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
In this situation I got several clues: The child doing the hitting was not hitting out of anger. He wanted to join the other kids play and it didn't look like he knew how. Corrections were given as no hitting so he wasn't learning the skills he needed. Even though he was being corrected consistently, he still didn't know how to play so he was relying on the only "tool" in his box. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
I met with the teachers and shared my observations and then set to teaching a few nicer ways to make friends. It involved sitting with him and a few others during play and modeling age level peer interactions. It was really simple stuff like greetings, asking to play, asking for a toy, etc. It took about a month of daily practice to undo to "aggression for peer attention" but the little one was successful with the support of teachers.</div>
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<br /></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
You can take just about any behavior scenario and problem solve it by looking at the setting, the triggers, etc. </div>
<div style="text-align: left;">
</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: center;">
</div>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-18151536067272521262015-04-01T13:15:00.002-07:002015-04-08T11:54:45.226-07:00Social and Emotional Behavior Supports in Preschool: Why the heck are you behaving that way?? (Post 3) The first step in deciding what to do about a child's behavior is determining the cause of the behavior. I am going to give you a simple "how to" guide, a real life example, and then provide you with some links to more great (free) resources. Let's get started . . . .<br />
<br />
In general there are four basic categories that reasons four misbehavior are supposed to fall into. I say, "supposed to" because there are definite exceptions when a child has developmental delays. (eg: a child may not have the appropriate social skills to request a toy) I will cover these categories first, as they are the most common. These categories are: <br />
<br />
<br />
<ul>
<li> Attention: I want attention now and this behavior is how I am going to get it.</li>
<li> Misguided power: You can't make me!</li>
<li> Revenge: This usually comes a while after you have corrected the child.</li>
<li> Assumed inadequacy: The "I can't" child.</li>
</ul>
<br />
The positive discipline website has an amazing PDF chart that has some great tips on these here: http://www.positivediscipline.com/files/MistakenGoalChart.pdf<br />
<br />
Now, how do you determine why the child is engaging in a behavior? I will walk you through this with an example from my setting this week.<br />
<br />
<div style="text-align: center;">
<b><u>Example 1</u></b></div>
<div style="text-align: center;">
<b><u><br /></u></b></div>
<div style="text-align: left;">
My little friend "Logan" is an adorable two and half year old little boy. He loves to play outside. But for the past two days, he has decided he does not want to follow the rules on the climber/slide. He only wants to go up the slide when kids are going down.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
His behavior: Going up the slide when kids were on it.</div>
<div style="text-align: left;">
My response: "Get down Logan. Use the ladder."</div>
<div style="text-align: left;">
His response: Tantrum and repeat attempts.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
In this process, I do a little evaluation. Does he need additional teaching? In this case, no. He can use the ladder just fine. He wants to go up the climber his way. I also consider my rules. Am I enforcing this with everyone. In this case, yes. It's too confusing to say sometimes you can go up and sometimes you can't. So I determine that initially his goal is power. He just ways to do it his way.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
The other kids then leave the climber slide area and I decide to walk away and see what happens. He stops crying until he gets close to me and then resumes full scale tears/tantrum. I amend my original assessment. His goals of behavior are power and attention.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
So in this case, I have to consistently enforce the rule and ignore the tantrum. I keep him in my peripheral vision and continue interacting with the other kids until the tantrum is complete. As soon as the tantrum is complete, I give lots of immediate positive attention. It took about 10 minutes, but we didn't have any more issues outside after this.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<b style="text-align: center;"> <u> Links</u></b></div>
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<b style="text-align: center;"><u><br /></u></b></div>
<div style="text-align: left;">
</div>
<ul>
<li>http://www.positivediscipline.com/</li>
<li>https://www.pbis.org/community/early-childhood</li>
</ul>
<div>
<br /></div>
<div>
Do you have a real life example that you would like me to post? Just write a comment. :-)</div>
<br />
<div style="text-align: left;">
<b style="text-align: center;"><u><br /></u></b></div>
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<span style="text-align: center;"> </span></div>
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Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-90854382473001872132015-03-31T13:11:00.002-07:002015-03-31T13:11:39.904-07:00Social and Emotional Supports in Preschool Series- Post 2- Kicked Out of Preschool The single most popular topics on my blog are related to social/emotion supports and preschool behavior, so I am going to add a series of posts on this topic. I will cover topics such as: the perfectionist in the preschool classroom, ideas for calm spots, simple social storys/how to and why, and more. As challenging as behavior is, it is one of my favorite topics. I get to do a little detective work to figure out what is causing the behavior and then troubleshoot solutions. It was a topic that was covered extensively in my graduate school program because it behaviors are causing some concerning trends nationally. <br />
<br />
Article: <b>Preschoolers Behaving Badly</b> <br />
<br />
http://abcnews.go.com/US/Story?id=4176434&page=1<br />
<br />
Gilliam reported <u><b>6.7 expulsions per 1,000</b></u> preschoolers in the United
States, compared with <b>2.09 per 1,000</b> for students in kindergarten
through grade 12. In data collected from 2002-2004, rates ranged from
zero per 1,000 students in Kentucky to more than 21 in New Mexico.<br />
<br />
So, there are three times more children getting kicked out of preschool. And if you do a little digging, you learn these are just typical 3 and 4 year-olds. <br />
<br />
Article: <b>Preschool Expulsions Explained</b><br />
<br />
http://www.sfgate.com/bayarea/johnson/article/Preschool-expulsions-explained-2669217.php<br />
<br />
"Kids are coming into group settings unprepared for the kinds of
stimulation and encounters they experience with other children, the
environment and staff," said <a href="http://www.sfgate.com/search/?action=search&channel=bayarea%2Fjohnson&inlineLink=1&searchindex=gsa&query=%22Grace+Manning-Orenstein%22">Grace Manning-Orenstein</a>,
a psychologist and the director of The Link to Children, known as TLC.
The 10-year-old mental health intervention service contracts with child
care centers in Oakland, Berkeley, Castro Valley, Emeryville and
Pleasanton. <br />
"The expulsion situation we've known about forever,"
Orenstein added. "At age 3, you are more likely to get the benefit of
the doubt, but by 4 or 5 (the centers) just don't want to put up with
you anymore."<br />
<br />
These kids are very young and just learning how to resolve conflicts and handle big emotions so it is concerning when the "go to" tool for center owners and directors becomes expulsion. But in many cases, they just don't have other tools. Consider these posts part of your teaching tool box! And if you are experiencing a challenging behavior, please post a comment about it and I just may feature it on my blog. :-)<br />
<br />
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-20922353760209152082015-03-30T19:47:00.002-07:002015-03-30T19:47:19.412-07:00Reducing the call of, "Teacher . . . Teacher" in early childhood settings <div dir="ltr">
Anyone who works in early childhood settings knows the call of "teacher . . ." seems to always come when you are in the middle of something you can't walk away from. (Sometimes I swear young children have a radar) Now, in my previous setting, I worked with 2-3 other teachers. I could easily make eye contact with a coworker and get help.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
In my current setting, I may or may not have an assistant to help me. And I have consistently had issues with a problem escalating before I could intervene. When you work with little ones all day, you start looking for solutions . . . yesterday.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
I was looking through my go to articles and books on behavior and stumbled and cross this gem.</div>
<div dir="ltr">
Http://www.slate.com/articles/double_x/doublex/2011/03/why_preschool_shouldnt_be_like_school.html</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
It's long, but here's a summary. Children who are taught exactly how to do things make fewer attempts at problem solving. When teachers present toys and offer minimal assistance, children make significantly more attempts to solve problems on there own.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
This led me to wonder how broadly I could apply it in my setting. Would it work for solving problems like a dispute over toys? A little one who always forgot that he could reach the light if he got the stool? I had to test it.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
I took notes over a week and I discovered my biggest problem was, of course, disputes over toys. So I used two tools (A solution cube and a sand timer) and started my test.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
Solution cue cards: I cut them out, put them on a square tissue box, and covered the sides with<br />
clear contact paper.<br />
<br /></div>
<div dir="ltr">
http://csefel.vanderbilt.edu/ppt/solutkitcuecards.ppt</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
So week 1 was "guiding" week. I had done some direct teaching with the solution cube so the kids knew what it was, but the kids were still asking for my help far more often than they were working it out. Each time a conflict came up, I asked the kids questions (at their level) with the cube nearby. "she wants a turn. What should we do?" This got the kids looking at the cube and thinking about options. And I'm happy to report, two weeks in, there are far less cries of "teacher" over toy disputes.<br />
<br />
I was able to apply this same strategy with two kids who call me into to help them turn reach the light multiple times a day. (There is a stool) As soon as I changed my behavior from showing them how to put the stool in place to asking each time, "what can you use to reach the light?" I stopped getting called to help with the stool.<br />
<br />
I am all for using strategies that make my job a little easier and help young children become critical thinkers in the process. ;-)<br />
<br />
<br /></div>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com1tag:blogger.com,1999:blog-8600283852641828272.post-17080926309950164542015-03-27T16:14:00.001-07:002015-03-27T16:14:39.963-07:00Success at the sensory table<p dir="ltr">     Now that I am running my own program, I get a lot of hands on experience trouble shooting in a preschool program. Over the years, early childhood educators have expressed to me how challenging the sensory table can be. (Think splashing, sand/rice tossing, etc.) and I didn't really understand how challenging it could be with a mixed age preschool group until I had to start implementing my <u>own</u> suggestions.</p>
<p dir="ltr">    Based on my experience this week, some of the strategies work well, and others were not great.  Here is what worked for me:</p>
<p dir="ltr">1.) Know your group. </p>
<p dir="ltr">For example, I had a bubble table this week.  My kids were two and a half, three, and four.  My three and four year old can play independently at the bubble table; the two and a half year old cannot.  Knowing who needs supervision and teaching throughout the activity  (eg: you blow on the bubble wand) goes a long way in preventing problems.</p>
<p dir="ltr">2.) There is no such thing as too much preparation.</p>
<p dir="ltr">I set up the bubbles, put in lots of wands and other toys, and ensured appropriate supervision. Then . . . somebody rubbed bubbles on their face. Guess who didn't have a towel?  Monday I am bringing out a towel and child safety goggles. </p>
<p dir="ltr">3.) Kids at the sensory table.</p>
<p dir="ltr">I have set up the environment so that 3 can comfortably play at the sensory table, and this is the rule I enforce.  In practice, I have found that for dry activities, up to 4 works out. (Depending on the age of your group) For wet sensory activities, I limit the number of children to no more than 3.</p>
<p dir="ltr">4.)  Ample toys in the sensory bin.</p>
<p dir="ltr">Rule of thumb: At least two per child and 2-3 of the favorite toy. Having enough toys in the sensory bin does two things: prevents conflict (not all conflict, their preschoolers) and it encourages them to engage in appropriate play. Ideally, you want them blowing bubbles with wants not splashing bubbles at each other.</p>
<p dir="ltr">5.) Figuring out why some kids don't participate in sensory activities.</p>
<p dir="ltr">I have one little boy in my class who does not like to get dirty. Today, we explored shaving cream on the outdoor easel and he did not want to participate. I offered him a paintbrush and smock, but he declined and said he just wanted to be able to clean his hands. We solved the problem by taking a water bowl outside. He dipped his hands in every time he wanted to get the shaving cream off. (See photos) It wasn't the solution I would have thought of but it allowed him to participate happily.</p>
<p dir="ltr">So what is the strategy? If a little one if talking, ask how you can help. If not, think about what you know about the child. In this case, I knew he didn't like to get messy and would offer ways to allow him to participate and stay as shaving cream free as possible.</p>
<p dir="ltr">If you have any questions please feel free to post a comment below. :-) </p>
<div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7TpUsrvWCahHxQz5yJoV4_6RHOyk4P2uMXefs01nMbl7kiTJAuoESTI31yY6rdR3kJ-4QIDFLtqbCuDvjX0Kui4pE-igsuUSIlQdXFVWQ1p_wg4nDF5ioEVDghKO8HwoUdcOVBtZDr_4/s1600/20150327_100504.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"> <img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7TpUsrvWCahHxQz5yJoV4_6RHOyk4P2uMXefs01nMbl7kiTJAuoESTI31yY6rdR3kJ-4QIDFLtqbCuDvjX0Kui4pE-igsuUSIlQdXFVWQ1p_wg4nDF5ioEVDghKO8HwoUdcOVBtZDr_4/s640/20150327_100504.jpg"> </a> </div><div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH0Ggyp8i03tc5_lvrsOr1YZBwobQqVlXDvQmg3xZJ1A_9Q8MMHRiTiNwXjXPTil86h4slv_KAphtrxtx5Tqr90lsvDDBdxBbgfiUUV96wiPKP9LTUGW2Su5WZ1l6yJl7ndPrGzpIPN8o/s1600/20150327_100430.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"> <img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH0Ggyp8i03tc5_lvrsOr1YZBwobQqVlXDvQmg3xZJ1A_9Q8MMHRiTiNwXjXPTil86h4slv_KAphtrxtx5Tqr90lsvDDBdxBbgfiUUV96wiPKP9LTUGW2Su5WZ1l6yJl7ndPrGzpIPN8o/s640/20150327_100430.jpg"> </a> </div><div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiBtzcVJT5n7QT6-OSYNhHG8u8sXydAGuO75lmHMnlbShOXHKc4QKXT59ohN75sZhdOa8vbR-cewCrvNJGlT6tUoT-JxoR5TnYJS_y8gyuuJy_Hvwc_rri5rX0BRFv262rJDD6xFII2lU/s1600/20150327_095614.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"> <img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiBtzcVJT5n7QT6-OSYNhHG8u8sXydAGuO75lmHMnlbShOXHKc4QKXT59ohN75sZhdOa8vbR-cewCrvNJGlT6tUoT-JxoR5TnYJS_y8gyuuJy_Hvwc_rri5rX0BRFv262rJDD6xFII2lU/s640/20150327_095614.jpg"> </a> </div>Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-3888184097487281402015-01-25T16:02:00.004-08:002015-01-25T16:03:02.175-08:00Strategies for Successful Circle Times Circle time has the potential to be the most fun and engaging times of a preschool day, or one of the most challenging. Every classroom has children who love to come to the circle and listen to stories and kids who would rather be doing anything (and I mean anything) else. So what is a preschool teacher to do?<br />
<br />
Tip # 1 - Create a circle time routine and use visuals to support your routine- What is a routine? A routine means that your circle has the same basic components each time. For example, music, a gross motor activity or game, and a story or finger play. This helps young children to know what to expect and follow along. <br />
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<br />
A visual schedule like the one below helps children follow a new or different routine. <br />
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Circle Visual</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrB9aejg4Y1TwjHdAspX3ETcFitMVkcEY9Ncgp2vlLJpPWjdVPxm-DNESkpYSKT05_KA5laoOOCrD-xhe9VAGfk4zs0IXmUMpJRZx_tTKWflbm8q74CFB95xAI366a9BIGNS3b_p525eQ/s1600/IMG_0503.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrB9aejg4Y1TwjHdAspX3ETcFitMVkcEY9Ncgp2vlLJpPWjdVPxm-DNESkpYSKT05_KA5laoOOCrD-xhe9VAGfk4zs0IXmUMpJRZx_tTKWflbm8q74CFB95xAI366a9BIGNS3b_p525eQ/s1600/IMG_0503.JPG" height="239" width="320" /></a></div>
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Tip # 2- The length of your circle and activities that you choose should be developmentally appropriate. A group of young 3's will attend for about 10 minutes, if the activities are really engaging. If you are attempting 20 minute circle times, you are setting yourself up for very challenging circle times.<br />
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When choosing books, fewer words and larger pictures are a good rule of thumb. (All the children need to be able to see the pictures) Fewer words are best for those children who are still working on attending skills.<br />
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Tip # 3- Know your students and plan accordingly. Are your student really active? Do you have a lot who love music? Enjoy silly books? Love games? You want to tailor your circle activities so that they target the interests of the kids you are working with. More engagement = minimal behaviors.<br />
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Tip # 4- Incorporate expectations into circle time- What do you expect your preschoolers to do during circle time? Do you want them to sit criss-cross and keep their hands in their laps? If so, review the rules each circle until you feel confident that they have it down. Post a visual reminder.<br />
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Tip # 5- Balance quiet and active activities at every circle- All children need to get up and move. Balancing active activities (games, music, and dance) with quiet activities can help children remain engaged for longer periods of time.<br />
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Tip # 6- Defined seating areas- Poly spots, shape sitters, and circle time rugs are all great examples of defined seating areas. Each child has a defined space (a personal bubble) that isn't too close to other children. This can prevent bumping, poking, and side talking.<br />
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Tip # 7- Involve the children- The children need to be active participants in circle activities. Give them jobs, the opportunity to sing or say a repeating line in a song/story, opportunities to play, and be active during circle.<br />
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Specific Inclusive Strategies</div>
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<ul>
<li>For wiggly kiddos</li>
</ul>
<ol>
<li>Seating: Allowing seating with a little wiggle can be helpful for some kids (Disco sits, bean bag chairs, small yoga balls)</li>
<li>Fidgets: Small, quiet handheld objects that a child can hold during circle. (Stress balls, koosh balls, hairy tangles, and sensory bags)</li>
<li>Giving the child a job: The child would have a piece of the flannel board story, or be the calendar helper</li>
</ol>
<ul>
<li>For non-verbal children</li>
</ul>
<ol>
<li>Talk blocks: http://www.mayer-johnson.com/talk-block-set-of-5/. Talk blocks allow teachers to record words or phrases so that children can participate or make a request by pushing the button. </li>
<li>Choice boards<div class="separator" style="clear: both; text-align: center;">
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The choice board above is one that included a little girl's favorite songs so that she could choose songs and participate during circle activities.<br />
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3. Visuals- Alert children to the activities that are coming next in the routine.<br />
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Need more strategies? Comment or email me at jstepken@milestonesearlychildhood.com Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-56257176604600717162014-09-06T21:33:00.002-07:002014-09-06T21:33:31.631-07:00The Importance of Play in Early Childhood<div style="text-align: center;">
<img alt="" height="249" 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" 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Parents, more than early childhood educators, frequently ask me what I am "teaching" their little one. After all, everything I do in early intervention/early childhood special education looks like play. And to adults, it is play. Blowing bubbles, stacking blocks, having a birthday party in the dramatic play area, and exploring materials at the sensory table are all great ways to have fun. They are also all great ways for a child to learn a variety of concepts.</div>
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The Benefits of Play </div>
<ul>
<li> Children develop their sensory systems</li>
<li>Learn to attend to activities</li>
<li>Recognize the importance of following directions </li>
<li>Use creativity and imagination</li>
<li>Improve gross and fine motor dexterity</li>
<li>Increase strength</li>
<li>Use cognitive skills to solve problems (eg: how to stack a tower so it doesn't fall)</li>
<li>Learn to negotiate and compromise with peers</li>
<li>Practice and engage in decision making</li>
<li>Solve problems</li>
<li>Invent solutions</li>
<li>Facilitates natural curiosity about nature</li>
</ul>
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But what do children <i>learn </i>from play? </div>
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Let's start with sensory play. I get this question most frequently. How does sensory play benefit children who do not have "sensory needs?" </div>
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<ol>
<li>As a child plays with the sensory material, they develop fine motor, eye-hand, and hand-held coordination that they will need later for paper and pencil tasks in elementary school.</li>
<li>Science concepts and the scientific process of inquiry are developed as the child experiments with sensory materials and uses trial and error to discover the physical properties of the material. (See http://tomsensori.blogspot.com/ for some great examples)</li>
<li>Language is developed as children discuss their play, share ideas, and clarify concepts.</li>
<li>Math skills are developed as children pour and measure the materials into different sized containers, as they use quantitative language to compare which holds more, less, or equal amount, or compare weight volume.</li>
<li>Social skills will be developed as the child plays cooperatively with others, shares, and takes turns. </li>
</ol>
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Block Play</div>
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<ol>
<li>Scientific principles and concepts (Balance, gravity, etc.)</li>
<li>Mathematical concepts (symmetry, shape, etc.)</li>
<li>Fine motor skills</li>
<li>Cooperation and social skills</li>
<li>Creativity</li>
</ol>
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Dramatic Play (pretend play)<br />
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<ol>
<li>Language specific to the setting (eg: about space, fire stations, flower shops)</li>
<li>Sequential acts and story telling</li>
<li>Flexibility, cooperation, and compromise</li>
<li>Concentration and attention skills</li>
<li>Children gain an understanding of the world around them through pretend play</li>
</ol>
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Arts and Crafts<br />
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<ol>
<li>Creativitiy</li>
<li>Pre-reading and pre-math skills (using small brushes, counting out materials they need)</li>
<li>Fine motor skills</li>
<li>Social skills</li>
<li>Emotional expression and exploration</li>
</ol>
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In this post, I have just picked out a few common early childhood play/learning areas. If you would like more information on this topic, there are links below. <br />
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<a href="http://www.naeyc.org/play" target="_blank">NAEYC- Play research</a><br />
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<a href="http://www.scholastic.com/browse/article.jsp?id=537" target="_blank">Scholastic: What children learn through play</a><br />
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<a href="http://www.bostonchildrensmuseum.org/power-of-play" target="_blank">The Power of Play</a>Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-61994242855745531732014-06-03T12:54:00.000-07:002014-09-06T20:55:01.270-07:00Social and Emotional Supports in the Preschool Classroom Many preschoolers come to the classroom with no previous experience in a group setting. Sharing, negotiating conflicts, and managing feelings are all part of the social skills children are just beginning to learn in preschool. In this post, I will address ways to support these skills and (at the bottom of the post) there will be a list of books and websites you can check out if you want more information.<br />
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<u><i><b>Tattling and Peer Conflicts</b></i></u></div>
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Peer conflicts and tattling are a common, and generally frequent, occurrence in early childhood classrooms. Young children want to engage in play with other kids, but when conflict arises you will often hear a panicked call of "TEACHER!" from where ever the conflict is happening. So how do you reduce the conflict and the tattling? </div>
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It is unlikely that you will completely eliminate conflict and tattling in the classroom, but you can significantly reduce it by teaching the children strategies to resolve conflict. In teaching the children to resolve conflict, visuals are extremely helpful. CSEFEL (website below) makes some excellent resources for teaching children to resolve conflicts. The first of which are the solution cue cards:</div>
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Solution Cue Cards</div>
http://csefel.vanderbilt.edu/resources/strategies.html#booknook<br />
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The cards have solutions such as get a timer, trade, share, etc. Initially, you walk the children through the steps of learning to use the cards. For example, if you get called into a conflict, you bring the solution kit with you. You say, "Looks like Jeff wants a turn with the toy. Let's look at some solutions." Let the children select a solution that works best. You may have to do this the first several weeks, but the children generally are able to use it independently if you leave the visual cue cards out in the classroom.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLyDAbY9j5RWSxfTBhwZJKCO4FTCoBtQaVr2CeYNINDn5oVG1HSZ1P11d4N1tYM6ifdv2eNhDwsSYPTYC7Mz-ISMeigaxgs0e_Q3gWTFWoshJRSpbp6Tq1S-T3hmqhKpbjIiglPUszYaA/s1600/solution+board.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLyDAbY9j5RWSxfTBhwZJKCO4FTCoBtQaVr2CeYNINDn5oVG1HSZ1P11d4N1tYM6ifdv2eNhDwsSYPTYC7Mz-ISMeigaxgs0e_Q3gWTFWoshJRSpbp6Tq1S-T3hmqhKpbjIiglPUszYaA/s1600/solution+board.JPG" height="240" width="320" /></a></div>
This is one way to post the solutions so that they are always up in the classroom. At our site, we put each of the solutions on the side of a square tissue box. We cover it with clear contact paper to make it more durable and keep several in the classroom. This makes the solution kits easily accessible and portable.<br />
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Note: This strategy would work best for 4 and older (Modified strategy for younger children below) <br />
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There is also the problem solving kit on the CSEFEL website. The steps are * What is the problem * Think of solutions * What would happen if I did that? * Try them<br />
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Problem solving kit</div>
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http://csefel.vanderbilt.edu/resources/strategies/problemsolvingboy.pdf</div>
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This is a good one for a circle or class meeting time. You can have the children write down their name and put it in a box in the circle area if they have a conflict they cannot resolve. At circle time, ask the child to share the problem. As a group, you can discuss potential solutions, what would happen if scenarios, and guide the children towards a resolution.<br />
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<b>Modified for 3-4 year olds</b><br />
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With younger children, I would create a scenario and introduce the strategy with puppets.<b> </b>For example, "Puppy friend won't share the play dough. What should he do?"<br />
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<u><b>Strong Feelings: What to Do When I Feel Mad, Sad, . . .</b></u></div>
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Identifying feelings center in an early childhood classroom</div>
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The first step in knowing what to do with big feelings is knowing what they are. Young children have big emotions and it is important for them to have ways to express those emotions. (Positive or negative)<br />
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A few of the strategies that I have found most helpful are:<br />
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1.) Acknowledging a child's feelings. "You seem mad." (Sometimes I get corrected, that's okay) It allows the child the opportunity to talk about it.<br />
2.) Pre-plan for ways to express negative emotions. We all get mad sometimes. What can you do when you are mad. Stomp bubble wrap? Pound play dough? Go to the calm spot for some alone time? It's going to be different for each child but, if you know your kids and help them plan for it, you can reduce negative behaviors.<br />
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The calm spot</div>
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3.) Read about feelings in books and talk about how the characters handled them. It is also GREAT for working on problem solving. (See book list below) </div>
CSEFEL Book List<br />
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http://csefel.vanderbilt.edu/documents/booklist.pdf</div>
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<u><b>Book</b>s</u></div>
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1.) Class meetings: Young Children Solving Problems Together</div>
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By Emily Vance and Patricia Jimenez Weaver</div>
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2.) Making Friends: A Social Skills Program for Inclusive Settings</div>
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By: Ruth Herron Ross and Beth Roberts-Paccione</div>
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3.) The Peaceful Classroom: 162 Easy Activities to Teach Preschoolers Compassion and Cooperation</div>
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By Charles A. Smith, PhD</div>
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<u><b>Articles</b></u></div>
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Guidance Matters: Tattling</div>
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http://www.naeyc.org/files/yc/file/200701/btjguidance.pdf</div>
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<u><b>Websites </b></u></div>
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The Center on the Social and Emotional Foundations for Early Learning</div>
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http://csefel.vanderbilt.edu/</div>
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Nest post: The importance of play in early childhood (Or what children learn through play)</div>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-1543662150966564242014-05-18T18:43:00.001-07:002014-06-03T13:01:43.925-07:00Print rich environments in early childhood education<div style="text-align: center;">
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<span style="font-family: inherit;"><span style="font-size: small;"> A carefully planned early childhood print rich environment encourages children to communicate with each other and to engage in a wide range of literacy experiences while supporting them progressing from pre literate to readers and writers. The physical design of an educational setting or family child care </span></span></div>
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<span style="font-family: inherit;"><span style="font-size: small;">space can promote enriched language and the development ofcomplex sentence structures. A </span></span></div>
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<span style="font-family: inherit;"><span style="font-size: small;">strong print rich environment will have print in most areas of the classroom. This post will provide tips and resources to get you started.</span></span></div>
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Writing Center</div>
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This tends to be an easy one for teachers. Writing centers are in the preschool classroom to promote pre writing skills and literacy. To accommodate children who are at at various levels in their fine motor development, it is important to provide a variety of writing utensils. (Large crayons, small crayons, markers, etc)<br />
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Dramatic Play Area</div>
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In the dramatic play area, you can add books about the theme, signs, menus, business cards, food boxes, labels, and more. Children can help make the signs. (as shown below) For some themes you can also add notepads and writing utensils so that the can take orders.</div>
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Computer Center</div>
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The best way to add literacy to the computer center is to choose games that promote this skill. Lakeshore Learning, and a number of other preschool suppliers, carry literacy games. Below is an example of one.</div>
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You can find it here: http://products.lakeshorelearning.com/nav/subcat/educationalsoftware_language/grade/preschool/cat/educationalsoftware/0<br />
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Since the computer center is often a popular area, you can also have the kids sign up for their turn.<br />
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Science Center<br />
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The science is often a harder area to add print to because is tends to be a more tactile area of the classroom. You can make this area by adding labels with your visuals, maps, or charts. I found this idea on Pinterest. (A teacher's best friend :-) )</div>
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Reading/Literacy Area<br />
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Having a reading and literacy area together is ideal; this allows the children to read and look through stories and then use the props in the literacy are to reenact the stories. Props can include puppets,puppet theaters, flannel boards, stuffed animals, costumes, etc.</div>
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Around the classroom<br />
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Your daily schedule<br />
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Labels (Add print) <br />
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Your posted class rules</div>
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Resources</div>
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1. ) https://www.naeyc.org/files/tyc/file/V4N4/Creating_print-rich_learning_centers.pdf</div>
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2.) http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0CCgQFjAAOAo&url=http%3A%2F%2Fwww.nefec.org%2Fdocument175%2Fdownload%2F&ei=MmF5U7FhjrGhBMjrgOAJ&usg=AFQjCNHL0IpyG4d9fO8eFDiMF83N7ga7AA&sig2=0nrbcyncEHSTK1JfxMwAIQ&bvm=bv.66917471,d.cGU&cad=rja<br />
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3.) http://www.hwtears.com/hwt<br />
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Next: Social and Emotional Supports in the Classroom</div>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-49849596903437785202014-05-04T17:42:00.004-07:002014-06-03T11:34:15.970-07:00Enriching and promoting language development in the preschool classroom<div class="separator" style="clear: both; text-align: center;">
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Language, literacy, communication . . . making sense of it all</div>
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There is a big push to create print rich environments in preschool classrooms. Creating print rich environments and enriching the curriculum with activities that promote literacy are important for preparing young children for Kindergarten. But what about building vocabulary, language, and communication? What about those kids in the classroom who are a little behind their peers in speech (sounds) or language development?</div>
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For the past few years, I have been using language strategies designed by the Hanen Center. (http://www.hanen.org/Home.aspx) They have programs to teach parents, teachers, and other professionals (SLP's, etc.) how to promote language development. And while I cannot coach on my blog, I am putting up a host of resources, tips, and videos to get you started.</div>
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I will start with the short hand version of the strategy and then follow up with some youtube videos to give you a good picture of some examples and non-examples.<br />
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<b>The Basics</b></div>
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<li>Play with the child at their level</li>
<li>Model language or ask questions that are at the child's level. For example, if the child is only using single words, use 1-2 words to model.</li>
<li>Talk about what the child is interested in.</li>
<li>Wait for a response. (This one is hard. So often, adults like to fill the silence when little ones aren't talking) </li>
</ol>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/UHlGD1PU9WU?feature=player_embedded' frameborder='0'></iframe></div>
(Note: This is a youtube video. This mom posted it as her "before Hanen" video)<br />
This is a non-example for a few reasons. When reading with little ones, it is really important for them to be "hooked" first. This little one isn't getting much out the story because he is all over the place. When reading with young children, you want to ensure you have their interest. Once you do, talk about the things in the book that interest them. You don't have to read a book word-for-word for it to be a meaningful language and literacy experience.<br />
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When reading with younger ones you want to<br />
1) Talk about what they are interested in<br />
2) Keep your language short and sweet<br />
3) Make it exciting! (As if that book is the most interesting you have ever read)<br />
4) It's okay to move on when the child is no longer interested<br />
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Now let's look at a Hanen example of play in the classroom . . .<br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/ZtsFq756VR4?feature=player_embedded' frameborder='0'></iframe></div>
The teacher in this video is doing a couple of nice things to build language. She is talking about what the kids are doing. She is asking questions related to their play. She is asking open ended questions to get them to think about their play.<br />
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All of these children have typically developing language; however, if they didn't the teacher could use the same strategies and simplify her language. You want to model language that is just above where the child is at. (See above: The basics)<br />
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<b>Building Vocabulary</b> </div>
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Every interest area in the classroom can be great for promoting language. You can plan how you are going to expand a child's vocabulary with the use of language circles. Here are a few examples for common interest centers in the classroom.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU7ETwwN4Y8HEnvi5R0s9AY3-wjMHl9v_0hfrIILQ_qP38-DcKpuot7baST3dAy4GGaR9iO67y1ASr21atYXwf6LsMiHcSSNuy2Y66XQsZBE3ocvZ2dqSCgGNJITqsB8zuqnocY-iju5Y/s1600/20140504_105608.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU7ETwwN4Y8HEnvi5R0s9AY3-wjMHl9v_0hfrIILQ_qP38-DcKpuot7baST3dAy4GGaR9iO67y1ASr21atYXwf6LsMiHcSSNuy2Y66XQsZBE3ocvZ2dqSCgGNJITqsB8zuqnocY-iju5Y/s1600/20140504_105608.jpg" height="180" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMULCxjy6f71dBQMTpwHXtFz-0TOyFV66LnRV_33jzYMP3bzCmprNjPS9sgFOXwjrE4YShf3fuH-R30HKFxhUZHJ3WZh02ZPvy0SqnqcD3V15jVIdI-PsbAwH7O4YQUslfVOUXGtw71PY/s1600/20140504_105552.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMULCxjy6f71dBQMTpwHXtFz-0TOyFV66LnRV_33jzYMP3bzCmprNjPS9sgFOXwjrE4YShf3fuH-R30HKFxhUZHJ3WZh02ZPvy0SqnqcD3V15jVIdI-PsbAwH7O4YQUslfVOUXGtw71PY/s1600/20140504_105552.jpg" height="320" width="180" /></a></div>
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The purpose of a language circle is just to get you to think about how you can build vocabulary in your classroom. I have found it to be a useful tool for planning in the classroom.<br />
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<b>Speech and Language Resources for Teachers</b></div>
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<b><br /></b></div>
<ol>
<li><b>http://www.hanen.org/Helpful-Info/Fun-Activities.aspx</b></li>
<li><b>http://www.superduperinc.com/handouts/handout.aspx</b></li>
<li><b>http://www.asha.org/public/speech/disorders/Preschool-Language-Disorders/</b></li>
<li><b>http://www.playingwithwords365.com/freebies/</b> </li>
</ol>
<b></b><br />
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New post: Literacy rich environments . . . .<br />
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Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-53536674307207565922014-05-04T06:04:00.000-07:002014-05-04T17:43:11.525-07:00Sensory activities: Touch, taste, sound, and smell<div style="text-align: center;">
<b>Wrapping Up Sensory</b></div>
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<b>Touch, Taste ( and mouth), and Smell Activities</b></div>
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<b>Oral Motor and Taste</b></div>
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This system pertains to textures, tastes and temperatures that enter the
mouth. (Credit: http://www.sensory-kids.com/sensory_systems.html#oral)</div>
<ol>
<li>
Sip seltzer</li>
<li>Taste lemons<i> </i>(Or any "tasting activity")<i></i></li>
<li>
Make smoothies and suck through a straw</li>
<li>
practice blowing bubble<i>s</i></li>
<li>
blow whistles</li>
<li>
Make and blow pinwheels</li>
<li>
blow feathers off your hand</li>
<li>
play soccer by blowing a cottonball across the table scoring if you can blow it off the other person's end.</li>
<li>
Have a cotton ball race with straws (Blow the cotton balls with straws)</li>
<li>
Make bubble mountains in a bowl with a straw and soapy water</li>
<li>
Practice blowing out birthday candles on playdough cakes</li>
</ol>
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<b>Sound</b></div>
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<b> </b> The auditory system is positioned together with the vestibular
system inside the ear. This system enables a person to identify where a
sound is coming from and to differentiate among various sounds. When
sound enters the ear, both high- and low-frequencies are perceived.
Higher-toned sounds, such as a person’s voice, carry a lot of
information. A lower-toned sound, such as thunder, tends to be deeper
and not carry as much information. The auditory system also helps to
tune out extraneous auditory information in order to focus on pertinent
sounds.(Credit: http://www.sensory-kids.com/sensory_systems.html#auditory) Note: Some children are bothered by loud sounds in the classroom so having a calming or quiet space in the classroom is very important.
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<ol>
<li> Sit quietly and listen to nature. (You can also use nature sounds recordings)</li>
<li>
Play a listening game. Sit very quietly and try to guess the sounds you hear.</li>
<li>
Let them play with the stereo dial to experiment with loud and soft sounds.</li>
<li>A calming or cozy spot </li>
<li>
Create a sensory savvy spot (beanbag chair or pile of pillows with
soft lighting, soothing items such as books and stuffed animals, music
with headphones and a snack)</li>
</ol>
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Calming spot</div>
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<b>Sight (The visual system)</b></div>
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<b> </b> The visual system is closely related to the development of
normal movement patterns, and therefore, children need to perceive their
environment visually in order to accurately orient themselves to their
surroundings. Children who are sensitive to various visual stimuli may
not explore or learn about their surroundings. As a result, they may
have difficulty carrying out activities of daily living and attending to
classroom tasks.
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Related to the visual system are ocular motor skills:
the smooth and coordinated movement of the eyes to attend to and follow
objects and people in the environment. Controlled eye movements are
needed to find and track a moving object, scan the environment, sustain
eye contact on a fixed object or person, shift gaze from one thing to
another (e.g., the blackboard to paper) and for eye/hand or eye/foot
coordination skills.<br />
Some children without any vision or ocular motor
limitations get visually over-stimulated by their everyday environment.
These children can be easily distracted by bright lights or a busy decor
- (e.g., wall decorations) and be unable to make eye contact or
visually attend to activities. (Credit: http://www.sensory-kids.com/sensory_systems.html#visual)<br />
<ol>
<li> Turn off the lights and play flashlight tag</li>
<li>
Shadow puppets</li>
<li>
Sit in a fort or tent</li>
<li>
Hide under a blanket and read by flashlight</li>
<li> Wear sunglasses</li>
<li>
Put dollops of different colored paints in a baggie and squish around to mix the paints</li>
<li>Light filters<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv4ZTgzD1XQzey08lmf8oJ3Mv7yKnwasIdmTaGbX8mS1jZR3jSNgpmALQZdIWcQfiYoM_3BFrIm3WuD6TgppKhh8kcHJPxmmj56kKSs-KmVOjSUA_kE1nk1xDz7LRPIEkHJDVEWc0u5d0/s1600/lightfilter.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv4ZTgzD1XQzey08lmf8oJ3Mv7yKnwasIdmTaGbX8mS1jZR3jSNgpmALQZdIWcQfiYoM_3BFrIm3WuD6TgppKhh8kcHJPxmmj56kKSs-KmVOjSUA_kE1nk1xDz7LRPIEkHJDVEWc0u5d0/s1600/lightfilter.jpg" height="216" width="320" /></a></div>
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Light filter for children who are bothered by florescent lights</div>
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<b>Smells</b></div>
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<b> </b>This system pertains to the ability to detect and differentiate odors. . Smell has a powerful influence on our behavior and
often is a link to powerful emotions and memories. Many times we are
unaware of the overwhelming influence smell holds. Some children are bothered by even mild smells, so this is something to be aware of in the classroom. (Credit: http://www.sensory-kids.com/sensory_systems.html#olfactory)</div>
<ol>
<li>
Using a blindfold have them guess different smells. (peanut butter, maple syrup, apples, etc)</li>
<li>Scented playdough</li>
<li>Scented markers</li>
<li><b><span style="font-family: Comic Sans MS;"><span style="color: #000099;">Science
Activity: "It Smells Like..."</span></span></b>
<br /><span style="font-family: Comic Sans MS;"><span style="color: black;">This preschool science
activity encourages children to observe, compare and use language skills
as they describe scented items.</span></span>
<br />
<span style="font-family: Comic Sans MS;"><span style="color: black;">You will need:</span></span>
<br /><span style="font-family: Comic Sans MS;"><span style="color: black;">One 35 mm film canister
with pinholes in the top for each of the following scented items: (use
cotton balls for the liquid scents)</span></span>
<br />
<br />
<center>
<table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;">
<tbody>
<tr>
<td valign="TOP"><span style="font-family: Comic Sans MS;">nutmeg</span> <br />
<span style="font-family: Comic Sans MS;">vanilla extract</span>
<br />
<span style="font-family: Comic Sans MS;">vinegar</span>
<br />
<span style="font-family: Comic Sans MS;">cinnamon</span></td>
<td valign="TOP"><span style="font-family: Comic Sans MS;">coconut extract</span> <br />
<span style="font-family: Comic Sans MS;">coffee grounds</span>
<br />
<span style="font-family: Comic Sans MS;">perfume</span>
<br />
<span style="font-family: Comic Sans MS;">peanut butter</span></td>
<td valign="TOP"><span style="font-family: Comic Sans MS;">banana chunk</span>
<br />
<span style="font-family: Comic Sans MS;">lemon oil</span>
<br />
<span style="font-family: Comic Sans MS;">peppermint extract</span>
<span style="font-family: Comic Sans MS;"></span></td>
</tr>
</tbody></table>
</center>
<span style="font-family: Comic Sans MS;"><span style="color: black;">In advance, put pinholes
in the top of each film canister. Then put a scented item or scented
cotton ball in each canister.</span></span> (Credit: http://www.preschoolrainbow.org/5senses.htm#Sense%20of%20Smell)<br />
</li>
</ol>
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This wraps up the series of posts on sensory activities and strategies for the preschool classroom. Coming up<b>: </b>Enriching and promoting language development in the preschool classroom</div>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-61384625923967947222014-05-03T16:39:00.003-07:002014-05-04T17:46:07.391-07:00More sensory strategies . . . Tactiles, (continued) proprioceptive, and vestibular<div class="separator" style="clear: both; text-align: center;">
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<b>The Tactile System</b></div>
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The tactile system functions as both a protective sense and a
discriminatory sense. The protective sense alerts a child to danger
(e.g., hot/cold). The discriminatory sense provides information to the
child about the quality of objects in the environment (e.g., soft/hard,
rough/scratchy/smooth). Children can be over-responsive,
under-responsive or combine a little bit of both. This means that children can seek out things to touch, avoid textures because they are bothersome, or completely unresponsive to touch. Some children, like those with visual impairments, benefit significantly from increased tactiles in the classroom. This post will include a variety of tactiles that are designed for tactile learners and sensory needs.<br />
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<b>Tactile Literacy</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLiIhIWqUw-ha2QrYHPDNZzgahbQ8zMPlkj-knEBeJOd3MzP3Y7wrupKlEGJeXA8Rk0QvuIEvpQHohXrMu-3vu5YyjMIu97zZ1LzuQhWoEBHNNAJySouUMqP5RgMa88DHhBfobtKfycec/s1600/20140503_130215.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLiIhIWqUw-ha2QrYHPDNZzgahbQ8zMPlkj-knEBeJOd3MzP3Y7wrupKlEGJeXA8Rk0QvuIEvpQHohXrMu-3vu5YyjMIu97zZ1LzuQhWoEBHNNAJySouUMqP5RgMa88DHhBfobtKfycec/s1600/20140503_130215.jpg" height="320" width="180" /></a></div>
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It is hard to see in the photo but the letters on these cards are made of sandpapers. These cards are above preschool level, (I used them with my Kindergartener) but they also make sandpaper alphabet cards. These cards are great for children who are tactile learners because they can trace the letters with their fingers. *Tactile strategies are often ideal for children with visual impairments<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPu0h-Mca0A3-GDg7PzxSR1ypDuxY_FOytE03GIvVIg8J5Uj1Jdoicysy0GDGI4aHn8WuqpMZVDHeJ3-A8QEUPEwtsgEAjbtWww42DwGFgkHAMlSMv0Fc1g8xMiVqlSF-f6UkEspjDHik/s1600/20140503_130210.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPu0h-Mca0A3-GDg7PzxSR1ypDuxY_FOytE03GIvVIg8J5Uj1Jdoicysy0GDGI4aHn8WuqpMZVDHeJ3-A8QEUPEwtsgEAjbtWww42DwGFgkHAMlSMv0Fc1g8xMiVqlSF-f6UkEspjDHik/s1600/20140503_130210.jpg" height="320" width="180" /></a></div>
Magnetic letters. These are so simple, but again, they are something that children can explore with their hands.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieGybPybEYHcgxuH2EI_ehRh-bYHKrsfW6SS4keDGcZBO4d6KPtaAL6jpy__UmUR6LHO2PFtCc1c5B_C6lRVZIFIAqkFz5RfOIoqNoy6hET-jATMBVTF-5hZ51x68dR0BojFHvGSmfDK8/s1600/20140503_130228.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieGybPybEYHcgxuH2EI_ehRh-bYHKrsfW6SS4keDGcZBO4d6KPtaAL6jpy__UmUR6LHO2PFtCc1c5B_C6lRVZIFIAqkFz5RfOIoqNoy6hET-jATMBVTF-5hZ51x68dR0BojFHvGSmfDK8/s1600/20140503_130228.jpg" height="320" width="180" /></a></div>
Credit: This product is from Handwriting Without Tears. This is great because the model is on the board and children use the dough to make the letter. You could modify this activity for children with visual impairments by making the letters tactile. (See above: sandpaper letters)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2i_rkPkMqmPgHKuDXthWMnZj1KOx4uV4xaILHvjwCjCl97jPo-7dJUGRRRmwqiBlsNR99ZNgSD7IoeG0qo94qeIsdxXeCD7GZexm_lXIJ2i0Ff5Jd4QGnWVQMA9WVa2tPpB6hvT2fSNA/s1600/tactilelabel.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2i_rkPkMqmPgHKuDXthWMnZj1KOx4uV4xaILHvjwCjCl97jPo-7dJUGRRRmwqiBlsNR99ZNgSD7IoeG0qo94qeIsdxXeCD7GZexm_lXIJ2i0Ff5Jd4QGnWVQMA9WVa2tPpB6hvT2fSNA/s1600/tactilelabel.jpg" /></a></div>
Tactile labels: This type of label is good for children who are not yet able to match an object to a picture. It is also an accommodation that can be used for children who are visually impaired.<br />
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Tactile display boards: These are great for kids who need to explore with their hands. You can make simple texture boards, but these are color sorting tactile boards.<br />
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Tactile games: This is a magnetic tic-tac-toe game. Each piece is made of foam and has a rough surface. <br />
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<br />
Moving on . . . .<br />
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<div style="text-align: center;">
<b>Proprioceptive</b></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
<b> </b>This is another “hidden sense” that takes in information from the
environment and sends it to the brain. It is registered by receptors
located in muscles, tendons, ligaments and surrounding joints. The
proprioceptive system tells the brain where body parts are and what they
are doing in relation to each other and objects – in particular, at
times when vision is occluded.
</div>
<div style="text-align: left;">
For example, this system helps children to subconsciously know
the exact amount of force needed to throw or kick a ball, to reach for a
toy/pencil, to write/draw or to just sit in a chair. The proprioceptive
system is closely linked to the vestibular system. Both work together
to help the individual know exactly what is happening within the body
and to the body as we move through space and interact with our
environment.</div>
<div style="text-align: left;">
Proprioceptive input, a name for therapeutic heavy work or deep
pressure to the muscles and joints, can be both calming and alerting to
the nervous system. Unlike other sensory input, it is rarely
overloading. It can improve a child’s body image, muscle tone and
physical strength. (Credit: http://www.sensory-kids.com/sensory_systems.html)</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Here are some ideas for proprioceptive activities and adaptations that I use in the classroom . . .</div>
<div style="text-align: left;">
<br /></div>
Carrying objects, such as...<br />
<ul>
<li>groceries<span style="color: black;"><img alt="" border="0" src="http://www.assoc-amazon.com/e/ir?t=proprioceptive01-20&l=ur2&o=1" height="1" style="border: none !important; margin: 0px !important;" width="1" /></span> (in pretend play area)</li>
<li>child sized backpacks </li>
<li>stacking or moving chairs/books</li>
<li>watering can/hose</li>
<li>ANYTHING with weight to it</li>
</ul>
<div align="left">
Using a weighted lap pad or weighted blanket</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD2luifzuRPxPKD199EhkJB_uiPvYDMW-h2pYRs-ELUfZqr_0MNMRgHmJBVZ8hsg0_P-LD38nO8nLo_RRE8zAMPeSCjqM5usjm7aAtS8F-AOy8axVVGoVmCWBrJQKeZ3jdkrwmlcVRExA/s1600/weighted+blanket.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD2luifzuRPxPKD199EhkJB_uiPvYDMW-h2pYRs-ELUfZqr_0MNMRgHmJBVZ8hsg0_P-LD38nO8nLo_RRE8zAMPeSCjqM5usjm7aAtS8F-AOy8axVVGoVmCWBrJQKeZ3jdkrwmlcVRExA/s1600/weighted+blanket.JPG" /></a></div>
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<span style="color: black;"><a href="http://www.amazon.com/gp/search?ie=UTF8&keywords=weighted%20blanket&tag=computerrep01-20&index=hpc-index&linkCode=ur2&camp=1789&creative=9325"><br /></a></span></div>
<div style="text-align: center;">
<span style="color: black;">Weighted blanket (Note: The blanket should be no more than 10% of a child's weight) Weighted blankets are typically used at bedtime and are used at the recommendation of an Occupational Therapist.</span><br />
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<div style="text-align: center;">
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<div style="text-align: center;">
Weighted lap pad: You can buy them commercially, but this one was hand made of fabric and poly pellets. These can be helpful (for some kids) who have difficulty sitting still in circle or during table activities. </div>
</div>
<div style="text-align: center;">
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<div style="text-align: center;">
<br /></div>
<div align="left">
Pushing or pulling objects and activities, such as...</div>
<ul>
<li>filled toy shopping cart</li>
<li>mop/sweep floor with a kid's sized set<span style="color: black;"></span></li>
<li>toy vaccuum</li>
<li>raking leaves, dirt etc. using a kid's wheel barrow</li>
<li>putty or play dough </li>
<li>pushing/pulling self or others on a jumbo scooter board</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaJ8ihah_9F2vifoyhtyehzJGJOWSHwC3UDLURUkzFrq3UYfmKTs6OomwEc-f7Fi9BVwd92ogrbq3llnrBZCKuIHIw1iTAS0Z73QXJLRrJgyTZY8_ii9T-u88pYvv6ys1uoDPUAk0QTdU/s1600/scooterboard.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaJ8ihah_9F2vifoyhtyehzJGJOWSHwC3UDLURUkzFrq3UYfmKTs6OomwEc-f7Fi9BVwd92ogrbq3llnrBZCKuIHIw1iTAS0Z73QXJLRrJgyTZY8_ii9T-u88pYvv6ys1uoDPUAk0QTdU/s1600/scooterboard.jpg" height="198" width="320" /></a></div>
<div style="text-align: center;">
Scooter board</div>
<br />
<ul>
<li>Theraband or Lycra circle band (I made the one pictured below out of lycra from a fabric store. You can use it for circle time games)</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbv4pQaDMbpjrkzWVRPwFZDDk1P5G4js9v_3kuqhtaLfy6cujw2L0lhve78wvfqa8KGFEnwPOR-9CBL_0IR5kFfVP_G09vT5j9KsUIWXQJYHjK9_ViAphqyeHr6zLfUYqPkV0IF4U4j_E/s1600/20140503_132004.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbv4pQaDMbpjrkzWVRPwFZDDk1P5G4js9v_3kuqhtaLfy6cujw2L0lhve78wvfqa8KGFEnwPOR-9CBL_0IR5kFfVP_G09vT5j9KsUIWXQJYHjK9_ViAphqyeHr6zLfUYqPkV0IF4U4j_E/s1600/20140503_132004.jpg" height="180" width="320" /></a></div>
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<ul>
<li>riding bicycles or scooters<span style="color: black;"></span></li>
</ul>
Jumping and bouncing on/with items, such as...<br />
<ul>
<li>
on a child sized trampoline<span style="color: black;"></span></li>
<li>on a crash pad</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAEzHhgmToGNkrUiKBRryNeopUbX9mYlLHfXU45ZrToirwwxl3MMt7bwtfjQGZTyqovku-oO08F5oB-x42vBcQQAGQ2NLV_HaSc05ungv6iHdFnrKlSUa_z1B2oe06FFWFzxVW2Qz8Yow/s1600/CRash+pad2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAEzHhgmToGNkrUiKBRryNeopUbX9mYlLHfXU45ZrToirwwxl3MMt7bwtfjQGZTyqovku-oO08F5oB-x42vBcQQAGQ2NLV_HaSc05ungv6iHdFnrKlSUa_z1B2oe06FFWFzxVW2Qz8Yow/s1600/CRash+pad2.jpg" /></a></div>
<div style="text-align: center;">
(Crash pads can be purchased at Amazon, Discount School Supply, etc) </div>
<div style="text-align: center;">
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<div style="text-align: center;">
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<div style="text-align: center;">
<b>Vestibular</b></div>
<div style="text-align: center;">
<div align="left">
Young children need to move! For some it is difficult due to
fears, for others they just can't seem to get enough. You can provide movement activities through your everyday curriculum such as music and movement in circle and outdoor playtime. </div>
<div align="left">
<b>The following are some suggestions to enhance your classroom movement experiences...</b></div>
<br />
<ul>
<li><div style="text-align: left;">
swings (indoor or outdoor) </div>
</li>
<li>
<div align="left">
ride on toys </div>
</li>
<li>
<div align="left">
seesaws and teeter totters</div>
</li>
<li>
<div align="left">
therapy balls (Yoga balls)</div>
</li>
</ul>
</div>
<ul>
<li>with a jump rope</li>
<li><span style="color: black;">a hopping ball</span></li>
<li><span style="color: black;">Music and movement in circle time</span></li>
</ul>
<br />
<span style="color: black;"> Coming up: I have covered visuals in depth so the next post will touch on sight and cover the senses smell, taste, and hearing.</span><br />
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</div>
<br />Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-38280158823264558632014-01-21T21:37:00.001-08:002014-05-03T13:40:17.366-07:00Incorporating Sensory into the Preschool Classroom . . . Sensory Tables & Bins of all Sizes<div style="text-align: center;">
The Sensory System</div>
<div style="text-align: center;">
<br /></div>
<b>Sensory-integrative techniques</b> take into account all of a child's senses, with techniques aimed at optimizing a child’s ability to
make use of the sensory information. Most kids are active and will need gross motor activities incorporated into the daily routine. Some children need a variety of sensory strategies incorporated into the daily routine to stay regulated and calm during a structured class day. These next few posts will highlight common strategies used in the classroom and how you might use them.<br />
<blockquote>
<ul>
<li><b><a href="https://www.blogger.com/null" name="top"></a></b>Visual System- Sight</li>
<li>
Vestibular System- The vestibular system registers the position of one’s body in relation
to gravity and lets you know if it’s moving or still, or speeding up or
slowing down.</li>
<li>
Auditory System- Sounds</li>
<li>
Proprioceptive System- <br />
This is another “hidden sense” that takes in information from the
environment and sends it to the brain. It is registered by receptors
located in muscles, tendons, ligaments and surrounding joints.(Think deep pressure, crash pads, etc)</li>
<li>
Tactile System- Touch (eg: Sensory bins)</li>
<li>
Oral System- This system pertains to textures, tastes and temperatures that enter the mouth.</li>
<li>
Olfactory System- Smells . . .</li>
</ul>
</blockquote>
<div style="text-align: center;">
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<div style="text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjt0m7xD6pDgH5nuCSzxbnLP2Q0Bw4kQhpAN2gsQtG9-0KT2hNpDKq_qGupH3NM0wMmIDGm-fR9i4WV98uc5Cxi2ai7Fhyphenhyphen9LSAcheTYmr_DD8WxAJ_zcvF4wf_LI7a2_zWKWv55mtt3mt8/s1600/IMG_2307.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjt0m7xD6pDgH5nuCSzxbnLP2Q0Bw4kQhpAN2gsQtG9-0KT2hNpDKq_qGupH3NM0wMmIDGm-fR9i4WV98uc5Cxi2ai7Fhyphenhyphen9LSAcheTYmr_DD8WxAJ_zcvF4wf_LI7a2_zWKWv55mtt3mt8/s1600/IMG_2307.JPG" height="239" width="320" /></a></div>
<div style="text-align: center;">
An outdoor sensory table with bubbles and hula hoops</div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
For this post, I will start with the most common tactile and the one sensory tool that most classrooms naturally include is a sensory table. I commonly see rice, sand, and water in these tables. Today I am going to broaden your horizons and provide you with some tips to get all of your kiddos engaged in sensory table fun.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Most teacher's have heard of the common items for sensory table: rice, sand, water. Let's start with a list of items you can put in the sensory table; this is the question I get most frequently.</div>
<div style="text-align: left;">
** For older children who do not mouth objects</div>
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<ul>
<li>Colored water - using liquid watercolor to change the color of the water is best</li>
<li>Water with liquid soap or bars of soap </li>
<li>Clean mud (mix 1 roll white toilet paper (shredded), 1 bar grated Dove soap (use a cheese grater), and warm water (make the water warm enough to melt the soap), only mix enough water to make it the consistency of thick cool whip. This can be saved in airtight containers for later use </li>
<li>Snow </li>
<li>Instasnow- can be purchased on Amazon, Discount School Supply, etc </li>
<li>Hay </li>
<li>Soil </li>
<li>Homemade silly putty (For a more child safe version, Discount School Supply has a bio putty you can make) ***</li>
<li>Acorns***</li>
<li>Sponges (natural and man made) </li>
<li>Shells of various sizes</li>
<li>Leaves, twigs, pine cones </li>
<li>Easter grass </li>
<li>Shaving cream - can be colored with liquid watercolor </li>
<li>Ice cubes or crushed ice, or a large block of ice </li>
<li>Shredded documents - from a regular or cross-cut shredder</li>
<li>Birdseed **</li>
<li>Grain - or pellets used for animal feed </li>
<li>Fabric samples with varying textures </li>
<li>Fish tank gravel **</li>
<li>Make your own moon sand: 4 cups sand + 2 cups cornflour + 1 cup of water </li>
<li>Packing peanuts </li>
<li>Cedar chips - check your local pet store (Be mindful of allergies) </li>
<li>Marbles and cardboard tubes (Not for under three) ** </li>
<li> Feathers </li>
<li>Colored craft pom poms </li>
<li>Cotton balls </li>
<li>Strips of bubble wrap - you can buy it, save it from packages, ask parents to save it </li>
<li>Plastic "jewels" </li>
<li>Beads and string or Mardi Gras beads ** </li>
<li>Bubble solution (you can make your own) and bubble wands </li>
<li>Curling ribbon </li>
<li>Homemade play dough </li>
<li>Yarn and string </li>
<li>Confetti </li>
<li>Hair gel, liquid soap, etc. - Be mindful of allergies - This would be more of a sensory tray activity than a table activity.</li>
<li>"Oobleck" - equal parts cornstarch and water. For extra fun, color it brown or gray and add dinosaurs. </li>
<li>Finger paint </li>
<li>Homemade slime (For slime recipes, check this out: http://chemistry.about.com/od/letsmakeslime/tp/slimerecipes.htm)</li>
<li>Magnets and small metal objects, like paper clips**</li>
<li>Sponges and soapy water </li>
<li>Stretchy/squishy toy worms/insects </li>
<li>Poker chips </li>
<li>Tinsel </li>
<li>Smell bottles- Tray activity </li>
<li>Natural clay </li>
<li>Real or fake flowers </li>
<li>Crepe paper streamers </li>
<li>Polymer crystals - they are used to provide water to plants; they absorb it and turn into a gel. You can purchase them from most craft stores. </li>
<li>Jingle bells </li>
<li>Wood scraps and sandpaper </li>
<li>Papier mache - soak strips of newspaper and put in blender with flour and water </li>
<li>Doll or pillow stuffing </li>
<li>Buttons**</li>
<li>Insides of a cleaned-out pumpkin - or whole gourds/mini pumpkins/decorative corn </li>
</ul>
In addition to the items listed above, Lakeshore Learning and Discount School Supply have also developed some items for the sensory table. Lakeshore Learnings series of items is pricey, but they say it is washable. You can find them here: http://www.lakeshorelearning.com/product/productDet.jsp?productItemID=1%2C689%2C949%2C371%2C927%2C759&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1390367360078 </div>
<div style="text-align: left;">
<br />
<br />
With the exception of the pumpkin, I don't include food items, although you can. Many preschools have eliminated food in the sensory table. (Children's allergies are frequently a consideration) If you have any questions about food items in the sensory table, please feel free to post a comment.<br />
<br />
Now how do I get all the kids in the sensory table? Some kids are aversive to textures that we put in the sensory table. To put it simply, to touch the items makes them very uncomfortable. There are two strategies that you can use to encourage sensory play. The first is incorporating toys that you know they like.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3dblGBRvNZZCaQYZFNqkqw2glhO_mUefSZ2vyzJLZvRBCcappMTsVK7B7qCYb-a7sjVVgr-a_dyrOvrm5hHIyBLeJLNjGsEDmUpJjAK218d64EFXGeQeEiBMLTQh0UqjjIAYUJR5Dido/s1600/20140121_200105.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3dblGBRvNZZCaQYZFNqkqw2glhO_mUefSZ2vyzJLZvRBCcappMTsVK7B7qCYb-a7sjVVgr-a_dyrOvrm5hHIyBLeJLNjGsEDmUpJjAK218d64EFXGeQeEiBMLTQh0UqjjIAYUJR5Dido/s1600/20140121_200105.jpg" height="180" width="320" /></a></div>
This little one really liked cars and bugs, so I included them in my bin. The second strategy is the use of tools. In the bin above, I have included a cup. In this way, the child can scoop and pour with minimal touching. Over time, with repeated exposure to the material, the little one can become comfortable enough to play with the materials. Below is a list of tools you can use with sensory materials.<br />
<ul>
</ul>
<div style="text-align: center;">
Tools and Accessories </div>
<ul>
<li>Measuring cups and spoons </li>
<li>Cooking and serving utensils: Spoons, tongs, mashers, whisks, etc. </li>
<li>Eye droppers or pipettes </li>
<li>Turkey basters </li>
<li>Small lidded containers </li>
<li>Nesting cups </li>
<li>Bowls</li>
<li>Scoops </li>
<li>Child sized cups </li>
<li>Strainers/colanders </li>
<li>Safety scissors </li>
<li>Popsicle sticks </li>
<li>Clothespins </li>
<li>Dowels </li>
<li>Cookie cutters </li>
<li>Small buckets and shovels </li>
<li>Bubble wands (Or hula hoops if you have a big enough table)</li>
<li>Funnels </li>
<li>Waterwheels</li>
<li>Lengths of plastic pipes and flexible tubing (hardware stores carry different diameters) </li>
<li>Magnet wands </li>
<li>Toothbrushes </li>
<li>Plastic fruits and vegetables (Use with play doh, putty, etc)</li>
<li>Toy people, boats and vehicles </li>
<li>Plastic animals and insects </li>
<li>Magnifying glasses </li>
</ul>
</div>
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What if you don't have room for a sensory table? Discount School Supply makes small table sized bins that are pretty easy to store. You can find them here: http://www.discountschoolsupply.com/Product/ProductDetail.aspx?product=3487&keyword=bins&scategoryid=0&CategorySearch=&Brand=&Price=<br />
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This is one of the bins in action. I have used it indoors and outdoors. 2-3 kids can use it pretty comfortably. The bins stack inside of each other when you aren't using them. But, if you have a small classroom or home daycare, the individual bins (See bean and noodle bin) or tray activities may be the ideal fit for your space. No matter what size your classroom is, there is a sensory bin to fit your needs.<br />
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Next post: More sensory strategies . . . Tactiles, (continued) proprioceptive, and vestibular</div>
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Disclaimer: I am not an Occupational Therapist. I have worked with OT's for 5 years, attended many trainings, and learned many helpful sensory strategies for the classroom. The strategies I have and will share here are the ones I have used most commonly.<br />
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<br />Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-16191924693576012202014-01-20T12:10:00.001-08:002015-03-08T19:55:16.774-07:00Project theme: Bridges <br />
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It all started with these structures. I had a group of four students who spent every day in the block area. They built some amazing structures, but I could not entice them to explore other areas of the classroom.<br />
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My co-teacher and I started by enhancing the block area with books, patterns on the floor, and some larger ramps that a parent made for us. (Ramp project from http://www.naeyc.org/files/naeyc/Ramps_Pathways.pdf) This enhanced building area inspired the children to want to learn more about building. I noticed them taking out the books and attempting to build some of the bridges in the books.<br />
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After a few days, one of the children came to me and told me about a bridge near his house. He asked if we could take the whole class to see a bridge. We decided to bring it up during our morning circle. This little guy, who typically had a difficult time participating during circle, shared his idea for a field trip during the morning circle and it was met with great enthusiasm.<br />
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Over the new few days, we planned our trip and the kids decided that we would need a camera to document the experience. This turned out to be a great idea. The kids took some wonderful pictures.<br />
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We took these pictures and posted them in the building areas and art areas for inspiration. As a class, we then determined what materials we needed to add to our interest centers to explore the topic further. I did supply some of the material ideas, but the children developed a pretty comprehensive list before I added to it.<br />
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Interest Center Materials</div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Blocks</span></b></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Add flat plank material, vary length and width</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Add string, bendable wire and tape (this could possible
spark ideas suspension and/or draw bridges, as well as how to keep the bridge
together)</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Print some pictures of interesting bridges made of different
material, also more technical engineer pictures that show the details of the
bridges components</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Trucks and cars</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Plastic or wooden people</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Train set</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Literacy
Center</span></b></div>
<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Add print material about bridges:</span><br />
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Pictures <br />
Drawings <br />
Fictional books <br />
Non-fictional books <br />
Science and technical diagrams of bridges<br />
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Book examples:</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">The Bridge Book<br />By Carter, Polly </span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Bridges<br />By Richardson, Joy</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Bridges<br />By Orlade, Chris</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Bridges: Amazing Structures to Design Build andTeach<br />By Johnman, Carol A. </span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Bridges are to Cross<br />By Sturges, Philemon</span></div>
<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Famous Bridges: Measuring Heights, Weights, and Volume<br />By Maxwell, Yolanda </span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Art
Center</span></b></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Pictures of different bridges built by your students and pictures of real bridges. This is where starting with a field trip can be helpful. Children develop questions and learn the answers through hands on projects and research.</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Print material or books similar to what was placed in the
block center or literacy center</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;">Opportunities to draw models of bridges:</span></div>
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%;"><span style="mso-tab-count: 1;"></span></span>Graph paper<br />
Charcoal pencils<br />
Erasers<br />
T-rulers<br />
Compass <br />
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Opportunities to build bridges from various materials in the art area<br />
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Clay <br />
Wood <br />
Paper <br />
Toothpicks <br />
Popsicle sticks <br />
Tape <br />
Cardboard <br />
Wire (Supervised)<br />
String <br />
Glue <br />
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Outside <br />
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Larger planks and pieces of wood </div>
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Hardhats</div>
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If the project is led by the children, how do we know when a project is done? You will know a project is complete when the children are no longer excited and/or asking more questions about a topic. (Or they are demonstrating interest in a new topic)<br />
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Next post . . . Post 1 of Sensory Strategies for the Classroom </div>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-68477257948009151192014-01-19T20:32:00.000-08:002014-06-03T21:33:57.047-07:00Classroom layouts . . . and behavior<div>
- Post 3 of 3 on preschool classroom management strategies</div>
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In order to discuss the differences in classroom layouts, it is helpful to see some examples of a classroom layouts. In setting up or modifying your classroom environment, it is important to consider the children in your classroom. That said, let's talk about some of benefits and drawbacks of these two layouts.</div>
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Areas for Improvement</div>
<ul>
<li> In the top photo you see a very open classroom layout. In preschool classrooms, wide open spaces mean room to run. If you are using the phrase "walking feet" a lot during the day, it is a good idea to evaluate the layout of your classroom As a rule, it is good to have uncluttered walking paths, and well defined interest centers</li>
<li> In the top photo, the displays are very high and placed above the block shelf. There would be no opportunity for the children to participate in calendar. Preschool children have a limited attention span so it is important to incorporate as many opportunities for participation as possible. Here is a good example of an eye level display that children helped to make.</li>
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<li>In the bottom photo, the quiet space and noisy spaces are next to each other. Generally, when children go to a quiet space to take a break. If a child is trying to enjoy a book quietly, or just calm down, you don't want to have them right next to a noisy group of block builders. (For children with sensory needs, this can cause behaviors) It's best practice to put the library space and quiet spaces together. </li>
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<li>In the bottom photo, their are standard house items in the dramatic play area. To keep this area interesting for all children, it is important to incorporate a variety or themes. (For some great dramatic play idea, see Pinterest) </li>
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<li>Note: The standard house theme is enjoyable for all kids. (My boys loved playing house when they were little) This suggestion was just for the rotation of themes. This helps to keep the area fresh and interesting as well as supports literacy development. </li>
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This theme is one of my favorites</div>
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Benefits to the layouts</div>
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<li>In the top photo, there is a commercial circle time rug that will allow you to separate the children onto spots. These commercial rugs can get very expensive so some inexpensive alternatives that teachers use are poly spots (Available from Discount School Supply or Amazon) and carpet squares. (You can pick up from School Supply stores or flooring stores)</li>
<li>In the top photo, the commercial circle rug allows a lot of space for gross motor movement during circle time. A space to incorporate some music & movement during circle time is great for getting the wiggles out, especially on rainy days. When open space limited to your circle time time area, it can serve as a solution to a problem</li>
<li>The bottom photo has more defined interest areas and no wide open "running spaces." This space has a few awkward areas, (like the blocks up against the dramatic play area) but it has nice walking path layout.</li>
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In any classroom layout that you design, there are going to be benefits and drawbacks. Ultimately, as a teacher, you will change and add things until you get it right for the the group of children you are teaching. <br />
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Next post . . . an example of a project theme I have use with ideas for each interest center<br />
To be followed by . . . a series on sensory strategies for each area of the classroomJenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-78119146693468047672014-01-18T20:55:00.004-08:002014-06-03T21:29:32.157-07:00More about visuals and behavior - Post 2 of 3 on preschool classroom management strategies<br />
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In this post, I will touch on a few more useful visuals that are helpful in a preschool classroom. Today's visuals will focus on interest area crowd control.<br />
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As early childhood educators, we know how many preschool children will reasonably fit in the dramatic play area. Children don't consider space requirements when they see an area that looks like fun, and if the kids are getting along, you may choose not to say anything until there is a problem.<br />
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In creating preschool environments, a big part of behavior management is behavior prevention. When you set up your classroom, it is helpful to look at each interest area and determine how many children each center can reasonably accommodate. From there, you can start creating a system.<br />
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I have seen a lot of systems over the years, and they have ranged from really simple to complex. What will make the most sense for your classroom is something that you can implement on a daily basis. (Consistency is the key to a system that works) I will start with simple systems and then give a more complex example.<br />
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Environmental Arrangment</div>
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Environmental arrangement is the simplest way to limit the number of children in an area. There are two trays at this table. This means, only two children can use the play doh. You can set out two aprons at the paint station, two scoops in the sensory table, etc. This system has to be explained to the children, and reinforced throughout the day. (For example: "Looks like there is only two spaces. You will have to wait your turn.")<br />
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Symbols</div>
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Symbols are a typically a tool for older preschoolers, (4-5) and they are often labeled with numbers to let the children know how many children can be in an area. For example, if four children can be at the sensory table, you would put one cut out on each spot. You would cut out the shapes and post them in each area. And, as always, you would introduce your system and expect to provide lots of reminders in the first few weeks.<br />
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Attendance Systems</div>
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This system takes the most time to set up, but I have had a lot of success with this system. This teacher was very motivated and took pictures of each interest center and posted it in a central location. As the children move from one center to another, they would move their photo. From personal experience, I have found that it works better if the board is posted at the interest center and the child takes their picture with them.<br />
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The simplest way to set this up is with a laminated piece of construction paper that has the designated number of spots. Four spots = 4 pieces of velcro.<br />
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This covers the systems of limiting interest centers from simple to complex. You can combine the first two systems pretty effectively, but it can be challenging to use the last system in combination with the two. Kids will often leave their pictures when they go to an environmental arrangement area.<br />
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Managing Popular Areas</div>
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Inevitably, there are going to be popular interest areas in your classroom. Planning for a consistent and fair way to give everyone a turn can prevent many behaviors in the classroom. Their are two strategies I have used with great success in the classroom. The first is the waiting list . . .</div>
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The waiting list does a few important things. The first and most important thing that it does is let the child know that they will get a turn. The second thing it does is give them a time frame. Each name that gets crossed off the list brings them closer to their turn. You can reference the list when your talk about when their turn is. For example, "Look, you are after Sarah and Mikayla." As an added bonus, it gives them an opportunity to practice writing.</div>
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Timers</div>
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Water bottle timer idea from: http://mycrazyblessedlife.com/2011/10/03/relax-bottletime-out-timer/<br />
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*Takes about 5 minutes to settle to the bottom</div>
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For everyone to have a turn, it is important for turns to be equal. When a child is waiting for their turn, visual timers can occasionally be helpful. There are a variety of visual timers commercially available, but I found this low tech one has worked pretty well. For a more comprehensive list of timers, check out this blog: http://www.friendshipcircle.org/blog/2012/11/06/20-visual-timers-for-children-with-special-needs/</div>
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Next post . . . the classroom layout <br />
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<span style="font-size: small;"> In the meantime . . .</span><br />
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<span style="font-size: small;">Helpful resources for preschool teachers:</span><br />
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<span style="font-size: small;">CSEFEL: The Center on the Social and Emotional Foundations for Early Learning</span><br />
<span style="font-size: small;">http://csefel.vanderbilt.edu/</span><br />
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<span style="font-size: small;">Positive Behavior Intervention & Supports</span><br />
<span style="font-size: small;">http://www.pbis.org/</span><br />
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<span style="font-size: small;"><u>My "go to" behavior book list</u></span><br />
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<a href="http://www.amazon.com/gp/product/0132159120/ref=ox_sc_act_title_1?ie=UTF8&psc=1&smid=ATVPDKIKX0DER" style="color: black;">Challenging Behavior in Young Children: Understanding, Preventing and Responding Effectively (3rd Edition)</a><span style="color: black;">
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<span style="font-size: small;"><span class="creator" style="color: black;">- Barbara Kaiser</span></span><br />
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<h1 class="a-size-large a-spacing-none" id="title" style="color: black; font-weight: normal;">
<span style="font-size: small;"><u>Beyond Behavior Management: The Six Life Skills Children Need </u></span><span style="font-size: small;">- Jenna Bilmes</span></h1>
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<span style="font-size: small;"> </span></h1>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-8636152204508457812014-01-12T16:29:00.001-08:002014-06-03T21:33:25.705-07:00Visuals and behavior<div class="separator" style="clear: both; text-align: center;">
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- Post 1 of 3 on preschool classroom management strategies</div>
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I ran across this ecard as I was browsing Pinterest. It seemed fitting since I will be talking about behavior over the next few posts. Some days feel a little like a battle of the wills with preschoolers. Young children are still learning the rules, at home and at school. (and sometimes a sitter and grandparents too) As such, kids end up having a variety of expectations to remember. In the classroom, visuals can be really helpful in reminding children of the classroom expectations. Rather than discuss the visuals in depth, I will provide some examples and non examples of helpful visuals.<br />
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Let's get started . . . </div>
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In almost every preschool and toddler classroom I visit, I see the rules posted. This is wonderful and it is something I recommend every teacher do. However, what I frequently see is this . . .<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi97OSO5yAi6byZdG3UfCViv0rvE08iVaL2r4L0zrTbjyFhiWkBve_hj8h7mIGg1FInbrdkY6lS09XTLJJ1QBpxrGqUPy-9x_ZsE1ydHP_vd1fYZpjJEltyC-Ybst-ON_IPe3sSvtIqg14/s1600/rules1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi97OSO5yAi6byZdG3UfCViv0rvE08iVaL2r4L0zrTbjyFhiWkBve_hj8h7mIGg1FInbrdkY6lS09XTLJJ1QBpxrGqUPy-9x_ZsE1ydHP_vd1fYZpjJEltyC-Ybst-ON_IPe3sSvtIqg14/s320/rules1.jpg" height="320" width="239" /></a></div>
For the most part, this is only in writing. There are a few pictures around the outside that loosely relate to the rules, but may not be clear to preschool aged children.<br />
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When you make a chart of rules for a preschool aged children, it is best if the words are clearly connected to the pictures. You will also want the picture of the rule to be obvious. For example, if the rule is walk in the the classroom, you would want a photo of the children in your classroom walking. Here is a good example.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnyRHemymGxv-BWDzPltOkITtkDP0AJa0cJSP6eZ5FUWoK9F7yStzeQBttutBJZCrfW1X0YiA1YIsSYpz9XQPaUzEIsY68dLWzpcknoqcGcGgN25a33GKuTi9VMli3yKZ4rsE81iL286U/s1600/rules2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnyRHemymGxv-BWDzPltOkITtkDP0AJa0cJSP6eZ5FUWoK9F7yStzeQBttutBJZCrfW1X0YiA1YIsSYpz9XQPaUzEIsY68dLWzpcknoqcGcGgN25a33GKuTi9VMli3yKZ4rsE81iL286U/s320/rules2.jpg" height="240" width="320" /></a></div>
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For young children I like to use real photographs; however, you can also you cartoon pictures if the picture demonstrates the rule in action. Here is another example that is specific to the playground.<br />
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This is a nice example of using area specific rules. I might have chosen different pictures for a few of the rules, but it shows you how you can consider what your expectations are in specific learning areas are and create visuals. It is not necessary to create a set of expectations for each area. Generally, it's best to create a set of classroom expectations and, if you have a specific problem area(s), create more visuals as needed.<br />
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Creating the rules . . .</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpvaWoSv1kBY11130aKFSdBG7EBIQiPW_49nA56yxzy0oXhNUK8zNf0iSZCqAfU_1HeFjyglXOyZF_C6nMp7WlGovLV5MEJzM-nt9wojgVbRS3YOFucfx7Ga3-BDihFMnC5Q5nqz-MAhU/s1600/teachingstrategies.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpvaWoSv1kBY11130aKFSdBG7EBIQiPW_49nA56yxzy0oXhNUK8zNf0iSZCqAfU_1HeFjyglXOyZF_C6nMp7WlGovLV5MEJzM-nt9wojgVbRS3YOFucfx7Ga3-BDihFMnC5Q5nqz-MAhU/s1600/teachingstrategies.jpg" /></a></div>
Photo from: http://www2.teachingstrategies.com/blog/ (You can find more great information about this topic and other early childhood education topics on their blog)<br />
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Children typically have good ideas about what the rules should be in the classroom. A circle time discussion can be the perfect time to lead the children in a discussion about classroom rules. You can talk about what the rules should be, vote on them as a class, take pictures of the kids following the rules, and then have the kids help you post the rules where everyone can see them. Kids are far more likely to follow rules that they helped create and are vested in. When you have spent that much time creating and posting the rules as a community, the kids also tend to start reminding each other.<br />
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Next post . . . more about visuals, the environment, and behavior <br />
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<br />Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-58931288708200115932014-01-11T21:48:00.000-08:002014-01-11T21:48:02.518-08:00Preschool schedules<div class="separator" style="clear: both; text-align: center;">
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When I started working in early childhood classrooms more than 10 years ago, schedules were fairly uncommon. Over the past few years, the use of visual schedules has become more common place. Schedules can be really detailed (see top photo) or simple. A good rule of thumb is to consider the needs of your preschool classroom and keep the schedule as simple as possible.<br />
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Some things to consider when designing a schedule:<br />
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1.) When making a schedule for a younger group of children, (2-3) real photos are better than cartoon drawings<br />
2.) A simple predictable schedule is ideal<br />
3.) Only include your activities; things like hand washing wouldn't necessarily need to be on the schedule unless they were difficult for some of your kids<br />
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How can a schedule help children?<br />
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1.) Many children who start preschool are coming to school for the first time. A visual schedule can be a great way for you to show them their day will be full of fun activities. It will also let them know how many activities there are before their mom or dad come.<br />
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2.) They are great transition helpers. Some kids have difficulty transitioning from one activity to another because they don't know if the next activity will be fun for them. The schedule can be a great reference for you to show them that the next activity is fun too.<br />
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For more information . . .<br />
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The National Association for the Education of Young Children published a great article on visuals and schedules in the preschool classroom. You can read it here: http://www.naeyc.org/tyc/files/tyc/file/V4N5/Take_a_look_visual_supports_for_learning.pdf<br />
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Next post: Other visual supports for behavior<br />
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<br />Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-44440083057013747182014-01-05T19:39:00.000-08:002014-01-05T19:39:10.272-08:00Other helpful visuals in preschool classrooms The types of visuals that would be helpful for a preschool classroom will vary depending on the class. There are a few that I tend to use with every class, and those are the ones I will talk about in this post. <br />
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We will start with one of my favorites . . . Line helpers<br />
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This is just one example. I have seen teachers get very creative with line helpers and change them with the monthly theme and there are only a few things to remember when creating them.<br />
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1.) They should be evenly spaced (So that the children won't touch)<br />
2.) There should be enough "feet" for each child<br />
3.) The rules about where to stand are explained to the children before you begin using them<br />
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Preschool aged children are still learning to stand in line. Line helpers give children a visual for where to stand, and if you space them far enough apart, you don't have to worry about the inevitable "so and so touched me!" As a bonus, these line helpers can also serve as a way to practice colors.<br />
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Closing Learning Centers/Areas</div>
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As a rule, you will want your classroom to have very few off limits areas. If your classroom is open and accessible to the children, you will find that you significantly reduce the amount of "no's" you use. That said, I have worked in classrooms where the block area doubles as the circle time area. Some of the kids we work with are more easily distracted than others so covering up the area is a gentle reminder that it is off limits. </div>
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In the picture about, this teacher has closed off a large area of the classroom with a shower curtain and placed a stop sign as an extra reminder. Generally, you will just want to explain the purpose of the covers using kids friendly language and consistently enforce the rules. (eg: The curtain means no block play during circle. If anyone goes under the curtain, move the child away from the blocks)</div>
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Variations: In the example above shower curtains and command hooks were used to block off a large area. For small areas, I have found cutting out fabric to size and attaching it with double sided velcro (the kind with a sticky back) is more practical.</div>
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Mealtime</div>
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I have found place mats at meal times can serve two practical purposes.</div>
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1) Spill prevention (well, more like reduction)</div>
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2) Ideal seating arrangement</div>
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Maybe it is just me, but it seems like I always have a little one who likes to live on the edge . . .with their cup of milk :-) These handy place mats remind little ones to put those milk and juice cups up at the top of the plate. </div>
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The place mats can also be labeled and you can separate kids who aren't the best meal time companions. Partner kids who have great self help skills at meal time with kids who are still developing those skills.</div>
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Bonuses: When these mats are laminated they can be sprayed with sanitizer and reused. And when they are labeled, you can used them to work on name recognition. </div>
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Next: Schedules in the preschool classroom</div>
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Have a question about a visual for preschool classrooms or a topic you would like to know more about? Post a comment and I will respond here</div>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-4007230412846293182014-01-04T13:36:00.002-08:002014-01-04T13:36:53.959-08:00Labels in the preschool environment<div class="separator" style="clear: both; text-align: center;">
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As I discussed in my previous entry, signs tell us a lot. In a classroom, visual labels tell the children where to put the toys at clean up time. The example pictured is actually a kids's room and, as you can see, I started labeling and didn't finish. The marble madness always ends up in the bin with the marbles and the miscellaneous toys get tossed in a bin at the bottom. (We call this bin the abyss) <br />
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In the classroom, visual labels are a cue for the children. In preschools, most teachers are supervising between 8 and 12 children so labels and signs that organize the classroom and provide visual rule reminders can be real time savers. (The labels are providing the reminders instead of you)<br />
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In a classroom, you can label as much or a little as you want. However, in practice, what I have found makes that most sense is observing your classroom for a few weeks and take note of what your problem areas are. Notice where you are providing the most assistance in putting things away. Then label accordingly. Labeling colored storage bins and your problem areas typically makes the most sense for preschool classrooms.<br />
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Important note: After labeling you will need to spend a few weeks cleaning up with the children, pointing out the labels, and identifying their meaning. For example, "Let's look for the picture. It is right there. The puzzles go here." <br />
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Some examples of classroom label organization</div>
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Bins </div>
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Wood Blocks</div>
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Next blog: Other helpful labels and signs<br />
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Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0tag:blogger.com,1999:blog-8600283852641828272.post-12744011893415552832014-01-03T20:03:00.001-08:002014-01-03T20:03:20.160-08:00Creating environments for preschoolers<div class="separator" style="clear: both; text-align: center;">
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Imagine that you find yourself here in this picturesque place, out in the middle of nowhere. It is a beautiful place and the weather is amazing. Nothing could ruin this perfect day, right? You drive along for awhile and suddenly you realize your GPS has lost signal. You start looking around and notice that there are no signs to let you know what the speed limit is, where the nearest gas station is, or how many miles until the next town. The peaceful drive would be a lot more stressful until you were able to find a sign or your GPS signal returned. </div>
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Even as adults, our environment cues us in on what we can and cannot do. The lines on the road tell us where to drive, the signs tell us what direction and speed to drive, and posted rules tell us what areas are off limits. Our environments impact our behavior. When we look at preschools, environments are important. The layout of the classroom, the organization of the toys, and the way rules are presented all have an impact on a child's behavior. </div>
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This blog will explore ways to set up preschool environments to minimize behavioral challenges and strategies for setting up inclusive preschool environments</div>
Jenhttp://www.blogger.com/profile/08148296505754820358noreply@blogger.com0