A New Model for Child Care

While driving in my car recently (that’s were all the best thinking happens), I was visualizing what kind of child care program I would create if I had unlimited resources.

As I imagined it, I realized that it more closely resembled a hands on children’s museum than a traditional child care program.

For a while now, I have been trying to help providers wrap their heads around a “new” way of looking at child care vs. the model we have been using for the last 50 years.  The model of a children’s museum can be a great way to look at what a “new” type of child care program could be.

At our Reflective Practice group last month, we imagined a super tricked out hand’s on children’s museum.  The sky was the limit!

Then we thought about what elements of that children’s museum we could take into our own child care programs.

 We also brainstormed what a child’s experience is at a children’s museum:

·         Free to explore everything – all hands on

·         Interesting materials to manipulate

·         Supporting materials – pictures, displays, etc.

·         Self-directed learning

Lots of what we are looking for in Early Achievers.

 

And what do they not have/do at a children’s museum?

·         Group times, calendar, etc.

·         Group art projects

·         Restrictions

·         Teacher led learning

 

Things we hope to see less of with Early Achievers.

 

Here are the “Exhibits” we included in our amazing children’s museum.  What would you include if your resources were unlimited?  Get creative!  (Note – these exhibits match the activity items in the ERS)

Consider:

·         Toddler and Preschool aged children

·         A variety of cultures

·         Experience that will engage all senses

·         Both hands-on materials to manipulate and things to display in the space to support the experience

 

Take A Break Exhibit (Provision for Relaxation and Comfort)

 

 

 

Tinkering Factory Exhibit (Fine Motor)

 

 

 

Art Workshop and Gallery Exhibit (Art)

 

 

Music and Dance Studio Exhibit (Music and Movement)

 

 

Construction Zone Exhibit (Blocks)

 

 

           Home Living Exploration Exhibit (Dramatic Play)

 

 

Calculation Station Exhibit (Math and Number)

 

 

Science Laboratory Exhibit (Nature and Science)

 

 

Dig and Pour Depot Exhibit (Sand and Water)

 

 

High Tech Hub Exhibit (Use of TV, Video and Computers)

 

 

Book Nook Exhibit (Using Books)

 

 

Also

 

Additional Dramatic Play Themes

 

 

Lights, Camera, Action Exhibit (Additional Dramatic Play Theme - stage and puppets)

Places Around Town Exhibit (Additional Dramatic Play themes - lots of options)

 

 

 

 

 

 

 

 

 

 

 

CLASS Music Videos

At our Reflective Practice group this month, we took a deep look at the Instructional Support/Facilitation of Learning and Development parts of the CLASS assessment.  After watching some old music videos that used cards, we created music videos for the CLASS assessment


Group 1 video


Group 2 video

Juggling

 

At a recent reflective practice group, we learned how to juggle.  We watched a YouTube video and then spent some time practicing.  We brainstormed what we would be need to be successful at juggling:

·         It is “doable”

·         It takes practice

·         Some people pick it up quicker or easier than others

·         We need to be present and focused

·         More training or help would make it more successful

·         Having someone who knows how coach us 1:1 would be helpful

·         We need to be patient with ourselves

·         We need to start with just one ball and slowly move to 2 before we can do all 3

·         We need to be persistent to master the skill

·         While we want to be able to do it “right now” we have to be patient.  It takes time.

 

 

We then discussed some of the things child care providers “juggle”:  paperwork, parents, planning,  DEL, transitions, cranky kids, diapering, potty training…  The list goes on.

 

Early Achievers adds a few more balls – open ended questions, conversations, arranging materials…

 

So we brainstormed what we would need to be able to do it:  (sounds familiar!)

 

·         It is “doable”

·         It takes practice

·         Some people pick it up quicker or easier than others

·         We need to be present and focused

·         More training or help would make it more successful

·         Having someone who knows how coach us 1:1 would be helpful

·         We need to be patient with ourselves

·         We need to start with just one ball and slowly move to 2 before we can do all 3

·         We need to be persistent to master the skill

·         While we want to be able to do it “right now” we have to be patient.  It takes time.

Now and Then

At a recent Reflective Practice Group meeting, we brainstormed about what teaching young children has looked like for the past 50 years, and how it is changing now based on current research:

Then

·         Lots of planning themes

·         Lots of teacher directed activities

·         Group art projects where they all look much the same

·         Group story times

·         “Teaching” children information

 

 

Now

·         Planning is individualized to each child

·         Following children’s lead

·         Individualized art – open art center for creativity

·         Stories more often with 1 child or small groups

·         Asking questions to get children to think for themselves

 

I wonder if we need a new term to represent the new approaches we see  in early learning.  The term “Teacher” still represents the “Then” approaches to many.  It signifies “instructions” rather than helping children learn to think for themselves.

What could that new term be?

Thinking and language facilitator? 
Reasoning coach?
Free play mentor?
Critical thinking specialist?

What do you think might represent the early learning “teacher” now?

ERS Labels

In conjunction with the ERS Mixology, consider using labels to make it VERY EASY for the UW to find the materials they are looking for when they do your assessment.

 

ERS Mixology

At a recent Reflective Practice Group, we discussed the importance of having the right "cocktail" of materials for the Environment Rating System (ERS). 

Top Ten List - How To Make Free Play Effective

 

At our Reflective Practice Group we discussed that Early Achievers uses a free play model and how to make that free play time most effective.  Here are a couple of “Top Ten” lists that came out of that discussion:

 

Top Ten suggestions to play effectively with children

1.        Talk WITH the children

2.       Be on the children’s eye level

3.       Smile, be happy, loving and excited

4.       Ask the children about what they are doing

5.       PLAY with the children – follow their lead

6.       Remind the children about all the play  options in the room

7.       Position yourself so you can see all the children

8.       Try to get around to play with each of the children

9.       Recognized each child’s individuality and learn about them

10.   Verbalize what the children are doing with extended language

 

Top Ten suggestions to play effectively with children

1.       Have conversations with the children

2.       Be at the children’s eye level

3.       Ask open ended questions

4.       Have child self-directed play

5.       Powerful interactions

6.       Plentiful materials

7.       Inviting toys

8.       Easily accessible materials

9.       Do singing, reading and play music instruments

10.   Have age appropriate materials