What a Yawn!!

After more than 100 practice assessments, there are a few things that make me yawn. 

What color is it?

What shape is it?

How many are there?

Spending time on the calendar (even with toddlers!)

In Early Achievers, we are trying to move so much deeper than this.  We want to advance children’s learning, thinking and reasoning skills.

These very basic questions are so common, yet at such a basic level.  Yes, it’s good for children to know colors and shapes, and to be able to count.  It feels though, that providers are rarely going deeper than this.  Ask these questions on occasion, but spend more of your time going deeper.  How questions.  Why questions.  Get the children thinking, not just recalling.

Similarly, how important is it that children know the month and day of the week?  From my observation, they are usually just guessing, anyway.  Perhaps there are more valuable ways to spend a short group time than the calendar.   Maybe discuss something they will be doing later in the day and encourage them to plan it out – what will we need to get ready?  What are the steps we should take?  Brainstorming and planning are great thinking skills. 

Challenge yourself to go deeper.  How can you get children to think?

It’s About The Child’s Experience.

When children are cared for in a group setting, it is often easier on the adult caregivers to create processes that make care easier.

Sometimes this looks like:

Diapering in an assembly line fashion
Dishing up food for children who could serve themselves
Cleaning up for the children
Etc.

These kinds of approaches definitely make the work easier for the teachers, but we need to remember that the most important thing we do is make the child’s experience a priority.

Take a close look at the children’s experience.    Are they having fun?  Are you advancing their learning and development?  Are they thinking for themselves and making their own choices?

Making things work for the teachers is easier, I get it!  But let’s remember that our work is creating experiences that give great outcomes for kids.  They are the priority!!

Go Deeper!

As you practice asking open ended questions (questions that require an answer of more than one word), try going deeper.

At our reflective practice group, we practiced this.  We started with a question that just floated on the surface.  A question that didn’t really make the child think – but just recall or quickly answer.

Example At the block area, the teacher asks: “What are you building?”  Child answers: “A store”

 

Then we took the same scenario and went a little deeper.  A question that make the child think at least a little.  Example:  Teacher asks:  “What kind of a store are you building?”  Child answers: “A pet store”

 

Then we practiced going deeper still.  A question that requires that the child figure something out, think for themselves, problem solve or use reasoning skills.   Example:  Teacher asks: “What are the different parts of a pet store?”

 

Use your own scenarios.  Start of the surface, then go a bit deeper, then deeper still.  It is those deep questions that we want to use to help children develop thinking skills.

Play Value

Do the play materials in your classroom have high play value?  Do they encourage higher thinking skills in the children?  Try using this play value score sheet to assess the value of your current play materials, and to choose wisely when bringing in new materials.

Much of the Day

In the Environment Rating Scale (ERS) there are terms Much of the Day (ITERS and FCCERS) and Substantial portion of the day (ECERS).

These terms are huge in that they affect the scores in as many as 11 different areas.  If you miss much of the day/substantial portion of the day,  each of the 11 areas may be lowered from a 5,6 or 7 score to a maximum of 4.  We don’t want that to happen!!

For preschool classrooms in centers, Substantial portion of the day means your materials are available for children to use at least 1/3 of the time they are there. 

For infant/toddler rooms or FCC programs, much of the day means almost all of the time the children are there.   If children are limited from play materials for more than 20 minutes, the scores will be affected. 

Times that will count against substantial portion of the day/much of the day include:

Group times (circle time, group art projects, etc.)

Lengthy routines (long waits for handwashing, diapering, etc.)

Any times children are restricted for materials (some areas “closed”, only items on tables available, rotating through activities without free choice)

What does this mean – LOTS OF FREE PLAY and FREE CHOICE will give you increased points!

Kill Two Birds With One Stone

In the ERS Nature/Science are you are asked to have 3-5 "collections" of natural objects.  (5.1)   You are also asked in 3.3 if children are encouraged to bring in natural things to share or add to collections. 

Ask the children to bring rocks, shells, leaves, seed pods, pinecones, etc. to create collections for your classroom and you can meet both of these science/nature items.

I'll Be Back!

Greeting and Departing is an item in the Environment Rating Scale in which you can score very well.

Most of you do a wonderful job of:
Greeting each child
Greeting the parents
Exchanging information with the family
Helping children be ready for pick up

There is one additional element of Greeting and Departing that could potentially lower your score significantly!

Each time a teacher leaves/enters the classroom, they need let the children know they are leaving or are back.

Be sure to get in the habit of announcing your arrival/departure so you can get a high score in Greeting and Departing!!