Promoting Play Through Independent Activity Centers

by Katie Brazerol

Children benefit from choosing and freely exploring materials in interactive learning centers throughout your setting. Providing a space that encourages children to explore, interact with others, and use critical thinking skills without constant adult direction allows them to gain independence. Children can use independent activity centers during free play or as transition activities while waiting for others to finish a task.

Set Up the Centers

  • Include materials to support current concepts and topics of interest to the children.
  • Offer age-appropriate materials that can be used with minimal adult supervision.
  • Promote multiple learning domains. Rotate activities that focus on language/literacy, math, science, social studies, social/emotional well-being, physical development, and creative arts (music, art, and dramatic play).

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Shana Tova: Bringing Rosh Hashanah into the Early Childhood Classroom

by Teresa Narey

The beginning of the school year signals the beginning of many things: meeting new children and families, observing children becoming friends, setting rules and expectations, implementing new ideas and activities—the list goes on. It’s fitting, then, that Rosh Hashanah, the Jewish New Year, occurs during September. Rosh Hashanah literally translates to “Head of the Year.” (For help pronouncing Jewish holidays and Hebrew words, search here.) In addition to praying and attending services, Rosh Hashanah is a time when Jewish people reflect on their feelings and actions and consider how they may enter the new year with the best of intentions.

Like most holidays, Rosh Hashanah is associated with certain symbols, all of which can be used to inspire extended activities. Symbols of Rosh Hashanah include apples, honey, challah, pomegranates, and the shofar, a horn that is sounded following the reading of the Torah and services. Continue reading

Choosing Words Wisely

by Judy Mullican

“Wow! You are a great builder!” Ms. Tammy says as she looks at Josh’s complex block construction. No doubt Ms. Tammy means her words to be encouraging, and Josh probably enjoys hearing them. But research shows us that these words are not the most likely to lead Josh to develop persistence and a willingness to try challenging tasks. Ms. Tammy’s words can be termed people praise. That is, they focus on the type of person Josh is rather than his actions. In contrast, process praise focuses on a child’s actions and efforts. Using this type of praise, Ms. Tammy might say, “You worked on that building a long time, Josh. You balanced the blocks carefully so they didn’t fall. I think it’s the tallest one I have seen you build so far! Did it turn out the way you were hoping?” These words draw attention to Josh’s efforts and actions.

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Getting Preschoolers to Eat Vegetables

by Kelley Jilek

A healthy diet and lifestyle can never start early enough. MyPlate suggests that half our plates should consist of fruits and vegetables. Unfortunately, kids are inundated with misinformation from media and advertisements every day. There are many factors that shape food habits and behaviors in children. Here are some tips for getting your little ones to try some healthier foods:

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Scaffolding: One Way to Individualize Instruction

by Debbie Keiser

What happens when a child is not ready for a skill he experiences in the classroom? In most situations, the teacher provides assistance, perhaps by modeling, giving hints, or directly teaching the skill. This is called scaffolding. Many states are revising their standards for birth to five with increasingly difficult indicators to be mastered. Providers using state standards as a basis for creating lesson plans are challenged to find ways to scaffold these skills so children are adequately prepared for kindergarten. More and more pressure is falling on teachers to make sure children are meeting these stringent guidelines.

When a teacher scaffolds learning, she considers the current skill level of the child and uses different instructional techniques with him to help him progress toward understanding and independently performing the skill. Scaffolding shifts the responsibility of learning from the teacher to the child, with the teacher providing ongoing diagnosis and adjustment to related activities. Here are a few simple scaffolding strategies you can use with your children right away.

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