Pre-K Class of 4-5 year olds
Kindergarten Club ----- See the happy faces in Kindergarten Club.
EASTER CELEBRATIONS!!
Worksheet Time!
Valentine's Day Celebrations!
Halloween Celebrations and Party in My Class!
Summer Club - Pre K and Kindergarten
Children enjoying a summer classroom session!!
My Class.......Children Enjoying a Story-Telling Session with me and posing for pics!!
My Favorite Quotes:
"I strrugled through the alphabet as if it had been a bramble-bush; getting considerably worried and scratched by every letter."~ Charles Dickens, Great Expectations
"We worry about what a child will become tomorrow, yet we forget that he is someone today." ~Stacia Tauscher
"There are no seven wonders of the world in the eyes of a child. There are seven million." ~Walt Streightiff
"Children are the living messages we send to a time we will not see."~
John W.Whitehead
Welcome to my site about Children.
Let me take you to the Wonderful World of the Preschoolers and Kindergarteners......where the "Little Heads" are journeying in quest of unending knowledge. As educators and teachers it is our role to provide them with fun and varied learning experiences at every stage by incorporating strategies that help in the development of whole child.
Below are few topics on which I would like to highlight my thoughts as they are my Guiding Questions...which are "Alive" for me in My Teaching.
Topics on Which I would Like to Highlight My Thoughts
Importance of Role of Play
Music and Movement in Children
Diversity and How to Foster Diversity among Children
Teaching Young Children to Resist Bias
Bullying Tendencies and How to Deal with Children who exhibit these Goals
Behavior Management in Preschool and Kindergarten Children
Curriculum Development in Children using Technology
The Importance of Role of Play in My Class!
Play is essential for optimal development and learning in young children.The match between the characterictics of play and the characterictics of the young child provides a synergy that drives development as no teacher-directed activity can.
THE PLAY CONTINUUM: When teachers focus on play at the center of the curriculum, they include spontaneous play, guided play, and teacher -directed play. Although these terms appear to distinguish three seperate domains of play, we view them as points along a continuum that goes from child-initiated to teacher-initiated play.
The Play Continuum ---------------------------------------------------------------------------------------------
Spontaneous Guided Teacher-Directed
Play Play Play
-----------------------------------------------------------------------------------------------
Child-Initiatedß----------------------à Teacher-Initiated
Play can be Solitary, Parallel, or Group.
Play is the necessary core to curriculum for young children. Play provides the teacher with cues and vehicles for assessing children and implementing curriculum goals.Most importantly, it allows children to develop to their fullest potential intellectually, socially, morally, physically and emotionally as they learn to negotiate their developing sense of self with the demands of the group.
I Implement a deep and thorough Respect for Children's Play in My Classroom!!
Children playing at Sandpit---An example of Spontaneous, Group Play
Numerous studies find that the natural world is essential to a child’s physical and emotional health. The correlation between outdoor play and social, cognitive and behavior development is well documented with evidence supporting benefits such as improved recall of information, creative problem solving and increased creativity among children. Outdoor Learning Environments extend the classroom into the outdoors where children can play with and among natural elements such as sand, water and living plants. These natural playgrounds give children the opportunity to learn through cause and effect the impact they have on their immediate surroundings and the environment as a whole.
Sand play is one of the most important elements of any play area. A truly interactive sand area contains deep clean white play sand, a water source, shade and a variety of digging tools. The interactive sand house provides the shade, water and interactive sand play walls. The sandpit is probably THE number one favourite outdoor toy for toddlers and young children, offering a wealth of different experiences and learning activities. Sandpits encourage the imaginations and creativity of children by providing the materials and space to build structures such as sandcastles; use toy trucks, shovels, and buckets to move the sand around; dig holes and bury things, etc. In other words, the sand provides a medium in which children can pretend to explore, construct, and destroy the world in three dimensions. This idea of being creative and experimentation is what the metaphorical uses of the word 'sandpit' or 'sandbox' were born out of.
Music and Movement are always Interrelated.
As educators we must teach children through joyful activities, using music and movement. Parents learn more about their child's unique developmental process, and the shared learning experience creates a unique bond as the child associates learning with fun, musical play.
The learning process continues at home, guided by specially designed books, CDs, and games. Movement and dance activities improve coordination and balance. One-on-one parent and child interaction nurtures self-esteem. Music-making and music listening activities develop self-discipline, as well as critical and creative thinking skills.
Music and Movement classes in a Preschool and Kindergarten are based on the recognition that all children are musical. All children can learn to sing in tune, keep a beat, and participate with confidence in music of our culture, provided that their early environment supports such learning.Kids will love these clever original songs which emphasize important simple body movements involving the coordination of the head, hand, arm and leg muscles.Celebrate learning and moving with vibrant songs !!
Please play the video below to see the hand ,eye , and body movements that relates to the musical notes of the nursery rhymes which are the first steps to a child's learning!! All Children should be introduced to these lovely musical notes!! Click on the arrow to play the video and to listen to more nursery rhymes click the menu button below.
Talking to your Child about Hatred and Prejudice
When life hands you a lemon, peel it
We often think that teaching our children about Diversity is a long and difficult task. However as the following exercise shows, it can be as simple as peeling a lemon:
Gather a group of young children and give them lemons, one lemon for each child. Tell them to `get to know your lemon." The children will examine their lemons-smell them, touch them, throw them in the air, and roll them around. After a few minutes, take the lemons back and collect them in a big basket. Next, ask the children to find their lemons from among the bunch. Remarkably, most recognize their lemons at once. Some will even get protective of them.
Next, ask the children to describe how they recognized their lemons. The responses are always varied. "My lemon was a big lemon," one might say. "My lemon was a perfect lemon," says another. And another, "My lemon had dents and bruises." This launches the discussion about how people are like that-different sizes, different shapes, different shades of color, different "dents and bruises."
After exploring those ideas, collect the lemons again. This time, peel the lemons and return them to the basket without their protective skin. Now tell the children to again find their lemon. Presented with this quandary, the children's reactions are always precious. "But the lemons all look the same!" they'll exclaim. This opens the door to a discussion of how people, much like the lemons, are pretty much the same on the inside.
While it may take only 15 minutes and a bowl of lemons to teach young children about diversity, it takes a conscious effort and a lifetime of attention to ensure that lesson is remembered. As parents and teachers, we must provide that commitment.
Diversity
"If we are genuinely committed to promoting a culture of peace, as individuals we must look to our values and ensure that we all exhibit a peace loving life to our nation's children"--Silvia Cartwright.
Please look at the video to know more about How Preschool and Kindergarten Children Accept Difference. Please click on the arrow button.
Teaching Young Children to Resist Bias
The early years are the time to begin helping children form strong, positive self-images and grow up to respect and get along with people who are different from themselves. We know from research that children between 2 and 5 start becoming aware of gender, race, ethnicity, and disabilities. They also begin to absorb both the positive attitudes and negative biases attached to these aspects of identity by family members and other significant adults in their lives. If we want children to like themselves and value diversity, we must learn how to help them resist the biases and prejudices that are still far too prevalent in our society.
Bias based on gender, race, disability, or social class creates serious obstacles to all young children's healthy development. In order to develop healthy self-esteem, they must learn how to interact fairly and productively with different types of people. Naturally, children's curiosity will lead them to ask questions: "Why is her skin so dark?" "Why does he speak funny?" We may hide our own negative feelings, or hope that children simply won't notice, but our avoidance actually teaches children that some differences are not acceptable. We must face our own biased attitudes and change them in order to help foster all children's growth.
What parents and teachers can do:
-- Recognize that because we live in a society where many biases exist, we must counteract them -- or else we will support them through our silence.
--At home or at school, give children messages that deliberately contrast stereotypes by providing books, dolls, toys, wall decorations, TV programs, and records that show: men and women in nontraditional roles, people of color in leadership positions, people with disabilities doing activities familiar to children, and various types of families and family activities.
-- Show no bias in the friends, doctors, teachers, and other service providers that you choose, nor in the stores where you shop.
--Remember what you do is as important as what you say.
-- Make it a firm rule that a person's appearance is never an acceptable reason for teasing or rejecting them. Immediately step in if you hear or see your child behave in such a way.
-- Talk positively about each child's physical characteristics and cultural heritage. And, help children learn the differences between feelings of superiority and those of self-esteem and pride in their own heritage.
-- Provide opportunities for children to interact with other children who are racially/culturally different from themselves and with people who have various disabilities.
-- Respectfully listen to and answer children's questions about themselves and others. Don't ignore, change the subject, or in any way make the child think she is bad for asking such a question.
-- Teach children how to challenge biases about who they are. Give them tools to confront those who act biased against them.
--Use accurate and fair images in contrast to stereotypes, and encourage children to talk about the differences. Help them to think critically about what they see in books, movies, greeting cards, comics, and on TV.
--Let children know that unjust things can be changed. Encourage children to challenge bias, and involve children in taking action on issues relevant to their lives.
Building a healthy self-identity is a process that continues all our lives. Help children get a head start by teaching them to resist bias, and to value the differences between people as much as the similarities.
Bullying Tendencies and How to Deal with Children who exhibit these Goals?
In preschool and kindergarten, children encounter their first experiences in forming and joining social groups outside their family. It is natural for them to experiment with social interactions while learning about their world. Teasing and bullying are examples as a continuum of intentionally hurtful behavior, from making fun of someone to repetitive physical abuse. Creating a caring environment at the beginning of school reduces the need for children to assert themselves through negative behavior such as teasing and bullying.
Useful Sites to Read to know about bullying tendencies:
http://www.edarticle.com/character-education/bullying/character-education-in-elementary-schools-and-preschool-give-bullying-a-knockout.html
http://www.associatedcontent.com/article/265969/preschool_bullies_how_to_protect_your.html
Bullying in Preschool and Kindergarten
Bullying behavior can be seen as early as preschool. Preschool-age children may bully others to get attention, show off, or get what they want (toys, clothing, playground equipment). They might be jealous of the children they are bullying. They may also be getting bullied themselves. When preschoolers begin to call people names or use unkind words, intervene immediately and consistently to teach acceptable behavior.
Bullying in preschool
Bullying behavior can be seen as early as preschool. Preschool-age children may bully others to get attention, show off, or get what they want (toys, clothing, playground equipment). They might be jealous of the children they are bullying. They may also be getting bullied themselves. When preschoolers begin to call people names or use unkind words, intervene immediately and consistently to teach acceptable behavior.
Behavior Management in Preschool Children
Establish a predictable routine
Young children need a consistent routine and schedule. Their small stomachs and high energy levels need nutritious snacks and meals frequently. Establishing consistent times for eating, napping, and playing helps children learn how to pace themselves. Balance the day with active times, quiet times, times to be alone, and times to be with others. Taking care of basic needs also helps in preventing a frustrating situation with a cranky and whiny child.
Set a good example
Preschoolers love to imitate adults. Watch your bad habits because children will be sure to copy them! If you want children to treat each other kindly or have good eating habits, be sure to demonstrate how to do it. Preschoolers are very interested in "why" we do things; so explain the things you do in simple terms. Children also learn a great deal from each other. Encourage and demonstrate appropriate ways to share and play, and be consistent
Praise
Effective praise encourages learning, independence, and strong self-esteem in children. The key to effective praise is to be a coach more than a cheerleader. A cheerleader merely cheers: "What a great job!" or "What a beautiful picture!" A coach uses specific praise to teach and instill self worth. For example, when a childs sets the table, you might say, "You did such a good job setting the table! You put the spoons and forks in the right place and remembered the napkins!" When you look at a child's painting, you might remark, "This painting just glows with color. You used blue, green, red, yellow, and orange. Tell me how you did this!" Specific praise means a lot more to a child than a brief "You are great."
Time out
A commonly used form of discipline for preschoolers is called "time out." A time out is just that-a cooling off period. When a child is misbehaving or out of control, he or she needs to be removed or isolated for a few minutes. Time out can be used with children ages 3 to 12 and with as many children as you have private places. For young children, however, the time out period needs to be no longer than 5 minutes or they tend to forget the reason for the time out.A time out gives a child a few minutes to settle down and think about what has happened. Caregivers need to follow up by talking with the child about the misbehavior. Young children do not always understand their misdoings. It helps to explain what happened, what they should not be doing, and what they can do instead.
Watch your language
Use your words carefully to teach children. Focus on what to do rather than what not to do.Try saying... Instead of... Slow down and walk. Stop running. Come hold my hand. Don't touch anything. Keep your feet on the floor. Don't climb on the couch. Use your quiet voice inside. Stop screaming and shouting.
Natural or logical consequences
Natural and logical consequences help children understand the connection between their actions and the results of their misbehavior. Natural consequences are results that would naturally happen after a child's behavior without any adult interference. The following examples show how natural consequences work.
Four-year-old Cara was tossing a quarter around in the car. Her mother asked her to put the quarter in her pocket. Cara continued to toss her money and the quarter flew out the window. She lost her quarter.Five-year-old Juan kept forgetting to put the ball in his toy box when he came inside from playing. One afternoon the ball disappeared. Juan lost his ball.
Distraction
When a child is doing something unacceptable, try to call attention to another activityperhaps playing with another toy or reading a book together. A frustrated or cranky child can often be distracted with a song or a fingerplay. since young children's attention spans are short, distraction is often effective.
Redirection
Often, the problem is not what the child is doing, but the way he or she is doing it. When this happens, redirecting or teaching the child a different way to do the same thing can be effective. If the child is using books to build, remove the books and say, "Books are not for building with." Offer a substitute at the same time and say, "If you want to build, use these blocks." If the child is climbing on a chair to make his structure taller, help him down, saying, "That's too dangerous to climb on the chair. Let's lay your tower down on the floor and see how long you can make it instead."
Ignoring the behavior
Behavior that is not harmful to the child or others can be ignored. Undesirable behavior can sometimes be stopped by not paying attention to it. In some situations this can work very effectively. Withhold all attention, praise, and support. Eventually, the child quits the unacceptable behavior because it does not bring the desired attention. This works particularly well when a child uses forbidden or swear words to get attention.Ignoring really means no attention at all, but if you feel you must respond, you might try "active ignoring." You may wish to make a casual statement like "Go swear in the bathroom because we don't want to hear it" or "You can scream out here in the hall where it won't bother the rest of the children."
Rewarding
Remember that it is more effective to reward good behavior than to punish bad behvior. A reward or "positive reinforcement" refers to positive ways adults can respond when children behave in desirable ways. Positively rewarded behavior is usually repeated. Rewarding a child for good behavior at the right time is very important. So is the reward itself. You can use social or material rewards with children.
social rewards - Social rewards such as smiling, praising, patting, hugging, and listening make a child feel special and encourage good behavior. If you smile and nod when a child puts a toy where it belongs, the child may learn that cleaning up is valued and appreciated.
material rewards - Material rewards are objects that children desire. Money, candy, toys, stickers, etc., are all material rewards. These, too, can be used to reinforce behavior, but present some drawbacks. Children can become too accustomed to material rewards and refuse to behave properly without them. Frequent use of such rewards also may teach children to bargain or negotiate for more and bigger payoffs.
When all else fails
Sometimes children have a behavioral problem that seems to happen over and over. When nothing seems to be working, try the who, what, when, where, and how method. Ask yourself:When does the troublesome behavior seem to happen? What happens just before and just after? Where does it happen and with whom? How do I usually respond? How could I prevent the behavior? What other approachescould I use? The best method to find a more successful way to cope with behavioral problems is to take the time to think about options.
Does spanking work?
Preschoolers often respond well to physical action when you need to discipline them. Touching them on the arm, taking them by the hand, picking them up, holding, or restraining them are all good ways to get their attention. Spanking also will get their attention, but doesn't do a very good job of teaching children how to behave. In fact, it generally distresses a child so much that he or she can't pay attention to your explanations and directions. It's hard to reason with a screaming, crying child.Spanking and slapping can quickly get out-of-hand for both adults and children. Most reported cases of abuse involve loving, well-meaning adults who just lost control. Studies show that children who experience or witness a great deal of spanking, slapping, or hitting are much more likely to become aggressive themselves. Children who are bullied by older brothers, sisters, or other children often react by bullying others. Children who are spanked frequently hit younger children.It is not acceptable for a child care provider to punish a child by slapping, hitting or spanking. You could also be liable for damage and injury claims.It is NEVER okay to physically or mentally hurt a child.
A Tough Job Discipling children is not easy. And you won't always feel good about how you handled a situation. It's important to recognize that you are human. After all, it's hard to be calm when a child throws a tantrum or injures another child. Just remember that children misbehave and argue some of the time. They are learning the skills they need to get along with others. You can respond more quickly and effectively when children need guidance if you understand the reasons for their behavior and know your options for dealing with it.
Curriculum Development in Children using Technology
I am a strong believer of using technology in Classroom to make learning innovative for children.We educators should make learning fun to kids.Fun with Learning volume 1 (ages 3-10)is quite interesting. Learning has never been so much fun! 70 engaging, educational activities and games including math, reading, typing, science, computer literacy, geography, art, music & more. Each activity has several levels that automatically adjusts to your child's growing abilities to help them get ahead.
Read this excerpt from an article to know the benefits of Using Technology with Children.
Do you see the use of specific things like computers as part of an early childhood curriculum as being powerful enough to change brain development the same way you've just described television?
Dr. Perry: Absolutely. I think the difference between computers and television is that television tends to be quite passive. You sit and you are watching and things are happening in front of you but you don't do anything. Children are natural "manipulators" of the world — they learn through controlling the movement and interactions between objects in their world — dolls, blocks, toy cars, their own bodies. With television, they watch and do not control anything. Computers allow interaction. Children can control the pace and activity and make things happen on computers. They can also repeat an activity again and again if they choose.
Look at the Curious Faces in their Happy Go Round World in My Class!
Teaching is a process of instilling the concepts and necessary skills for life-long learning, in addition to team participation, with an individual. The student will ultimately leave the protective environment of the ‘educational system’ to enter society as, hopefully, a contributing entity. I believe this is necessary for the continued growth of humanity and thus I love to teach.
I present to students the fundamentals of any subject with real world examples, and in the discussing forum, I engage in talking with the child to know him/her very well. Also, promoting independent thinking is essential so that students can take what they have learned and apply it in real-life situations. Therefore, I endeavor to make my classroom an arena for students to learn skills and demonstrate outcomes.
My style of teaching is very versatile where I encourage every child to try any activities they like to the best of their abilities. I love to do science based activities with them about nature, environment, earth, birds/animals, sea-life, plants & flowers etc. I always strive to keep my classroom arena as relaxed as possible since I do not believe in implementing force to achieve something in children at this age. I also love to do activities that generate their curiosity and make them think and this helps in building positive thinking skills in children.