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Newsletter in Brief
First Day of Kindergarten: August 31
Preschool Open House: September 2 & 3
First Day of Preschool/PreK classes: September 8
Spots
are still available in our Preschool, Fabulous Fours and Kindergarten
classrooms. Please visit our website or contact us at school for more
information. Our early childhood programs are fully inclusive and
feature a science and math curriculum, highly qualified and experienced
staff, and education for the whole child.
Board of Directors:
Dhipanee Mayes (Chair)
Michelle Edgerley
Josh Stolz
Karen Borch
Mori Mackin
CJ Smith
Jodee Hinton
My View from the classroom
I know that reading, writing, and arithmetic are important for children to learn and children will learn these things in due time. What about the skills behind the academic skills? The ones that help children remember all the book knowledge they need and just as easily answer questions on a paper and pencil test. The ones that help children do the right thing even when there is no adult telling them what to do. The ones that help children evaluate their actions and make changes where necessary. Without these skills, learning academics becomes a bit more challenging. The skills about which I speak are thinking and problem solving.
From the very beginning of my career, I have believed that thinking and problem solving skills are more important than academics and as such I have done everything I can to find ways to get children thinking. One can always find the information they need in some book, memorize it and do well on those paper and pencil tests. This knowledge will only take a person so far and then there is some kind of obstacle or problem that needs much more than the information learned from books. This is where thinking and problem solving, the skills behind the skills, are needed. Children who grow up learning and practicing these skills will have a better chance of success because they know what to do and have the confidence to make a mistake.
The $64,000 question I am continually asked is “When do children learn how to think and solve problems?” Because I have been facilitating playgroups for infants and toddlers, I am realizing that these children are quite capable of learning and using thinking and problem solving skills. As grown up as the words thinking and problem solving may sound, please understand I am talking about developmentally appropriate thinking and problem solving. For example, a one year old plays with a new toy and begins to push a button, turn a wheel, or open a door and one sees thinking and problem solving one-year old style. Watch a two year old pick up a box or mom’s purse and do everything within their power to get inside and find the treasure. Or a child who sees the cookie jar on top of the fridge and builds a ladder of sorts out of chairs, stools, and doors just so they can have a cookie. These are just a few examples and all one needs to do is follow a one year old around the house for a day and we begin to see all the constant thinking and problem solving that young children do.
Here’s the challenge. Thinking and problem solving goes way beyond the classroom walls and are actually needed more in home life. So, I offer these thoughts in hopes of helping adults find ways to help children learn these life skills.
1. Children learn while playing. Toys such as dolls, farm sets, board and card games, cause and effect toys (ones that pushing a button causes something to happen) are all great toys that require thinking and problem solving. Toys that have a screen at which children must stare requires very little, if any, thinking or problem solving.
2. Children learn by doing. Too many times I see adults telling the child step-by-step directions when the child needs a chance to think it through on their own. I see adults jumping in to do a child’s project and when it’s finished, the child hasn’t learned anything. Whenever possible and within safety, put your hands behind your back, cover your mouth and let the child figure it out on their own even if it means there might be a mess or a mistake. This is when real thinking and problem solving occur naturally. I realize this is challenging and time consuming and it’s the best thing we can do for a child. When you start feeling frustrated, take a deep breath and remember that you are setting your child up for future success.
3. Choices and consequences (both good and bad) are great opportunities to learn about thinking and problem solving. Once a decision has been made, it’s important to stick with that choice and accept whatever the consequences may be. If the child isn’t happy with their decision, they will make a different choice next time. FYI: My rule of thumb for giving choices: each choice is limited to two (i.e., the blue one or the red one) and acceptable to you.
4. Children need neighborhood time. There is so much thinking and problem solving when playing with peers and it gives mom and dad some quiet time.
A child’s future begins today and everything they do or learn today becomes building blocks for tomorrow’s opportunities. The more chances a child gets to think and solve their own problems the better they will become at these skills in the days to come. Like I said earlier, I realize thinking and problem solving are very adult like words and yet the reality is children as young as one are already using these skills proficiently at their level. Our job is to guide them through the maze while letting them think and solve a problem.
©2008 Ernie and Mary Batson
To help stimulate your 2- to 3-month-old child’s vision development, the American Optometric Association (AOA) has these recommendations:
- Add new items to their room or frequently change the location of their crib or existing items in the room.
- Talk to your baby as you walk around the room.
- Keep a night light on to provide visual stimulation when they are awake in their crib.
- While
infants should be placed on their backs for sleep to decrease the risk
of sudden infant death syndrome (SIDS), put them on their stomachs when
they are awake and you can supervise them. This provides important
visual and motor experiences.