News from The Learning House
Download full .pdf version of newsletter April 2010
5th Annual Learning House Family Carnival August 21, 2010 at the Hill at City Park The 5th Annual Learning House Family Carnival features carnival type games and food for children between the ages of 1 and 8 and their families. Come dunk Ernie in the World Famous Dunk Ernie Tank and have some fun for the whole family. Entrance is free and tickets are required for games. Tickets are 50 cents each or 25 tickets for $10. All proceeds benefit The Learning House.
Join our Board of Directors We are looking for new members to sit on our Board of Directors. If you are interested in joining our Board, contact Ernie for more information. Meetings are once a month.
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
Virginie Vernon
Karen Borch
Mori Mackin
CJ Smith
Jennifer Corbin
My View from the Classroom
These early years are so exciting, confusing, frustrating, exhausting, and more; many times all at once! In my discussions with parents and professionals throughout the years, I have learned that all of us want the same thing: The very best for each and every child. By the same token, we all have the same questions: What does “the very best” mean and how do we accomplish this? While I don’t have all the answers, I do have thoughts to share.
My own definition of “the very best” is seen on the day a child is packing their bags and going off to college. Are they ready to face the world on their own? Can they make prudent decisions? Are they responsible? Will they go to classes without mom or dad’s pressure? In other words, Is this child independent? For me, “the very best” means saying “Yes!” to each of these questions and knowing that this child is an independent person. However, this independence of which I speak, didn’t happen over night! It took a lifetime of experiences, trials and errors, and mistakes before one can be completely independent.
The next piece of the puzzle is identifying things we can do that help children develop their independence. Before we know what to do, I think we must first look at the developmental stages. This information gives us insight into what we can expect young children to do. I believe independence, like most everything in the early years, has those developmental stages. As you read the stages, please keep in mind that things can start earlier or later depending on the individual child’s developmental clock; not all children develop the same way.
Independence is born! (9-12 months) I think the first moment of independence occurs after baby is taught how to hold their bottle and they no longer need us to help them eat. Mom and Dad prop the bottle up and put baby’s hands around the bottle; helping until the youngster can do this on their own. In a very short time, baby is holding the bottle and this whole idea of independence is born.
“Me do!” (18-30 months) During this year, walking and words appear and the need to do on their own becomes a daily theme. This is a time when we can use their need to be autonomous to help them learn ground level independent skills. Carrying their own blanket, doll, or favorite toy from room to room and putting their toys in a toy box teaches children an early independence skill: taking care of your belongings. Keep in mind, that we need to teach little ones how to do these things and sometimes it takes more than once.
“I do myself!” (30-36 months) The words may have changed, the desires of the youngster haven’t! Children are extremely proficient at moving around and using words (negotiating) to get what they want. Now we can start adding new expectations that will keep them on the road to independence. Along with carrying their own belongings and picking up toys, 2 year olds can start bringing their shoes, clothes, and coats to mom or dad. They can also start making some very simple and limited choices. Appropriate choices are ones that require children to choose the color to wear, which crackers to eat, or method of getting to the car (holding my hand or getting carried).
About these choices:
First, I’m a big fan of making statements. “It’s time to pick up the toys.” “It’s time to put your coat on.” rather than “Can you pick up the toys?” or “Can you put your coat on?”
Rule of thumb: Questions to which you don’t want an answer should never be asked.
Also, there is a difference between choices and threats. A threat sounds like “If you don’t pick up your toys, I will take them away!” whereas the choice is “You can pick up toys now or I can pick them up for you.” If this is the first time saying something like this to a child, I will add “And the toys aren’t coming out until tomorrow.”
“What about me!?” (36 – 48 months) Independence is in full swing and the fun really begins! Children are usually potty trained by this time and there is nothing they need an adult to do that they can’t do on their own. Children are no longer satisfied with someone else choosing their clothes; they need to do this on their own. Choices become more frequent and complicated because consequences are associated with each decision and there is more that requires thinking. Again, we can use these desires to help them learn. Let them choose their outfit from a dresser filled with appropriate clothes. Let children do for themselves and know that what they do may not match what we would do. If their choice has a not-so-good outcome, stay with that consequence and the next time a child is faced with a similar situation, they will make a different choice.
From here on, each stage gets more complicated. There are new decisions to make, property for which to care, and added responsibilities to undertake. Throughut each stage, our job is to give children as many opportunities to learn about this thing called independence so they’ll be ready for the next stage and the next one after that. They will make mistakes and our patience and unconditional positive regard will be tested. During those moments, remember the big picture; an independent child who can make good choices, be responsible for their actions, and feel confident with who they are. When children become independent adults, I believe we have given this child the very best!
©2008 Ernie and Mary Batson
5th Annual Learning House Family Carnival August 21, 2010 at the Hill at City Park The 5th Annual Learning House Family Carnival features carnival type games and food for children between the ages of 1 and 8 and their families. Come dunk Ernie in the World Famous Dunk Ernie Tank and have some fun for the whole family. Entrance is free and tickets are required for games. Tickets are 50 cents each or 25 tickets for $10. All proceeds benefit The Learning House.
Join our Board of Directors We are looking for new members to sit on our Board of Directors. If you are interested in joining our Board, contact Ernie for more information. Meetings are once a month.
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
Virginie Vernon
Karen Borch
Mori Mackin
CJ Smith
Jennifer Corbin
My View from the Classroom
These early years are so exciting, confusing, frustrating, exhausting, and more; many times all at once! In my discussions with parents and professionals throughout the years, I have learned that all of us want the same thing: The very best for each and every child. By the same token, we all have the same questions: What does “the very best” mean and how do we accomplish this? While I don’t have all the answers, I do have thoughts to share.
My own definition of “the very best” is seen on the day a child is packing their bags and going off to college. Are they ready to face the world on their own? Can they make prudent decisions? Are they responsible? Will they go to classes without mom or dad’s pressure? In other words, Is this child independent? For me, “the very best” means saying “Yes!” to each of these questions and knowing that this child is an independent person. However, this independence of which I speak, didn’t happen over night! It took a lifetime of experiences, trials and errors, and mistakes before one can be completely independent.
The next piece of the puzzle is identifying things we can do that help children develop their independence. Before we know what to do, I think we must first look at the developmental stages. This information gives us insight into what we can expect young children to do. I believe independence, like most everything in the early years, has those developmental stages. As you read the stages, please keep in mind that things can start earlier or later depending on the individual child’s developmental clock; not all children develop the same way.
Independence is born! (9-12 months) I think the first moment of independence occurs after baby is taught how to hold their bottle and they no longer need us to help them eat. Mom and Dad prop the bottle up and put baby’s hands around the bottle; helping until the youngster can do this on their own. In a very short time, baby is holding the bottle and this whole idea of independence is born.
“Me do!” (18-30 months) During this year, walking and words appear and the need to do on their own becomes a daily theme. This is a time when we can use their need to be autonomous to help them learn ground level independent skills. Carrying their own blanket, doll, or favorite toy from room to room and putting their toys in a toy box teaches children an early independence skill: taking care of your belongings. Keep in mind, that we need to teach little ones how to do these things and sometimes it takes more than once.
“I do myself!” (30-36 months) The words may have changed, the desires of the youngster haven’t! Children are extremely proficient at moving around and using words (negotiating) to get what they want. Now we can start adding new expectations that will keep them on the road to independence. Along with carrying their own belongings and picking up toys, 2 year olds can start bringing their shoes, clothes, and coats to mom or dad. They can also start making some very simple and limited choices. Appropriate choices are ones that require children to choose the color to wear, which crackers to eat, or method of getting to the car (holding my hand or getting carried).
About these choices:
First, I’m a big fan of making statements. “It’s time to pick up the toys.” “It’s time to put your coat on.” rather than “Can you pick up the toys?” or “Can you put your coat on?”
Rule of thumb: Questions to which you don’t want an answer should never be asked.
Also, there is a difference between choices and threats. A threat sounds like “If you don’t pick up your toys, I will take them away!” whereas the choice is “You can pick up toys now or I can pick them up for you.” If this is the first time saying something like this to a child, I will add “And the toys aren’t coming out until tomorrow.”
“What about me!?” (36 – 48 months) Independence is in full swing and the fun really begins! Children are usually potty trained by this time and there is nothing they need an adult to do that they can’t do on their own. Children are no longer satisfied with someone else choosing their clothes; they need to do this on their own. Choices become more frequent and complicated because consequences are associated with each decision and there is more that requires thinking. Again, we can use these desires to help them learn. Let them choose their outfit from a dresser filled with appropriate clothes. Let children do for themselves and know that what they do may not match what we would do. If their choice has a not-so-good outcome, stay with that consequence and the next time a child is faced with a similar situation, they will make a different choice.
From here on, each stage gets more complicated. There are new decisions to make, property for which to care, and added responsibilities to undertake. Throughut each stage, our job is to give children as many opportunities to learn about this thing called independence so they’ll be ready for the next stage and the next one after that. They will make mistakes and our patience and unconditional positive regard will be tested. During those moments, remember the big picture; an independent child who can make good choices, be responsible for their actions, and feel confident with who they are. When children become independent adults, I believe we have given this child the very best!
©2008 Ernie and Mary Batson
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