Thank you for taking time to visit our site. We are putting a temporary hold on our blog as Ms Heffernan has taken a temporary leave from the classroom to be the Early Learning Instructional Coach for the UGDSB and Mrs. Diljee will soon be off on maternity leave. We thank you for following us and for all of the support.
Tessa & Holly
Sunday, 3 January 2016
Wednesday, 2 December 2015
The Whole Child
It seems no matter how many times we read the beginning pages of the kindergarten curriculum (http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html), there is always more richness to discover. It lays out the image of children as competent, capable and able to drive a great deal of their own learning. It also constantly weaves in the concept of educating and supporting the whole child - not simply one aspect.
The Ministry of Education describes kindergarten as a time to focus not only on a child's intellectual capacity, but also on a child's social-emotional and motor development (fine and gross motor). In fact, the very first part of the kindergarten curriculum is the personal-social focus. There is a strong message sent through the curriculum in that kindergarten is the only grade level that has this area of curriculum explicitly listed.
We are also required to report on and assess this area of learning. Some of these expectations include taking turns, demonstrating how to make and keep friends, understanding diverse needs in our classroom and world and problem solving. Where else will your child have the chance to put these skills to authentic use while working alongside twenty peers? This is a challenge. These skills are not add-ons, just a given or a way of escaping true learning. In fact, these skills are truly the most important part of the entire kindergarten curriculum. This is precisely why it is at the beginning of the document and precisely why you will see us sitting at discovery areas with children to support these skills along with all other areas of the curriculum.
(Children work together to solve problems during play while an adult carefully observes and steps in to support as needed.)
(Here children offer suggestions and discuss possible ways to solve a problem. What might the children be saying to each other? What problem solving skills can you see simply by observing this photo? Their suggestions were truly unique and amazing.)
In addition to these aspects being a specific part of our curriculum, research has also shown that developing self-regulation skills are one of the greatest predictors of later academic success. Offering choice is one pivotal strategy in building this skill, and so, you will see a great deal of choice in our program.
The idea is that children have two years to work toward the curriculum expectations and these areas of focus are chosen based on child development. The goal is that we meet each child where they are at in each program area, and move them forward with enough challenge that they are learning but not so much that they are frustrated and developing negative self-talk.
(We approach small group activities in a playful way with a specific goal in mind for each group. Not all groups are working on the same skill nor should they be. Our focus is to engage and challenge our learners and to build the next logical steps for them in math and literacy.)
(Sometimes our goal in small groups is to assess where children are at in a hands-on manner and make plans for next steps for each child. This group was so engaged with the literacy materials that we chose that many stayed for longer than small group time or carried the activity out the next day independently.)
(We take a similar approach with math small groups but often choose an area in math that does not naturally come out in play (patterning, graphing, 3D shapes, etc.). We are able to move a great deal of learning forward directly within play (eg. measurement at block centre) but also need to explicit teach some skills directly.)
(Often we notice after exploring a focus in math and putting out playful materials at choice centres, children begin to connect their learning to the materials that are intentionally chosen. Above, a child explores patterning at the art centre.)
Our goal in programming is not to simply check off the boxes of the curriculum one by one as we go. Our goal is to give your children the richest, most beautiful, and deeply authentic experiences directly related to these expectations. Our goal is to spend a great deal of time intentionally choosing the materials we put out in the classroom to inspire learning in specific areas. We are not satisfied with anything less. We believe in multiple opportunities to explore topics - within a planned small group, within sporadic small groups, while working in a whole group (very rarely unless all children are able to be challenged or needs met at the same time), and through playful centres in the classroom.
(Just a few of our carefully designed learning areas. We take great care and joy in often shopping in thrift stores for beautiful and intriguing materials to inspire curiousity.)
(The materials in the classroom that are chosen intentionally can also act as teachers for the children. In addition, children's peers are very powerful models for learning.)
These multiple opportunities are what allow children to deeply strengthen pathways in their brain and we know that children connect new learning to previous knowledge. And what do children know best? Play! So when we combine learning and play, it becomes a powerful instructional method. It also inspires children to fall head over heels in love with learning and this is certainly our goal. And we can only imagine that your dream for your child is exactly the same.
The Ministry of Education describes kindergarten as a time to focus not only on a child's intellectual capacity, but also on a child's social-emotional and motor development (fine and gross motor). In fact, the very first part of the kindergarten curriculum is the personal-social focus. There is a strong message sent through the curriculum in that kindergarten is the only grade level that has this area of curriculum explicitly listed.
(Working on turn taking a cooperation with modelling and support from educators to scaffold.)
We are also required to report on and assess this area of learning. Some of these expectations include taking turns, demonstrating how to make and keep friends, understanding diverse needs in our classroom and world and problem solving. Where else will your child have the chance to put these skills to authentic use while working alongside twenty peers? This is a challenge. These skills are not add-ons, just a given or a way of escaping true learning. In fact, these skills are truly the most important part of the entire kindergarten curriculum. This is precisely why it is at the beginning of the document and precisely why you will see us sitting at discovery areas with children to support these skills along with all other areas of the curriculum.
(Children work together to solve problems during play while an adult carefully observes and steps in to support as needed.)
(Children sign up for snack (now using name tags) and work on self-regulation (and literacy!) as they wait their turn. They also have the opportunity to eat throughout the day to regulate themselves so the are at their best for learning and interacting.)
The idea is that children have two years to work toward the curriculum expectations and these areas of focus are chosen based on child development. The goal is that we meet each child where they are at in each program area, and move them forward with enough challenge that they are learning but not so much that they are frustrated and developing negative self-talk.
(One of our very few whole group times where ALL children are able to be challenged appropriately. Some children work on focus and attention, others work on oral language development, others on higher order comprehension, and some on reading along with the story.)
Our goal in programming is not to simply check off the boxes of the curriculum one by one as we go. Our goal is to give your children the richest, most beautiful, and deeply authentic experiences directly related to these expectations. Our goal is to spend a great deal of time intentionally choosing the materials we put out in the classroom to inspire learning in specific areas. We are not satisfied with anything less. We believe in multiple opportunities to explore topics - within a planned small group, within sporadic small groups, while working in a whole group (very rarely unless all children are able to be challenged or needs met at the same time), and through playful centres in the classroom.
These multiple opportunities are what allow children to deeply strengthen pathways in their brain and we know that children connect new learning to previous knowledge. And what do children know best? Play! So when we combine learning and play, it becomes a powerful instructional method. It also inspires children to fall head over heels in love with learning and this is certainly our goal. And we can only imagine that your dream for your child is exactly the same.
Monday, 11 May 2015
Reflecting on Learning
We've briefly shared in past months on the blog and on Twitter that we've been spending some time at the end of the day inviting children to share their learning from the day. Often investigations happen on one side of the classroom and another group of children are completely engaged in something else entirely on the other side of the room. This gathering together at the end of the day promotes a sense of community, sharing, and hearing about experiences that children may not have been a part of.
(Children explain their writing process)
We begin by inviting the children involved in the photo to share so that they know ahead of time. We open up the floor to them to explain what was taking place in the photo and sometimes ask for clarification. This piece is pivotal in developing oral language in the early years. During this time, we are also documenting (word for word) what the children are saying so that we can review it and reflect on it as educators and so that we could come back to it should the children chose to. Sometimes educators are naming the learning during this part (e.g. "I see you were sorting the materials by size") to attach specific vocabulary to the investigation.
(Sharing about observations of a plant)
Following this part, the children choose one or two peers to ask questions about what they have just shared. We've talked about questions versus sharing stories and have noticed that children are consistently asking questions during this part instead of sharing their own personal stories. Asking questions is also a big part of the kindergarten curriculum.
(The above photo led to lots of discussion about letters with sticks versus curved letters)
We are now posting these photos on our documentation board with the transcribed conversation and questions. We are wondering if this will children to re-visit investigations or children not originally involved to pick up where the group left off. It also allows us as educators to look for patterns in interest, assess gaps in understanding, gathering new materials that may connect, and to plan next steps for either specific children, a small group, or the whole class. We are eager to share about how posting photos on the wall drives further learning.
(Discussing the focus of using some toys from home)
(Children explain their writing process)
We begin by inviting the children involved in the photo to share so that they know ahead of time. We open up the floor to them to explain what was taking place in the photo and sometimes ask for clarification. This piece is pivotal in developing oral language in the early years. During this time, we are also documenting (word for word) what the children are saying so that we can review it and reflect on it as educators and so that we could come back to it should the children chose to. Sometimes educators are naming the learning during this part (e.g. "I see you were sorting the materials by size") to attach specific vocabulary to the investigation.
(Sharing about observations of a plant)
Following this part, the children choose one or two peers to ask questions about what they have just shared. We've talked about questions versus sharing stories and have noticed that children are consistently asking questions during this part instead of sharing their own personal stories. Asking questions is also a big part of the kindergarten curriculum.
(The above photo led to lots of discussion about letters with sticks versus curved letters)
We are now posting these photos on our documentation board with the transcribed conversation and questions. We are wondering if this will children to re-visit investigations or children not originally involved to pick up where the group left off. It also allows us as educators to look for patterns in interest, assess gaps in understanding, gathering new materials that may connect, and to plan next steps for either specific children, a small group, or the whole class. We are eager to share about how posting photos on the wall drives further learning.
(Discussing the focus of using some toys from home)
Friday, 13 March 2015
Materials to Support Learning
As referenced in some of our Twitter posts (you can find us at @KADiscoveries), materials and the classroom environment are incredibly important in fostering learning. In fact, materials and the environment in education are often referred to as the Third Teacher with educators as the first teacher, students themselves as the second and materials/space as the third. In our program, we are incredibly intentional about choosing materials to be out in the classroom, selecting tools to use in small group learning, and removing and/or replacing items at times throughout the year.
(Above: CDs are used to further provoke interest around rainbows)
(These wooden numbers are used for multiple purposes around the classroom in play)
We think very carefully about the materials in our room. Often we are putting out things to get at areas of interest that we see (such as adding items for gross motor movement to ensure safety and encourage a variety of types of locomotor movement).
We also provide materials to get at areas of the curriculum where we would like to see more exploration. If there is an area in the classroom where we are not seeing literacy and math come through, we ask ourselves what we could add to get at this learning or what materials might entice a certain group of children to start writing more in play.
(Easy access to writing materials/letters allows children to explore writing independently)
(Clipboards at various centres inspires authentic and portable writing!)
Often it is about seizing the moment as an educator and thinking about what materials can come out immediately to enrich play or uncover curriculum. Sometimes it involves using things that we have in the school or classroom and sometimes educators go out that evening to gather what may be needed. What is pivotal in this process is careful observation for a period of time from educators to think about what may be of interest to add. It is also important to note that it is a careful balance between enhancing play versus stepping in and taking over play. In the latter case, educators can often find themselves sitting on their own as the children leave the centre to play elsewhere frustrated with their play being pushed in a direction that is very different from their plan.
(Above: an educator pulls a math book about time using tops for shared reading when a group begins to explore things that spin)
(Above: the addition of a learning carpet prompted one to one correspondence, making sets, comparison and perimeter)
(Above: the open-ended nature of playdough allows itself to be used across many learning contexts. Here, students create 3D shape cookies to be used in dramatic play)
We also add materials to build on skills we are investigating through small group learning. Our theory is that if we explicitly teach areas of the curriculum that may not naturally come out through play and then provide similar materials in the classroom during discovery time, we should see these skills emerging through play. As of now, there has never been a strand of math where we have used this approach that we did not see increased math vocabulary and skills during discovery time. We are then able to assess these skills both through small group learning and in relevant contexts of play. Often we find that children are more comfortable sharing their knowledge in play than when being observed in small groups so this opportunity provides a sense of comfort as we document and assess.
(Above: children explore in a small math group using paint and 3D shapes to explore their movement and properties)
(Above: during the time we explored 3D shapes in small groups, we added 3D shape wooden beads to our sand table)
We also believe that children deserve rich, authentic and interesting materials. We see children in our programming as completely capable of co-constructing learning with educators and coming to us with a great deal of knowledge as four, five and six year olds. We feel that filling a room with materials and activities made only with the 4-6 year old label on it to play with is doing a disservice to their immense potential.
What are some of the materials you use at home that invite creativity and open-ended learning where multiple areas emerge (math, literacy, science, arts, dramatic play, gross motor, etc.)? Items as simple as popsicle sticks, natural materials from outdoors (rocks, sticks, etc.), playdough, loose parts (gems, beads, pompoms, buttons, etc.), clipboards and a variety of writing utensils, etc. can open a world of possibilities in learning at home!
We think very carefully about the materials in our room. Often we are putting out things to get at areas of interest that we see (such as adding items for gross motor movement to ensure safety and encourage a variety of types of locomotor movement).
We also provide materials to get at areas of the curriculum where we would like to see more exploration. If there is an area in the classroom where we are not seeing literacy and math come through, we ask ourselves what we could add to get at this learning or what materials might entice a certain group of children to start writing more in play.
(Easy access to writing materials/letters allows children to explore writing independently)
(Clipboards at various centres inspires authentic and portable writing!)
Often it is about seizing the moment as an educator and thinking about what materials can come out immediately to enrich play or uncover curriculum. Sometimes it involves using things that we have in the school or classroom and sometimes educators go out that evening to gather what may be needed. What is pivotal in this process is careful observation for a period of time from educators to think about what may be of interest to add. It is also important to note that it is a careful balance between enhancing play versus stepping in and taking over play. In the latter case, educators can often find themselves sitting on their own as the children leave the centre to play elsewhere frustrated with their play being pushed in a direction that is very different from their plan.
(Above: an educator pulls a math book about time using tops for shared reading when a group begins to explore things that spin)
(Above: the addition of a learning carpet prompted one to one correspondence, making sets, comparison and perimeter)
(Above: the open-ended nature of playdough allows itself to be used across many learning contexts. Here, students create 3D shape cookies to be used in dramatic play)
We also add materials to build on skills we are investigating through small group learning. Our theory is that if we explicitly teach areas of the curriculum that may not naturally come out through play and then provide similar materials in the classroom during discovery time, we should see these skills emerging through play. As of now, there has never been a strand of math where we have used this approach that we did not see increased math vocabulary and skills during discovery time. We are then able to assess these skills both through small group learning and in relevant contexts of play. Often we find that children are more comfortable sharing their knowledge in play than when being observed in small groups so this opportunity provides a sense of comfort as we document and assess.
We also believe that children deserve rich, authentic and interesting materials. We see children in our programming as completely capable of co-constructing learning with educators and coming to us with a great deal of knowledge as four, five and six year olds. We feel that filling a room with materials and activities made only with the 4-6 year old label on it to play with is doing a disservice to their immense potential.
What are some of the materials you use at home that invite creativity and open-ended learning where multiple areas emerge (math, literacy, science, arts, dramatic play, gross motor, etc.)? Items as simple as popsicle sticks, natural materials from outdoors (rocks, sticks, etc.), playdough, loose parts (gems, beads, pompoms, buttons, etc.), clipboards and a variety of writing utensils, etc. can open a world of possibilities in learning at home!
Monday, 16 February 2015
Assessing Skills in Play-Based Learning
With report cards just having gone home and JK interviews coming up, we thought this was the perfect time for a short post on how assessment happens in a play-based program. The image above is one that becomes more powerful each time I see it. Our education system should be one that values the creative languages of each child and not one that expects each child to think or to demonstrate their learning in the same way or at the same time.
As we have mentioned before, play-based learning is the direction that is coming right from the Ministry of Education and is woven into every aspect of the kindergarten curriculum. Even more exciting is the focus we have seen recently on moving play-based learning, hands-on explorations, and inquiry into the older grades.
We have discussed previously the wording in the kindergarten curriculum that repeats itself constantly: "....in a variety of contexts". Words that are also constant in the kindergarten curriculum are demonstrate, explore, investigate, etc. All of these terms point to the importance of hands-on learning and note simply a rote method of sharing learning and knowledge. Assessing through play is a method that truly allows us to see skills that children have learned being put to use authentically in many different contexts.
One of the ways that we assess is through sitting back and watching the children's actions and play. There are many times when a child conveys multiple strands of math in their play simply through actions. We document their learning through photos, notes based on a small group exploration, and anecdotal notes in a specific child's folder where we can also attach a photo.
(Below: an example of just one note based on an educator observing building in play. Note the rich math assessment that was gleaned simply by watching.)
Another way that we are able to assess is by asking open-ended questions to get at deeper learning through play. Many times there is an opportunity to hear about a child's thought process simply by asking "What are you thinking?". Often a prompt such as "Tell me about what you've done..." can further elicit that specific vocabulary and language that we are also focused on assessing. Within those moments, too, is the opportunity to name the learning. This refers to an educator attaching curriculum language to the play that is happening. Instead of saying "What a beautiful painting!", we may comment with "Wow - I see you used lots of colours. I also noticed many 2D shapes like the circle for the sun and the triangle for the roof. What other shapes did you use?". It also becomes important to know the child and to know the exploration that is happening. When educators are constantly barging in with questions, it can get in the way of the investigation or completely squash the activity. It is important to work toward achieving balance and choosing the moments to question or comment wisely.
Assessing through play also gives educators next steps in terms of supporting children where they are at on further skills. This may take the form of future small group learning or putting out an activity to further investigate and area where there are some misconceptions. In fact, an exploration of cylinder shaped candles where many children did not understand the properties of this 3D shape led to a focus on 3D shapes in small groups. We then put out various 3D shapes in the classroom to re-assess through play and continue to work on vocabulary as we see that some students are still working on naming these shapes.
The traditional way of pulling children aside and checking off a list of skills no longer links to programming and the curriculum. In fact, since our Full Day Kindergarten program has begun, we are noticing we are able to be far more specific and personal in our report card comments simply because we are mostly assessing through play. Families are no longer told a list of things that their child can and can't do but, instead, they read about what contexts in the classroom these skills are coming out through and what are the next steps for their child.
We often say we feel like we know children so much more richly both through this type of programming but also through this method of assessment. In addition, reflecting in this way allows us to see gaps in programming or areas where we need to see more of a certain strand or curriculum area for a child. As we reflect on the information we've gathered, we make plans to set out different materials, focus on new areas in small groups, or provoke certain kinds of explorations with a specific child. Educators are very focused and engaged in assessment when observing throughout the day. Play is no longer the time that educators use to pull students to do other tasks - play itself is where the bulk of assessment and planning for future learning activities take place.
We spoke at JK orientation (which was a while ago for some families!) about the Hundred Languages of Children. The poem where that phrase comes from is below and it is our priority to ensure that the various languages of your child are respected, valued, and at the forefront of how we assess their skills. Play-based learning allows for hundreds of different ways for children to express their knowledge and, as such, builds confidence, innovative thinking, and life-long learners.
Sunday, 11 January 2015
Spotlight on Small Group Learning
Is there a place for teaching specific skills and knowledge in Full Day Kindergarten? You bet there is! Should all children be learning the same thing at the same time? Absolutely not.
Small group learning allows us to meet children where they are at and to move them forward based on their current knowledge, understanding, and readiness. Vygotsky's work on the zone of proximal development addresses the concept that there is an area for each child (and adult!) that is just challenging enough to be motivating and at the proper zone that it does not become overwhelming. It is of huge importance that we meet each child at this zone to prevent disengagement (challenge too low) or frustration and negative associations toward their ability to learn (challenge above their developmental readiness).
So how do we decide where the proper zone is for a child? In terms of our math groups, we take one day per small group to do a general activity in a particular strand of math. For example, our recent work with 3D shapes began with a song and sharing about properties of that shape. We also are constantly assessing through play so already have a good idea in many cases of a child's knowledge and understanding. We then discovered which children needed further work on naming shapes, which had a solid concept and could be further challenged, and which children needed more experience with attaching 3D shapes to every day materials.
.JPG)
.JPG)
(Above children are finding cylinders outside of small group math time and you can also see a small group investigating cylinders)
We have now begun our small groups in literacy and spent the first months carefully observing children's literacy skills through play. This way, we are able to work with groups who are working on letter recognition, sound recognition, beginning stages of reading as a group, and independent reading. During this small group time, we write down assessment information that we use to plan for the next time we meet. It also assists us in thinking about what skills need to be further built during play and we add different materials to get at these areas and watch carefully during discovery time to assess how these skills are being applied. A huge part of the kindergarten curriculum is built around the phrase "in a variety of contexts". It is not enough for us to see a skill demonstrated in a whole group lesson (or a small group lesson, for that matter). We must also see evidence within a child's play.
.JPG)
(Above: this shared reading piece was used for a small literacy group who were interested in dance. The focus was on reading repetitive sight words (am, you) and using initial sounds to read.)
There are a few whole group activities that we facilitate during the day. One involves meeting together in the morning outdoors to discuss learning opportunities in the classroom and to build relationships. Another is during read aloud time where every child (no matter what literacy skills they bring) can build pre-reading or reading expectations. From making inferences and predictions while looking at pictures to listening to letter sounds or rhyming words to building oral language as they share ideas or answer questions - all of these areas are the building blocks for reading. Finally, we meet together at the end of the day to reflect on our day and are beginning to show one or two photos from the day to have students share their thinking and learning with each other.
.JPG)
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(Above: Miss Heffernan facilitates an end of the day reflection while a child discusses the photo she shares. Mrs. Armstrong gathers the children together for a read aloud.)
The philosophy behind the importance of small group learning is simple - we believe in challenging your children based on where they are at and ensuring they see themselves as competent and capable learners. Teaching skills only as a whole group would be a disservice to the skills and talents that your children individually bring to the classroom. Working in small groups gives us a crystal clear picture of how skills are being built and allows us to differentiate instruction.
.JPG)
(Above: after a small group math lesson on graphing, an educator steps back to assess knowledge while the children explain their graph options to other children who enter from outdoors.)
If you are interested in reading further, there is a wonderful article found at http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=134. It discusses the challenge with worksheets (and points to the problem of every child learning the same thing in the same way) and connects to the topic of the importance of small group and differentiated learning.
As mentioned, a huge part of the philosophy in our classroom is seeing each child as capable and competent and we are truly filled with amazement and wonder each day. Small group learning allows us to delve deeply into your child's learning and to build their confidence and skills in developmentally appropriate ways.
Small group learning allows us to meet children where they are at and to move them forward based on their current knowledge, understanding, and readiness. Vygotsky's work on the zone of proximal development addresses the concept that there is an area for each child (and adult!) that is just challenging enough to be motivating and at the proper zone that it does not become overwhelming. It is of huge importance that we meet each child at this zone to prevent disengagement (challenge too low) or frustration and negative associations toward their ability to learn (challenge above their developmental readiness).
So how do we decide where the proper zone is for a child? In terms of our math groups, we take one day per small group to do a general activity in a particular strand of math. For example, our recent work with 3D shapes began with a song and sharing about properties of that shape. We also are constantly assessing through play so already have a good idea in many cases of a child's knowledge and understanding. We then discovered which children needed further work on naming shapes, which had a solid concept and could be further challenged, and which children needed more experience with attaching 3D shapes to every day materials.
(Above children are finding cylinders outside of small group math time and you can also see a small group investigating cylinders)
We have now begun our small groups in literacy and spent the first months carefully observing children's literacy skills through play. This way, we are able to work with groups who are working on letter recognition, sound recognition, beginning stages of reading as a group, and independent reading. During this small group time, we write down assessment information that we use to plan for the next time we meet. It also assists us in thinking about what skills need to be further built during play and we add different materials to get at these areas and watch carefully during discovery time to assess how these skills are being applied. A huge part of the kindergarten curriculum is built around the phrase "in a variety of contexts". It is not enough for us to see a skill demonstrated in a whole group lesson (or a small group lesson, for that matter). We must also see evidence within a child's play.
(Above: this shared reading piece was used for a small literacy group who were interested in dance. The focus was on reading repetitive sight words (am, you) and using initial sounds to read.)
There are a few whole group activities that we facilitate during the day. One involves meeting together in the morning outdoors to discuss learning opportunities in the classroom and to build relationships. Another is during read aloud time where every child (no matter what literacy skills they bring) can build pre-reading or reading expectations. From making inferences and predictions while looking at pictures to listening to letter sounds or rhyming words to building oral language as they share ideas or answer questions - all of these areas are the building blocks for reading. Finally, we meet together at the end of the day to reflect on our day and are beginning to show one or two photos from the day to have students share their thinking and learning with each other.
(Above: Miss Heffernan facilitates an end of the day reflection while a child discusses the photo she shares. Mrs. Armstrong gathers the children together for a read aloud.)
The philosophy behind the importance of small group learning is simple - we believe in challenging your children based on where they are at and ensuring they see themselves as competent and capable learners. Teaching skills only as a whole group would be a disservice to the skills and talents that your children individually bring to the classroom. Working in small groups gives us a crystal clear picture of how skills are being built and allows us to differentiate instruction.
(Above: after a small group math lesson on graphing, an educator steps back to assess knowledge while the children explain their graph options to other children who enter from outdoors.)
If you are interested in reading further, there is a wonderful article found at http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=134. It discusses the challenge with worksheets (and points to the problem of every child learning the same thing in the same way) and connects to the topic of the importance of small group and differentiated learning.
As mentioned, a huge part of the philosophy in our classroom is seeing each child as capable and competent and we are truly filled with amazement and wonder each day. Small group learning allows us to delve deeply into your child's learning and to build their confidence and skills in developmentally appropriate ways.
Tuesday, 4 November 2014
Building Self-Regulation in the Early Months
Self-regulation is a term heard often in the world of kindergarten and in the world of educational research. Essentially, it speaks to a child's ability to regulate their emotions, focus, body, etc. It also involves appropriate responses within various situations and when stressors may be present. In fact, research indicates that a a strong ability to regulate oneself is a huge predictor of later success in school. If a child struggles to regulate himself or herself, he/she is not taking in the necessary information in learning. If a child is challenged by regulating in social situations, support is needed to ensure they are able to foster relationships with peers. If a child is working on regulation in the area of decision making, it is important to assist to ensure they grow to be independent decision makers (while being aware of expectations) instead of relying on others. It is a skill that impacts every single area of a child or adult's world.
(Above a great deal of skill in building self-regulation takes place as we interact with Baby Josie for the Roots of Empathy program and know that we need to allow her to feel calm and welcome.)
The immense importance of this skill is precisely why we slow down at the beginning of the year to really dig into fostering self-regulation and why our daily schedule throughout the year reflects many opportunities for skill building in this area. Many of the decisions that we have made about the classroom environment reflect the importance we place on self-regulation. Low lighting, calming music, neutral colours, organized materials, and a feeling of home all contribute to a child feeling welcome and calm in our space.
Below we are sharing some of the explorations taking place over the first couple of months at school and we link them to the building of these self-regulation skills.
There are many opportunities for children to develop regulation outdoors. The first comes when it's time to make a decision about what to wear. Educators always ensure safety is a priority (for example, if a child was choosing not to wear a coat in winter, we would discuss why this is a necessity). If it begins to warm up on mild days and a child is running around, often they begin the year by saying "I'm hot". Educators prompt them to list some things they could do to assist with this. We notice very quickly that the words turn into "I'm hot! I'm going to unzip my coat!". Children then need to make a decision about a good place to place their belongings if they are taking items off. They also need to remember to bring it back inside when it's time and educators provide reminders to do so.
Children also need to make decisions about what they can do outside based on what they are wearing. For example, rubber boots are perfect for puddle walking but Crocs are not! Standing in the puddle allows us to explore and have fun but putting other parts of our body in makes us feel wet and yucky. Then comes making the decision to change pants or socks inside when wet. The thought process moves to "I'm wet. I could change my socks!". Again, with safety being a priority, in cold weather educators would discuss the dangers of being wet when it's very cold out so that a child understood why they can't go in the puddle on those days.
Another area which we have discussed in a past post is self-selected snack time in the morning. Instead of saying "I'm hungry" and pushing through the morning because snack time is officially at 10:30, children are invited to thinking "I'm hungry" and then make a decision about what to do. Ensuring we are eating when hungry also allows us to have adequate focus in our learning and calmness in our interactions with peers.
The kindergarten curriculum support large blocks of uninterrupted time for exploration and investigation at centres. The sheer time allows educators to observe and model appropriate social interactions (sharing, cooperating, communicating needs/wants, compromising, etc.) which takes a great deal of emotional regulation. In fact, the personal/social section of the curriculum is purposely placed at the front of the document as a message about how pivotal these skills are for all other learning to begin to take place. Because these skills set the stage for learning, we focus on this area of the curriculum for our first set of parent conferences.
A great deal of regulation is involved in making choices in the classroom and the Full Day Kindergarten program supports a great deal of choice within the classroom. Children have choice about centres, about joining in particular small group activities (such as going outdoors with one educator for an exploration or staying indoors with the other), and around where to sit during story time whether it be on a chair, couch, floor, stool (and they begin to choose a place where they are able to listen well). Throughout the day, there are countless decisions to be made and as we have said before, children learn to make good decisions by being given the opportunity to make decisions and not always being instructed what to do.
Above some children chose to take part in co-constructing our number posters with an educator.
Above a small group of children explore outdoors with an educator while another group chose to discover indoors.
The concept of self-regulation is science. Children require many opportunities to physically build pathways in their brain to allow them to regulate. If a child is having difficulty sharing with others, they need countless opportunities to build this skill. If a child finds it difficult to use their words when frustrated, they require multiple opportunities each day to build strategies. If a child struggles to calm themselves when upset, they need appropriate supports from adults and the opportunity to be able to build this pathway in their brain. The majority of these brain-building requirements come through large blocks for investigation and interaction in the classroom as well as many opportunities to make decisions. You will continue to see strategies for supporting self-regulation to be infused into our program for the entire year as it holds it's pivotal place in learning in the early years.
The immense importance of this skill is precisely why we slow down at the beginning of the year to really dig into fostering self-regulation and why our daily schedule throughout the year reflects many opportunities for skill building in this area. Many of the decisions that we have made about the classroom environment reflect the importance we place on self-regulation. Low lighting, calming music, neutral colours, organized materials, and a feeling of home all contribute to a child feeling welcome and calm in our space.
Below we are sharing some of the explorations taking place over the first couple of months at school and we link them to the building of these self-regulation skills.
There are many opportunities for children to develop regulation outdoors. The first comes when it's time to make a decision about what to wear. Educators always ensure safety is a priority (for example, if a child was choosing not to wear a coat in winter, we would discuss why this is a necessity). If it begins to warm up on mild days and a child is running around, often they begin the year by saying "I'm hot". Educators prompt them to list some things they could do to assist with this. We notice very quickly that the words turn into "I'm hot! I'm going to unzip my coat!". Children then need to make a decision about a good place to place their belongings if they are taking items off. They also need to remember to bring it back inside when it's time and educators provide reminders to do so.
Children also need to make decisions about what they can do outside based on what they are wearing. For example, rubber boots are perfect for puddle walking but Crocs are not! Standing in the puddle allows us to explore and have fun but putting other parts of our body in makes us feel wet and yucky. Then comes making the decision to change pants or socks inside when wet. The thought process moves to "I'm wet. I could change my socks!". Again, with safety being a priority, in cold weather educators would discuss the dangers of being wet when it's very cold out so that a child understood why they can't go in the puddle on those days.
Another area which we have discussed in a past post is self-selected snack time in the morning. Instead of saying "I'm hungry" and pushing through the morning because snack time is officially at 10:30, children are invited to thinking "I'm hungry" and then make a decision about what to do. Ensuring we are eating when hungry also allows us to have adequate focus in our learning and calmness in our interactions with peers.
The kindergarten curriculum support large blocks of uninterrupted time for exploration and investigation at centres. The sheer time allows educators to observe and model appropriate social interactions (sharing, cooperating, communicating needs/wants, compromising, etc.) which takes a great deal of emotional regulation. In fact, the personal/social section of the curriculum is purposely placed at the front of the document as a message about how pivotal these skills are for all other learning to begin to take place. Because these skills set the stage for learning, we focus on this area of the curriculum for our first set of parent conferences.
A great deal of regulation is involved in making choices in the classroom and the Full Day Kindergarten program supports a great deal of choice within the classroom. Children have choice about centres, about joining in particular small group activities (such as going outdoors with one educator for an exploration or staying indoors with the other), and around where to sit during story time whether it be on a chair, couch, floor, stool (and they begin to choose a place where they are able to listen well). Throughout the day, there are countless decisions to be made and as we have said before, children learn to make good decisions by being given the opportunity to make decisions and not always being instructed what to do.
The concept of self-regulation is science. Children require many opportunities to physically build pathways in their brain to allow them to regulate. If a child is having difficulty sharing with others, they need countless opportunities to build this skill. If a child finds it difficult to use their words when frustrated, they require multiple opportunities each day to build strategies. If a child struggles to calm themselves when upset, they need appropriate supports from adults and the opportunity to be able to build this pathway in their brain. The majority of these brain-building requirements come through large blocks for investigation and interaction in the classroom as well as many opportunities to make decisions. You will continue to see strategies for supporting self-regulation to be infused into our program for the entire year as it holds it's pivotal place in learning in the early years.
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