Art 16 Computers 18 Fine Motor Skills 26 TEACHING YOUNG CHILDREN/PRESCHOOL
VOL 3 NO 5
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PUBLISHED BYthe Published by NAEYC FOR National Association THE PRESCHOOL for the Education of PROFESSIONAL Young Children
FOR THE PRESCHOOL PROFESSIONAL TEACHING YOUNG CHILDREN
8 Good Guidance. A Five-Step Process for Conflict Mediation
© ELISABETH NICHOLS
© ELLEN B. SENISI
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12 Picturing Good Practice. Please Teach Me in the “Key of Life”
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Mimi Brodsky Chenfeld
Bonnie Blagojevic, Sue Chevalier, Anneke MacIsaac, Linda Hitchcock, and Bobbi Frechette
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t What Do I Do? I Teach! t Share Your Ideas for Using Message in a Backpack t 10X. Loose Parts in the Outdoor Play Area
22 The Organic Classroom Deanna Marie Pecaski McLennan
26 News From the Field. Getting a Grip on Things: Building Fine Motor Skills
16 revisiting learning centers
Art Laura J. Colker
30 teachers’ lounge
© KAREN PHILLIPS
Laura J. Colker
29 Message in a Backpack. Building Fine Motor Skills
now read this!
Warm Weather Fun
t Must-Have Books t Next in the Teachers’ Lounge t Tools for Teachers 32 eat & run
t Berry Season! t Volleyball Fun
JUNE/JULY 2010
18 Young Children and Computers: Storytelling and Learning in a Digital Age
© BOB EBBESEN
contributors Mimi Brodsky Chenfeld, Teacher, Author, and Education Consultant, Columbus, Ohio Contribution to TYC: I am the author of “Please Teach Me in the ‘Key of Life’.” Early childhood education focus: Much of my life (teaching since 1956) has been devoted to honoring and celebrating our young learners and those who love them through sharing the stories and the joy of being together—the wonder of it all! My lifelong, unswerving focus is, to me, the heart of education— inspiring young children to become lifelong learners and compassionate, creative, courageous, and intelligent people. Message to readers: Keep strong! Keep the spirit! Communicate intelligently with families and the community as you keep loyal to developmentally appropriate practices that honor the uniqueness and multiple intelligences of every child. Be sure every day is marked with delight, discovery, fun, surprise, and celebration. Live and teach in the “key of life.”
Deanna Marie Pecaski McLennan, Elementary Teacher, Ontario, Canada Contribution to TYC: I am the author of “The Organic Classroom.” Early childhood education focus: My passion is exploring how science and the arts can be integrated into early childhood environments to promote collaboration, exploration, and a love of our natural world. Message to readers: By modeling and encouraging socially and environmentally conscious practices in your classroom, you can inspire young children to learn and grow together as caregivers for the Earth, now and in the future.
Bonnie Blagojevic, Research Associate, Center for Community Inclusion and Disability Studies (UCEDD), University of Maine, Orono; Sue Chevalier, Early Literacy Coach and Professional Development Director, Early Literacy for Every Child, University of Southern Maine, Portland; Anneke MacIsaac, Early Literacy Specialist, Androscoggin Head Start and Child Care, Lewiston, Maine; Linda Hitchcock, Assistant Teacher, People’s Regional Opportunities Program Child and Family Services, Portland; and Bobbi Frechette, Assistant Teacher, Androscoggin Head Start and Child Care, Lewiston Contribution to TYC: We are the authors of “Young Children and Computers: Storytelling and Learning in a Digital Age.” Early childhood education focus: The focus of our collaborative work is supporting early literacy development for preschool children. We believe that computers offer a powerful vehicle for creative expression and for learning. We work to use computers and technology, as with other educational materials offered to children in our programs, in intentional and appropriate ways. Message to readers: We hope our article inspires you to learn how children of all ability levels can benefit from using the computer as an educational tool. We believe early educators who expand their own abilities to use technology can better understand how the unique qualities of these tools can be used in positive ways to help children learn and express themselves. The roles of teachers and families in this work matter!
Teaching Young Children/Preschool Vol 3, No 5 June/July 2010 Teaching Young Children/Preschool (ISSN 1939-7283) is published by the National Association for the Education of Young Children (NAEYC), 1313 L Street, NW, Suite 500, Washington, DC 20005-4101. www.naeyc.org/tyc Through its publications program, NAEYC provides a forum for discussion of major ideas in our field. We hope to provoke thought and promote professional growth. The views expressed or implied are not necessarily those of the Association. Acceptance of advertising does not represent NAEYC’s endorsement of any product or service, nor is NAEYC responsible for representations made by advertisers. Copyright © 2010 by NAEYC. All rights reserved. Purchasing (single issues) www.naeyc.org/store Subscriptions NAEYC Subscriptions (TYC) PO Box 96270 Washington, DC 20090-6261 www.naeyc.org/tyc/subscribe NAEYC Membership Information TYC is available as an NAEYC member benefit. www.naeyc.org/membership Advertising rates/media kit Kathleen Donato, Advertising Sales 202-232-8777 or 800-424-2460, ext. 8824 e-mail kdonato@naeyc.org online www.naeyc.org/tyc/advertising TYC STAFF Derry Koralek Editor in Chief Laura J. Colker Contributing Editor Susan Friedman Senior Editor Meredith MacMillan Senior Editorial Associate Meghan Dombrink-Green Senior Editorial Associate Lacy Thompson Associate Editor Patrick Cavanagh Design and Production Coordinator
Please note: The ECE Glossary originally slated to appear in this issue will now appear in a later issue. We apologize for the delay.
Jack Zibulsky Production Manager Cover photo © Allison Moss Stewart/alliArt photography
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now read this!
Warm Weather Fun These stories focus on warm weather activities like playing outdoors, cooling off in the water, and visiting relatives. Vivid illustrations show children playing in city and country settings, but there is familiarity in their stories regardless of where the characters live. Quinito, Day and Night / Quinito, dia y noche, by Ina Cumpiano. Illus. by José Ramírez. 2008. Children’s Book Press. A young boy takes readers through his day and introduces his family in this bilingual book of opposites. Papi is neat, while Quinito’s brother is messy. The bright illustrations show the children enjoying a sunny day, reading with their grandparents, and playing in the park.
finding a crab, playing in the sand, and making new friends. When the day ends, the mother reassures her daughter that just as the crab belongs to the ocean, so the daughter belongs to her mother. Illustrations of long shorelines and bright blue skies let readers almost feel the hot sun and hear the crashing waves.
The Relatives Came, by Cynthia Rylant. Illus. by Stephen Gammell. [1985] 2001. Atheneum. Each summer, the relatives from Virginia come for a visit. For weeks and weeks, the family spends all their time together, and when the relatives return home, everyone dreams about next summer’s get-together. This story shares the love, laughter, and hugs of a large family reunion.
Note similarities and differences. With these books as a starting point, discuss with the children what summer looks like in different places. What is summer like in the city? in the country? at the beach? in the forest? After talking about the differences, ask the children to find similarities among the locations.
Hot Day on Abbott Avenue, by Karen English. Illus. by Javaka Steptoe. 2004. Clarion. It is a hot, hot day when Kishi and Renée get mad at each other and stop being friends. Their neighbors come up with tasks to get the two girls to work together, but they won’t budge. Finally, jump rope rhymes and an ice cream truck save the day—and the friendship. Textured collage illustrations make these characters leap from the page. Miranda’s Beach Day, by Holly Keller. 2009. Greenwillow. A mother and daughter spend a day at the beach watching seagulls,
After reading these books
Map it out. On a local or national map, mark where children will be enjoying summer activities. This can be a short trip to a neighboring town or an airplane flight across the country. If using a local map, make icons or special markers for the types of places children will visit—nature preserves, museums, parks, and swimming pools. For a national map, note how far children will travel and what mode of transportation they will use. Create a warm weather scene. Find inspiration in the books’ illustrations, then have children make their own warm weather scenes in paintings or collages. Scenes can show the city, the
beach, the mountains, or any other location. In their art, children can include favorite summer activities, seasonal foods, or special visitors. Combine the scenes to create a quiltlike display. Food for thought. Use the fruits and vegetables that are available during the warmer seasons to create a snack. Write down any winning combinations to make recipes children can take home. Invite families with gardens to bring in seasonal produce to share.
FOR THE PRESCHOOL PROFESSIONAL
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What Do I Do?
teach 4-year-olds for a year. I fell in love with teaching, and rerouted my career plans. I’ve been a teacher of 4-year-olds ever since, for about 11 years now.
I Teach! SCOTT PRECISE
Tell us about your program and the children you teach.
Lead Preschool Teacher, Canterbury Child Development Center, Mountain Brook, Alabama Why did you decide to become a teacher?
Teaching is such a cool opportunity to affect the lives of children and their families. It’s neat to see children soak things up and to have the ability to really make a difference in the foundations of who they are. Plus, what better job is there? You get to play with bubbles and sidewalk chalk. It’s not every job you get to do that. What was your path to teaching preschool?
How would you describe your teaching style?
Structured, imaginative, and individualized. I believe that you have to meet children where they are. You can’t ask someone to start running before they can walk. What advice would you give to new teachers?
Be prepared to be patient. Also, know the children–who they are, what their interests are, where they come from, and their family makeup. Let that be a big part in guiding your curriculum. If you can get ahold of kids’ interests and things that spark their imagi-
What do you enjoy most about teaching?
The journey of the year is what I enjoy most. Finding out where children are at the beginning of the year, meeting them there, plugging away throughout the year, and then at the end of the year looking back and seeing how far they’ve come–that’s where I get my personal satisfaction. What is your favorite children’s book? Why?
Mr. Bear Squash-You-All-Flat, by Morrell Gipson. It’s about a bear who wakes up from a long winter’s nap, and he’s very grumpy. So he decides he’s going to take out his frustrations by sitting on the other forest animal’s homes. In the end, the forest animals join forces and get the best of him. I like to use it as a tool in my classroom for helping children begin to manage their emotions, especially anger and frustration.
© ALLISON MOSS STEWART/ALLIART PHOTOGRAPHY
I started working with children when I was in high school. After I finished college, I got my master’s of divinity at Emory University with the intent of doing children’s ministry work. But when I finished, I decided to
Our full-day program is a part of Canterbury United Methodist Church. In my class there are fourteen 4- and 5-year-olds. I have a great assistant, Karen Svensson. I couldn’t do what I do without Miss Karen.
nation, you go a long way to having a successful classroom.
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collage What are you really proud of in your program?
Share Your Ideas for Using
We work really hard to make Canterbury a place where children love to come. The children love being with their teachers and their teachers love being with them, and the parents appreciate that. They feel like Canterbury is a place where their children are taken care of, they’re loved, they’re safe, and they learn. What challenges do you face in your work?
One challenge is always being ready, day after day. Another challenge is staying motivated when there are no extended vacations. That’s why we have to take really good care of ourselves, and when it’s time for a long weekend away–take one. You’re not doing anybody any good if you don’t want to be here.
oks For the Love of Bo _____________
Child ______________
________
Date ______________
ool. day at presch We read every lly enjoys Your child especia these books: ____________ _______ _______ _______ ____________
Building a home library
fun and to likely to read for child’s children are more readily available, sive books for your When books are for finding inexpen Here are some ideas learn new things. home library. are found in many Used book stores secfind usually have a terrific places to communities. They Yard sales are ’s books. children’s books— tion for children very inexpensive a little as 25 cents copies sometimes for as offer used or new Online sellers Go to a site such book. of children’s books. of book, the variety for wide a search as Amazon.com, Thrift stores offer in a who typically charge often organized then link to sellers children’s books, Craigslist the cover price. much less than special section. to check for people what is also a good place g friends often ask ’s goods, includin Relatives and selling used children a birthday or holiday have local to get a child as also Some communities might books. They gift. Suggest a book. which families can Listservs through on books their children and books n be eager to pass sell each other outgrow have outgrown. items. other are places to bors often have book Libraries, of course, Elementary school libraries sell used can row books, but many or new books. You fairs to sell used or at special events. and ask if a sale books—all the time the call your local school ask a librarian if On your next visit, for sale is planned. children’s books library has used future. or if it will in the
_____________________
of characters: Favorite types Animals ____ Families ____ Vehicles ____
Children ____ Make-believe ____ Dinosaurs ____ _____
_______ Other: ______________
of books: Favorite types Rhyming ____ Adventure ____ Poetry ____ Alphabet ____ Science ____ Nature ____
Friendship ____ Feelings ____ _____
_______ Other: ______________
Tell us what your at child’s favorite book have home is so we can le similar books availab at preschool!
A message from your
child’s teacher CHILDREN
How do you renew yourself?
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message in a backpack
Family Fun and Fitness Children today are less physically fit than ever before. Every day our class
Teachers can sign the Message and add to it if they like. Readers can download and print copies of the current and archived Messages on the TYC Web site. Look for English and Spanish versions of Messages on a variety of topics at www.naeyc.org/tyc/backpack.
plays physically active games like Freeze Dancing, and the children have lots of opportunities to move their bodies during classroom activities and outdoors on the playground. We also support children as they develop specific skills like jumping, kicking, catching, and throwing. These are skills children will use for a lifetime of physical activities,
including sports. Here are some tips for increasing your child’s physical activity.
Children need opportunities to develop and practice new skills
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What goals do you have for the future?
message in a backpack
Playdough!
Collect recycled items such as aluminum pie plates, buttons, lids, and bottle caps of different sizes.
are learning . . .
NEVIT DILMEN
Science and math concepts by responding to your questions, such as “What do you think will happen when you . . . ?� “What did it look like?� “How does it feel?� “What can you do to make it . . . ?� “Which one is fatter?� Fine motor skills by using hands, fingers, and tools to pound, push, poke, shape, flatten, roll, cut, and scrape the dough.
A request Please tell us about your playdough experiences at home. see photos too. If you share your We’d love to recipes and prop them on to other suggestions, we families. will pass
A message from your
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municating for Your Studentswith families. We’d like to hear from you about how you use these Messages, how families respond, and what else TYC could provide to support your partnerships with families. Please To learn more, visit pbs.org/pd/raisin greaders write us at editorial@tyc.org. We will $129 publish some of your responses in a future issue.
Props
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Bring TYC’s authors and editors hope you Reading find this feature a useful tool for comto Life
Open your kitchen drawers and cupboards to find rolling pins, plastic knives, cookie cutters, and birthday candles.
While using playdou
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11/9/2009 2:24:46 PM
material in our classroo m. Your children play, learn together as they talk, and pound, roll, and make things. They will also enjoy using playdough at home. What do children need? A few props, a little space, and time to play and learn with YOU!
Social and emotio nal skills by sharing and taking turns using the props, cooperating to make someth ing together, and feeling proud of their accomplishmen ts. Language and literacy skills by rolling a long snake then forming letters, telling you about what they are doing and making , and discussing new words, such as cut, chop, and slice. Creativity and imagination by baking cakes and pies to sell in a bakery or buildin g cages for zoo animals.
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Playdough is a staple
What would you like to tell our readers?
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A message from your child’s teacher
I would really enjoy writing a preschool curriculum. Also, one of my goals is to write a children’s book.
Remember that we have an opportunity to mold children, to show them what a loving relationship looks like, to teach them good problem-solving skills, to show them everything. We are right up there with families as far as the difference we make in children’s lives. Teaching is a big-time responsibility, and it’s something I’m honored to do.
One of the regular features in Teaching Young Children (TYC) is the Message in a Backpack. Each Message in a Backpack shares important information with families. In this issue the Message on page 29 shares information on how families can support fine motor development at home.
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TEACHING YOUNG
One thing that helps me is having a close support network of other 4-year-olds’ teachers here at Canterbury. We make a point to talk with one another about our successes and frustrations. It really helps to know you’re not alone. Something else that helps is continuing my education through seminars and workshops. It motivates me and helps me keep my energy level up. It also helps to take a vacation every now and then.
Message in a Backpack
backpack message in a
PBS KIDS Raising
Readers Online Profession al Development Cour ses . . . . . Preparing Presc hoolers for Succe ss . . . Ready to Read and Write with Digital Medi a
Add a touch of nature with feathers , twigs, leaves, acorns, and dried flowers. Look in your child’s toy collection for plastic and rubber people, animals, dinosaurs, blocks, and more. Space Cover a table with an easily cleaned mat or table cloth. An old shower curtain would work too. Some families use large cookie sheets as the play surface. Time Preschoolers need plenty of time to feel, touch, roll, mush, and create with playdough. They will enjoy being with you—talking, laughin g, and learning.
each
child’s teacher
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PBS KIDS Raising Readers is part The contents of this advertisementof the Ready To Learn initiative, funded by the U.S. Department of Education, were developed under a in partnership with the Corporation grant, #PRU295A050003 The PBS KIDS logo is a registered and #PRU295B050003, from trademark of the Public Broadcasting the Department of Education. for Public Broadcasting, PBS and the Ready To Learn Partnership. Service and is used with However, those contents permission. Between the do not necessarily represent Lions Š 2009 WGBH Educational the policy of the Department Foundation and Sirius Thinking, of Education and you should Ltd. All rights reserved. BTL not assume endorsement by the Federal Government. TMs WGBH. Super WHY! Š 2009 Out of the Blue Enterprises LLC. All rights reserved.
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Loose Parts in the Outdoor Play Area Loose parts are moveable open-ended materials teachers provide to inspire children’s outdoor activities. They encourage imaginative play, build problem-solving skills, foster cooperation, and support many kinds of learning. Different children use loose parts in different ways, and preschoolers seem to find endless ways to use them in their play. Here are some ideas for natural and man-made loose parts to include in your outdoor area.
1
Large items. Long smooth planks, sawhorses, crates, large blocks, cardboard boxes, tree trunks cut into rounds, and tires for building, balancing, and climbing into
2
Natural items. Seedpods, pinecones, acorns, leaves, driftwood, pebbles, and sticks to count, sort, arrange, and decorate cakes
Containers. Buckets, dishpans, and bowls to fill and empty; hold sand, water, and pebbles; wash dishes and dolls; store collections Gadgets. A rain gauge to measure rainfall—and cloth tape measures and plastic chains for measuring everything else
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Utensils. Spoons, pots, plates, cups, colanders, scoops, and pie pans for baking, sifting, digging, and cooking
Rhythm instruments. Any of the ones used indoors and new ones created outdoors to make music
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Woodworking supplies. Hammers, drills, saws, sanded scrap lumber, and safety gear for outdoor pounding and building projects
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Wheelbarrows and wagons. Vehicles to load up and move people and materials Stepping-stones. Flagstone, large aluminum bowls, and blocks to make paths to walk and balance on
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good guidance
A Five-Step Process for
Conflict Mediation
Conflicts are expressed disagreements between people. They happen all the time in preschool classrooms—and just about everywhere else in life! When a third
PHOTOS Š ELLEN B. SENISI
person assists others in resolving a conflict, this is conflict mediation.
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Using developmentally appropriate practice can prevent many disagreements, but even the most effective and engaging preschool classrooms are likely to be the site of daily conflicts. When many small bodies are in a small space for long hours with few adults, disagreements happen. The challenge for teachers is to recognize conflicts as opportunities for teaching children new ways to handle emotions such as frustration or anger; the goal for children is to learn these new ways, over time. Teachers can use conflict mediation as a guidance tool when two (or more) children have a disagreement with one
good guidance another. The teacher’s role in conflict mediation is to make sure both parties are equal contributors to a peaceful settlement. During the mediation the teacher encourages both parties to see themselves as full citizens of the classroom community, capable of solving their problems together and learning from their mistakes. Teaching through conflict mediation takes time and effort. If teachers commit to this intervention, they are including children’s social-emotional learning in the curriculum. In this sense, conflict mediation is central to developmentally appropriate practice: you can’t have one without the other. The real-life benefit of using conflict mediation is that with practice children move from mediation, led by the teacher as a third party, to negotiation, where they resolve the conflict themselves. Here is a five-step problem-solving model of conflict mediation. Dan Gartrell (2010) calls it the five-finger approach because each step can be represented by a finger.
1
Cool down (thumb). If necessary, the teacher calms down all parties (including her- or himself) and sets the scene for the mediation process. Note that the teacher may temporarily separate or remove children as part of this step—but only
as a cooling-off period that leads to mediation, not as a punishment.
2
Identify the problem (pointer). The children (with help from the teacher as needed) put the problem into words and agree on the cause of their disagreement.
3
Brainstorm solutions (tall guy). The children (again, with the teacher’s help as needed) come up with possible ways to solve the problem. Children often come up with a different solution from the “ideal” one the teacher might have in mind. Try to use the children’s ideas, even when you believe justice is not completely served. If the children work it out and agree to it, the solution is logical to them and they benefit from the process.
4
Agree on a solution (ringer). The parties decide on one solution and try it. The teacher encourages the children to agree on a solution, even if she or he must suggest one from the brainstorming step. Often, before a solution is implemented, the teacher has a chat with the children, known as a guidance talk. She reviews what happened, talks about alternatives for the next time, and discusses ways to make amends. Occasionally the teacher follows up with one or both children later.
5
Follow up (pinky). The children try the solution. The teacher follows up by encouraging, monitoring, and if necessary guiding their words and actions. A guidance talk with one or more children may also be a part of this step. (See p. 11 for more on guidance talks.)
The technique at work The following anecdote illustrates conflict mediation at work. Kelly, a preschool teacher, shares what happened the first time she mediated a classroom conflict.
I had just finished reading a book to Allie. She set it on the table and asked me to read another book. Charmaine came up and took the book that Allie and I had just put down. Allie: Charmaine, NO! Give me that back. (Allie takes the book from Charmaine’s hands.) Charmaine (screaming and crying): I wanted to look at that! (Allie holds the book tight, glares at Charmaine, and with her other arm pushes her classmate away.) Kelly (taking one girl on either side of me, with my arms around both of them): Hey, girls, I think we need to work this out, but first we need to cool down a bit. Can you each take three
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good guidance
Allie: No, I am not done with it yet. Let me read it one more time. Kelly: One more time and then you will give it to Charmaine? Charmaine, what do you think of that? Charmaine (shrugs shoulders): Okay. Kelly: Thank you, Charmaine. I like how you both solved the problem together. (Charmaine gets up to play with other toys, and Allie returns to my lap with the book.) Allie, you made me sad when you took the book away from Charmaine like that. What else could you have done instead of pulling and pushing? Allie: Asked her for it? Kelly: I think that sounds like a good idea. How could you have asked? Allie: Charmaine, I am not done yet. Give it back to me now! Kelly: Could you add a friendly word on the end? Allie (grins): Please. Kelly: You got it! (I leave to check on another group, and I see Allie briefly look at the book, then get up and give it to Charmaine.) Allie: Here. Charmaine: Thanks. Allie then went to a different center and continued playing.
big breaths? (Allie shakes her head and turns her back to me.) Okay, Allie, you can cool down on your own however you want. (Charmaine and I count out three big breaths.) Are you ready to talk yet, Allie? Allie: Yes. (She turns back toward us.) Kelly: Allie, what happened? Allie: I was reading that book and . . . Charmaine: You were not. I got it from the table. Kelly: Charmaine, you will have your turn too, but right now we are listening to Allie. Allie: Yeah, so I was reading the book, and Charmaine came over and took it from me. Kelly: Okay, are you done now? Allie: Yes. Kelly: Charmaine, what do you think happened? Charmaine: Allie was done with the book. I was going to read it. Kelly: So Allie thought she was still using the book, and Charmaine thought she was done. Is that right? (Both girls nod.) How do you think we can solve this problem? Charmaine: Maybe Allie can just give me the book. Kelly: Would that work for both of you? 10
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Kelly used the five-finger formula with success. Let’s look at what happened. Thumb: Cool down. Kelly suggested each child take three deep breaths. Allie said no, and Kelly perceptively accepted this decision in order to keep the cool-down process going (Why start a second conflict!). No one can negotiate when they are upset. Calming all parties is essential. Pointer: Identify the problem. Without taking sides or moralizing, Kelly stayed neutral during this step. She encouraged the children to take turns talking and to agree: “Allie, you thought . . . and Charmaine, you thought . . . Is that right?” Tall Guy: Brainstorm solutions. Kelly got the children to make suggestions, cross-checking with each child. She did not side with either or impose a solution on both. She quietly facilitated. This is called low-level mediation. With children who are younger or who have strong unmet needs, the teacher becomes a more active word coach. This is called high-level mediation. Always, the goal is to move the children toward negotiating for themselves. Adapted from D. Gartrell, “Guidance Matters,” Young Children 61 (March 2006): 88–89.
good guidance
Ringer: Agree on a solution. In conflict mediation, the teacher never knows what the outcome will be and does not impose one. This lack of control over the outcome makes conflict mediation difficult for some teachers. What Kelly did was control the process. This is where the real leadership comes in. Pinky: Follow up. Notice two things about the resolution. First, after each child had her say, each compromised a little. Charmaine let Allie have “one more time.” Allie gave the book to Charmaine without re-reading it. Charmaine said, “Thanks.” Second, it was after the conflict was resolved and Charmaine walked away, and not during the mediation, that Kelly had a guidance talk with Allie. A guidance talk is a conversation about what a child could do differently next time to manage a conflict more peaceably. After Allie felt success through the mediation, she was willing to have the guidance talk. (Sometimes the teacher uses a guidance talk with both children, together or separately, but always at the end of the mediation.)
How do teachers know when mediation works? The children at least go along with the solution—as in the anecdote—and very often end up playing together as though a conflict never occurred. (You’ve probably seen this happen.) When teachers use conflict mediation successfully, they avoid reinforcing in children the roles of bully and victim. Both of these roles perpetuate unhealthy self-images, additional conflicts, and negative classroom dynamics. Instead, the adults sustain an encouraging classroom in which all children are helped to feel they are worthy, contributing members. Children learn to negotiate their conflicts peaceably, and social-emotional intelligences develop and thrive.
SUPPORTING DUAL LANGUAGE LEARNERS
Children who come to a preschool where people don’t speak their language may react by withdrawing or acting out. Having clear rules and a predictable schedule, especially in the beginning, helps children know ZKDW LV H[SHFWHG RI WKHP 7U\ WR ¿ QG time each day for children to talk with someone in their own language. A bilingual volunteer can offer a listening ear and provide some encouragement to help a child feel supported.
REFERENCE Gartrell, D.J. 2010. A guidance approach for the encouraging classroom. 5th ed. Belmont, CA: Wadsworth/Cengage Learning.
For more on guidance, read the Young Children articles “Replacing Time-Out: Part One—Using Guidance to Build an Encouraging Classroom” and “Replacing Time-Out: Part Two—Using Guidance to Maintain an Encouraging Classroom” at naeyc.org/tyc.
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picturing good practice
Mimi Brodsky Chenfeld
Please Teach Me in the
“Key of Life” I am waiting for school to start. Waiting for YOU, my teacher. Everyone says you’re the coolest and I’m the luckiest! Bianca’s scared to start kindergarten— all that paperwork and homework. Jamila heard teachers were strict— we’re not allowed to play. Kenny might not go ’cause of stomachaches. But his grandma says he has to. Amber and Rex didn’t get one stomachache when they were in YOUR class!
They say everyone is a helper, not just the ones on the Good Apple Helpers Chart. They say even when the music teacher is absent, you sing a lot. And when you do calendar, it’s fun and funny. Children talk in your class— take turns to be © ELLEN B. SENISI
good listeners. Some other classes kids can’t talk, not even at snack time. 12
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picturing good practice
I’m still wobbly writing my whole name, but I know my address and phone and mom’s cell. I can ride my bike without training wheels! Some kids don’t and can’t. Bianca and Jamila are scared © KAREN PHILLIPS
to feel dumb. Amber and Rex said in your class kids help each other— no one feels dumb.
Dante hopes he gets to play with toy cars and trucks.
© KAREN PHILLIPS
(He calls them vehicles.)
I learned my alphabet and numbers singing. Could we sing dinosaurs, bugs, animals, cleanup, and dismissal? You should see us dance! Aaron spins on his tush! I hope we have parades. Amber and Rex liked the parade
© KAREN PHILLIPS
of storybook characters.
© KAREN PHILLIPS
© ELLEN B. SENISI
Jasmyn cartwheels three in a row!
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picturing good practice Will we get to make masks, sculptures, shoe box scenes, puppets, mobiles, paintings, costumes, collages— with markers, chalk, crayons, glitter glue, paints,
© SHARI SCHMIDT
© KAREN PHILLIPS
pens that change color, beads, string, boxes?
We won’t have to sit all day—sit still—will we? Mom says the paper says children need more exercise. Dad says the paper says children don’t get outside enough. © ELLEN B. SENISI
Will we get to play and learn outside? Rex and Amber said when you took kids on a walk around the school, they found awesome stuff like
© BOB EBBESEN
birds’ nests and butterflies and construction workers.
We love to collect things. Delayne keeps seashells in his top drawer. Ryan’s fossils are in a shoe box. © KAREN PHILLIPS
Isabelle is on her second scrapbook of dog pictures.
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I won’t tell you what I collect. It’s a surprise. Ask me! (What do YOU collect?)
picturing good practice I know we’ll be good readers. Not just worksheets and workbooks but stories, poems, riddles, jokes . . . Amber and Rex said your children read EVERYTHING ALL THE TIME! T-shirts and undershirts, license plates and menus, bumper stickers and rules for games, traffic signs like Yield, Walk, Stop. What if we didn’t have words?
© KAREN PHILLIPS
(Something to think about, to talk about.)
I’m so excited about kindergarten! © PEGGY ASHBROOK
Not scared at all like Jamila, Bianca, and Kenny. I’m counting the days waiting to meet you. Amber and Rex said you are the coolest, the nicest. Even if I have a cold or sore throat, I’m not telling. I don’t want to miss a day in kindergarten with YOU! The coolest teacher . . . the nicest . . .
© ELLEN B. SENISI
Are you waiting for me?
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revisiting learning centers
Laura J. Colker
Art
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revisiting learning centers Setup tips
Include children’s families and cultures
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© JENNIFER O’CONNELL
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Young Children and Computers Storytelling and Learning in a Digital Age
Bonnie Blagojevic, Sue Chevalier, Anneke MacIsaac, Linda Hitchcock, and Bobbi Frechette
Young children are surrounded by technology at home, in their community, and increasingly, in early childhood education programs. Preschoolers use computers to create art, make music, tell and record stories, hear their stories read back to them, and play educational games that can connect with off-screen learning and play. Careful planning of computer use lets children explore these new opportunities.
A new way to write a name Kumar sits at the computer using the pencil tool in a software program. He creates a digital drawing of a storm, a current topic of study. When he is done, Kumar dictates a story to his teacher, Maria, to go along with the drawing. Maria types Kumar’s words. Kumar and Maria then look together through a set of printed name cards stored in a small basket at the computer. He finds the one that says Kumar, announcing, “Here it is.� Then he chooses a color from the software program’s color palette, directing the on-screen pencil tool with the computer mouse. Kumar carefully draws the first letter of his name on his digital artwork. He looks at the K on the name card. Not happy with the way his K looks, Kumar uses the undo button and tries again. This time he likes the result. Maria is thrilled. This is the first time she has seen Kumar interested in writing his name despite frequent invitations. Kumar begins to practice his name-writing in other areas, like the writing center. Soon he is writing his name fluently. $IJMESFO TVDI BT ,VNBS DBO CVJME B WBSJFUZ PG TLJMMT XIJMF FYQMPSJOH UIF GVODUJPOT PG B DMBTTSPPN DPNQVUFS ,VNBS T UFBDIFS UIPVHIUGVMMZ DPOTJEFST UIF SBOHF PG DPNQVUFS BDUJWJUJFT BWBJMBCMF UP UIF DIJMESFO JO IFS DMBTT 4IF DPOTJEFST DIJMESFO T JOUFSFTUT EFWFMPQNFOUBM TUBHFT BOE BCJMJUJFT XIFO QMBOOJOH BQQSPQSJBUF DPNQVUFS BDUJWJUZ PQUJPOT GPS FWFSZ DIJME
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Telling a story with the computer Carly creates a digital “scribble� with many lines and bright colors. Her teacher, Debbie, says, “Would you like to tell me about your picture?� Carly answers, “This is a picture of Mommy and Daddy going to the hotel.� To better understand Carly’s story idea, Debbie asks, “Can you tell me more about what happened? How did they get to the hotel?� She uses the software’s audio recording button to record Carly’s response: “They’re going in a big truck that works there, and they are going to take a bus. And then they are going to go back home and get their medicine and feel better.� Debbie works closely with the children’s families, so she realizes that in Carly’s story, the hotel is a hospital and the truck is an ambulance. Carly is describing an experience from a year ago that is still important to her. Once finished, Carly can look at her digital drawing and listen to and revisit her recorded story on the computer. Debbie prints two copies of the story. With Carly’s permission, she reads the story aloud at circle time then posts it on the wall, where children’s work is displayed. Carly takes home the other copy to share with her family. Carly is excited that her story is recognized and shared with her family and friends. She would like to create other stories, and may inspire other children to share their stories.
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Connecting computer use with other learning centers Milos and Philip are taking turns creating a “friend� figure using an educational software program. Their teacher, Ana, knows that Milos is new to computer use. She stands nearby, ready to provide support as he learns to move the mouse and clicks to select a body part on the figure. He chooses the feet and decides to make them pointed and green. Using headphones, the boys listen as the descriptive words Milos selects are read aloud. They point to changes Milos is making to the figure and discuss what is happening. When Milos decides his “friend� is finished, Ana helps him print it. Then it is Philip’s turn. When he is finished, the boys each cut out their paper “friends,� attach them to cardboard tubes, and bring them to the dramatic play area to use as play figures. 8IFO m STU JOUSPEVDJOH DPNQVUFST UP ZPVOH DIJMESFO JU JT CFTU UP BEPQU B iMFTT JT NPSFw BQQSPBDI #Z TUBSUJOH XJUI POMZ B GFX QSPHSBNT BOE BDUJWJUJFT UFBDIFST BOE DIJMESFO DBO CFDPNF GBNJMJBS XJUI VTJOH UIFN 5FBDIFST DBO GPDVT PO IPX UP VTF QSPHSBNT JO JOUFOUJPOBM XBZT UP QSPWJEF UIF BQQSPQSJ BUF MFWFM PG DIBMMFOHF GPS FWFSZ MFBSOFS BOE QSPWJEF TVQQPSU
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How do I introduce the computer to the children?
PHOTOS BONNIE BLAGOJEVIC / Š THE UNIVERSITY OF MAINE CENTER FOR COMMUNITY INCLUSION AND DISABILITY STUDIES
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What strategies are appropriate for teaching children about computers? t 'BNJMJBSJ[F ZPVSTFMG XJUI UIF DPN QVUFS and XJUI BDUJWJUJFT JO DIJMESFO T TPGUXBSF QSPHSBNT CFGPSF BTTJTUJOH DIJMESFO. t *OUSPEVDF BOE EFNPOTUSBUF BTQFDUT PG DPNQVUFS VTF UP UIF XIPMF HSPVQ 'PMMPX VQ XJUI TVQQPSU GPS JOEJWJEV BMT BT OFFEFE )FMQ DIJMESFO MFBSO CBTJD DPNQVUFS TLJMMT TVDI BT IPX UP DPOUSPM UIF NPVTF t -FU DIJMESFO GSFFMZ FYQMPSF OFX TPGUXBSF QSPHSBNT BGUFS ZPV IBWF SFWJFXFE UIFN t )FMQ DIJMESFO CFDPNF GBNJMJBS XJUI B QBSUJDVMBS TPGUXBSF BDUJWJUZ MJLF UIF QBJOU UPPM PQUJPOT JO B ESBXJOH QSP HSBN GPS DSFBUJOH B EJHJUBM QBJOUJOH BOE TUPSZ &YQMBJO UIF BDUJWJUZ EVSJOH B NPSOJOH NFFUJOH TP DIJMESFO LOPX IPX UP TFMFDU EP BOE FYJU UIF BDUJW JUZ 4IPX UIF DPNQVUFS TDSFFO PS B QSJOUFE JNBHF PG UIF BDUJWJUZ t *OUFHSBUF DPNQVUFS BDUJWJUJFT XJUI UIF DVSSJDVMVN UP DPNQMFNFOU FEVDB UJPOBM HPBMT t 0CTFSWF IPX DIJMESFO VTF UIF DPN QVUFS UP LOPX XIFO UP FODPVSBHF UIFN UP NPWF PO UP BOPUIFS BDUJWJUZ BOE XIFO UP FYUFOE UJNF GPS UFBDI BCMF NPNFOUT
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How can computer use support dual language learners? t &OMJTU GBNJMJFT TUBGG BOE PUIFS WPM VOUFFST UP SFDPSE TPOHT TUPSJFT BOE GSFRVFOUMZ VTFE XPSET JO &OHMJTI BOE DIJMESFO T IPNF MBOHVBHFT $IJMESFO DBO SFDPSE TUPSJFT JO UIFJS IPNF MBO HVBHFT GPS MBUFS USBOTMBUJPO t .BUDI UFYU BOE TQPLFO XPSET XJUI JNBHFT UP IFMQ DIJMESFO VOEFSTUBOE XIBU UIFZ BSF MJTUFOJOH UP *OWJUF DIJM ESFO UP MJTUFO UP GBWPSJUF TUPSJFT BHBJO BOE BHBJO UP IFMQ CVJME MBOHVBHF BOE DPODFQUVBM TLJMMT t 1SPOPVODF XPSET TMPXMZ DMFBSMZ BOE XJUI FYQSFTTJPO XIFO SFDPSEJOH BVEJP GPS EJHJUBM WFSTJPOT PG CPPLT t .BLF EJHJUBM WFSTJPOT PG DIJMESFO T TUP SJFT BOE JEFBT BWBJMBCMF BT TMJEFTIPXT PS NPWJF mMFT GPS DIJMESFO UP WJFX
A longer version of this article is available online at www.naeyc.org/tyc.
NO 5
How can computers support family involvement?
Resources for learning more about computer use with young children
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On Our Minds: Meaningful Technology Integration in Early Learning Environments, by Technology and Young Children Interest Forum members— www.naeyc.org/files/yc/file/200809/ OnOurMinds.pdf Technology and Young Children—Ages 3 through 8. NAEYC position statement—www.naeyc.org/files/naeyc/ file/positions/PSTECH98.PDF Technology and Young Children Interest Forum Diigo group—http://groups. diigo.com/group/ecetech/content/ tag/digitalstorytelling Technology and Young Children Interest Forum Web site, Technology with Children—www.techandyoungchildren.org/children.html Technology Integration & Early Childhood Education—www.ccids.umaine. edu/ec/techintegration/default.htm Telling Stories with Photo Essays: A Guide for Pre-K–5 Teachers, by Susan Conklin Thompson and Kayenta Williams. 2009. Thousand Oaks, CA: Corwin. www.corwin.com/booksProdDesc.nav?prodId=Book232537
SUPPORTING DUAL LANGUAGE LEARNERS
This article presents some great ways that educators can use computers to enhance learning for dual language learners. Creating a digital story in a child’s home language, for example, can also be a great opportunity to involve bilingual parents or community volunteers. With a little training, volunteers can be prepared to engage in those excited homelanguage conversations that happen when a child discovers the magic she can make using a computer. As the adult helps the child learn, he is improving his own computer literacy at the same time. It’s a win/win situation. FOR THE PRESCHOOL PROFESSIONAL
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Deanna Marie Pecaski McLennan
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news from the field
Laura J. Colker
Getting a Grip on Things
Building Fine Motor Skills
26
TEACHING YOUNG CHILDREN
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PHOTOS © ELISABETH NICHOLS EXCEPT AS NOTED
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It’s also available online (in English and Spanish) at naeyc.org/tyc.
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As you can see from these suggestions, you don’t need to plan new activities that target fine motor skills—a balanced, developmentally appropriate curriculum automatically includes many opportunities to build fine motor skills each day. One caution, however: avoid having children sit and listen for long periods of time. Instead, encourage them to manipulate materials, create art, build with blocks, and engage in active play in all learning centers and outdoors. In other words, let children be children.
SUPPORTING DUAL LANGUAGE LEARNERS
It is important to be aware that in some cultures and some families doing things for young children is seen as a sign of love and good parenting. $V \RX SODQ DFWLYLWLHV WKDW EXLOG ÂżQH motor skills, keep in mind the many different activities that can accomplish this goal. Keep the lines of communication open with all families and staff. If a mom is not ready to require her son to button his own sweater, he can certainly practice needed skills just as well using playdough and playing games. Help families and co-workers XQGHUVWDQG WKH LPSRUWDQFH RI ÂżQH PRtor skill development while respecting cultural differences.
TEACHING YOUNG CHILDREN
Backpack on page 29 to send home.
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make copies of the Message in a
VOL 3
NO 5
REFERENCE Tyre, P. 2010. Watch how you hold that crayon. The New York Times, February 25. www.nytimes. com/2010/02/25/fashion/25Therapy.html
message in a backpack
Building Fine Motor Skills Many of your child’s daily activities—like getting dressed, eating, and writing—require control of small muscles in the hands. Such skills are called fine motor skills. When young children have opportunities to practice these skills, they can do more things for themselves. A variety of activities can increase muscle strength and coordination, preparing children for more advanced skills, from using a computer mouse to playing a musical instrument. Children build fine motor skills at home when they . . .
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A message from your child’s teacher
TEACHING YOUNG CHILDREN
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teachers’ lounge
Must-Have Books 8IBU POF iNVTU IBWFw QSPGFTTJPOBM CPPL TIPVME BO FBSMZ DIJMEIPPE FEVDBUPS SFBE BOE XIZ 8JUI BMM UIF XPOEFSGVM SFTPVSDFT PVU UIFSF * XPVME MPWF UP IBWF HVJE BODF JO OBSSPXJOH UIFN EPXO UP TPNF LFZ QVCMJDBUJPOT .BOZ UIBOLT —Silva Gabriele Stumpf, Child Development Lead Teacher, The Little School of Hillsborough at Waterstone, Hillsborough, North Carolina
The Creative Curriculum for Preschool, UI FE CZ %JBOF 5SJTUFS %PEHF -BVSB + $PMLFS BOE $BUF )FSPNBO 5FBDIJOH 4USBUFHJFT 5IJT NVTU IBWF GPS FBSMZ DIJMEIPPE FEVDBUPST BEESFTTFT EFWFMPQNFOUBMMZ BQQSPQSJBUF QSBDUJDF UIF SPMF PG BO FBSMZ DBSF QSPGFTTJPOBM BOE FOWJSPONFOUT UIBU TVQQPSU ZPVOH MFBSOFST #BTFE PO SFTFBSDI JU MJOLT MFBSOJOH UP FBSMZ MFBSOJOH EFWFMPQNFOU BOE TUBOEBSET —Marie Olsen, North Hyde Park, Vermont Diversity in Early Care and Education: Honoring Differences, UI FE CZ +BOFU (PO[BMF[ .FOB .D(SBX )JMM 5IJT CPPL JT B HVJEF GPS XPSLJOH XJUI QBSFOUT GSPN DVM UVSBM CBDLHSPVOET EJGGFSFOU GSPN ZPVS PXO * MPWF UIF XBZ UIF BVUIPS TFFLT UP m OE B TPMVUJPO XIFSF OFJUIFS TJEF GFFMT UIFZ IBWF DPNQSPNJTFE UIFJS WBMVFT BSPVOE DIJMESFO —Emily J. Adams, Washington, DC Educating Young Children: Active Learning Practices for Preschool and Child Care Programs, SE FE CZ .BSZ )PINBOO %BWJE 1 8FJLBSU BOE "OO 4 &QTUFJO )JHI4DPQF 5IJT DPNQMFUF HVJEF UP UIF )JHI4DPQF $VSSJDVMVN JT BMTP BO FYDFMMFOU SFTPVSDF PO IJHI RVBMJUZ EFWFMPQNFOUBMMZ BQ QSPQSJBUF QSPHSBNT SFHBSEMFTT PG UIF DVSSJDVMVN ZPV VTF —Cheryl Baryo, Ann Arbor, Michigan Ethics and the Early Childhood Educator: Using the NAEYC Code, $PEF FE CZ 4UFQIBOJF 'FFOFZ BOE /BODZ , 'SFFNBO /"&:$ 5IJT CPPL QSPWJEFT B GPVOEBUJPO GSPN XIJDI UP BEESFTT MBSHF JTTVFT BOE QSPCMFNT BOE UIF NJMMJPOT PG NPNFOUT XIFO XF NBLF RVJDL EFDJTJPOT BCPVU XIBU JT iSJHIU w —Sharon A. Roth, Greenfield, Massachusetts
The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning, CZ "OO 4 &QTUFJO /"&:$ 5IJT CPPL GPDVTFT PO NBJOUBJOJOH UIF CBMBODF CFUXFFO DIJME HVJEFE BOE BEVMU HVJEFE BDUJWJUJFT XJUI NBOZ TUSBUFHJFT GPS NFFUJOH HPBMT JO FBDI DPOUFOU BSFB *U JT B HSFBU HVJEF GPS IPX UP IFMQ FBDI JOEJWJEVBM DIJME BDIJFWF TVDDFTT —Carrie A. Dunn, Battle Creek, Michigan Learning Together with Young Children: A Curriculum Framework for Reflective Teachers, CZ %FC $VSUJT BOE .BSHJF $BSUFS 3FEMFBG 5IJT CPPL XJMM HVJEF ZPVS KPVSOFZ BT BO FBSMZ DIJMEIPPE FEVDBUPS BOE DIBMMFOHF ZPV UP CFDPNF B UIJOLFS BOE SF TFBSDIFS *U JT GVMM PG JOTQJSBUJPOT RVFTUJPOT BOE SFn FDUJPOT PG BMM LJOET —Mia Cavalca, Oakland, California The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder CZ $BSPM 4UPDL ,SBOPXJU[ 1FSJHFF *O UPEBZ T XPSME UIFSF BSF TP NBOZ DIJMESFO XJUI TFOTPSZ EJTBCJMJUJFT 5IJT CPPL SFBMMZ QVUT UIJOHT JO QFSTQFDUJWF BOE HJWFT HPPE TUSBUFHJFT BOE IBOET PO BDUJWJUJFT UBSHFUFE GPS FBDI TFOTPSZ EJTPSEFS —Polly Kaat, Plymouth, Wisconsin Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky, CZ $BSPM (BSIBSU .PPOFZ 1FBSTPO .FSSJMM 1SFOUJDF )BMM .PPOFZ IFMQT SFBEFST TFF UIF JNQPSUBODF BOE WBMJEJUZ PG UIF UIPVHIUT GSPN UIFTF WBSJPVT UIFPSJTUT EJGGFSFOUJBUJOH POF GSPN UIF PUIFS —Ann Wolff, South Windsor, Connecticut
Editors’ note: Many readers recommended NAEYC’s Developmentally Appropriate Practice (3rd edition), a book most early educators already know. For a list of more must-have book recommendations from TYC readers, go to www.naeyc.org/tyc.
30
TEACHING YOUNG CHILDREN
VOL 3
NO 5
teachers’ lounge Next in the Teachers’ Lounge . . .
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FOR THE PRESCHOOL PROFESSIONAL
NAEYC.ORG/TYC
31
Look for the next issue of TYC in October
eat & run
Berry Season! Fresh berries are both healthy and easy to prepare. One cup of sliced
Here are some ideas for eating berries in the classroom.
strawberries has almost as much vitamin C as a cup of orange juice— and half the calories. Berry-rich diets may help prevent some cancers. And blueberries and raspberries promote
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healthy vision. Look for berries that are firm and fresh at the store, or plan a berry-picking field trip.
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TEACHING YOUNG CHILDREN
VOL 3
NO 5
PHOTOS © KAREN PHILLIPS
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