A Great Idea from the "Love and Logic" people!

I receive "Love and Logic" tips via email on a regular basis and found this one to be particularly applicable for our little people.  We regularly use techniques such as this one within our program . . . . . . as "Love and Logic" fits hand-in-hand with our "High Scope" curriculum.  Yes, it really does work!  Enjoy!

Miss Mel

Have you ever noticed how frustrated many small children get when they try to do something "big" and it doesn't work out?

One parent commented to me, "Every time my three-year-old has trouble putting on her socks, reaching the soap in the bathroom, getting her zipper zipped, or anything else, she throws a huge screaming fit."

It has to be horribly frustrating for little ones to find themselves struggling to do things that just aren't working out! It's also frustrating for parents to hear the screaming! In our home, we've tried all sorts of ineffective techniques, such as trying to do it for them, bossing them around about how they should do the task, and even screaming about their screaming.

The technique that works like a charm involves the following five steps:

Step One: Empathize.

"Oh, that must be so frustrating."

Step Two: Hand the problem back to your child.

"What do you think you are going to do?"

Step Three: Ask for permission to share some ideas.

"Would you like to hear what other kids have tried?"

Step Four: Give them three or four simple ideas and ask, "How will that work for you?"

"Some kids decide… How will that work for you?"

Step Five: Allow them to learn through experimentation.

"Good luck. If you need any more ideas, let me know."

Just the other day, our three-year-old was screaming because his toy "digger" wasn't digging the hard dirt in the garden. After he heard some solutions and decided to try it in his sandbox instead, he smiled from ear to ear.

http://loveandlogic.com/  

A few fun photos from our Halloween parties . . . 2010

I honestly wish I could include a photo of each and every student within our school (there were so many amazing costumes this year)  . . . but the following is a fun sampling from our Halloween parties this year:

Special Education Team (below): Alisa, Anita, Melody

Halloween Parading for Parents:

Witches Brew (below):

Halloween Witches

October 2010 (Preschool Halloween Parties)

Four-year-old little boy; "W"

Our school provides several fun activities each year for our Halloween preschool parties.  One of our activities is to have all of the teachers and children dress in costume and parade around the school for one another and their parents. Thus, there were several teachers throughout the school dressed as witches on the day that little "W" attended . . . including one of his own teachers. 

On a side note:  Another of our favorite activities is for the children to sit around a table and make "Witches Brew" with a witch.  The children are handed fun and interesting ingredients to toss into the brew, which ultimately results in a creepy, yet tasteful drink concoction.  Throughout one of our preschool sessions, the brew-making "witch" was repeatedly referred to as "Witchy-Poo."

Toward the end of "W's" preschool session, his teachers took his class to the gym to play.  "W" decided that he needed something from his "witch" teacher . . . walked up to her . . . and gained her attention by slapping her on the leg and yelling, "Hey!  Miss Witch's Poo!!!"    . . . and thus "W" proceeded to tell "Miss Witch's Poo" whatever it was he needed  . . . despite her uncontrollable outbreak of the giggles.

 

(witches brew)

Time for a giggle . . .

October 2010

Four-year-old little girl; "J"

During snack time a few weeks ago, one of our little gals had finished her snack, stated that she didn't care to have any more, and was waiting for the other children to finish so that she could leave the table and move on to the next activity.  Suddenly, in the midst of other minor conversations taking place around the tables, Little Miss J animatedly placed her elbow on the table, raised her hand up flat toward the ceiling, slapped her left cheek into her hand, rolled her little eyes up and then moaned, "I'm SOOOOOOOOO BOR--ING!!!" 

The importance of a few vital skills . . .

We Need Your Help

A few of the most important and valuable developmental/life skills we aim to teach your young children are self-help skills and problem solving skills.  Acquiring a sense of independence, self accomplishment, and the ability to think through various situations and life-processes are all vital building blocks that will assist in their academic learning and overall success in later years.  

To those of you who transport your children to school, I’d like to ask that you allow your child to act as independently as possible once they come through our school doors (this is a great skill to encourage in your home environment as well).  Please allow and encourage your child to walk (rather than carrying him/her) through the halls, remove and hang his/her own coat and backpack, and then proceed to the bathroom to use the toilet (if needed) and wash hands.  

As a school staff, we encourage the children to manipulate their own zippers and buttons on their coats and to independently hang them on a hook.  We do the same when it comes to using the restroom; encouraging them to complete the process independently.   There are a number of children who request help in wiping after toileting.  Please know that as teachers, we do not wipe a child who has capable toileting skills, as this is inappropriate (we request that you encourage independent wiping skills within your home environment).  We also encourage children to obtain their own soap, rub all areas of their hands well, rinse, and then obtain their own paper-towel to dry with and throw in the trash.

Some of our children do require various physical, verbal and/or gestural prompts in order to complete some of these processes.  The need for initial prompts when acquiring any new skill is a natural/necessary part of the learning process.  However, we do our best to “fade” such prompting quickly, so that children become independent within their routine.  If a child truly does need assistance for one reason or another, we do require that they ask for assistance, based on their current level of ability (rather than crying, whining, or throwing a tantrum to get their needs met).   As based on current levels of development, the request for assistance can range anywhere from making simple eye contact (for our lowest functioning kids), signing the word help (non-verbal children), saying the word “help,” or speaking a full sentence, such as “Please help me with my coat.”  

Assisting a child who is learning independence and self-help skills does require additional time investment and patience on the part of the adult.  However, once children acquire such skills, it saves adults tremendous time and patience down the road. 

If you would like suggestions on how to help your child become more independent within your home, please do not hesitate to call, e-mail, or come in and visit with me.  

Melody Bainbridge

EC SpEd Teacher

435-781-3125 ext. 2825

  

A--MAJOR--SOAP--BOX--ISSUE

OK . . . so many parents know that the "Your Baby Can Read," program is completely bogus (as are all of the “turn your baby into a genius by plunking his/her little butt in front of a television/computer” sorts of programs), but I'm afraid that far too many are still buying into programs such as this.  SO, I was thrilled to see the creator of the “Your Baby Can Read” program confronted over the complete 'bogusness' of his money making program on the Today Show this morning (I was about 5 min late to work this morning, as I desperately wanted to watch this segment in its entirety).

There is NO research or scientifically based data that proves, or even supports the notion, that a child who is an early reader (sight OR actual phonologically reading) is any more advanced or intelligent than a child who acquires those same skills at a normal/typical pace.  Within a matter of years, both sets of kids are actually functioning and reading at the same levels.  In fact, the child who had academic material crammed down his/her throat as an infant/toddler, might actually be worse off in the long run . . . as he/she skipped over and missed all of those crucial building blocks in the process (I’m not referencing those extreme few who seek out such knowledge on their own, but rather those children who have it introduced/crammed in by outside means).

Please click on the link below and watch the Today Show segment (an ad will be shown before the segment plays).  What makes matters even worse for the “Your Baby Can Read” program, is that the developer comes across as a complete and total IDIOT.  He states that his infant was a better reader than he (as an adult) after going through his program!?!?!?  Seriously?  OK, so what does that imply about this guy’s intelligence level and professionalism???  Wow!!!

http://today.msnbc.msn.com/id/39953918/ns/today-money/

Teacher Tattling on Teacher

10/5/2010

Yesterday, Miss Doris wanted to purchase a bottle of water from the community fridge (our social committee keeps us stocked with beverages and snacks that we can purchase---in effect--we are our own social fundraiser).  However, there were no water bottles left to purchase, so Miss Anita gave Miss Doris one of her own.  Miss Doris later left $.50 on Miss Anita's desk for said water.  Miss Anita found this silly . . . as she was simply sharing with Miss Doris.  Thus, Miss Anita carried the $.50 over to Miss Doris's room and left it on her desk.  Miss Anita arrived at work this morning to find the $.50 back on her own desk.  When she tried to gather up the two quarters to once again return them to Miss Doris . . . she realized the quarters were not budging.  Miss Doris had SUPER-GLUED the quarters to Miss Anita's desk . . . those suckers are there . . . permanently.  LMBO.

Just sharing a super-quick smile . . .

Date:  10/4/2010

Age/Gender: 3-year-old little boy

Location: Yellow Room

Alias: M

Rather than calling his teacher by her real name of "Miss Rayma," our little M always calls his teacher "Miss Rainbow."

Grandma Nellie Tattles on her own Tot

10/3/2010

A personal sharing from the Red Room:

Grandma Nellie's little granddaughter recently received a new little brother at her house.  Because she is the "big sister" now, her mother explained that she needs to go potty in the toilet, because, unlike her baby brother, she is not a baby any longer and big girls don't "go" in diapers like babies do.  

It would seem as though Grandma Nellie's granddaughter took a hold of this notion and RAN with it!  Seeing as she is no longer a baby, she decided that she would no longer take baths like babies do and insisted that she shower like Mom does.  She began coming up with all sorts of "big girl" activities she would now participate in . . . seeing as she is now a "big girl" like mom, rather than a baby, like new brother. 

As such, she also insisted on the wearing of "big girl clothes," just like Mom.  Mom helped her find a variety of "big girl" clothes that suited her fancy . . . but she still wasn't satisfied.  She returned to intently dig through her dresser drawers and just couldn't seem to locate the item she was searching for.  When Mom asked what she needed . . . she innocently explained that she needed one of those, "you know, one of those food holders" to wear . . . because she's now a big girl . . . just like Mom!

A Small Celebration

10/1/2010

Rather than sharing a “funny” this time around . . . I desperately want to share a moment of celebration (which I do hope Shannon will allow to suffice as my “moment of celebration” during staff meeting this coming Tuesday . . . *cheesy grins*).

THE BACKGROUND

Teaching very little people is a MUCH different ballgame than that of teaching children of any other age.  If a three-year-old doesn’t want to do/participate/learn something . . . than by damn . . . he just flat isn’t going to . . . end of story.  Rather than just mouthing off or sitting in “refusal mode”  when our kiddos don’t want to participate in any particular activity, they tend to run out of the classroom, throw objects, hide under tables, and throw some pretty entertaining tantrums.  As adults, we must “out-think,” and “out-wit” these little buggers , BEFORE such behaviors can manifest themselves.  

Preschool teachers (especially preschool teachers of special needs children) must also become MASTERS at prediction.  For every, single activity we plan, we must envision each and every child in our minds and predict how each one of them will respond  . . . AS WELL as what the individualized intention is for what each one of them will learn (as their individual knowledge and life experiences vary so greatly when young).  If the “envisioned” outcome to a planned activity weighs heavier on the “ugly outcome” side . . . the activity is bagged or completely reworked.  If the envisioned activity would seemingly have an ugly outcome for only one or two of our students (while still greatly benefiting others) . . . the activity is revamped to better suit those individual needs (i.e., a variance in teacher expectations or materials for those children).

The bottom line:  In order for teachers to encourage learning and active participation from our students, the children must view each and every activity as “fun” and as “play.”  If a three-year-old views an activity as too difficult or too boring . . . then teachers are likely to see unwanted behaviors manifest themselves.  Think about it . . . even as adults, we are unwilling to complete any task that we deem as “boring,” “stupid,” or just “too difficult,” . . . UNLESS . . . we know that the positive reinforcement (the eventual outcome) outweighs the distasteful completion of the required task at hand OR if non-completion might mean a punishment we are unwilling to accept (i.e., getting a great paycheck for working a job you hate [reinforcement] . . . or the reverse . . . getting fired from a needed job for refusing to complete a distasteful responsibility [punishment]).   

While we as adults are able to foresee a positive outcome based on our investment . . . very small children are unable to do so; they must feel interested and engaged if they are to learn.  While “prediction” and foreseeing “possible outcomes” are most definitely skills we work on in school . . . we must still plan our teaching around children’s interests and incorporate as much teaching as we can through a variety of “fun” delivery means.

NOW THE FUN STUFF

 . . . and thus . . . this leads me to the glorious little “side-step” that was taken in the yellow room today.  As a general rule, our preschool sessions are very routine and planned out.  Today, we took the kiddos outside to go on a “scavenger hunt” walk to encourage them to collect items from the great outdoors in their small paper-bags.  The items are then brought back inside for the kids to glue at will onto pieces of foam.  This “nature” learning activity has always been one of my most FAVORITE activities we do during the year.  There is just so much to see, learn and talk about.

Aside from promoting the acquisition of life and social skills, we three-year-old preschool teachers invest the greatest amount of our time in teaching the vitally important and necessary communication/language skills that children must obtain in order to find success in EVERY other subject they will ever be educated in.  The great majority of our students who qualify for Special Education services, do so based on their lack of those vital language and/or communication skills. 

While on our walk this morning, the kids discovered that today’s cycle of irrigation water was running down our side of the street.  Of course, they were beside themselves with excitement and it was all they could do just to self-regulate enough to not dive in head first.  We have a little girl in this class who we have been working with for nearly a year now.  Up to this point, she has seemed somewhat shut-down, withdrawn, prompt dependent, and almost fearful of the world around her.  She never made requests for anything on her own behalf or for help of any kind and did little to try to communicate in any fashion.  However, over the past week, she almost seems to have “woken up” and is finally making attempts at communicating with us and the other children.

So, when this little girl slapped my leg to gain my attention, looked down at her feet, pointed at her shoes and loudly requested “shoes off” . . . there WASN’T A CHANCE ON THIS PLANET that I wasn’t going to FULLY reinforce her by granting her request.  

Although one of my all-time favorite, language-promoting small group activities had been spontaneously cast aside due to the fact that EVERY child was then removing their shoes to play in the water (so sorry Misti & Rayma---I’m so very glad that you two are SO laid back and accepting of my nutty little whims), not to mention all of the resulting work that was created by having to replace socks and shoes, and fully change out several sets of soaking wet clothes for dry ones . . . I do believe that taking full advantage of those random, occasional, teaching opportunities is worth their weight in gold.  Not only was there an explosion of language from the children as they played in the water (as well as socializing with one another) . . . but I can guarantee that they verbally related their experiences to their caregivers as they arrived home as well (as I’m sure there were questions about the wet clothes and changes in attire). 

Days like today are the reason why I, why ALL of us, are so completely in love with our profession.  

Desperately thirsty or desperately daring?

Date: 9/23/2010

Age/Gender:  4 year old "busy" boy---EXTREMELY like/lovable character---despite his extreme "busy-ness"---he also happens to be a particularly famous little soul in our school (ALL know him by name *grins*)

Location: Purple Room/Four-Year-Old Class

Alias: "D"

 . . . entire class was in using the restroom today (part of the daily routine) . . . this particular restroom has low-placed urinals in it for the little boys . . . teacher is trying to round-up all of the students and make sure hands are getting washed . . . turns around to find "D" with his chin in the urinal groove . . . tongue just lapping away (and yes, he knows the urinal's intended function)!!!!

Ewwwwwww . . . . . LOL . . . . . and "nuff said."

"The Thinker"

Date:  9/3/2010 (two days into the new school year)

Age/Gender: Just turned four-your-old little girl

Locale:  Yellow Room

Alias:  J

Our preschool is implementing the "High Scope" curriculum.  A great portion of this curriculum is known as the "plan-do-review" process.  The kids make a "plan" for "work time"  (better known to most as "free" time), they complete their work, and then after "clean-up time" they go to a specified location to "review" and discuss what they did during "work-time" that day. 

Little Miss J was in our program last year, so being two-whole-days into school, she easily picked back up on the routine and knew what was expected of her throughout each portion of our day.  Seated at the table next to her during "review time," was little guy H, who was brand-new to our program and classroom.  Miss M proceeded around the table, asking each child what he/she had accomplished and worked on that day.  When it was Little Miss J's turn, Miss M asked, "J, where did you work today?"  

With a few fingers on her chin, our little J rolled her eyes up just a bit, exaggeratedly looked at the ceiling, then to the the right wall, flipper her head and hair toward the left, looked back up . . . . . all the while was saying, "Hmmmmmmm, hmmmmmmmm, hmmmmmmmm, hmmmmmmmm."   The expression on her face seemed to indicate that she was experiencing a deep-recall-thought-process moment (a LONG one).  As the other little people around the table get pretty antsy while waiting, Miss M had to speed things up a bit and helped Miss J come up with an answer.  "J, I saw you playing in the big toy area today with the castle."  Little J got a giddy look on her face, agreed with Miss M's observations, and her turn quickly ended; J apparently felt no need to elaborate.

Miss M proceeded to the next little guy at her table and asked, "So, H, what did you do during work-time today?"  Only a few seconds had passed, but J couldn't stand the silence even one second longer.  She leaned over to H, tapped him on the shoulder to gain his full attention, and then demonstrated how he should respond:  "YOU DO IT LIKE THIS . . . 'hmmmmmmmmm . . . hmmmmmmm . . . hmmmmmmmm' (as she simultaneously glued on a repeat performance of that deep thought-process expression and flipped her eye gaze all around the room)." 

Yeah  . . . . . thinking little J pretty much has our number . . . . . however . . . . . we are now on to her.  *LOL*