Children learn language as they interact with their caregivers and later, with their peers.  Here are some pointers on how to increase children’s opportunities for interaction and language learning during everyday activities, routines and conversations:

INFANTS

Bathe the child in language. (verbalize everything!)

Develop a reciprocity with language.(turn-taking)

Describe what you are doing (esp. during routines).

Talk / Read / Sing together

Have lots of responsive language interactions.

TODDLERS

Use gestures to expand your language with child.

Tell or write Social Stories with your toddlers to tell them what is happening during routines or reflect what the children are doing or experiencing.

Use rhymes and sounds often while talking and reading.

Label pictures and things often to build vocabulary.

Talk / Read / Sing together.

PRESCHOOLERS

Follow the child’s lead to enhance language learning.

Use a play environment to encourage communication.

Practice the teaching strategy of OWL – Observing, Waiting, and Listening to have successful language opportunities with your students.

Use the sensory table and creative art activities as a very effective place to facilitate language development.

Talk / Read / Sing together!

Adapt daily routines to make time for conversations, such as:  Splitting the group into smaller groups for less wait time / Stagger the routine so they have a gradual transition / manipulate the physical environment so you are sitting near the “quiet,shy” student and joining them for conversation at snack and lunch

Avoid questions that stop the conversation (yes-no answers)

THE ONLY ROLE THAT CONSISTENTLY PROVIDES CHILDREN WITH THE ENCOURAGEMENT AND SUPPORT THEY NEED IN LEARNING TO COMMUNICATE IS THE RESPONSIVE ROLE!!!!

Regional Education Director, Nancy Nathanson

Howard Gardner, theorist and author of Frame of Mind:  The Theory of Multiple Intelligences identifies the eight distinct intelligences we each hold.  He explains further how children learn, remember, perform and understand in different ways.  We not only come from different cultures, abilities and home experiences, but we inherently have different ways of learning.

As educators and parents, we can carefully observe and document our children’s behaviors and begin to understand what activities they are drawn to and how they approach learning.  Why does one child seem so motivated by a topic or planned activity while another has difficulty grasping that same concept.  What activities are they drawn to day after day? Do they seem to prefer verbal directions or do better when watching a demonstration?  Do they work best alone or with others?  Even, what kind of software they prefer when they use the computer – puzzles, games and stories, or graphics can provide clues to better understand how they learn.

Learning modalities refer to the style learners use to concentrate on, process, and retain information.  Here are the eight elements of multiple intelligences Gardner refers to and how we can apply them to activities and experiences in the early childhood years.

Linguistic/Language – learns by listening, reading, verbalizing, enjoys discussion. (ABC games, paper and markers, puppets, loves stories, jokes, riddles)

Logical/Mathematical-thinks conceptually, looks for abstract patterns, likes classifying and categorizing. (cash register, shape sorter, playdoh and cookie cutters, string beads, computer)

Musical – thinks in tones, learns through melody and rhythm, remembers songs (loves finger puppets, rain sticks and instruments, plays with microphone)

Spatial – likes to draw and design things, likes to build models, imagines real things and likes maps, charts and videos (loves color and painting, erector sets, and arts and crafts)

Bodily kinesthetic – processes knowledge through bodily sensations, learns by touching and manipulating, likes creative movement and physical activity (plays with the building set with gears, dress-up clothes, hopscotch rug, fixes things)

Interpersonal – understands and cares about people, learns from cooperative learning experiences and likes group games, makes friends effortlessly (makes up original games, magic castle playset and group activities are favorites)

Intrapersonal – enjoys working independently, likes to be alone, needs quiet space and time (keeps journals and diaries, arts and crafts, train sets with intricate parts

Naturalist – investigates, experiments and questions, finds out about the elements of science (enjoys science and nature, butterfly garden, bird feeder)

Knowing this information about how our children learn can assist us as teachers planning learning experiences that incorporate a wide range of modalities that is most likely to produce enthusiastic and engaged learners.  Parents, too, can identify their child’s learning styles and better understand what makes their child do what they do. We can be better advocates for our children and their successful journey in the learning process if we are more in tune to their strengths and styles.

Getting to Know Your Group …and the Unique Individuals they are!!

The beginning of the school year is such a busy time!  We are constantly looking at our things to do list, preparing bulletin boards, meeting children and parents and following the wishes of our management.

Now, as we settle in it is time to sit back and take a look at the group we call our “class”.  Ask yourself the following questions:

As a group…

What’s the make-up of the group? (boy/girl ratio, ages, active or quiet)

What are their favorite activities during the day?

What is the most difficult time of day for you as a teacher? (arrival / circle / centers / transitions)

What sticks out in your mind about the group? (1 particular child, a parent, a time you dread)

As individuals …

Who is the child you don’t know much about?Where does he play?

Who influences the group the most? Why? What kind of influence is it?

Who do you match up well with?  Why?

All this information is extremely helpful in planning for learning.  Take these answers and do the following:

1. Look at your room environment – re-arrange where it is crowded and make bigger the centers that are most populated.

2. Analyze your schedule – make changes if necessary.  Make sure there is a good balance of teacher-directed activities and child-oriented activities.  Remember, the younger the child – the more exploration needed.

3. Observe your routines during the day – arrival, departures, bathroom or toileting, going to gym or outside.  Is it fun? Is it calm? Is it a time for connecting?

4. Are you planning learning activities that match up with their abilities AND interests?

All of these exercises help you as teachers to do INTENTIONAL PLANNING!  They allow you to get to know your students, emotionally connect with them, and find the best ways to reach them and develop their strengths.

It truly is what it is all about!

-Nancy Nathanson

Regional Education Director

Things to Think About

WHEN YOUR CHILD COMES HOME MESSY

You’ve just picked up your child from his early learning center and what do you see?

Paint in the hair? Marker on the pants?
Sand in the shoes?  Peanut butter on a favorite shirt?
White socks that look brown? Sleeves a bit damp?

You don’t even ask what happened because this happens all the time…..BUT what does it really mean…………………………………………………………………………………………

IT MEANS THAT

YOUR CHILD PROBABLY….

worked with a friend
solved a problem
created a masterpiece painting
learned a new skill
had a great time
developed new language skills

YOUR CHILD PROBABLY DIDN’T….

feel lonely
become bored
do a repetitive task that is not developmentally appropriate
do worksheets that are too easy
do sit down work that is discouraging

YOU PROBABLY….

bought those nice clothes for your child
will have trouble getting the stains out
are concerned the caregiver isn’t paying enough attention to your child

YOUR CHILD’S TEACHER PROBABLY….

was aware of your child’s special needs and interests
spent time planning a challenging activity for the children
encouraged the children to try new things
tried to clean up your child but to no avail

Young children really learn when they are actively involved in play…not when someone is talking to them. There is a difference between “messy” and “lack of care.” If your child was fed, warm, offered new skills and enjoyed those messy fun things ——- that’s how your children learn!

Send your child in clothes that can get dirty! Keep extra clothes at the site for the times when the child gets really messy. But remember, your children need time to be kids.

Love the book yourself before you read it to the children

Read it all through yourself before introducing it. Don’t share a book you think is not interesting, because kids can tell. There are so many wonderful books available.

Select one you both will enjoy.

Choose books that lend themselves to reading out loud

Some books can be easier than others to read out loud, there are plenty to pick from so you can be choosy.

Vary in your approach to reading aloud and do it with expression

Listen to yourself on a tape recorder. Can your presentation be improved with dramatic pauses? Try using louder or softer speech or even try a funny voice.  Don’t be you’re your children won’t remember that you sounded silly but they’ll remember that you made it an interesting book.

Make read aloud time special

Gather every one around. Turn off the lights, turn on a cozy lamp. Or plump up the pillows and get comfortable, Read aloud time is classroom family time.

Don’t over evaluate

If you try and test or check too vigorously what your children learned from a story, you might kill some of the gain. You can assess what they comprehended with conversation or by doing an art project, but save the intense questioning for when they are in grade school.

Leave them begging for more

Don’t hesitate to leave them groaning at a cliffhanger or laughing at a joke. Then say, “more tomorrow.” And then…deliver!   and perhaps the most important

Read aloud every day.

You and your children both deserve it. Consider it like a daily vitamin for their literacy and future learning.

Prime Time Back to School Night

When: Check your location for date and time of your Back to School Night.

Who: You’ll be able to meet your child’s teachers along with your school’s management(Director, Ed Director etc)  and other staff members, and of course your fellow parents. To be fair to all we request this remain an adult only event.

Where: The evening typically begins with an introduction, then you’ll separate into groups and spend time with your child’s teacher.

What: The event gives you a look at what your child’s daily life is at school and an opportunity to learn about the curriculum.

Why: It is very important to take an active role in your child’s education.

Parents can make an invaluable contribution to your child’s literacy by being consistent in the support of reading.

Just think about it….If you want your child to be kind, it helps to model kindness every day. Good nutrition is aided with the same approach. We can do the same thing with reading. If we layer one positive experience on top of another, we build a strong foundation for just about anything in life. Helping our children to develop literacy skills as individuals is extremely important.

A person’s level of literacy is am important component of future success.  Because we know this to be true, doing the best job of helping our children at these beginning stages and throughout their school years becomes quite important. So take that important step and read to your child……….and keep on taking it every day.

Helping our children develop these life-critical skills begins with that commitment to read aloud every day. And that commitment doesn’t end when children begin school and learn to read. It is important that we encourage older children to continue to read as well. As parents, we must stay attuned to what is of interest to them and work hard to help them find reading material that matches those interests. It doesn’t work just to tell children to go read a book— we must be strong reading role models who provide both guidance and adequate opportunities and engaging materials.

When a child is very young, the sound of your voice, just as much as the words is what they enjoy. But if you are looking for guidance in finding great books to share with your child, a suggestion is to visit the Reading Tub at http://www.thereadingtub.com/index.asp for some help in finding great books to share with your child. This website can provide you with book reviews for children who are infants all the way up to young adults as well as target audience reviews and an opportunity to learn more about the authors of the books. And of course, a visit to your local library’s Children’s Section will provide more ideas for locating and selecting interesting books for the younger set.

Keep on reading to your child,,,,,,,,,,,each and every day.

We will make our best effort to communicate with you and let you know if there will be a change for Monday’s opening procedures. We will assess each location and make a determination once we see the severity of the impending storm.

Our normal procedure is to update you via our website and by school voice mail (if they are accessible) to notify you.

As always, the safety of our staff and the families in our care are of the utmost importance so that will continue to be our priority during this time.

The problem with self-esteem is that it is largely an inner issue. We can’t give our child the right levels of self-esteem like a birthday gift. The issue can’t be dealt with once and then be done with it, like learning to tie one’s shoes. Building a healthy self-esteem is an on-going process that never ends. It goes on and on, even as our children head into adulthood.

Parents, take heart—there are many things we can do! Here are some guidelines:
- Provide age and developmentally-appropriate opportunities for success (and failure).
Our lives are defined in part by what we’ve accomplished, what challenges we’ve faced and how we’ve overcome them. By providing our children with appropriate activities to develop their skills we are building on their concepts of self. Part of building a healthy self-concept is as easy as being in tune with our child’s interests and responding to them. Look for toys and activities that encourage your child to stretch themselves just slightly beyond their current level of mastery. But be careful not to introduce challenges that are too difficult.
- Don’t be afraid to discipline.
Many parents have difficulty with the concepts of discipline and punishment. They are two very different things. A child needs limits and boundaries to develop into a well-rounded individual.
- Use praise and rewards appropriately.
Praise and rewards, are not the only ways to promote healthy self-esteem. The problem is not in praise or rewards themselves, but in the way they are sometimes used. When using praise ensure you are as specific as possible rather than simply falling back on the standard “Good Job!” or “Way to go!” Remember to acknowledge effort and not simply the finished product or outcome.
- Spend time with your children.
It’s simple and it works. Time spent with your children shows them how important they are to you. No matter how busy your schedule is, setting aside time for your children is a significant investment in developing their self-esteem. You don’t need to plan anything special or go to any expense.
- Develop your own interests and talk about them with your children.
Parents sometimes forget that the most influential way to teach our children is not with our words but with our actions. If you feel conflicted about your own self-esteem levels, your child might pick up on that. So take a course, join a sporting activity, or just take some time to do something for yourself. Having your children see that you value yourself gives them a positive role model in the quest for a healthy self-concept.

These are just some of the many ways you can work towards developing the ideal balance of self-esteem in your child. It’s an investment in the future that doesn’t need to cost a thing.

It’s Self-Esteem!

What Is Self-Esteem?

To truly understand self-esteem, it helps to break the word in two parts.  Let’s take a look at the word esteem first. Esteem is just a fancy word for thinking that someone or something is important or valuing that person or thing.  And self, is just another word for YOU!

Put the two words together and it’s easy to see what self-esteem is and just how important it is for children.

Self-esteem is the collection of the beliefs and feelings we have about ourselves, our “self-perceptions.” It results in what we define ourselves influences our motivations, attitudes, and behaviors and affects our emotional adjustment.

We know that patterns of self-esteem start very early in life. For example, a toddler who reaches a milestone experiences a sense of accomplishment that bolsters self-esteem. Learning to roll over after dozens of unsuccessful attempts teaches a baby a “can-do” attitude.

The concept of success following persistence starts early. As kids try, fail, try again, fail again, and then finally succeed, they develop ideas about their own capabilities. At the same time, they’re creating a self-concept based on interactions with other people. This is why parents want to assist in every way they can in helping kids form accurate, healthy self-perceptions.

Self-esteem also can be defined as feelings of capability combined with feelings of being loved. A child who is happy with an achievement but does not feel loved may eventually experience low self-esteem. Likewise, a child who feels loved but is hesitant about his or her own abilities can also end up with low self-esteem. Healthy self-esteem comes when the right balance is reached.

Self-esteem isn’t like a cool pair of sneakers that you’d love to have but don’t have to have. A kid needs to have self-esteem. Good self-esteem is important because it helps you to hold your head high and feel proud of yourself and what you can do. It gives you the courage to try new things and the power to believe in yourself. It lets you respect yourself, even when you make mistakes. And when you respect yourself, adults and other kids usually respect you, too.

Having good self-esteem is also the ticket to making good choices about your mind and body. If you think you’re important, you’ll be less likely to follow the crowd if your friends are doing something dumb or dangerous. If you have good self-esteem, you know that you’re smart enough to make your own decisions. You value your safety, your feelings, your health — your whole self! Good self-esteem helps you know that every part of you is worth caring for and protecting.

How Kids Get Self-Esteem

Babies don’t see themselves in a good or bad way. They don’t think “I’m great!” when they let out a big burp or worry “Oh, no, this diaper makes my legs look weird!” Instead, people around a baby help him or her develop self-esteem. How? By encouraging the baby when he or she learns to crawl, walk, or talk. They often say, “Good job. Good for you!” When people take good care of a baby, that also helps him or her feel lovable and valuable.

As kids get older, they can have a bigger role in developing their self-esteem. Achievements — like getting a good grade on a test or making the All-Star soccer team — are things kids can be proud of. So are having a good sense of humor or being a good friend.

A kid’s family and other people in his or her life — like coaches, teammates, and classmates — also can boost his or her self-esteem. They can help a kid figure out how to do things or notice his or her good qualities. They can believe in the kid and encourage him or her to try again when something doesn’t go right the first time. It’s all part of kids learning to see themselves in a positive way, to feel proud of what they’ve done, and to be confident that there’s a lot more they can do.

How Children Acquire Self-Esteem

Babies don’t see themselves in a good or bad way.  But the people around a baby help him or her develop self-esteem. How does this happen?  Encouraging the baby when he or she learns to crawl, walk, or talk is one way. Another is when people take good care of a baby, that also helps him or her feel loved and valuable.

A child’s family and other people in his or her life —can help to boost his or her self-esteem. They can help a child figure out how to do things or notice his or her good qualities. They can believe in the child and encourage him or her to try again when something doesn’t go right the first time. It’s all part of a child learning to see themselves in a positive way, to feel proud of what they’ve done, and to be confident that there’s a lot more they can do.

Healthy self-esteem can be a child’s armor against the challenges of the world. Children who feel good about themselves seem to have an easier time handling conflicts and resisting negative pressures. They tend to smile more readily, enjoy life and are realistic and generally optimistic.

In contrast, children with lowered self-esteem can find challenges to be sources of major anxiety and frustration. Because they think poorly of themselves, they can have a hard time finding solutions to problems. Faced with a challenge, their immediate response might be “I can’t.”

How Parents Can Help

How can a parent help to foster healthy self-esteem in a child? The following can make a difference:

Watch what you say. Children are very sensitive to parents’ words. Remember to not just praise your child not only for a job well done, but also for effort. But be truthful. Be certain to reward effort and completion instead of outcome.

Be a positive role model. If you’re constantly harsh on yourself or negative about your abilities and limitations, your child may eventually mirror you. Nurture your own self-esteem, and your child will have a great role model.

Identify and redirect your child’s inaccurate beliefs. It’s important for parents to identify a child’s beliefs about themselves. These beliefs can range from perfection, attractiveness, ability, or anything else. Helping children set more accurate standards and be more realistic in evaluating themselves will help them have a healthy self-concept. Inaccurate perceptions of self can take root and become reality to children.

Be spontaneous and affectionate. Your love will go a long way to boost your child’s self-esteem. Give hugs and tell kids you’re proud of them. Give praise frequently and honestly, without overdoing it.

Give positive, accurate feedback. Acknowledges a child’s feelings, rewards the choice made, and encourages the child to make the right choice again next time.

Create a safe, loving home environment. Children who feel safe and loved often have a higher self-esteem than those who don’t come from this kind of home environment.

Help children become involved in constructive experiences. Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem.