Serving meals to preschool children can be challenging. The daily schedule can easily get away from you through unexpected interruptions, spending more time than planned on an exciting activity, sick children, or some of the many accidents that occur in busy classrooms. As a result, mealtimes often get pushed to the side as just one of the daily routines necessary to get through the day.
A couple weeks ago, a friend shared this short video below from The Atlantic with me. Turns out, this video was everything I love about good media: it was concise, included simple takeaways, and gave me something to think about (long after the video ended). I couldn't help but think about how a trainer might use this video, particularly in a teacher training or with a coach audience.
I was quite taken aback recently when an intern completing her first semester with a group of young toddlers told me, “My goal when I started the semester was to use more self-talk and parallel talk, but the toddlers are now talking, so that’s no longer needed.”
How to respond? Clearly she assumed that the self- and parallel talk supported language for very young children, and the effectiveness ended there. But that's not really true.
Understanding how to effectively employ Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples:
As you know, CLASS is a tool that captures teacher-student interactions. When it comes to the dimension “Concept Development” the focus is on the method the teacher uses to provide instruction in the classroom. While the interactions are what get measured with CLASS, as a teacher you can plan for Concept Development to be present throughout your lessons.
I could sit for hours watching a group of young children play. And I am lucky enough to have the opportunity to do so as an observer in toddler and pre-K classrooms around the country. The freedom with which children explore and use materials, test and experiment, and practice new strategies is fascinating and educational to watch.
A great transition is one that is efficient, quick, has clear teacher follow through, and all the while, students know what to do and what is expected. Oh! And it must have learning opportunities embedded within.
With all of that, is it possible to complete a smooth transition and still incorporate Instructional Support (IS)? Let’s explore the possibilities!
First of all, “rote” learning is not the enemy; there is a time and place for everything. It’s necessary to memorize addresses, PINs, birthdays, the speech for your award, and so much more. It’s when we stop and only use rote learning that we are doing a disservice to our children. Rote learning does not promote creative thinking, original thought, problem solving, or create new brain pathways. More importantly, if a teacher relies on a rote approach to teaching she may inadvertently turn children off to learning. Children then disengage from the activity and behavior challenges result.
Early educators are prepared for transitions in a child’s life. Whether it’s introducing them to solid foods, teaching them how to paint within the lines, or even toilet training, it’s important to help children ease into new responsibilities by instilling confidence in them. One of the more significant transitions is from a child care setting to kindergarten. As children get closer to five years of age, it’s vital toprepare them for a smooth transition into kindergarten, but depending on where they are coming from— a family child care, their own homes, or a center-based setting—their transition might be more noticeable and/or challenging.