Declutter
TLC Too is undergoing an extensive renovation of all the classrooms with new paint, new flooring, new cabinets and countertops. Teachers have been asked to declutter and intentionally reflect on what they will put back into their classrooms.
Decluttering seems a daunting process but what a wonderful opportunity to start fresh with a specific purpose in mind.
When setting up for the new school year ask yourself these questions.
- What do I want the children to learn in the space?
- How do I want them to use the materials you present?
- Are materials displayed to invite use?
- How does your classroom convey what you want children to feel while there?
- Is your environment inviting and beautiful?
This is the link to a great article to refer to creating a beautiful learning environment. http://home.edweb.net/lessons-from-the-bowerbird-how-to-create-inspiring-and-purposeful-environments-for-young-children/
Or watch as a webinar. http://home.edweb.net/lessons-from-the-bowerbird-how-to-create-inspiring-and-purposeful-environments-for-young-children/
Research has pointed to decluttering or the “bare walls” theory for increasing creativity and reducing distraction and anxiety in the classroom.
Read more here. http://www.edutopia.org/blog/decrease-classroom-clutter-increase-creativity-erin-klein
Overwhelmed, start with a few small changes. Let me know how it goes.
Happy planning for back to school!
Trusting young children
When did we stop trusting our young children? We believe that young children will not exercise good judgement about being safe even if we have provided a backdrop for safety including supervision. We say, “stop”, “be careful”, “you’ll get hurt” long before we give children a chance to investigate, explore, discover and problem solve on their own. We need to teach children about safety without being over cautious and “helicoptering”, allowing them to take risks because we trust them. This is not a conversation about keeping children safe by using sound judgement when it comes to safe practices like car seats and helmets.
This past week our canopy made of branches was taken down. How that came to pass is another story. The branches were left lying on the playground. The children investigated and began to build. This is what I saw as I SUPERVISED the area by watching and listening. Toddlers, all under 3 years old able to wield large branches and not hurt each other. Sure they got beaned on the head a few times but they figure it out without any adult help. I also saw children figure out how to duck as long branches moved around them or over their heads. I witnessed them knowing enough to leave if they didn’t like it. I saw children being safe, smart, inventive little humans. I saw cooperation, communication, negotiation, reasoning, problem solving, imagination, language development and compassion. I watched self-esteem go up and pride abound! These are all skills I want all children to develop.
It was not without some lip pursing moments where I wanted to shout out, “oh, sh*t” and bite my tongue. The result was worth it and the next time was easier! The branch building area is an incredible area to supervise!
Will you try it?
Process Art Experiences
NAEYC has written a great article about process art experiences. I have edited the content to show the benefits of process art. The whole article is here. http://www.naeyc.org/tyc/article/process-art-experiences
Many of us still look for “cute” projects. Cute is usually not art, it is craft and product based. Pinterest has made it easy to find product oriented “cute” projects. One needs to understand the difference between process and product art and use that knowledge when offering art experiences to young children. There are many ideas online however don’t be fooled by posts that come up with the heading process art but are product art in disguise!
The following is about process art as summed up by NAEYC.
Characteristics of process-focused art experience
- There are no step-by-step instructions
• There is no sample for children to follow
• There is no right or wrong way to explore and create
• The art is focused on the experience and on exploration of techniques, tools, and materials
• The art is unique and original
• The experience is relaxing or calming
• The art is entirely the children’s own
• The art experience is a child’s choice
• Ideas are not readily available online
What children might say
“Look what I made!” “I’m going to do another!”
“Can I have more time?”
Provide open-ended, creative art experiences by offering activities such as
• Easel painting with a variety of paints and paintbrushes (with no directions)
• Watercolor painting
• Exploring and creating with clay
• Finger painting
• Painting with unusual tools like toothbrushes, paint rollers, potato mashers
• Printing and stamping (stamps purchased or made with sponges)
• Creating spin art using a record player and paint, squirt bottles, paintbrushes, or markers
• Stringing beads independently and creatively
• Weaving cloth, yarn, or paper
• Drawing with pencils, art pens, various sizes of markers, or crayons
• Using homemade doughs
• Making collages using tissue paper, various sizes of paper, glue, paste, glue sticks, scissors, and recycled materials
Tips for leading process-focused art
- Approach art like open-ended play—for example, provide a variety of materials and see what happens as the child leads the art experience
2. Make art a joyful experience. Let children use more paint, more colors, and make more and more artwork
3. Provide plenty of time for children to carry out their plans and explorations
4. Let children come and go from their art at will
5. Notice and comment on what you see: Look at all the yellow dots you painted
6. Say YES to children’s ideas
7. Offer new and interesting materials
8. Play music in the background
9. Take art materials outside in the natural light
10. Display children’s books with artful illustrations, such as those by Eric Carle, Lois Ehlert, and Javaka Steptoe
11. Let the children choose whether their art goes home or stays in the classroom
12. Remember that it’s the children’s art, not yours
What children do and learn through process-focused art
Social and emotional
Children relax, focus, feel successful, and can express their feelings
Language and literacy
Children may choose to discuss their art and add print to it (on their own or by dictating to a teacher)
Cognitive
Children compare, predict, plan, and problem solve
Physical
Children use small motor skills to paint, write, glue, use clay, and make collages
Full article is here: http://www.naeyc.org/tyc/article/process-art-experiences
The “talking” blog
Let’s reflect on our practice of talking to children.
Just the other day an early childhood colleague jokingly said, “you should be a commentator” as we were walking with a group of children and I was pointing out trees, birds, trucks and signs along the way. In my quest to evolve as an early educator and person, I try to listen to what people say to me at a deeper level. I recalled an article I had recently skimmed about talking to/at young children.
How much should we talk to children?
The answer is children should talk to us. Asking children too many questions can lead to a child not talking at all. Imagine being bombarded with “what are you doing?”, “what are you making”, tell me what you drew”, “could you add/change this?”, “look at this, look at that” and on and on. There would never a peaceful moment to reflect.
Children like adults need quiet to reflect and assimilate information. If we allow uninterrupted space children will come to us with what they need.
Does your classroom or life have peaceful moments where you can reflect? This week practice being quiet.
Are you unique?
I heard a story this week about an older teacher who “wears tall socks with her shorts”. I am an older educator so I reflected on this. She was categorized as odd, different, and out of touch by younger educators. This teacher clearly was held in the spotlight of not being in touch with or connected to the much younger “in crowd”. I pondered, but how does this reflect in her teaching?
Some of us try hard to fit in while others reject cookie cutter replications and express ourselves by wearing tall socks and shorts! As professionals we are modeling for children that we are confident in our own choices and that they should be confident in their choices no matter what popular opinion is.
There is a balance to being old and wise and young and hip. I am in the struggle to find that balance myself. Here is to being unique!