Learning through the Day - Arkansas State University Childhood

Transcription

Learning Through the Day
Diana Courson, Editor
Arkansas State University
Childhood Services
JoAnn Nalley, Director
Table of Contents
Comings and Goings
1
Good Transitions
11
Circle Time
28
Clean-up Time
32
Diapering and Toileting
38
Meals and Snacks
42
Rest Time
51
Sensory Bottles
54
Learning at Home
56
Resources
59
What Do Children Need?
60
Contributors
Thanks to the early childhood educators and consultants
who contributed ideas for this book.
Trish Anderson
Natasha Crosby
Linda Crider
Carol Gestwicki
Barbara Gilkey
Joanna Grymes
Sandy Haustein
Belinda Sanders
Nancy Taylor
Beverly C. Wright
1st Printing, 2005
2nd Printing, 2009
Arkansas State University Childhood Services
P.O. Box 808, State University, AR 72467
1-888-429-1585
http://chs.astate.edu
Sponsored by
Arkansas Department of Human Services
Division of Child Care and Early Childhood Education
COMINGS AND GOINGS
What’s the most important part of the day for
children? Which part of the day do you most
enjoy? In response to these questions, most
of us probably would not single out arrival and
departure times. However, these important
elements of the daily schedule set the tone for
our relationships with children and families.
Greetings and goodbyes have been described as bridges, helping children cross over
safely from home to center/school and back again (Blakely, et al., 1989). We need to
be sure that we are really listening to children as they arrive and depart. These can be
the times when important confidences are shared.
We know from research that predictable routines help children feel secure and reduce
stress. Children who consistently live with heightened stress levels are not able to learn
as efficiently as children whose lives are more predictable. Appropriate arrival and
departure routines, then, influence the child’s learning and the development of the
brain.
With a little planning, we can make these times smoother and more pleasant for
children and adults. It is normal for some days to be bumpier than others, but the
effort we put into preparing for and organizing arrivals and departures can make an
important contribution to the child’s development.
1
Basics
Every child has a place to hang a coat and a place (usually called a cubbie or locker) to
store personal belongings—backpack, lunch box, stuffed animal, rest time
sheet/blanket, treasures from home, artwork and other items to take home.
The Last Goodbye Hug
To help toddlers separate from parents, one teacher created the last goodbye hug.
When it was time for parents to leave, the teacher said, “Give mom/dad one more big
hug. Then I’m going to hold you while mom/dad leaves.” If the child is crying, say,
“I’m going to hold you until you feel better.” It is important to use the same words
every day so that they become a cue to the child that it is time to say goodbye.
On occasion, this strategy is used with the parent who seems reluctant to leave: “OK,
Mom, give Michael one last big hug. Then I’ll hold him while you leave. I’ll hold him
until he feels better. And you can call in a bit to see how we’re doing.”
2
Set Up a Greeting Area
Arrange a greeting area near the door of your classroom or home. This area provides
physical space for children to make the social-emotional transition from being at home
with family to being with friends and teachers in the child care setting.
Your greeting area might be a low table or small shelf and two or three child-sized
chairs. The teacher can sit on one of the chairs in order to be at eye level with the
child. As children arrive, the teacher is able to spend a few moments with each child
and parent and help the child move into class activities.
Place one or two interesting objects on the table or shelf in the greeting area. These
items can be used to engage children who need some support as they make the
transition from home into the group. Younger children may need and want to see the
same items in the greeting area every day. In this case, make changes slowly, adding
something new alongside a familiar item. Older children are more likely to enjoy a new
object to engage their curiosity. Examples of items for the greeting area are listed
below.
•
•
•
•
•
•
•
•
a goldfish in a small bowl
a photo album
a flower, a pumpkin, a feather, or other seasonal
nature item
a pop-up book
a small music box
scented play dough
a texture book or box
soft dolls
3
If your space is limited, your greeting area may need to be used for
other activities after the children have arrived. You may need to
establish a system for moving chairs or a table to accommodate dual
use. A very simple greeting area may consist of a chair and one
interesting item, such as a small basket of photographs or a vinyl
place mat and a small lump of play dough. These can be put
away easily to make room for other activities.
Some children are eager to get started, tossing their backpacks and
coats in the general direction of their cubbies as they head to the
dramatic play center. For these children, the greeting area can be a
visual reminder to put away personal belongings.
Some children need to ease into activities, often spending a little time observing the
group and surveying the environment before joining in. These children may not
respond well to other children who wait for them at the door, ready to sweep the new
arrival into their play. The greeting area can serve as a buffer zone, protecting new
arrivals from the well-intentioned enthusiasm of their friends.
Getting There Is Half the Fun
If children ride the bus, make a game of getting from the bus to the classroom.
•
•
•
•
How many steps to your room? Let’s
count as we go.
Let’s be giants! Take giant steps to our
classroom today.
Now we’re turtles. We have short legs
and move slowly.
Let’s walk in a zigzag path.
4
Hey, World, I’m Here!
Plan for ways to help children say, “Hey, I’m here!” Arrival time is a good opportunity
to build a caring community, helping children feel that they belong to the group. The
ideas included here support literacy skills as children identify written names.
Try using a name board as part of your arrival routine. The name board has a name
tag for each child; tags often include the child’s photo. As children arrive, they find
their nametags and move them to another part of the board or place them in a special
container. Or you can reverse the process, with children selecting their nametags from
a table or shelf and hanging them on the board.
Name boards can be as simple or as elaborate as you wish to
make them. It is suggested that you begin with an easy-to-make
name board so that you can decide exactly how you will use it and
how you want it to look. Suggestions for making name boards are
listed below.
• Plywood board with cup hooks for hanging name tags
• Felt board with felt-backed name tags
• Metal surface, such as a cookie sheet or the side of a
file cabinet, with magnetic name tags
• Laminated poster board with strips of Velcro to attach name
tags
• Designated bulletin board space that is within the child’s
reach, using Velcro or felt to attach name tags
Some teachers prefer a name basket instead of a board. Each
child’s name is written on a sentence strip and laminated. Younger
children often need visual cues on the name card, such as a photo
or a unique sticker. As children arrive they put their name cards
into the basket.
Another technique is to have children sign in each day. Keep pencil
and paper on a clipboard near the door. Preschool children may need
to have a name card nearby so that they can copy their names on the
clipboard.
5
I’ve Been Waiting For You!
Look for opportunities to let children know that you are looking
forward to their arrival. In some programs, the staff frequently
writes notes to individual children. These notes are waiting in
children’s cubbies when they arrive. For example, “Allison, I
can’t wait to see what you create in the art center today!”
Contributions to a group project can be prepared at home and added as children arrive.
These ideas can be modified so that each child completes a portion of the project as
he/she arrives rather than sending it home.
•
Cut a poster board into puzzle pieces, one piece for each child
in the group. Each child takes home a piece of the puzzle and
draws a self-portrait on it. As children arrive, the group
portrait takes shape.
•
Children take home a piece of construction paper. With the
help of a family member, they draw and cut out their
handprints. When children arrive the next day, they add
their hands to a book, poster, or other handprint project.
Designate a theme for show and tell, such as “circles”, “green”, or “crazy
hats”. As children arrive they add their show and tell item to a special
display shelf or table. Throughout the day children can visit the display
with friends, telling about their circle thing or their crazy hat.
The overall environment can send children the message that you have been expecting
them.
• Do you have pictures of the children and their families displayed?
•
Do you have books, pictures, and materials that reflect the child’s home
life and culture?
•
Is the environment adapted so that children with disabilities can participate
in all areas?
•
Do you have samples of each child’s work displayed somewhere in the
room?
6
Departure Time
If all of your children leave at the same time, include time in the
daily schedule for them to gather their belongings. This
procedure may include retrieving artwork from the drying rack,
putting show and tell items in the backpack, and putting on
coats. Avoid the temptation to rush through these chores.
Children are learning responsibility for their environment and
strengthening their self-help skills.
Establish a goodbye routine with your group. Your routine will
usually consist of three parts—recalling today’s experiences,
previewing tomorrow’s plans, and sharing a familiar closing.
You can use props to help children remember their activities and
to intrigue them about tomorrow. Ask children to name some of the things they did
today. If needed, you can use a prop as a cue; hold up the apple and someone will be
sure to say, “We made applesauce.” When you take a baby bottle from the bag, tell
them that tomorrow we will have a visitor who uses this.
Your closing might be a song. You probably have a good morning
song, but you may not have a goodbye song. The song doesn’t
actually have to be about “goodbye”. Any song that the group
enjoys will work, if it engenders feelings of community and well
being.
If a song doesn’t seem right as your group’s closing, try telling a familiar story.
Occasionally change the story slightly, encouraging children to suggest variations.
Simple games and chants can also be used to end the day.
7
In her book Sanity Savers, Sharon MacDonald (2004) suggests
some closing questions that might be used to help children
recall today and think about tomorrow.
•
What did you learn today?
•
Where did you work today (in what center)?
•
What was your favorite part of the day?
•
What are you going to share with your family today?
•
What new things did you do today?
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Who did you work with today?
•
Who helped you today?
•
What do you think tomorrow will be like?
Help families understand why children sometimes cry when parents
arrive at the end of the day. Going home is another transition.
Children have settled into the child care setting, and now we’re
asking them to make another change. Using the principles of good
transitions to plan departure time can ease this situation (see page
14).
8
Individual Schedules
If your program stays open into the late afternoon or early
evening (or never closes!), your children will come and go
according to their family’s schedule. Knowing the rhythm of
these departures for your group, plan a time for children to
gather their belongings and for the group to recall today’s
experiences and to preview tomorrow. Your closing will be
more individualized, perhaps a rhyme, a song, or a wish-something special that you share with each child as he/she
leaves.
The materials that children use at the end of the day should be as interesting as those
that have been accessible earlier. However, complex activities that are difficult to clean
up can be barriers to smooth and pleasant departures. Some parents enjoy the end of
the day as a time to visit with the staff and other children.
Others are more rushed in the evening than they were in the
morning, hurrying off to ball games and dance lessons and
meetings. We can support busy families by minimizing clean-up
time at the end of the day so that children can quickly stop what they are doing and be
ready to leave. Books, games, manipulatives, drawing/writing materials, and play
dough are good choices.
Children need to be actively involved in meaningful experiences all through the day.
For this reason, it is not recommended that children sit and watch television while
waiting for parents to pick them up. Instead, children can continue playing in most
learning centers until their parents arrive. Although blocks, sand, and dramatic play
tend to require more clean-up effort, the value of the play in these centers is so great
that children should be able to use them as often as possible. Work with the children to
develop a plan for efficiently tidying these areas at the end of the day. Sometimes a
child will need to leave without
doing his/her share of cleaning
up; that’s OK. If we believe
that our group is a caring
community of learners, we will
cheerfully share one another’s
chores on occasion.
9
The Very Last Child
Cherish the time that you have at the end of the day when all but one or two children
are gone. Enjoy the opportunity to share special moments with individuals,
opportunities to focus on these children.
Follow the child’s lead. Some children want to read books or play games together.
Others will relish the opportunity to have an uninterrupted conversation with the
teacher.
When a parent is late picking up a child, we must not communicate our frustration or
impatience to the child. Avoid comments such as, “Where in the world is your mother?
Hope she didn’t forget about you.” Children take these comments to heart and can
become quite worried and upset. Instead, we can choose to think of this situation as
an opportunity to spend more time with the child. Certainly we will follow our
program’s procedures regarding late pick-up, but at the same time we will continue to
provide a warm, nurturing environment for the child.
And Finally
The purpose of the goodbye routine is to help children begin the transition from school
to home. Every day we want children to leave us knowing that they are valued and
loved. Take time to plan and implement an ending that is as meaningful as the rest of
the day.
Learning All Through the Day
•
Predictable routines are essential for optimal brain growth and development.
•
Individualized arrivals and departures strengthen the relationships among
children, parents, and teachers.
•
Smooth arrival and departure procedures enhance self-esteem and a sense of
community.
•
Effective arrival and departure times accommodate individual needs for transition
from home to school.
References
Blakely, B.; Blau, R.; Brady, E.; Streibert, C.; Zavitkovsky, A.; & Zavitkosvsky, D. 1989.
Activities for school-age child care, Rev. Ed. (p. 5) Washington, DC: National
Association for the Education of Young Children.
MacDonald, S. (2004). Sanity savers (p. 97). Beltsville, MD: Gryphon House.
10
GOOD TRANSITIONS
Transitions are those times of the day in an early
education program when children and adults are
moving from one activity to another. The first
transition is arrival—children shifting from their
family environment to the child care or school
group. Transitions continue throughout the day
from breakfast to circle time to learning centers to
outdoor play to lunch to rest time to snack until
children reverse the arrival process and depart for
home.
Each transition involves making a change in activity. Change is always a challenge—
and helping young children manage their actions during change is very challenging.
There are several reasons for this.
•
Consider the number of unique temperaments and developmental abilities
that are displayed in your group of children. Some have already learned the
habits of dawdling, tuning out adult instructions, or depending too much on adult
assistance.
•
Many young children have a hard time focusing on anything other than their
own immediate wants and needs.
•
Children are often disturbed by the activity and multiple instructions that are
part of many transitions.
•
Many children strongly resist being hurried, and
many poorly planned transitions consist of teachers
urging children to hurry up. (Do you remember being
hurried in your own childhood? This may help you
realize how the repetition of instructions becomes the
kind of nagging that children tune out.)
•
Another reason that problems develop during
transition times is that children often have to wait
and are at loose ends.
11
Teachers have their own unique responses to the movement, noise, busy-ness
and confusion that are part of some transitions.
•
•
Some teachers manage their anxiety about losing
control during these times by trying to rush through
them, triggering resistant responses by the children
who don't want to be hurried.
Many teachers are still too influenced by their memories of authoritarian
schoolteachers who managed transitions as if they were military exercises.
•
Other teachers have not yet understood that the
behind-the-scenes planning of the schedule and
transitions is necessary as a powerful form of
indirect guidance—preventing problems from
happening in the first place.
So the beginning point of this discussion on transitions is to help us become aware of
the difficulties caused by poor transitions, and some of the reasons that these changes
are particularly challenging for children and for us.
Think about this. How do you feel when you know it is time to begin the transition of
putting toys away, or getting ready to go outdoors to play? Can you sense yourself
getting tense, knowing there will be some encounters with resistant or confused
children?
Think about your group of children. Can you identify particular individuals who seem to
have a harder time with transitions than others? Remember these names; these are
likely the children you will need to stay closest to during transitions, guiding them
through.
12
Check Yourself
To test the idea that transition times may be at the heart of many classroom difficulties,
do some research in your own classroom this coming week. Tape a sheet of paper on
the wall where you can reach it easily. Make two columns on the paper, heading one
as Activity and the other as Transition.
Every time you encounter one or more children having trouble with expected behavior,
notice whether it is during one of the regular time blocks on your schedule, such as
during free choice time, circle time, or outdoor activity, or whether it is during one of
the transition periods between activities. Make a check in the appropriate column on
your page. It is likely that you will discover at the end of the week that more problem
behaviors occurred during transition times.
Activity
Transition
13
10 PRINCIPLES FOR GOOD TRANSITIONS
1. Minimize the number of transitions.
2. Give advance warning of change.
3. Give familiar cues about change.
4. Make directions for children’s participation clear, specific, and brief.
5. Use one adult to begin the next activity—avoid empty waiting time.
6. Allow for movement of a few children, rather than the whole group.
7. Give children classroom responsibilities and opportunities to assist
peers.
8. Use imagination and playfulness to focus children’s attention during
transitions.
9. Plan transitions.
10. Modify principles to fit the particular situation instead of disregarding
principles.
14
Principles of Good Transitions
1. Minimize the number of transitions.
Often teachers are shocked when they count up the number of transitions in a typical
day. A careful examination of the schedule may show blocks of time or activities that
could be combined, to cut down on the number. This is important, because each
transition itself may need to take some time, for children to be meaningfully involved
and practicing self help skills, and not just rushed through. So too many transitions,
even if filled with meaningful activity, may take too much time away from other
activities, as well as giving a disjointed feeling to the day.
2. Give advance warning that a change is about to take place.
Interrupting children abruptly from what they are doing encourages
resistance, as well as conveys the unfortunate message that what they
are doing is not important and their feelings are not worthy of respect.
Incidentally, an advance warning is not suddenly flashing the lights off
and on. This is just another form of interruption. An advance warning
is a teacher who goes around to children busy at their play and gently
states that there are just about five more minutes until it's time to get ready for snack,
so they should think about finishing up what they are doing before it's time to put away
toys. It is also the teacher who says that the group will have time to sing one more
song before they need to get ready for the playground. Advance warning gives children
the chance to get ready mentally for the change, and is more likely to encourage
cooperation.
3. Give children familiar cues about change.
When children hear the clean-up song, or notes played on a triangle,
or a particular music CD, they are reminded of the repetition of a familiar pattern.
(Refer to the sample transition songs on page 23.) The cues encourage the children to
pay attention, and to behave according to the habits formed by repeated experience.
Cues are usually environmental, something that children notice with their senses, like
songs to hear or a signal to see. Some preschool and primary teachers, for example,
stand with their hands placed on top of their heads when they want children to listen to
their instructions. Children notice and imitate this behavior, and the teacher speaks
when she has the attention of all children whose hands are also on top of their heads.
(This has the added bonus of keeping children's hands away from others and from work
15
that might be distracting.) When teachers help children recognize consistent routines
by using such repeated cues, children know what to expect from day to day, and
cooperate more readily, almost without thinking, as their actions have become a habit.
4. Make sure that directions given for children's
participation are clear and specific.
While adults may have a fair idea of what needs to happen
during any transition to get ready for the next activity, it is
important to realize that children need to be guided through the steps. It helps when
teachers establish eye contact and touch children gently to be sure they have their
attention when giving specific instructions.
When directions are given one, or at most two, at a time, it is easier for children to
process, remember, and act. Consider what happens when teachers say, "Put away
your toys, use the bathroom and wash your hands before snack, and come and sit at
the table." It is not uncommon to see some young preschoolers who received such
directions going directly to the bathroom or snack table, because they were unable to
process several commands at once. One direction at a time is best for children four
years or under, and for many older children who have difficulty with transitions.
5. Use one adult to begin the next activity.
If there are two teachers in the same room, they should not both be doing the same
thing at the same time. One teacher can be continuing to encourage the children who
are slower at putting away their toys, while keeping an eye on those moving to
complete bathroom tasks. The other can be with the children who are already seated
for snack, having conversation or leading a song while they are waiting for the other
children to join them. Or one teacher can accompany the children who already have
their coats on to the playground, while the other remains with
the group who need more help and time with zippers.
When the next activity doesn't have to wait until everyone is
ready, it provides an incentive to move on, and doesn't
penalize children who are either quicker or slower paced in
their abilities. Allowing activities to begin without everyone
ready shows that teachers understand both that children need
time to complete their self-help tasks comfortably and with
feelings of success, and that children who are ready sooner
should not have to wait with nothing to do while their friends
finish. This moving on to the next activity avoids empty waiting times.
16
Obviously it takes communication between the two teachers to be sure that each adult
is available where most needed. Some teachers plan to alternate weekly
responsibilities: "You take the bathroom supervision this week, and I'll be ready to start
circle time as a few children gather." When one adult is sitting with the children
finishing circle time, the other can be preparing materials to be set out on tables ready
for the next activity when the children leave the circle. Again, planning and
communicating the separate roles and responsibilities of the adults is an essential
element of smooth functioning.
When teachers work alone, it sometimes takes more creativity to follow this principle.
Sometimes teachers start a song tape or an "I spy" game that everyone can join in,
whether they are sitting at the table, or washing hands, and the teacher can have an
eye in both directions. Empty, unsupervised waiting times are the enemy of smooth
transitions, so devising methods to make sure children are pleasantly occupied is time
well spent. (See the activity suggestions on page 26.)
6. Allow for movement of a few children, rather than the
whole group.
Too many children moving all at the same time may bump into
each other and move without purpose, or have to wait too long
for their turn in the bathroom or getting the teacher's assistance
with zippers. The whole group can be broken up naturally, by
the differing rates of children completing their tasks. It is just
natural that some children will be ready to use the toilets and
sinks before others have finished picking up their toys.
At other times, teachers have to find ways of dividing the group, for example, to
dismiss them from circle time to get their coats. Depending on the age of the children
and the concepts they understand, teachers may ask everyone wearing red to get ready
for outside play. She may chat informally with the remaining children while the other
teacher supervises and assists the first children, and then send on the children wearing
blue.
Another day she may send children who respond to a variety of clues.
• "I'm looking for children who have a dog for a pet."
• "I'm looking for children who have a baby in their family."
• Older children may respond to letters that begin their names, months of their
birthday, or any number of other devices.
The technique has the added bonus of giving children something to focus their
attention on during a transition time.
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One caution for teachers is not to use a transition device that is so timeconsuming that the activity itself creates an empty waiting time. For
example, when a class of two year olds has to wait while, one by one, the
teacher calls each child by name to jump over the candlestick (Mary be
nimble, Mary be quick, Mary jump over the candlestick), especially when
some of the children may want to prolong their turns, the transition
activity works against the teacher.
It should also be noted that when the two teachers who work together have already
learned to use the principle about both not having to do things at the same time, it
makes it possible to break up the group. Instead of waiting for the whole group to
leave circle time before both adults move, one adult can already be with the first
children who have been dismissed, as discussed in principle #5.
7. Give children classroom responsibilities and opportunities to assist peers.
Young children thrive on opportunities to
make a real contribution in their world.
They develop physical and social
competence as they practice the skills
needed in many routines. When children
take on various helping tasks such as table
setting or washing, or handing out paper
towels to others, or helping a friend who
has not yet learned to tie her own
shoelaces, they feel important and
experience what it means to be a helping
part of the community. Teachers are then free to be with children who need more
assistance during the transition, or to start the next activity.
Not incidentally, teachers who are not dashing about to get some routine task
completed are more relaxed. Children are quick to pick up on nonverbal cues from
their teachers. When the teacher's voice remains calm and low during the transition,
children move more easily and comfortably to do what they need to do. When teachers
appear increasingly stressed, with voices rising and anxious activity, children's behavior
will mirror this strain.
Having a chart helper system displayed on the wall helps children realize that they will
all have turns to be involved, again adding to the sense of predictability in the
classroom. Encouraging the attitude of helpfulness builds a sense of being able to
make an important contribution, even in youngest children.
18
In too many homes, busy parents have not given children opportunities to do simple
chores, so this may be a new experience for some. Incidentally, this may be an
important topic to share with parents, the idea that meaningful involvement may help
their child's self-esteem as well as make a contribution to household life. (See pages
56-58.) Being busy on assigned tasks ensures no empty waiting time. Children also
gain by realizing they can receive help from others in addition to adults.
8. Use imagination and playfulness to help children keep focused during
transitions.
It is important to remember that the young children with whom you spend your days
are most readily engaged through imaginative and playful ideas. Often when teachers
are concerned with keeping order and control during transitions, particularly those
where children must be taken somewhere distant from the classroom, like to the
playground or lunchroom, they revert to semi-military procedures of lining up and
achieving perfect control under the adult's direction. ("We're not going anywhere until
everybody is standing still and right behind the person in front of you.")
Obviously teachers want to avoid children running wildly, with the possibility of
someone getting hurt, but there are more developmentally appropriate ways to keep
children together, quiet, and focused on safe behavior that respects the rights of others
in the building. More playful, child-oriented approaches take advantage of children's
imagination and willingness for group participation.
For example, a teacher begins the game of quiet follow-the-leader down the hall, first
patting her head, then bending her knees slightly to walk, then raising her hands in the
air, then waving first one hand and then the other. The children are so busy watching
for the next move that they quickly and quietly arrive at the door to the playground
without the teacher once having had to remind them to walk quietly.
Another teacher has instituted a game of pretending the group is a group of
mice trying to sneak past the door where a pretend cat lives before the cat
hears them and pounces; it is very quiet when those children tiptoe down
the hall, maintaining their control through playful imagination rather than
teacher orders.
The principles are meant to guide your thinking about
creating smooth transitions in your particular situation;
the creative applications can come from you.
19
Sometimes the playful suggestion comes from an activity just
completed. After reading a book about springtime, the teacher
suggests that the children move down the hallway like beautiful
butterflies, making beautiful motions with their arms, but no
sound!
9. Plan transitions.
Most teachers realize that the daily activities will not go well if they do not spend some
time planning the ideas and the needed materials. Those same teachers, however,
may rarely spend time actually planning the transitions between the activities. Smooth
transitions don't occur magically. There are several things to be considered in planning.
•
The expectations for children and adults during the changes
•
Breaking the instructions for expected activities into manageable and clearly
understandable parts for the children
•
Thinking through the necessary adult preparations and roles to play
Eventually it will become second nature to move through smooth transitions. Until that
time, it is important to continue to plan just exactly how you will give the children
advance warning, how you will communicate your instructions to them, what cues you
will use to remind them of desired activity, and the separate roles that the adults will
play in guiding children and avoiding waiting time.
10. Modify principles of transitions to fit your situation.
If you are a teacher of toddlers or school-aged children, or if you
work on your own in a family child care program, you may be saying
to yourself that these ideas just don't quite fit with your classroom
needs. Rather than disregard the principles, it is important to
recognize that each principle is based on an idea that can actually help
you to create smoother transitions in your particular circumstances.
What is essential is to ask how you can, for example, avoid empty waiting times in
your family child care program when you are busy preparing lunch and the children
need to get their hands washed before eating. (Try a CD that plays familiar songs for
everyone to sing along with; each child washes during a particular song.)
Or how you can keep your school-aged children's attention focused as they walk
down the long hall from the cafeteria to the gym without having to resort to orders or
threats. (Keep silent count of things you see shaped like a triangle and when we get to
20
the gym the one who has the number closest to the secret number I wrote down can
be the first to choose an activity today.)
INFANTS AND TODDLERS
The principles of good transitions apply to infants and toddlers. It is important
to talk younger children through routines and transitions. Think of yourself as a
play-by-play commentator, describing and commenting on the action. “I’m
putting the blocks on the shelf. John, you’re putting the square block on the
shelf. We’re stacking the blocks, 1, 2, 3, 4, 5.”
In the Infant Room
There are no transitions for babies. Everything that happens in an infant room is
individualized; babies should operate on their own schedules, not the adult’s. The
challenge when working with infants is not transitions, but negotiation. How do we
negotiate a balance among the needs and schedules of 3-6 individual babies? There
are times when the teacher must prioritize—first comfort Jamal, then change Sarah’s
diaper.
The chart or other method that you use to record information about the child’s day is
important for parents to see at the end of the day. It is also important for the teachers
so that they can see what each child needs as the day progresses.
Especially For Toddlers
If you work with toddlers, your transition time motto might be,
“Keep going.” There should always be something interesting
going on.
Many teachers find that singing works best to help toddlers move
through the day. Toddlers particularly enjoy songs made up by
the adult. These songs are tailored to the situation and can
include the children’s names.
A word of caution, however: If you make up a song, pay attention
so that you can remember it. The children will want you to sing it
again, exactly the way you sang it the first time!
21
Don’t be concerned if the children don’t sing along with you. Toddlers learn by listening
and through repetition. They are involved if they are looking at you or if they are not
wandering off to explore something else.
Cryer, Harms, and Bourland (1988) remind us to avoid
rushing through routines and transitions. “This puts
pressure on the child and she might just stop and resist
on you.” Give children choices as often as possible—
“Would you like to rest with a teddy bear or a doll?”
A very busy transition is from clean-up time to diapering/toileting to snack. Try using a
series of chores during this time. Here’s an example.
•
As the first children finish cleaning up, send them to the restroom or take
them to the changing table.
•
After washing their hands, the first 2-3 might go with a teacher to get snack.
•
The next 2-3 children who are ready might put out cups and napkins.
•
You now have 1-2 still cleaning up, 2-3 in the restroom, 2-3 getting snack,
and 2-3 setting the table.
If you have read The Country Bunny and the Little Gold Shoes, you will recall that
Mother Bunny used this strategy with her many children. The key is that each job must
be a meaningful contribution to the group.
Reference
Cryer, D., Harms, T., and Bourland, B. (1988). Active learning for ones (page 5). Parsippany, NJ: Dale
Seymour Publications.
22
Sample Transition Activities
Clean-up songs
(Tune of London Bridge)
Cleanup time is almost here, almost here, almost here
Cleanup time is almost here
Are you ready?
(Tune of Farmer in the Dell)
We're
We're
We're
We're
picking up our toys
picking up our toys
putting all our toys away
picking up our toys
We're
We're
We're
We're
cleaning up our room
putting all our toys away
(Tune of "If You're Happy and You Know It")
If
If
If
If
you're
you're
you're
you're
cleaning
cleaning
cleaning
cleaning
up
up
up
up
the
the
the
the
room,
room,
room,
room,
say, "I am" (children respond "I am")
say, "I am" (children respond "I am")
if you're cleaning up the room,
say, "I am" ("I am!")
Note: this can be modified to other times of the day.
"If you're ready to go outside, say "I am"
"If you're ready to hear a story, whisper "I am"
"If you washed your hands for snack, say "I did."
23
(Tune of "Twinkle, Twinkle")
Twinkle twinkle little star,
Stop and clean up where you are.
Time to put the toys away.
We'll use them another day.
Twinkle, twinkle little star
Stop and clean up where you are.
Note: Children who need special reminders may focus attention when you insert their
names: "Twinkle, twinkle little Rose."
Ideas for moving down the hall
•
•
•
•
•
•
•
•
•
Tiptoe silently like little mice
Fly quietly like an owl or a butterfly
Pretend to be detectives looking for footprints with magnifying glasses
Flow down the hall like a river
Make your fingers soft—make them fall like rain as we walk
Walk like the “Elastic Man”
Float like a balloon
Crawl like a snail
Walk through mud, or on thin ice, or on hot coals
[Source: MacDonald, S. 2004. Sanity savers (page 94). Beltsville, MD: Gryphon
House.]
Gathering together in a group
(Tune of "Where is Thumbkin")
Where is David, Where is Johnny
Where are they, where are they?
Won't you come and join us,
Won't you come and join us
Sit right here, sit right here.
24
(Tune of "If You're Happy and You Know it.")
Come and sit down on the
And give yourself a hug
rug, on the rug
rug, on the rug
rug
rug, on the rug
Note: this is one of those multi-purpose songs that can be changed to fit the occasion.
“Put your feet on the line, on the line, etc.
Put your feet on the line, and you're looking mighty fine.”
Or
“Put your hands in your lap, in your lap, etc.
Put your hands in your lap, then give them a little clap."
(Tune of "Mary had a Little Lamb.")
Please come and read with me,
Read with me,
Read with me.
Please come and read with me,
For it's story time.
Another multipurpose song:
"Please come and eat with me, For it's snack time.”
"Please put on your coat with me, For it's playground time."
Chant
Criss-cross applesauce,
Give a little clap
Put them in your lap.
Quiet as can be (whispering)
Eyes on me. (pointing)
25
Filling the gaps, avoiding empty waiting
Choose a Song
Make a list on chart paper of all the children's favorite songs. Allow children to take
turns pointing a "magic wand" to choose the song they would like to sing.
Hide the Bunny
Take a favorite stuffed animal along with you when you go to a place where you know
there is a possibility that the children may have a wait. Let children take turns hiding
the animal, and then giving others clues about where to find the toy.
I Spy Games
(Tune of Row, row your boat)
Look, look, look around
Look around our room
Tell me when you see something (color, shape, beginning with a p)
Look around our room.
(Tune " Oh do you know the Muffin Man?")
Do you see the (circle shape)
The (circle shape), the (circle shape)?
Do you see the (circle shape)
Somewhere in the room?
A child is chosen to get up and touch something with that shape.
Yes, we see the (circle shape)
The (circle shape), the (circle shape).
Yes we see the (circle shape)
Somewhere in the room.
Whatever concepts you wish to review with the children may be inserted.
color red
number six
letter "B"
word Monday
26
Imagination Games
Stimulate children's creative thinking with a question.
• If you could not use your feet, how would you get to the door?
• If you could be any animal you would like, which would it be?
• If you were as small as a mouse, where could you go that you're too big
to go now?
(Tune of "Here we go Round the Mulberry Bush.")
This is the way we twirl around,
Twirl around, twirl around
This is the way we twirl around,
So early Sunday morning.
This
This
This
This
This
This
is
is
is
is
is
is
the
the
the
the
the
the
way
way
way
way
way
way
we
we
we
we
we
we
jump up and down
swim around
run around
hop up and down
dance around
sit right down.
What’s Missing Games
Place three objects in front of the children. One child hides his/her eyes; the teacher
removes one of the objects. The child identifies the missing object. Vary the difficulty
level of this game by increasing the number of objects used or by using objects that
look very similar.
References
Cryer, D., Harms, T., & Bourland, B. (1988). Active learning for twos ( p. 7). Parsippany, NJ: Dale
Seymour Publications.
MacDonald, S. (2004). Sanity savers (p. 94). Beltsville, MD: Gryphon House.
27
CIRCLE TIME
Basics
Keep whole group times short—no more than 10-15 minutes for younger preschoolers
and 10-20 minutes for older preschoolers.
Keep things moving.
Have all materials ready before gathering the children so that they don’t have to wait
for you.
If a planned activity is not going well, change to an alternate activity.
Where Shall We Meet?
When planning your circle time area, consider the lighting and potential distractions.
•
When seated in the circle, children should not be facing windows
that might create a glare.
•
Children should not be facing the door, so that they will not be
distracted by people leaving or entering.
•
Because a sizeable amount of floor space is needed for the whole group to sit
together comfortably, your circle area may need to be used for other activities.
Teachers frequently use the large (often carpeted) space for the block center.
You might also use the circle area for books, manipulatives, or other learning
materials that do not require a table.
•
If toy shelves adjacent to the circle area seem to distract
children, consider covering the shelves during circle time to
limit these distractions. One teacher had small quilts that she
draped over shelves. The quilts gave a cozy softness to the
circle area, as well as directing children’s attention to circle
activities.
28
•
Young children may need cues to help them define their space in the circle.
Some teachers use carpet squares or vinyl place mats. One teacher used her
sewing machine to make cushions for the children (cushions were 13” square
and 1” thick).
One teacher was quite successful in helping a group of four
year olds learn to recognize their space and to honor the
space of others. The children picked up their own carpet
squares and placed them anywhere they wished in the group area. Children
were not sitting in the traditional circle, but they had learned to position
themselves so that they could see the teacher without blocking the view of
others. Some children pushed their carpet squares together and happily shared
their space while listening to the story.
•
What Shall We Do?
Because most of the day will be spent in small group and individual activities, circle time
should be brief and interesting. Thoughtful planning will help you make the most of
your circle time.
The most appropriate activities for circle time are stories, songs, and fingerplays that
involve all of the children. (See page 31 for ideas.)
Effective teachers have built a repertoire of techniques for
capturing and maintaining the group’s attention. These include
fingerplays, songs, and puppets. Don’t wait for every child
to be sitting quietly, ready for the activity. When you have
most of the group’s attention, move immediately into the
planned story or other activity. If you have planned well, the
activity will draw in the others.
Whole group games, such as Hokey Pokey and Old Brass Wagon, work well. Avoid
games and other activities that require children to wait more than one or two minutes
for their turns. Modify these activities to include the whole group, reserve them for
small groups, or don’t use at all.
29
Some preschool teachers use circle time to review the calendar, weather, colors,
shapes, alphabet, and more. It is suggested that all of these topics can be better
addressed in individual and small group experiences during learning center time (free
play).
Focusing on the calendar, for example, with two or three children
who have shown an interest will be more effective than trying to
teach a larger group that yesterday was Monday and tomorrow will
be Wednesday. Similarly, discussing the weather, colors, shapes,
and letters with individuals and very small groups allows the
teacher to tailor the activity to the developmental level and interest
of the children.
Group Time for Twos
Two year olds can be invited to join a group for a very short time (5 minutes). If there
are two adults working with the group, divide the children and have two circles. Songs,
fingerplays, and stories are the typical group activities, but you can plan anything that
your children enjoy doing together. Never require a toddler to participate and always
allow children to leave the group for another activity.
When working with toddlers, group times are likely to occur
spontaneously throughout the day. If you sit on the floor to read
or sing with one child, several others will probably join you for a
time.
•
For optimal brain growth and development, children need language-rich social
interaction.
•
Participating in age appropriate whole group activities can promote helpfulness,
cooperation and generosity.
•
Children practice communication and problem solving skills during circle time.
30
CIRCLE TIME IDEAS
It Looked Like Spilt Milk
Sit on the floor with a tray in front of you. Put a glass of milk on
the tray and “accidentally” knock it over. (The children love to see
the teacher mess up!) Read the book, It Looked Like Spilt Milk, by
Charles G. Shaw.
Mystery Bag
An old pillowcase makes a great mystery bag to create interest. Add a
few items or pictures that relate to your planned circle time activity.
Children draw items out of the bag and guess what the topic of the
activity will be. For example, before reading Harry the Dirty Dog by Gene
Zion, the children would find in the bag a brush, a piece of charcoal, and a can of dog
food.
Do you like spaghetti?
Yes
No
Instant Graphs
Write a yes/no question on chart paper or poster board. Include a picture cue for the
question. Each child has a clothespin with his/her name on it. As the children come to
the circle after cleaning up their learning centers, they put their clothespins on the chart
to indicate yes or no. When everyone has placed a clothespin, the group has an instant
graph. This idea also offers an engaging activity as children arrive in the circle area
from their learning centers.
31
CLEAN-UP TIME
Children need daily opportunities for art, sand and
water, blocks, and dramatic play. Many of the most
engaging toys have lots of pieces—beads and laces,
pegs and pegboards, puzzles, Legos, teddy bear
counters. If we are doing a good job in providing
interesting learning materials for children to explore,
then effective clean-up strategies will be a must!
Why Clean-up Time Is Important
Adults understand that each of us has a responsibility to care for and
maintain the space and materials that we share with others. For
example, if we take a global view, we might decide to contribute money
to an environment conservation group. We may also bring this
responsibility to a more personal level by washing our coffee mug instead
of leaving it on the table in the staff lounge.
One of the benefits of early education is in helping children learn how to be a part of a
group.
•
They learn that their actions affect the entire group.
•
They develop a sense of responsibility to and for others in the group.
•
They gain competence in maintaining the environment so that all can use and
enjoy it.
Learning to clean up is a process that occurs over time. Toddlers like to clean up
because they want to imitate the adults around them. During the preschool and early
elementary years, children’s egocentric thinking moderates, allowing them to consider
the perspective of others. They are able to accept increasing responsibility for their
environment.
32
Basics
Clearly label shelves so that children know where materials belong.
Shelves should not be cluttered or overcrowded.
Allow time in the schedule for children to clean up without being rushed.
Avoid sudden shifts in activity; let children know that clean-up time is approaching.
Establish a signal that indicates the beginning of clean-up time.
Common Concerns About Clean-up Time
“The children don’t really do a whole lot—I end up doing most of the
work.”
You’re absolutely right. Children grow into the clean-up process. They
need a good adult role model and lots of practice. We should be willing
to pitch in and do more than what we may consider to be our share of
clean-up. This is especially true with toddlers and young preschoolers.
Another aspect of your concern is whether or not the children understand
what clean-up means. Help children know what you expect in each learning center at
clean-up time.
Give clear, specific directions so that children will know what to do. For example, in the
manipulative center you may want
• all puzzles worked and placed in the rack
• peg boards stacked and pegs put in the basket
• beads taken off laces
• teddy bear counters picked up from under the table.
Have you ever looked at your own kitchen and said, “What a mess! I
don’t know where to start!” If you found yourself overwhelmed by the
size of the job, you may have turned off the light and walked away.
Or maybe you rolled up your sleeves and jumped in, first scraping and
stacking plates and pots, then loading the dishwasher, then sweeping
the floor.
Similarly, you probably have children in your group who are overwhelmed by a big pile
of blocks and toys in the middle of the floor. Lacking the ability to organize the task
into manageable pieces, they may simply walk away. Try giving children small
assignments: “First pick up all the triangles,” or “Michael, pick up all the cars and Jill,
pick up all the people.” As children gain experience, involve them in identifying the
parts of the task and in deciding what to do first and next.
33
“I want children to clean up their own messes. Blocks and dramatic play
are problems in my room. How can children who leave those centers clean
up when others are still playing?”
That’s a very good question. You are right to encourage
children to clean-up as they complete an activity. This
procedure helps protect materials and prevent injuries.
Remember, however, that clean-up is about sharing space
and about personal responsibility to the group. Our goal
should be that everyone contributes to the clean-up effort
as appropriate at the time. This means that at the end of
learning center time, for example, all children are expected
to help. We must decide whether it is more important that the person who made the
mess cleans it up or that we all cooperate to tidy our room.
“It seems that there’s always someone who doesn’t want to clean-up and
tries to keep playing.”
There’s one in every crowd, isn’t there? Try to determine the reason for the child’s
reluctance to clean up.
Are transitions difficult for this child? If so, be sure to give him/her plenty of
reminders that it will soon be clean-up time. Another technique is to recognize and
comment on the child’s work. Acknowledging children’s efforts and ideas may reduce
their reluctance to clean up.
Is the child not finished with the project? Be
sure that you have a way for children to save their
unfinished projects so that they may continue to work
on them later. For example, you might provide a shelf
for artwork and Lego structures. You might make a
sketch or take a photograph of a block building so that
children can review their design during the next work
period. Talk with the children about ideas for
preserving their work.
Does the child need more time now to pursue
this project? In a child-centered program, the daily
schedule should be flexible enough to accommodate
individual needs. If possible, allow this child to
continue working for a few minutes while the rest of
34
the group moves on to the next activity. Remind the child that he/she may work for a
bit longer in order to get to a stopping place. Has there ever been a time when you
stayed up late to finish reading a book or watching a movie? Adults have more control
over their time than children do. We demonstrate respect for the child when we
support their work by giving them time.
Your next concern may be, “If I let her keep playing, no one will ever want to
clean up.” That’s not likely to happen if the next activities are interesting and
meaningful to the children. Remember that you are not saying OK, don’t clean up if
you don’t want to. By observing the child’s work, you have determined that a bit more
time is needed in this case so that the child can bring the experience to a satisfactory
conclusion.
“My children are very slow at cleaning up. I feel frustrated because cleanup uses valuable time that we need for learning activities.”
Clean-up can seem to last forever on some days. Have you thought
about what children learn during clean-up time? Try observing
children as they clean up and note the skills and concepts that are
used. Take advantage of the time spent in clean-up to get to know
the children better and use the learning opportunities available.
Through clean-up experiences, children are maturing in self-reliance, responsibility,
and cooperation. Additionally, if you spend time helping children learn to clean up,
you may find that you actually have more time for other things.
Quick Tips For Clean-up Time
Teach children what to do when they have completed their clean-up
responsibilities. Many teachers have children come back to the circle or group
meeting area. This reduces the possibility that children will float around the room,
distracting others and creating new messes.
Keep things moving. Begin the next activity as soon as two
or three children have finished cleaning up. Do not insist that
everyone wait until the entire area is clean. The children’s time
is wasted and opportunities for learning are lost. When the
first children have cleaned up and come to the circle area, a
staff member should begin songs, fingerplays, games, or other
activities. Not only does this keep the children involved in meaningful activities, but it
also encourages those who are still cleaning to complete their tasks and join the group.
35
Establish a signal that indicates the beginning of clean-up time. You might
use a song or chant, or a bell. Some teachers use a puppet, going to each
group of children and telling them it is time to clean up. In some programs,
there is a clean-up helper whose job is to walk around and quietly announce
clean-up time. This helper might carry a sign that says clean-up time.
If there are learning centers, such as blocks, that seem to take longer than others to
clean up, start the clean-up in those centers a few minutes earlier.
While children are cleaning up, the adult’s task is to comment on the children’s efforts.
For some children this will mean recognizing their efforts. Other children will need
the adult’s help in structuring their task.
Know your children and their abilities. Appreciate well-intentioned attempts. Accept
and celebrate the children’s clean-up efforts, even when the result is less than ideal.
Practice may or may not make perfect, but it will improve performance.
Offer choices. Ask children to choose which learning centers they would prefer to
clean up.
Plan clean-up time, just as you plan your math and science experiences. Enjoy the
process and the sense of satisfaction that you and the children feel when it is done. If
you have school-age children, involve them in developing strategies that will improve
clean-up time.
36
Practice clean-up time. Gather two or three items from each learning center and place
them in a bag or basket. In a small group have children select an item from the basket.
Encourage the child to tell the group something about the item and then show the
group how to put away that item.
Mary Poppins had great success with singing and games during
the clean-up process. Use different types of music and
encourage children to do their clean-up in different ways, such as
jazzy, floaty, or with a beat.
Try a silly clean-up. For example, clean up backwards, upside
down, sideways, or zigzag. Try crawling or kneeling.
Sharon MacDonald (2004) suggests providing clean-up caps or aprons. Every child has
a baseball cap or an apron and they become the classroom “Clean-Up Service”.
•
Routines help children feel secure, thereby enabling more efficient learning.
•
Participation in clean-up helps children feel responsible for their environment
•
By sharing responsibility for the environment, children enhance their sense of
community.
•
Optimal brain growth and development requires many opportunities for hands-on
experiences with engaging materials.
Reference
MacDonald, S. (2004). Sanity savers (page 29). Beltsville, MD: Gryphon House.
37
DIAPERING AND TOILETING
Teachers and young children spend a good
deal of time managing transitions that
involve diapering and toileting. Plan these
times and organize needed supplies to
make these routines smoother and more
pleasant.
Basics
Follow recommended procedures for sanitary diapering.
One source for diapering procedures is the National Resource Center for Health and
Safety in Child Care publication, Caring for Our Children, 2nd Edition. Go to section
3.2, “Hygiene”. This publication is available online at
http://nrckids.org/CFOC/index.html
Diapering and Toileting Transitions
Be sure that the sink, toilet, and diapering area easily accessible for
children's independent use. Add items such as step stools, low mirrors, and
low paper towel dispensers.
Establish cues to help children move through hand washing in a timely way.
For example, picture charts that show steps in hand washing and tooth
brushing. Egg timers or kitchen timers, or music cues may be used to help
children complete their tasks and move out of the way for others. Some
teachers time how long it takes to sing a verse of a familiar song, so they
know when children have completed the required time for effective hand washing.
38
If children must wait for a turn in the restroom, they can be occupied with books or
other quiet activities. Before and after lunch, for example, children may select books
from the shelves or take a "quiet box" to work with. "Quiet boxes" may be created by
using empty baby wipes containers or detergent boxes with handles, and filling them
with a variety of small manipulatives and other interesting objects such as these.
•
•
•
•
•
•
•
a handful of bristle blocks
some greeting cards that can be matched
a handful of pipe cleaners
a collection of nuts and bolts
strings and beads
small etch-a-sketch pads
a magnet with metal and nonmetal objects
•
•
•
•
•
•
•
•
•
a blank notebook and pencil
a deck of cards
a tape measure
a small photo album with pictures of class events
a handful of plastic dinosaurs or farm animals
magnetic letters or numbers
odd felt pieces with a "felt board" inside the box lid
a flashlight
anything else you can think of
39
Guidelines for Diapering
While you are helping one child, continue to watch the
other children. Arrange the changing table so that you do
not have your back to the rest of the group.
Greenman and Stone (1996) suggest that you “talk to and
physically handle the child with respect when checking
diapers, undressing, feeding, and nurturing. Approach
the child as a person and tell the child what you are doing
and why.” For example, you might say, “Zach, I’m going to check your diaper now.
You’ll be more comfortable after a change.”
Avoid communicating negative attitudes about diapering to the
children. Don’t announce, “Oh, somebody has a stinky diaper!”
Instead, walk around the room, talking with children and quietly
checking diapers until you find out who needs to be changed.
Then tell that child it is time to change his/her diaper.
The diaper changing area should include interesting things for you to talk about with
babies. These might include mobiles, laminated pictures, or a mirror. (Remember that
any of these items touched by you or the baby during diapering must be disinfected at
the same time as the changing table.)
40
Recognize the learning opportunities embedded in diaper changing. Here’s an example
of a six month old’s experiences during diapering (Greenman & Stone, 1996).
•
Physical activity—kicking vigorously while the adult removes the child’s
clothing
•
Cognitive activity—the adult’s face disappears behind the diaper and
reappears
•
Language activity—the adult and baby talk, coo, and laugh together
•
Social activity—the adult talks and laughs with the baby, responds to the
baby’s smiles and babbles
•
Sensory experience—the feel of being free of clothes; the soft, fresh, dry
feeling of a new diaper replacing the cold, wet one
References
Greenman, J. and Stonehouse, A. (1996). Primetimes: A handbook for excellence in infant and toddler
programs (pages 124-126). Beltsville, MD: Gryphon House.
41
MEALS AND SNACKS
By serving nutritious foods, we are supporting
the child’s physical growth and good health. In
addition, table conversations and the child’s
involvement in meal preparation and clean-up
contribute to social-emotional competence and
cognitive development. Finally, meals and
snacks serve as an anchor for the daily schedule.
Basics
Involve children in readying the tables and cleaning up.
Serve only foods that meet the child’s daily nutritional needs.
Use proper procedures for sanitizing tables and washing hands immediately before and
after eating.
Adults must model a nutritious diet by eating only healthy foods when children are
present. Follow recommended food safety practices, such as appropriately
supervising children while they are eating, avoiding foods that may cause choking,
and properly storing and handling foods.
Know and plan for food allergies or special dietary needs.
Nutrition
Too many children are eating too many foods that are high in fat
and salt, the result of a society that seems to rely on convenience
foods. This fact underscores our professional responsibility to
include fruits, vegetables, and other nutritious foods in the meals
and snacks that we serve in our early childhood programs.
42
Quick Tips for Improving Nutrition
•
Avoid serving foods that don’t add to the child’s daily nutritional needs, foods
with empty calories.
•
Consider changes in your program policies that will reduce or eliminate the use
of non-nutritious treats for birthdays and holiday celebrations at school.
•
Regularly and frequently provide families with information
about good nutrition, including recipes and suggestions for
quick and easy meal preparation.
•
Don’t require children to continue eating when they indicate that they are
finished. A child’s appetite varies from meal to meal and from day to day.
Respect the children’s ability to recognize when they are full.
•
Don’t super-size children’s meals or snacks. Serve child-sized portions.
•
Don’t use food, even nutritious food, as treats. Children love erasers, pencils,
stickers, barrettes, plastic rings, and bubbles.
•
Share nutrition information with families.
43
Come To The Table
Food is often a social event. When a neighbor drops by,
we offer coffee and cake. We observe holidays and
celebrations by preparing special foods. A favorite
restaurant is the site for a special evening out. When we
eat with friends, the food tends to be less important than
the company and the conversation.
Pleasant mealtime conversations can provide a sense of
family. For children who are in all-day programs this
family feeling can be quite important. Visiting with
children during meals and snacks brings us closer together (Blakely, et al., 1989).
What can we do to encourage good conversation during meals and snacks
in our programs?
•
Serve children in small groups rather than at one long table. This seating
arrangement encourages quiet conversation.
•
Sit with the children during meals and snacks so that you can participate in and
enjoy the conversation.
•
Follow the children’s lead in topics of conversation. There is much more to talk
about than the color of the green beans and the shape of the crackers! This is a
great time to share stories about your interests and experiences outside of
school.
•
Allow children to choose the table and seat where they will sit. When children
feel comfortable, they are more likely to participate in the conversation.
44
Try using place cards at snack time. Use construction paper or poster board squares,
folded in the middle to make a “tent”. Children decorate their own place cards; older
children can write their names on the cards. A snack helper or the teacher puts a place
card at each place.
Children enjoy finding their names when it is time to eat. If place cards are moved
around every few days, children have the opportunity to sit with each child in the
group, which builds the sense of community.
Consider adding centerpieces to your meal or snack routine. A
centerpiece should be small enough to sit in the middle of the
table and should be something that will be of interest to the
children. At first the adults can select and place a centerpiece on
each table. As quickly as possible, shift the responsibility for
centerpieces to the children.
One or two children might choose centerpieces for all the tables
or one child from each table could take on this job. When
preschool children select centerpieces, we may see some nontraditional items used. Remember that the purpose of the centerpiece is to contribute
to the social atmosphere and to serve as a conversation starter.
Here are some of the centerpieces that children have created.
•
Tissue paper “fluffed” in a paper cup
•
Small Lego construction
•
A favorite doll
•
Chenille stem sculpture created in the art center
•
Fall leaves
•
Pine cones
•
Crepe paper confetti made by the child
•
Markers
•
A family photo
45
May I Be Excused?
Just as children’s appetites vary, so does the amount of time each
child needs for eating. Adults generally remain at the table until
everyone has finished. However, requiring every child to wait until
everyone has finished eating may not be the best plan. Develop a
strategy that will insure that children are not required to wait for
more than two or three minutes.
You might decide that children may excuse
themselves from the table and choose an
independent activity. Children might select a book
or stuffed animal from a basket; they might listen
to music, draw on a pad with colored pencils, or
create shapes with chenille stems. One teacher
lined the lids of small boxes with felt, then put
small felt shapes in the box—an instant individual flannel board!
If you decide that all children should remain at the tables for the entire time, be
prepared. Use simple games that do not need props or materials. Games such as I
Spy and What’s Missing would work well. (See ideas on page 26)
46
Oops!
To help stop the spread of spills at the toddler meal/snack table, one center made fitted
tablecloths for each table. Made from absorbent terry fabric, the tablecloths had
elastic around the edges, similar to a fitted bed sheet. The tablecloths were put on the
tables as part of the meal/snack preparation, and then popped into the washer
afterwards.
Because of the elastic edge, it required 2-3 people to put the cloth on the table.
Helping the teacher spread the tablecloths became an important helper job for the
toddlers.
Remember that toddlers are sensory beings. They want and need to explore their food
by tasting, touching, and sometimes squishing. Keep a supply of paper towels and
wipes at hand.
Encourage children to eat, but also comment
on the discoveries that they may make during
their sensory explorations. “The applesauce
feels cool in your mouth, doesn’t it?” “The
cracker crumbles when you break it in half.”
47
Individualizing Meals and Snacks
Meal and snack times for infants and young toddlers should
be individualized. Staff work with parents to feed these
children at times that match the baby’s needs. Feeding is a
time to strengthen the bond between baby and adult.
When feeding an infant or young toddler, focus on the
child. Don’t conduct a conversation with other adults while
shoveling food into the child’s mouth. Help the child explore
the tastes, colors, and textures of the food and practice selfhelp skills.
Around 12-18 months of age, toddlers transition to a group
schedule for meals and snacks. At about 12 months, many toddlers
can sit at a low table with one or two other children. An ideal toddler
eating area will have several small tables rather than one or two larger
tables. One teacher can sit with and supervise children at two small
tables (4-6 children) more easily than he/she can supervise that same
number of children at a larger table.
Remember that child-sized means that the child’s feet can touch the floor and elbows
rest comfortably on the table. (See Early Childhood Environment Rating Scale, Revised
and Infant/Toddler Environment Rating Scale, Revised.) Be sure that the tables allow
plenty of space between children.
A Snack Center
Older children tend to follow a more uniform
schedule with all children in the group eating
together, but there are still variations in the
times that they may be hungry.
48
Is it possible to create a more flexible snack time for preschoolers and school-age
children? Many teachers have successfully organized a workable individual snack time.
Rather than serving a snack at 10:00 a.m. or 2:30 p.m., snacks are available to children
within a broader time frame.
One way to implement an individualized snack time is to set up a
snack center that is open for about an hour in the morning and
an hour in the afternoon. If snack has been served at 10:00, for
example, the snack center might be open from 9:30-10:30.
The center should have a small table and 3-4 chairs. It is helpful
to have a small shelf to store cups, plates, napkins, and food.
When children are ready for a snack, they go to the snack center
and serve themselves.
If you decide to try a snack center, remember to use safe food
handling and storage procedures. Some foods require
refrigeration and you will need to make the proper arrangements or
change the menu. Provide serving utensils and keep foods covered.
Children need to be closely supervised when they are eating; a staff
member should stay close to the snack center when it is open.
If you are concerned that children will be tempted to overeat,
clearly identify portions and interact with children as they are serving themselves.
One teacher put a snack ticket in each child’s cubbie every morning. When children
came to the snack center, they put their tickets in the basket. This system prevented
children from making too many trips to the snack table.
Individualizing requires organization, planning, and communication among the
staff. A checklist or other system can help.
49
Variety is the Spice of School-Age Life
School-age children welcome changes in the routine. For example, you might have a
picnic on the playground—children eat in the fort or the playhouse. On Backwards Day,
eat under the tables (spread a vinyl tablecloth on the floor). Serve lunch or snacks in a
restaurant designed and created by the children. Invite the children to help you think
of intriguing variations.
•
Meals and snacks provide nutrition that is essential to optimal physical growth
and brain development.
•
Sharing meals and snacks helps children feel connected
•
Adults serve as positive role models for good nutrition and for social interaction.
References
Activities for school-age child care, Rev. Ed. (p. 6)
50
REST TIME
.
If teachers have implemented smooth lunch
and toileting times, the environment is already
assisting in this transition. Here are a few
suggestions for supporting smooth transitions
to rest time
Basics
Infants, toddlers, and preschoolers must have individual cribs, mats, or cots, and cover.
Change crib sheets at least once a day. Cot/mat sheets are laundered weekly or more
often if needed.
The length of rest time is appropriate to the ages and individual needs of the children.
Rest time should be pleasant for children and adults.
Predictable environmental cues
All of the environmental cues listed below create the expectation for rest.
•
Dimmed lights
•
The same quiet music playing
•
The same sequence of activities leading up to rest
time
•
The same preparation of the cot or mat with a
familiar stuffed animal or blanket
51
Younger children feel more secure when they rest in the same place every day. Make
changes cautiously (usually only for health or safety reasons) and prepare the child for
this change.
Perhaps the most important cue comes from the adults. A relaxed attitude on the part
of the staff sets the stage for children to relax.
Individual needs
Quiet activities are available for children both before they sleep and after they wake, to
allow children to meet their own pace and needs for sleeping. One teacher had a large
basket filled with
• sensory bottles
• stuffed animals
• soft dolls
• magic slates
• books.
At rest time she took the basket to each child and allowed him/her to choose something
from the basket. (For more about sensory bottles, see page 54.)
Some children have trouble relaxing and resting. For some it is because closing their
eyes and resting is a form of separation; we may see behaviors typically associated with
separation anxiety. Establishing a regular rest time routine and staying close to this
child may help reassure him/her.
52
For School-Age Programs
Younger school-age children may still want and need to sleep; provide an area for these
children. Older children can enjoy a pleasant rest period while reading, playing
checkers, or sewing. Avoid making the rest period so lengthy that a battle develops
between staff and children. Many children need more frequent, relatively short periods
of quiet time during the day. (Blakely, et al., 1989)
Reference
Blakely, B.; Blau, R.; Brady, E.; Streibert, C.; Zavitkovsky, A.; & Zavitkovsky, D. 1989. Activities for
school-age child care, Rev. ed. (p. 7). Washington, DC: National Association for the Education of
Young Children.
53
SENSORY BOTTLES
Sensory bottles provide a myriad of
opportunities for exploring, discovering,
and learning. These easy-to-make
bottles provide an engaging activity for
children during transitions and routines.
Be sure to securely seal all sensory bottles
before making them available to children.
BUBBLE BOTTLE
Add 1 cup of water, a squirt of dish detergent, and 2 drops of food coloring to the
bottle. Shake to make bubbles.
SOUND BOTTLE
Put beans, popcorn kernels, and rice in different bottles. Stick each bottle inside an old
sock. Let the children shake and guess what is in the bottles.
SWIRLING OBJECTS BOTTLE
Fill a plastic bottle half full with water. Add some food coloring. Then add small, light
plastic toys, plastic sequins, beads, items that float and some that do not. Let the
children shake the bottle to make the objects swirl around.
54
RAIN BOTTLE
Fill a dry empty bottle with a box of toothpicks. Ad rice
(uncooked) to the bottle leaving an empty space of about
1½ inches at the top. Seal the lid. As you gently turn the
bottle, the rice falls through the toothpicks, sounding like
rain.
GLITTER BOTTLE
Fill a bottle half full with colored glitter. Add water to the top of the bottle. Shake and
see what happens after the water has settled.
HIDDEN OBJECTS BOTTLE
Fill a bottle 2/3 full with sand or salt. Add 5 to 10 small
objects to the bottle and shake it. Challenge the children to
find all of the hidden objects.
STRESS BOTTLE
Pour 1/3 cup clear corn syrup in a bottle. Add glitter, sequins, or small toys. The
children can hold the bottle and slowly turn it around. This will help them focus and
relax.
OTHER THINGS TO PUT IN BOTTLES
55
LEARNING AT HOME
Children have many opportunities to learn
through the day (and evening) with their families.
Everyday routines are perfect for learning new
words and for gaining understanding of math and
reading concepts.
Laundry Day
•
Sort laundry together. Sort by colors, by types of clothing (shirts, shorts,
socks), or by who wears it (mom, dad, girls, boys).
•
Compare sizes. “Mommy’s shirt is big. Johnny’s shirt is small.”
•
Use color words. “Give me the red shorts.”
•
Explore textures. “Feel the towel. It’s rough. It is terrycloth.”
•
Relate clothing to the weather. “It’s getting colder so we are wearing long
sleeve shirts now.”
•
Use math words. “First we fold the towel in half, then we fold it in thirds.”
•
Sort clean socks into pairs.
56
Getting Dressed
•
Talk about colors and patterns on the clothes. “Let’s put on your shirt with
blue stripes.”
•
Talk about matching outfits. “This shirt has blue and green in it. Let’s put on
the blue shorts so it will match.”
•
Talk about numbers. “You have two arms. First put one arm through. Now
put the second arm through.
•
Talk about body parts. “Let’s put the shirt over your head. Now your arm,
one, two.” “I’ve got your foot. How many toes do you have on this foot?
One, two, three, four, five.”
•
Label your child’s drawers so she/he can put the clothes away. Use pictures
and words to make the labels.
•
Let your child pick out clothes she/he wants to wear the night before.
Provide a choice. “Do you want to wear the white shirt or the blue shirt?”
57
On the Road
•
Find letters or colors or letter sounds in signs
as you drive.
•
Use the time to practice spelling words or
math facts.
•
Play “I Spy”. Describe something that you see. Children ask yes or no
questions to guess.
•
Keep a list of license tags from different states. This works well on a long
trip.
•
Keep track of the different types of Arkansas license tags you see.
(hummingbird, ducks, apple/teacher, etc.)
•
List the kinds of cars you see. Older children can make a graph. Younger
children can count the colors.
•
Look for letters on signs around you. Try to find them in alphabetical order.
•
Try to find all the numbers 1-100 on signs as you drive.
Splish Splash
•
Sing songs together during your child’s bath time. Be
as loud as you can be! Make up new songs together.
•
Use character bath mitts as puppets. Enjoy a bath
time puppet show.
•
Use the names of body parts. Can you wash them in
alphabetical order? Wash the ARM before your BACK
or CHIN.
•
Allow the children to use water squirters to help promote fine motor skills.
•
Use bath time puzzles to encourage eye-hand coordination.
58
RESOURCES
Activities for school-age child care, Rev. ed. Washington, DC: National
Association For the Education of Young Children.
Church, E. (2001) Terrific transitions. New York: Scholastic Inc.
Cryer, D., Harms, T., and Bourland, B. (1988). Active learning for infants. Parsippany,
NJ: Dale Seymour Publications.
Cryer, D., Harms, T., and Bourland, B. (1988). Active learning for ones. Parsippany, NJ:
Dale Seymour Publications.
Cryer, D., Harms, T., and Bourland, B. (1988). Active learning for twos. Parsippany, NJ:
Dale Seymour Publications.
Feldman, J., and Dery, K. (2000). Transition tips and tricks for teachers. Beltsville, MD:
Gryphon House.
Greenman, J. and Stonehouse, A. (1996). Primetimes: A handbook for excellence in
infant and toddler programs. Beltsville, MD: Gryphon House.
Isbell, R. (1995). The complete learning center book. Beltsville, MD: Gryphon House
Larson, N., Henthorne, M., and Plum, B. (1994). Transition magician. St. Paul, MN:
Redleaf Press.
MacDonald, S. (2004). Sanity savers. Beltsville, MD: Gryphon House.
Raines, S. and Canady, R. (1989). Story stretchers: Activities to expand children’s
favorite books. Beltsville, MD: Gryphon House.
Raines, S., Miller, K., and Curry-Rood, L. (2002). Story Stretchers for Infants, Toddlers,
and Twos: Experiences, activities, and games for popular children’s books.
Beltsville, MD: Gryphon House.
Raines, S. and Canady, R. (1992). Story stretchers for the primary grades: Activities to
expand children’s favorite books. Beltsville, MD: Gryphon House.
Rockwell, R., Hoge, D., and Searcy, B. (1999). Linking language: Simple language and
literacy activities throughout the curriculum. Beltsville, MD: Gryphon House.
Warner, L. and Lynch, S. (2004). Preschool classroom management. Beltsville, MD:
Gryphon House.
59
What Do Children Need?
Essential Experiences for Optimal Brain Growth and Development
Warm, nurturing, supportive relationships with significant adults
Adults must provide nutritious food, a place to live, clothing, health care, restful sleep,
exercise and vigorous play, warmth, and love.
Protection (physical and emotional)
Young children are totally dependent on adults for their physical and emotional health and
safety. Children need to feel physically and psychologically safe in order for optimal
development to occur.
Predictable routines
Children and adults are more comfortable with predictability than with disruptions and
surprises. Routines provide a sense of security and order for young children. Consistent
and predictable adult behaviors help children develop a sense of trust.
Healthy role models
Young children particularly learn from their observations of and relationships with other
people, especially those with whom they have a warm and loving relationship. Children
imitate the words and behaviors of their important role models.
Positive guidance
Children are learning how to manage their emotions and are becoming socialized into the
family and community. They need guidance that teaches, not punishment. When children
consistently experience harsh, coercive, manipulative discipline, the brain does not develop
in the same way that it would with warm, nurturing, supportive interactions. Positive
guidance provides limits that are age appropriate, reasonable, and logical.
Language-rich social interactions
The human brain is uniquely wired to learn language. For optimal growth, children need to
experience engaging talk and a variety of verbal interactions. Language-rich interactions
actually build the brain’s capacity to understand and use language.
Music, dance, art, and pretend play
Participating in musical activities, art, and pretend play engages many areas of the brain
and enhances development in all domains: physical, sensory perception, emotional, social,
and language. These play experiences are more important to the developing brain than are
the fanciest or most technological toys.
Sensory-rich, first hand, novel experiences
Children are naturally curious and eager to learn; they experience the world through their
senses. New and novel experiences encourage the brain to form important connections that
aid memory and future learning. Adults should provide for children a rich interactive
environment that is filled with meaningful and mind-engaging sensory experiences.
60

Learning through the Day - Arkansas State University Childhood

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