Quiet Times Issue 2, 2016 - Affiliated Services for Children and Youth

Issue 2, 2016
Children’s Learning Styles
In This Issue
Page 1
Children’s Learning
Styles
Pages 2 - 3
Exploring the Theory
That Supports Our
Practice
Page 4 - 5
Product Focused Crafts
versus Process Oriented
Creative Experiences
Pages 6 - 7
Capturing the Moment
When observing children, it is amazing to watch how they all seem to approach activities in
different ways. After a nature walk in a field of flowers, you set up a science area for spring.
You include dirt, plastic pots, plants, trowels, water sprayers, as well as books and posters
about planting. Herb plants are placed on the table for children to smell and examine.
What is really interesting is how they each explore the area! One preschooler watches the
other children scooping dirt into the pots. She looks at the books and, after a period of
time, plays with the dirt while carefully examining what she sees. Another child asks you
a lot of questions about the planting station and chats about what he is doing. A third child
immediately starts to touch and feel the dirt, busily scoops it into pots, touches and smells
all of the growing herbs and sprays them with water. What you have just observed are key
examples of how children learn using their primary Learning Styles. These Learning Styles
are: Visual (seeing the information, may be hesitant when doing or seeing something new),
Auditory (hearing, asking questions, talking about the information), and Kinesthetic-tactile
(touching, participating and exploring with their hands and bodies). Research shows that it
is best if you provide activities which support children’s exploration using all three learning
styles. However, research also shows that children still need to use their primary learning style
in order to totally internalize the learning and make it their own. Typically, adults prefer to
teach in the way we are most comfortable by using our primary learning style. As educators,
however, it is important to make sure we teach in all three styles whenever we are exploring
a new topic or concept so all children in our program can learn to the best of their abilities.
Page 8
Looking at “Outside
the Box” Learning
Scaffolding Children’s
Interests
Page 9
CAREGIVER ASKS:
Documenting the
Children’s Voices
Page 10
Taking Risks in Order
to Reach for the Sky
Page 11
Sparkle Up Your Day
Page 12
Contact Information
Quiet Times ... Issue 2, 2016
Exploring the Theory That Supports Our Practice
Submitted by: Affiliated Services for Children and Youth
Play Based Learning! How Does Learning Happen? – Belonging, Well-Being, Engagement, Expression
WHY DO WE DO THE THINGS WE DO WHEN CARING FOR CHILDREN?
Have you ever wondered how thinking about the best ways to engage young children in learning has evolved? What does
“play-based learning” mean? How do we know that this is beneficial to children’s learning and growth?
Over the last several decades theorists have studied children and have completed valuable research studies. They participated
in a process of study and investigation, collected data, and came to new conclusions. Their work now drives our practice.
One such theorist is Lev Vygotsky (1896-1934). Vygotsky developed his child development theory in the early part of the
20th century but it wasn’t until the 1990s that his theory began to be implemented in child care programs.
PRINCIPLES OF VYGOTSKY’S THEORY
• the relationship and interactions with adults and peers with more knowledge is of great importance
• children learn cognitively within the context of social interaction that also involves communicating
• children are active partners in their own learning and become more so as their ability to interact with others develops
• young children’s thoughts and language begin to develop independently but, once language is developed their thoughts and language merge to create “verbal thought”
• logical thinking develops in stages
• adults are very important to the process of scaffolding (see below)
• the theory of “Zone of Proximal Development” was developed by Vygotsky (see below)
SCAFFOLDING:
Jerome Bruner (1915) coined the phrase “Scaffolding” to define Vygotsky’s Zone of Proximal Development work.
Scaffolding is the role that more knowledgeable peers or adults undertake in supporting children in their learning. Picture
in your mind a building site. When a building is scaffolded, it is supported structurally while development on the inside is
happening. Similarly, when other people scaffold for a child, they are supporting them as their knowledge increases. They
scaffold by adding materials, modelling or approximating an action, asking questions, or making comments that help to lead
children in reaching success or in seeking new learning.
ZONE OF PROXIMAL DEVELOPMENT:
Vygotsky theorized that adults perform an important role in extending (scaffolding) children’s learning beyond what they are
independently capable of. Actual development is what a child can do independently. Potential development is what a child
can do through problem-solving with the support of adults or peers with more knowledge in the area that the child is working
on developing. An adult would be scaffolding for a toddler who is having difficulty placing a puzzle piece by turning the
piece and putting it beside the spot where it goes. They would then help guide the child by placing their hand over the child’s
to put the piece in its place. This helps the child learn how to place puzzle pieces and encourages them to try it on their own,
thus extending what they were initially capable of. The “Zone of Proximal Development” describes the extension of skills
a child is capable of with adult or more knowledgeable peer help.
continued on Page 3
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Exploring the Theory That Supports Our Practice (continued)
Play-based learning supports much of Vygotsky’s theory. Play-based learning has structure within the day but focuses
on play and socialization. Responding to children’s interests and scaffolding to extend their learning creates an environment
that is engaging and allows the children to explore their world with their body, mind, and senses. Play-based learning
is motivating to the children as it captures their natural curiousity and excitement to learn. It supports social learning,
cognitive learning, and allows the children and caregiver to express themselves in many ways and to use their imaginations.
Allowing children to play and learn about what interests them supports their sense of belonging, their connection to others,
and their ability to contribute to their world. Lots of physical activity should be planned within the day. This promotes
children’s health and well-being.
What can this mean for home child care providers?
It is important to note that caregivers can also be thought of as researchers. When caregivers pay attention to what children
are doing, record it, and use it to question and build new learning, they are engaged in research and supporting inquiry.
Ask yourself questions to further your reflection on the children’s activities and learning. What do you wonder about their
learning? What puzzles you? Is there anything that is or isn’t happening in your program that makes you uncomfortable?
How can I answer the questions I have? Can you talk to parents, look back at documentation, observe and record your
observations, or research your questions? Reflect on these questions over a period of time.
As you think about these questions and your observations you are likely to develop thoughts or theories about what is
happening in children’s play. You can then think about how you want to scaffold or extend on this play. You might want to
add new props or books. You might want to move or change something in the play area (indoors or outdoors). You can ask
the children what they would like to do. You may want to go on a local field trip or invite someone from the community to
your home. As you act on your decisions, you will be allowing the children and yourselves to learn and grow.
You can then engage in a repetitive cycle of observing, reflecting, and scaffolding children’s learning and interests. You can
also try to provoke an interest by offering something new and see if the children wish to pursue what you have introduced.
Some writers or workshop facilitators use the term “provocation”. Susan Stacey defines this as “observing and listening
closely to the children and devising a means of provoking or creating a stimulus for further thought and action”. You can
provoke an interest in children by adding books, pictures, concrete objects, new art materials, new learning centre items, or a
display that invites hands-on exploration. If the children show interest, you can then explore this interest in a more in-depth
way. If little or no interest is shown after a period of time, move on to something else.
As you read through this issue, you will find several articles that extend upon this article. Enjoy the read and this writer
hopes that you will begin to reflect, ask questions, and act upon your research.
Sources:
Centre for Learning Innovation. A Basic Introduction to Child Development Theories. State of New South Wales, Department of Education and Training, 2006
Stacey, Susan. Emergent Curriculum in Early Childhood Settings. Redleaf Press, 2009
R. R. McCown, M. Driscoll, P. Roop, D. H. Saklofske, V. L. Schwean, I. W. Kelly, L. P. Haines. Educational Psychology. Allyn & Bacon, Canada, 1999.
Ontario Ministry of Education. How Does Learning Happen? Ontario’s Pedagogy for the Early Years. Queen’s Printer for Ontario, 2014
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Quiet Times ... Issue 2, 2016
Product Focused Crafts versus Process Oriented Creative
Experiences
Submitted by: The Early Childhood Community Development Centre
Do you recall the joy of painting your hands and arms as a child or the tactile experience of messing about with blobs of
watercolour paint? Do you remember the wonder of the colours as they mixed together? Have you watched a child engaging
in these experiences while expressing sheer pleasure, concentration, and engagement with the materials? If so, you have had
or provided process orientated creative experiences.
Product Focused
Process Oriented
So what is the difference between product focused crafts and process oriented creative experiences?
Why is it beneficial for children to have process oriented creative experiences?
A process oriented art experience is a creative statement where the end product is not the main focus but instead the creative
journey is of most importance. A creative experience provides outlets for expression, from the intrinsic motivation of the
child participating in the experience. Vea Vecchi (2010) says that we need to create space for children’s original thinking
with greater attention paid to the process rather than the final product.
Process oriented creative experiences reflect the notion that children are active participants in their learning and provide
open-ended opportunities for children to explore a variety of inviting, interesting, and challenging materials that support
exploration and that result in unique and individual experiences. In contrast, product focused crafts reflect the view of
children as passive in the learning process and provide closed, instruction heavy, structured, modelled activities in which all
crafts look the same.
Constructivism theorists such as Dewey, Piaget, and Vygotsky say that knowledge is acquired through active involvement
with the content, instead of imitation, which reflects the view of children as capable, curious, and competent, and supports
the foundations of engagement, expression, and well-being. Creative art experiences often take place in a social context
in which children can acquire new skills from more knowledgeable and experienced adults or peers (Zone of Proximal
Development-Vygotsky).
So if we see children as capable, competent, and rich in potential (How Does Learning Happen? Ontario’s Pedagogy for the
Early Years) what open-ended creative art experiences can we offer to children? Consider providing a variety of materials
for children to use.
continued on Page 5
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Quiet Times ... Issue 2, 2016
Product Focused Crafts versus Process Oriented Creative
Experiences (continued)
To Draw With
thick and thin markers, hard and soft lead pencils, coloured pencils, crayons, charcoal, pastels,
Sharpies, etc.
To Draw On
artist sketch pads, computer paper, coloured paper, fabric, etc.
To Paint With
watercolours, tempera, powder, acrylic, fabric paints, mud, etc.
To Paint With
a variety of brushes (thick, thin, round, flat), tooth brushes, hair scrunchies, sponges, rollers,
Q-tips, spray bottles, etc.
To Paint On
canvas, artist paper, aluminum foil, corrugated cardboard, construction paper, glass jars,
paper that will absorb or repel liquid, etc.
To Create 3D Art
recycled materials, loose parts (such as coloured jewels and gems, shells, rocks, twigs, leaves,
pinecones, acorns), items that stimulate the senses (touch, sight, sound and smell), stringing
beads, weaving materials, etc.
NOTE: BE AWARE OF ANY ALLERGIES prior to using materials from nature.
BE CAUTIOUS WITH USING SMALL OBJECTS WHEN THERE ARE INFANTS,
TODDLERS AND YOUNG PRESCHOOLERS PRESENT.
To Glue With and
Combine Together
white glue, glue sticks, flour and water paste (this supports the transformation schema), hole
punches, ribbon, string, twine, etc.
To Sculpt With
Real Tools
Homemade play dough, plasticine, clay, etc. NOTE: BE AWARE OF ANY ALLERGIES
metal scissors with rounded edges (avoid scissors with plastic blades), loop scissors, spring
action and double handle scissors (to support children learning to use scissors), scissors with
serrated edges, real sculpting tools, etc.
Offer new materials to the children over time and introduce the materials to them in an attractive manner. Model various
ways of using the materials and give children time to explore them to enable them to develop a knowledge (schema) of the
materials and how they act. The younger the child is, the more time that they will initially need for this.
If you are considering a move towards offering process oriented creative experiences, but don’t feel quite comfortable to
step straight into the experiences outlined above, start by moving away from cut-out crafts where all the children make
identical crafts. You can do this by offering cut-out pieces that the children can use in their own way. For example, provide
the pieces for a caterpillar and allow the children to make their own individual caterpillar with as many or as few legs, eyes
or antennae as they choose. Instead of googly eyes, provide scissors and paper for the children to cut their own eyes or
add loose parts that can be used as eyes. Another example would be to display a pumpkin and provide orange and black
pencils or crayons, or orange and black paper/tissue paper for the children to create their own pumpkin rather than providing
completed examples for the children to follow.
Remember if it takes you longer to prepare the activity than the children spend completing the activity, then it’s a craft.
Ask yourself if the value is in providing a cute final product or in supporting self expression in children. Consider what the
children will do rather than what they will make.
Sources
Ontario Ministry of Education. How Does Learning Happen? Ontario’s Pedagogy for the Early Years. Queen’s Printer’s Ontario, 2014.
Vecchi, Vea. Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood, Routledge. New York, 2010
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Quiet Times ... Issue 2, 2016
Capturing the Moment
Submitted by: HN REACH
Documentation has been something I have enjoyed doing since I started in the Early Childhood profession over 17 years ago.
When I was in school, we were taught about ‘running records’ and formal observations and the concept of watching and
learning about the children I was working with had always struck a chord with me. I looked forward to those moments and
purposefully made time for them in my work day. Nearly 20 years later daily observations are now a normal part of everyday
work life and found in moments of spontaneity in early learning settings across the province. Observing and documenting
have become a normal part of our work with children, however, our learning hasn’t stopped there.
In Dr. Carol Anne Wien’s article, “Making Learning Visible Through Pedagogical Documentation”, (Think, Feel, Act –
Lessons from Research with Young Children) she talks about how our observations can be taken to a whole new level. She
notes that “these documented traces of lived experience, when shared with others, become a tool for thinking together”.
When I first read that, I thought of a story of learning that I’d like to share as an illustration of what Dr. Wien talks about in
her article.
Toy Soup
At the Ontario Early Years Centre, where I work, we are geographically dispersed as a team. Our moments together are often
informal and fleeting; meeting in the hall, working beside each other on computers in the office, or a quick lunch as one staff
arrives back from a program and one leaves for another program. During one such moment, a seasoned team member sat
beside me at lunch. We talked about the programs we had facilitated that morning and the other team member showed me
some pictures she had taken at hers.
We looked at the pictures and all she said was “toy soup”. With that statement, my educator mind started to churn. I began
thinking of all the possibilities that these words and photos could mean. What might have inspired this “toy soup”? Who
were the players? How did it all start? What kind of learning was happening between these children and for the adults in
the room?
My team member went on to explain that she was busy speaking with some parents during a drop-in program when she
noticed this happening. All of the children (aged 0-3) in attendance were bringing toys, from around the room, to the play
barn in the middle of the carpet. They were dumping all their toys into the barn. The team member asked the children what
they were doing. This is an important part of the story, as she could have totally missed this opportunity had she viewed this
as a “messy” activity and asked them to clean up and move on to another activity instead! It is often easier for adults to try
to contain the mess rather than to let the activity unfold. Instead, the team member allowed the activity to continue. The
children simply responded that they were making “toy soup”. Some of the children used rhythm sticks to stir the soup. My
team member stepped back to watch all of the children who were participating. She took photos to document the activity and
continued on Page 7
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Quiet Times ... Issue 2, 2016
Capturing the Moment (continued)
spoke to the parents about what she was observing. There was no rush to clean up. There was no stress about toys getting
mixed up together. There was no worry that the baby would get in the way and mess it all up. She was simply watching,
learning, and sharing those “on the spot” observations with the parents. Later, when she shared the story with me, it became
a wonderful learning opportunity for me as well.
Dr. Wien’s states that “pedagogical documentation opens us up to relations and meanings that we have not thought to look
for” and goes on to say this is an “expansion of what we might learn to know and interpret”. As my team member shared
her story with me, I was able to see and understand through her lens. I appreciated the fact that she didn’t stop the play but
instead took the time to ask the children about it. That action alone has been planted in my conscious brain so that I may also
do the same, with purposeful intent, in the future. My learning is growing and the pedagogical documentation supported
that learning.
I was also distinctly aware of the learning that was happening among the children. By listening to the story about how
one child got sticks for everyone to “stir the soup”, and by looking at the picture of the baby sitting with a “stir stick”, I
imagined the planning, sharing, and empathy the 3 year old engaged in. In her article, Dr. Wien’s states, “Our intent is to
deepen empathy, to construct ethical relationships”. The pedagogical documentation from this story certainly supports this
statement. This story could have taken another route – with a hastened clean up time and movement to another activity – but
instead, it lead to helping create opportunities for children to practice caring for one another, to work and create together,
and offered a chance for parents and caregivers to observe this happening. How wonderful that this was allowed to happen!
As you work alone in home child care, you might be wondering how this may apply to you. You might not have a team
member that you can bounce ideas and stories off of. This scenario could still apply but might look different. Attending
professional learning at your local resource centre or through a licensed home child care agency will provide opportunities
for you to share and grow in your community. There are local home child care groups that you can join, where providers get
together to share stories, ideas and resources. This power of sharing can help you reflect and build on your art of working
with children. There are also online forums that home child care providers can join to connect with others. A word of
caution here, these forums can sometimes build a negative culture when people only use it as a complaints venue rather than
reflecting on what can make them better providers. I encourage you to make connections with others through one or more
of the suggestions listed above.
In conclusion, I found sharing with each other was a wonderful way to reflect and step back to learn from another caregiver’s
experiences. It is my hope, as you read this, that you may think about reflecting on stories you have of working with children
and the learning that transpires in front of us every day. As Dr. Wien so eloquently put it, “pedagogical documentation
invites the creativity, surprise and delight of educators who discover the worlds of children”.
Sources:
Dr. C. A. Wien. The Power of Emergent Curriculum. National Association for the Education of Young Children, 2014
Ontario Ministry of Education. Think, Feel, Act Lessons from Research about Young Children. Queen’s Printer for Ontario, 2013
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Quiet Times ... Issue 2, 2016
Looking at “Outside the Box” Learning
Scaffolding Children’s Interests
Submitted by: The Ontario Early Years Centre: Brant
In his theory of child development, Lev Vygotsky said that all learners (in this case the children in our care) have a “zone
of proximal development”. This means that children have areas within their brain that require help from someone more
knowledgeable in order to learn beyond what they already know (Berk 2001; Vygotsky 1962). That is a powerful and
humbling thought. It really shows us as home child care providers how critical our role is in guiding children through the
learning process.
So how do we make sure that our home childcare environment is supporting children’s inquisitive learning? The key is
through organizing and providing materials to encourage exploration. Look around your surroundings and ask yourself
questions like these: •
Do you have an open-ended creative shelf stocked with all kinds of different media for the children to use
in their creations? Empty food boxes, old ribbons, wrapping paper tubes, old nature calendars, children’s
scissors, crayons, markers and glue are good examples to include (monitored at all times for safety and
scaffolding interests). •
Do you change the sensory bin to support what the children are showing an interest in? •
Are there enough books, puzzles, art materials, and other items to spark each child’s interest and
encourage self-directed learning? Do you have additional toys and learning centres put away that can
easily be brought out when the children show an interest?
•
And the most important question: What are you doing in your home child care with the children to
support their interests, provide additional information and materials, and then allowing them to explore
freely? Do you provide lots of support initially and then gradually fade your involvement as the children
begin to learn on their own through play?
So let’s take a look at how this could work. Two preschoolers (ages 2 ½ and 3 years) watched it rain through your play room
window. When it stopped, a rainbow could be seen clearly in the sky. The children were so excited and wanted to know all
about why it rained and where the rainbow had come from. If left without your support, their interest would have faded and
the excitement and desire to learn more would be gone. So, get involved by sitting beside them as they watch nature unfold.
You could all talk about how rain is formed through hot and cold clouds coming together. Share any books that you have
about rain and rainbows. Notice that the rainbow did not appear until it was sunny again. You may want to offer paint or
markers for them to create rainbows on paper or provide water play opportunities that include watering cans that simulate
rainfall. Through it all watch, observe, get involved in the play and discussion, and then gradually step away to let your
children explore freely. This is how we help to create learners who are learners for life. This famous quote by Albert Einstein
says it best, “Education is not the learning of facts, but the training of a mind to think.”
Source:
http://parentcoachtom.com/applying-vygotskys-zpd-to-parenting/
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Quiet Times ... Issue 2, 2016
CAREGIVER ASKS: Documenting the Children’s Voices
Submitted by: Affiliated Services for Children and Youth
Recently, a group of home child care providers asked about ways to share with the parents what the children were doing
during the day. We had a discussion around possible ways to document and how to make the children’s voices heard.
Let’s consider that children are resourceful, capable, curious, and use their imagination in their play and learning. They
express themselves in many ways. They communicate verbally and with their facial expressions/body language. They show
their thoughts through making marks, drawing, painting, building, inventing, sculpting, using drama, music, movement,
dancing, and fantasy. By observing children you notice their social interest, their reasoning, their service to and gift of
themselves to others. How can you convey this to their parents?
In her book “Emergent Curriculum in Early Childhood Settings”, Susan Stacey defines documentation as “a visual or
written record that shows traces of the children’s work, the caregiver’s thinking, the activities and learning that have taken
place and the process the adult and children have gone through to construct knowledge or develop new understanding.”
The example shown shares pictures of the children engaged in sand play. It also conveys what the caregiver believes the
children are learning. The caregiver has included the words of one child and her thoughts on his learning. She included a
question to show that she is planning to scaffold on the children’s interest and introduce an opportunity for further exploration
that will allow all the children in her care to be engaged in further sand play and inquiry.
Documentation tells the story of an experience. It can
be an experience that happens once or over a period
of time. Pictures, videos, and written anecdotes allow
parents to understand their own children’s learning
within the larger group. It allows children to look back
and think about their experiences and might encourage
them to pursue further interest. For instance, if you
save or take a picture of a child’s drawing and they look
at it later, they may draw the same thing with more
detail.
Documenting children’s learning allows the caregiver to reflect and ask herself questions such as; “What is important about
this experience and why?”, “What do we want to communicate to the parents and children about this play?” or “What was
the process of discovery for this child?”
Asking these or similar questions helps caregivers to extend their thinking. Have you noticed a pattern in the child’s play?
Can you provide materials to scaffold on that interest so that more learning might take place? Questioning and reflecting
leads to further opportunities for documenting and sharing your experiences with the children and their families, and on it
goes….!
Sources:
Susan Stacey. Emergent Curriculum in Early Childhood Settings. Redleaf Press, 2009
Sandra Braun. Children Speak in Many Languages Through Art (article). Canadian Child Care Federation, 2006
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Quiet Times ... Issue 2, 2016
Taking Risks in Order to Reach for the Sky
Submitted by: The Ontario Early Years Centre: Brant
Recently I observed something that appeared to me to be so bizarre that I could not get the picture out of my mind. A toddler
was at a park with his mom sitting astride his little riding toy. The little car was so low to the ground that his feet were bent
behind him at the knees as he was trying to push forward. He had on a massive football helmet, elbow and knee pads, and
big protective boots, in spite of the fact that it was sweltering outside. Mom was moving beside him with her arms going
everywhere in case he fell. He was so engulfed in safety equipment that while he was stopped, he tumbled sideways by the
sheer weight of all his gear. At this point, with sweat running down his face, he said he was done and they left the park. Not
a very challenging or enjoyable experience!
As home child care providers, it is our job to protect children against taking risks that they are not ready to tackle either
developmentally or safely. At the same time we need to provide experiences that challenge children to attempt new things
that may be out of their comfort zone but which they are ready for. Cutting with scissors for the first time is a good example.
But here’s the thing…the scissors do need to be sharp enough in order for children to succeed. Have you ever tried to cut
with plastic scissors? It is almost impossible to do. However, to ensure safety, scissors with rounded ends are great. Make
sure you are close by to guide the children when they are using them. It will likely mean that you will have to scaffold the
experience so that they can learn the skill piece by piece. At first, they may be very frustrated but with your encouragement
the joy they experience when they finally succeed will reinforce the importance of “trying” and will build resiliency.
It is during the early childhood years that children attempt to develop
new skills and abilities. It is a time for them to take risks that will
help them move along from what is known to what is challenging
them to move out of their comfort zone. Failure is part of the process.
While we should never put children in harm’s way, bubble wrapping
them so that they never attempt to spread cheese on a cracker with
a real butter knife or experience woodworking with child-sized
hammers and nails, is actually detrimental to building resiliency
skills and an “I CAN DO IT” attitude. Do we need to monitor the
safety aspect? Of course we do. However, it is through the trial and
error of play situations that children learn to problem-solve, adapt,
become resilient, and try new alternatives. Our goal should be that
our home child care children grow up having a keen awareness of
their strengths, be self-disciplined, and develop an optimistic attitude
towards life. We want them to grow up feeling challenged instead
of developing an attitude of learned helplessness. What a vital role
we have. We are builders of hopes and dreams for their future. This
quote by an unknown author says it best; “Dreams come in a size too
big so that we can grow into them!”
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Quiet Times ... Issue 2, 2016
Sparkle Up Your Day
Submitted by: The Early Childhood Community Development Centre
Now that winter is behind us and spring is upon us, we will be spending more time outdoors. Home based child care providers
are in an ideal position to provide sustained periods of play in the outdoor natural environment, with the children in their
care, as they have a much more flexible schedule than centre based child care providers. Children who have opportunities
to engage with the natural outdoor environment are healthier and happier, have better concentration, and for children with
ADHD, their symptoms are reduced. They also develop positive attitudes towards the environment, which stay with them
into adulthood.
How Does Learning Happen? Ontario’s Pedagogy for the Early Years promotes that experiences are more meaningful than
just providing opportunities for children to blow off steam. So how can educators be intentional and what can educators
offer children in their outdoor environment to spark their curiosity? Start by looking at the materials and resources that you
have in your outdoor environment. You don’t need to buy a lot of expensive items, just look at what’s around you. Do you
remember spending hours making mud pies or collecting rose petals to make perfume as a child? Both of these are great
experiences that have a minimal cost, develop many skills, and support schema play. If you love playing with mud consider
developing a mud kitchen. Muddy Faces at http://www.muddyfaces.co.uk/mud_kitchens.php, has a guide for making a mud
kitchen and the resources that you need can easily be acquired, at little or no cost. Mud is also a great material to paint with.
Mud from different areas often have different colours which can range red to black.
Include many natural loose parts in your garden. These may
include large tree rings, twigs, pine cones, shells, bark, stones,
pebbles, leaves, or pieces of fabric along with tools for children
to transport the materials in, such as baskets, buckets, bags, a
wheelbarrow, buggies, and strollers.
When you go on a walk with the children, collect natural items
and make a journey stick. You can make a journey stick by
attaching the items to a stick in the order that they are collected,
and using it to recount your journey. The natural items can also
be used for the children to make transient art. This is done by
having the children create pictures on the ground with their
collected items, taking a picture of the art, then letting the items
return to nature. Before you go on your walk, research artists
like Andy Goldworthy who create art in the outdoors. Share
your research with the children. Put together a bag that includes
binoculars, magnifying glasses, bug boxes, a flashlight, a whistle,
camera, mirrors (place a mirror in a CD case to protect against
breakage), dental mirrors, note pads and pencils, string, sieves,
old toothbrush, etc. for the children to use on your adventure.
Happy playing in the great outdoors!
Source
Ontario Ministry of Education. How Does Learning Happen? Ontario’s Pedagogy for the Early Years. Queen’s Printer’s for Ontario, 2014.
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Quiet Times ... Issue 2, 2016
Professional Resource Centres
ASCY
ECCDC
Resource Library & Program Support:
JAN SMITH
SHANDA LICOP
(ext. 222) [email protected]
GINETTE WILSON
Early Learning and Child Care
Program Consultant
[email protected]
Early Childhood Community Development Centre
3340 Schmon Parkway, Thorold, ON L2V 4Y6
Affiliated Services for Children and Youth
526 Upper Paradise Rd., Unit-A, Hamilton, ON L9C 5E3
Tel:
905-574-6876, ext 222
Fax:905-574-8843
Tel:
905-646-7311 ext 314
Fax:905-646-2692
Email:[email protected]
www.ascy.ca
www.eccdc.org
OEYC: Brant
OEYC H&N,
a unit of HN REACH
JUDY BAILLIE
[email protected]
TAMARA PEDLEY BA, RECE
[email protected]
Ontario Early Years Centre: Brant
30 Bell Lane, P.O. Box 25040
Brantford, ON N3T 6K5
OEYC H&N/HN REACH
12 Colborne St. N.
Simcoe, ON
N3Y 3T9
Tel:
519-759-3833 ext. 107
Fax:519-759-0173
Tel:519-429-2875
1-866-463-2759
www.eycbrant.ca/oeyc
As stated in the “Early Years and Child Care Act (EYCCA), ratios as of August 31, 2015 are as follows:
A home child care provider contracted with a licensed home child care agency can care for a maximum of 6 children
under the age of 13. They must:
• Count their own children under the age of 6
• Care for a maximum of only 2 children under the age of 2 including their own children
An informal (unlicensed) child care provider can care for a maximum of 5 children under the age of 13. They must:
• Count their own children under the age of 6
• Care for a maximum of only 2 children under the age of 2 including their own children
Please visit the Child Care and Early Years Act website at www.ontario.ca/laws/statute/14c11
*The Professional Resource Centres are sponsored by different agencies in each of the four communities. Affiliated Services for Children and Youth
(ASCY) in Hamilton, the Early Childhood Community Development Centre in Niagara and the Ontario Early Years Centres: Brant and Haldimand & Norfolk
provide these services in their respective communities. Quiet Times is published three times a year. Affiliated Services for Children and Youth, Hamilton;
The Early Childhood Community Development Centre, Niagara; the Ontario Early Years Centre: Brant, Brantford; and Ontario Early Years Centre: Haldimand-Norfolk assume no responsibility for any errors and/or omissions. Opinions expressed in this publication are those of the contributors and do not
necessarily reflect those of the sponsoring organizations. All articles submitted will be subject to editorial review. For information on reprinting material
from Quiet Times, contact your area representative at the location listed on the cover of this publication.
Home Child Care Support Services (HCCSS) is funded by the respective City or Municipality and/or the Ministry of Education.
We are interested in hearing your comments. Your input is important to us to ensure we are providing information that is
useful to you. Please feel free to contact us.
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Circulation #: 925
© 2016