I had the distinct pleasure of attending a gallery stroll for a 6 year-old boy the other day. We had been invited by his father, who collects art, to see his son's exhibit. They had scheduled a local small gallery in one of our malls and we arrived to see the art that Nathan had created. I guess I went on the assumption that the reason for the stroll was because there was an amazing 6 year-old artist. He ended up being much more than just amazing. His art was the art of a 6 year-old child. However, his thought processes, his explanations, and the creativity he displayed through his art were the most incredible things of all. He was dressed in a suit, his art was arranged in a fabulous array of displays, and there were even refreshments. I was astounded by the planning and preparations that his family had gone through to produce a wonderful evening. Nathan was elated and played the part of an amazing host. As I was watching this scene unfold in the gallery I thought how fortunate he was to have a family who makes such a great effort to support his interests and budding talent. Wouldn't it be wonderful if every 6 year-old child could feel that level of support, encouragement, and love. It did make me start thinking about what else I can do to support my grandchildren....

Press Here

One of my favorite picture books published last year was, "Press Here," by Herve' Tullet. I was interested in this book because it fits nicely into my International Children's Literature course that I teach. "Press Here" is from France and was originally published the previous year in that country. If you have not had the joy of experiencing this book, please do so. It is an interactive book that encourages the reader to press dots, clap, tilt the book and other physical actions. For years, many early childhood teachers and parents have enjoyed using the book, "Don't Let the Pigeon Drive the Bus," by Mo Willems, because it is so interactive for young children. "Press Here" is of the same caliber.
I remember reading a research paper years ago which suggested that children don't always get a concrete learning experiences from books read to them without interaction. The key is to make the story comprehensive by asking questions, discussing pictures or talking about the story characters. This is important to do with children, but I really love books that naturally allow the child to become part of the story. Pick up "Press Here." You will love it.

Diversity Begins with Us

In my Introduction to Teaching course, we were talking about diversity. The term 'diversity' has a much fuller and expanded meaning than it did when I started teaching 33 years ago. We thought the diversity in educational settings was the exception in our area of the country. Now we know it is always the rule. It should have been the rule 33 years ago, but it took a while for many people to incorporate it into their thinking. Some are still working at it.
One of the things about diversity in an educational setting is how we look at ourselves. Do our actions show what we think we believe about acceptance? I worked with a teacher once who would bragged about how accepting she was of every child. It was confusing to me to watch her exhibit a very short temper to any non-white student she had in her class. The children of color in her room were the ones always in time-out and being punished in some way. She also had very low expectations for these children. The sad issue is that I think she truly believed she was accepting of diversity and differences. Her actions did not mirror what she thought she believed.
Diversity includes:
* culture
* language
* gender
* ability differences
* exceptionalities
I'm glad we have realized that accepting others includes more than just ethnicity or culture. As educators, we need to continually look within and make sure that our actions reflect the belief that ALL children are welcome at the table and are equally special.

Things Are Not Always as They Appear!

I had the opportunity to spend some of the holiday season in Kaua'i. On that island there is an amazing wonder called Waimea Canyon. It is considered the Grand Canyon of Hawaii. Indeed when we went to see it, I was shocked that this amazing canyon was hiding on an island. That portion of the island was not as it appeared from a distance. A hidden treasure!
I was talking with a group of students today about NAEYC's requirements for 'multiple measures' to be used in tracking children's progress. That information is part of Standard 4 in NAEYC's Accreditation process. It is critical for us to individualize enough so that we can monitor the progress of each child. Sometimes children can fool us with their knowledge when they are in a group setting. Just like Waimea Canyon, things may not be as they appear. Within the classroom we can easily assume a child has mastered a skill that may still be a challenge for her individually. Without individualization and assessment, we would not know about the additional support that she may need. I remember a child I had a number of years ago that I assumed was a solid reader. He seemed to fit into our reading program well. However, when I asked him to read to me one day, he read a paragraph completely different than what was in print. The irony was that when he was finished he had stated the same information that was in the paragraph, just using different words and rewording sentences. Without individualized attention, his lack of skills may have been like the canyon-completely unknown from a distance. Individualized assessment allows us to explore every skill canyon that we are trying to reach. Assessment can keep us from false appearances in the classroom.

Joyful Reading

Reading has been on my mind a lot lately.  I was searching through research on how children learn to read and the best methods for teaching reading.  We know that the best methods don't work with every child and that some questionable methods seem to work with some children.  I was challenging my reading class to make sure they always use multiple methods to reach children who are struggling with the reading process.  One thing research clearly indicates is that it is the attitude of the teacher that is the number one factor in reading success in a classroom.
It is often difficult to help a struggling child keep a positive attitude about reading.  For many children it becomes a daunting and impossible task.  It is up to the adult working with the child to do everything possible to instill in the child a desire to be successfull and a feeling that she can become a reader.  That is a challenge for us all.  How do we help the child become excited about something that  she feels unsuccessful doing?  I think that tracking (grouping children by ability) is one of the mistakes teachers often make.  Reading researchers indicate that tracking is one of the worst things that can be done for a child on or below reading level.  She has no models for success and she may mentally label herself as "dumb."  Those are hard issues to overcome.  Mixed level groups and activities seem to be the most successful for struggling readers.  I had a lot of success in my own classroom with mixed groups.  It was a beginning step to instilling that desire to read in a child who originally had that excitement when she started school.

Children Who are Read To Just Know More!

We were discussing in our reading class this week how research indicates that children who are read to on a regular basis simply know more when they get to school.  Besides preparing the child to be a reader, being read to increases vocabulary and allows for more discussion and conversation. Combine that with the regular model of reading fluency from the adult and you have a prescription for a successful reader. We also know that children must be explicitly taught reading kills. Having the language background of hearing and participating in stories provides a wonderful foundation for those reading skills to make sense. It also provides a connection between print, reading and talking. That connection is not automatic with many children.

We don't know for sure what type of a world our child will have in 15 years. One way we can help him is to arm him with skills he will need no matter what the world looks like. Reading is one of those skills.

It's All Bones

I was helping in my grandchildren's classrooms recently and was struck by the thought of how easily children will take control of their learning if given a chance.  One of the components of the HighScope curriculum, which I think is the most child-friendly approach to early learning, gives the child an opportunity each day to plan what she is going to accomplish within the guidelines of what is happening the classroom.  This opportunity to plan gives the child control of her learning and gives her a stronger sense of direction and purpose for the play and learning of the day.  I was assigned to help a kindergarten class make skeletons out of macaroni.  Although I did not have the opportunity to allow the children to plan everything they might do for the day, I decided to allow as much planning as possible.  I was given directions for a skeleton project, but decided to allow each child the opportunity to plan how to complete the project.  What great ideas they each had!  I was again reminded about allowing the child to take control of the project and not get caught up in the directions  that we adults may want to give. After all, it should be her project, not a copy of what the teacher wants to see.  That is how I learned that penne pasta makes pretty good ribs on a skeleton.