Mother's Day

I remember all the years of teaching school and wondering if I should have the children do a project for Mother's Day. I did, of course, so the child could begin the process of feeling gratitude. I recently came across a Mother's Day gift I made in grade school for my mother. I found it when I was going through her things. It is now priceless as my mother suffers from Alzheimer's and has risen to another plane. I hope all mothers get lots of mementos from their little ones this week. Perhaps they will save them and end up giving them back at some future day. I'm happy my mother saved mine as a reminder of her love.

Evaluation Time

As we reach the end of the traditional school year, many teachers take time to assess where each child is functioning. It is appropriate to report to parents the progress their child made during the school year. I think it is also critical to share with parents the developmental continuum of progress. Sharing information about skills that are appropriate for a child's age level is useful information for parents. It helps them understand where their child is functioning on the developmental road map. It also helps parents who have unrealistic expectations for their child. As long as it is done appropriately, tracking a child's progress is critical to helping a child succeed.

Another Birthday!

I had another birthday this week. I don't think it matters how old you get, birthdays can be fun. This year I got this cool tray with a picture of all six of my grandchildren sealed in a picture. It's great! One thing about being a grandparent is they are always glad to see you! Let's hope as more birthdays roll around, I can keep it that way.

Continuation of Development

I am currently working on a tracking program for infants and toddlers. It will be a companion piece to the POCET individualization kit that I wrote for preschool children. I am constantly amazed how important it is for teachers and care-givers to track a child on a developmental continuum. If a child is not progressing at an appropriate pace, the care-giver can provide supportive activities to help the development to continue. This begins soon after birth and continues through the primary grades of school. Looking at continual progress it is also affirming why early childhood is defined as birth to eight. There are so many milestones along the way. I wish we could train parents in early childhood development, as well. It would lead to happier and more well-adjusted children.

Wonderful/Terrible Twos!

A couple of years ago I attended a workshop given by Dr. David Sousa, author of, "How the Brain Learns." He was explaining the importance of the two year-old developmental stage. This is the time that the logical part of the brain tries to take over from the emotional side (which has been in charge of the child the first two years). That is why children in this stage are very emotional and tend to have some type of tantrum. The worse thing an adult can do is to get emotional during these outbursts. This emotion will continue to feed the emotional side of the child's understanding and thwart the progress of the logical side. I was having lunch with my 5 year-old and 2 1/2 year-old granddaughters this week. What a wonderful experience. The younger girl didn't want to eat lunch at all and then would pout when her sister or I ate any of our lunch. Somehow, we made it through lunch with just a few episodes. It forced me to again remember what I learned from that workshop. Tell the child what she is doing is not acceptable and give her a choice of two other things to do instead. The choice will give the two year-old some of the control. It still works quite well.

Preschool Behaviors

Today there was a Washington Post article reprinted in the Salt Lake Tribune, Study: Day Care Can Lead to Bad Behavior. It was very similar to an article that I talked about in the blog last year. Some recent research studies suggest that children in daycare and preschools seem to display more behavior problems, which continue through grade 6. The study quoted in this article suggests that this happens even in quality preschool settings. I was disturbed that the study downplays the fact that children in these settings do display increased language and school preparatory skills. In other words, preschool/daycare settings seem to be accomplishing academic tasks. Critics of the research point to the fact that there were no control groups and the turnover in early childhood settings would naturally contribute to children's behavior issues. I agree that social and emotional strategies are not taught and used effectively in many preschool/daycare settings. I also agree that the parent element is often the one that keeps behavior in check, as mentioned in the study. But, I must agree with the critics of the study and add that until we pay early childhood educators a high enough salary to make them stay, the staff transition rates will always be high. Yes, that would definitely effect children's behavior. Unless parents take on a more active role in their child's behavior, school can only do so much. The researchers should not be so quick to blame all negative behaviors on the preschool setting. More funding and parent responsibility seem to be at issue as much or more than the preschool.

She's Back!

We have a pet turtle that lives in our pond. When we went to retrieve her for winter hibernation in November, we couldn't find her. We concluded that she had moved on to greener pastures. Imagine our delight in finding "Gertrude" on the edge of our pond this week. The grandchildren are thrilled to know the turtle is back. The minute they hit the door last summer they were in the backyard looking for Gertrude and wanting to feed her. Between the turtle and the chickens, the kids love to come to visit. I wouldn't want it any other way.