Step by Step

I had an engaging conversation last evening with past early childhood friends about developmental stages in learning. I was in Orlando to talk about developmental math sequences. We expressed our frustration about how many core standards are not listed in developmental order. It is left up to the teacher to make sure they are introduced in a sequence that will provide a foundation for learning. This is initially why I began to create the POCET tracking system for preschool.
Math is a great example. It is critical that a child can classify and sort by attributes prior to being asked to be aware of repeating patterns. Literacy experts have also concluded that phonemic awareness, letter recognition and print awareness are predictors of reading success in first grade. It is imperative that we help early childhood teachers understand the developmental order of skills so that empty, unsupported activities aren't the norm. We must build that solid foundation of learning.

One-Day Bloom

We have a hardy Hibiscus in our yard which bloomed for this first time this fall. It is amazingly beautiful with a dark red bloom that measures approximately 8" across. The sad part is that the blooms only last 1-2 days. As there are many blooms on our plant, we have been enjoying them for a couple of weeks. These flowers have been reminding me about just how precious time is when we are looking at our children. Because of developmental windows, we don't have the luxury of hit-and-miss support for foundational learning. We need to make the most of each minute that these little ones are soaking up knowledge. Their brains are busy building connections that will affect the rest of their lives. The anticipation in children is just as breathtaking as my beautiful Hibiscus. The difference is that when we cultivate and enrich a child's joy of learning, it will most definitely last more than 1-2 days. Imagine blooming an entire lifetime!

No, Not Yet!

We just recently completed a deck that has been in the planning for several years. As I sit out under the tree that grows from the middle, I am not happy that fall is on the way. The temperatures are cooling and darkness is coming earlier all of the time. But, I have my deck and I want fall to stop coming for a while. I want to enjoy the lovely summer evenings outside. But, time will keep marching on. I had the same feelings about stopping time as my children continued to grow older. Now I feel it occasionally with my grandchildren. Can't she stay two for just a little longer? It is the nature of things to watch time pass. I guess our challenge to make sure each day is better than the last one.

Something Should Be Done!

I was standing in line for the self-checkout at the grocery store today. Two young men in their 20s were in front of me in line dressed like they just came from the gym. A woman at one of the check-out machines was trying to control a two year-old (from the child's appearance) who was having a tantrum. The two young men were commenting that "something should be done with that kid." He was out of hand and slowing the line down. One of the young men told me he grew up in a large family in Atlanta and being the oldest he had to learn to take care of the other children. He said that the child needed some choices right now so that his energies could be directed to something useful. I was shocked at the young man's insight! I learned that same information at a brain research conference. I agreed with them that something should be done. All young people, prior to having children, should have some training and background information. That is what should be done.

Intro to Teaching

I have been asked to begin teaching an Introduction to Teaching course at the university. Like many other states, we are in desperate need of teachers. There is already a shortage and from all predictions it is set to become larger over the next few years. I've been given the challenge of finding and encouraging students to become teachers. A tall order since the pay is low and behavior problems seem to be on the increase. However, teaching can be rewarding for those who are truly committed. I can't imagine my life without the wonderful experiences I have had as a teacher. I have loved all ages, but my favorite will always be kindergarten. I want to teach kindergarten one more time before I die.

Taking Risks

I recently heard a recorded speech by Sir Ken Robinson about creativity. He told a story of a teacher who was asking one of her students what she was drawing. The student replied, "I'm drawing God." The teacher responded, "Well, no one really knows what God looks like." To which the girl said, "They will in a minute." In the creativity course I teach, we learn that true creativiy comes when a person is willing to take risks. In other words, they need to be in a non-threathening enviornment that allows mistakes. Sir Robinson believes schools teach kids OUT of creativity. I agree. Unless we can allow children to make mistakes and take risks, there is no increase in thinking, development of talents, or evidence of creativity.

Look at the Princess!

We just finished tending three of my grandchildren for a week at their home in California. We had a blast. Except for one case of strep throat, it was a delightful week and I look forward to doing it again soon. One of the highlights of the trip was my two-year old granddaughter's entrance down their living room staircase. She would go up to her bedroom and dress in one of their princess dresses, then call to us from the top of the stairs so we could watch her descend as a princess. Whenever I would say, "Look at the Princess," she would exclaim, "No. It's Audrey!" It reminded me of how honest and straight-forward young children are in daily life. It is this honesty we need to use to explain the world around them. This is important for early childhood educators to remember. We should be teaching young children using real-life, tangible materials, not abstract paper and pencil tasks. There is no comparison between counting real items, such as blocks, and counting items on a paper. It is the difference between real-life and pretend.