Possibilities in Early Childhood
In my practice with school age children, I have experienced a wide variety of relationships with different schools. While practicing in these different environments I had one goal, how can the school and our program create an environment that affords the best experience for the children and families and builds the learning community.
Read MoreWhen immersed in play, many children enjoy taking risks and challenging themselves physically. The children are searching for the limit of their current physical potential and feel open to pushing that potential during play.
Read MoreIntroducing children to new ways of thinking and experimenting with known objects invites exploration of other known materials in the future. By opening up the possibilities of number we open the possibilities of all things.
Read MoreIt is the beginning of the year and no matter how much I plan, I always begin to feel frantic come mid-September. My “to-do” list grows and my inbox is full. So…I breathe.
Read MoreOften one child inspires other children with their ideas and execution of work. A common activity is for children to use some of their day observing other children working in the classroom. During this time children are often motivated to try similar work themselves
Read MoreChildren’s actions appear simple but in reality are very complex, because children experience many variables in their daily walk of life, making decisions how they are going to respond to these experiences.
Read MoreIn conversation with school age educators one topic that is often discussed is children’s actions. What motivates the actions of children? Is there a reason for the choices children make?
Read MoreEducators in school-age programs spend much of their time trying to create new activities for children to be engaged in the classroom. The process of creating and implementing activities often becomes a distraction from working with the children. How can school-age educators encourage children’s activity while creating opportunities for wonder, discovery, and self directed satisfying work?
Read MoreWhen immersed in play, children enjoy taking risks and challenging themselves physically and mentally. Children are always searching for the limit of their current potential and are motivated to push that potential to achieve a goal. Adults can learn a fresh perspective from children about risk and reward.
Read MoreBeing an educator is hard work. Our days are busy and filled with learning, laughter, and an enormous amount of tasks. The work is all encompassing and keeps us at school for more hours than we would like to admit. Being an educator is a labor of love, but how can educators keep a balance between our work life and our other life outside of work?
Read MoreThere are many options in our field about how to engage effectively with children. Different philosophies focus on different areas of interest with their pedagogical framework. Working with children is a complex practice with decisions that need to be made every day. What is an effective process for making choices?
Read MoreA believer in education is someone who empowers children, gives gentle advice, is a good listener, and a person who lets the children know they have someone who sees only good in them and is there for them under any circumstance.
Read MoreOutside physical activity balances the school day. It provides children an opportunity to recharge, refocus, and rejuvenate their body and mind in preparation for the next learning adventure. It creates a connection to the outside world that helps all of us stay in balance.
Read MoreThe use of rewards is a personal choice. This topic is not about right or wrong. It is about how we view children and their capabilities to self motivate and develop a sense of discovery and wonder about life and the world around them.
Read MoreLearning together is the work that we do as educators, to hold space for children as they construct knowledge in their own way, at their own pace. Learning together is shaped by the image of the child you hold.
Read MoreEngaging in the work of early childhood is to experience emotional vulnerability. We need to understand both the forces in our own classrooms and programs, as well as the larger forces of societal constructs to be able to formulate a response and start to build structures that strengthen us emotionally to work with children.
Read MoreSummer camps in the U.S. started gaining popularity in the early twentieth century. The camp movement has evolved over the last century. Some traditional camps still exist, but the movement has been slowly changing to include activities like computer camp, academic camp, and many sports related camps.
Read MoreRecently I was in Reggio Emilia on a study tour of the Municipal schools. The experience of visiting Reggio Emilia was a sensory overload of information and insight, but the one idea that stuck with me the most during the trip was the Reggio educator’s view of professional development.
Read MoreGuiding children learning social skills in out of school care is a common occurrence. The children in afterschool care are still learning and experimenting with their social interactions. Many of the social skills children are working on are still being developed, as elementary children get older, bigger, louder, and wiser.
Read MoreAll children are naturally curious - they are born that way. Children are always seeking to discover how the world works. As educators, we don't need to make children curious or push children to learn, they will seek out these activities on their own if we give them the time, materials, and opportunities to explore on their environments and make their own discoveries
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