Early Childhood EDUCATION

 

Current research has overwhelmingly shown that children learn best in a play-based environment.  I use the High/Scope model to set our classroom up as an active learning environment.  “Active learning is defined as learning in which the child, by acting on objects and interacting with people, ideas, and events, constructs new understanding.  No one else can have experiences for the child or construct knowledge for the child.  Children must do this for themselves.  Active learning involves; direct action on objects, reflection on actions, intrinsic motivation and invention and problem solving” (Educating Young Children, High/Scope Educational Research Foundation, Hohmann & Weikart).  Here at Little Tot’s Early Childhood Care & Education, a rich classroom environment is partnered with academic preschool instruction to provide the most favorable learning opportunities for young children.  

What is play and how does it relate to learning? 

Play is children’s work.  Through play, children learn to socialize with others, to form relationships, develop skills of empathy, cooperation, and self-regulation.  Children use play to make sense of their world.  During play, children learn the functional use of many different materials, how they work and how to manipulate them.  It is during this type of play that a child will work to master a new experience prior to putting it to work in real life.  For example:

·   learning to zip or button a babydolls clothing

·   learning to pour using rice in the sand and water table

·   learning to hold a pencil, while coloring

Children also learn mastery through designing play experiences that build upon current knowledge.  Many preschool materials are open-ended.  They have no right or wrong way to play, blocks, lego’s, housekeeping, sand and water play, playdoh etc.  Through the manipulation of these items children can master new goals without feeling a sense of failure or frustration.  Children will continue to pursue their interest in a material over and over again until it is mastered.  Some items within a preschool classroom are self correcting, such as a puzzle, game, scale etc.  Through this type of play children’s cognitive (thinking) skills are developed.  When play is on their own terms, they play for the fun of it, not recognizing the learning, only concerning themselves with the action at hand.

 

“Contrary to what one might expect, the benefits of rich play experiences during the preschool years are extensive and address academic goals for reading and writing, math, science, social studies, and the arts.  Several decades of research show that high-quality preschool programs that aim to strengthen social and emotional skills through play have positive effects on all aspects of children’s development-including cognitive or intellectual development.  What’s more, these positive effects are long lasting.  Programs that overemphasize academic learning through teacher-directed instruction in preschool may produce short-term results, but they fail in the long run to improve children’s success in school and in life” (Preschool for Parents, Trister-Dodge & Bickart).

Academic Instruction

Here at Little Tot’s Early Childhood Care & Education we assign learning and educational goals to the curriculum that we present to the children.  I believe in student centered learning and tailor the curriculum to meet the needs of all children enrolled.  According to the Chippewa Valley Schools Kindergarten Report Card for 2009-2010 there are many important skills needed to be developed by the end of the Kindergarten year, including social development and work habits, reading and literature, writing, science, social studies and math. 

 

Our academic instruction looks to accomplish many of the Kindergarten goals with the children prior to their introduction to elementary school.  I feel that giving children a head start in academic knowledge will allow the child more time to get used to their new setting without the worry of falling behind.  Here at Little Tot’s we have such a small number of students that we can easily individualize instruction.  In addition, our family like relationships developed with the children make for a relaxed learning environment where the children easily acquire knowledge.

 

The Little Tot’s curriculum is theme based.  The teachers here at Little Tot’s choose themes built on information that is relevant to the child’s everyday life.  Within a thematic unit, the child is exposed to relevant information and learning experiences in a connected manner that facilitates the child’s interest in the subject.  Each theme is explored in several subject areas, Language & Literacy, Math, Social Studies, Science, Art and Music.  Information is presented in a fun way that is relevant to the child’s life and encourages participation.  Thematic units work well to help the information to ‘sink in.’ Using the Multiple Intelligences approach to teaching, information is presented in a variety of ways so that children have many opportunities to learn the topic of interest.

 

All lessons are created here at Little Tot’s, I do not purchase a packaged curriculum due to the limits that they place on learning opportunities.  During our staff meetings, themes are discussed based on instruction needed within the classroom.   At the end of each two-week period of instruction all enrolled families receive a newsletter describing all of our learning activities in all of the developmental areas.

 

Clearly one of the sad circumstances of too much academic instruction in the early years is the proliferation of children that are lacking in social emotional development.  One thing Little Tot’s staff is greatly aware of is the need for positive social interactions and the development of positive peer relationships.  Here at Little Tot’s the children’s peers are more like family than they are friends, they grow up together, play side by side for their first five years and form bonds with all us.  I have spoken with several kindergarten teachers that have explained that above anything else they wish that their students had developed the ability to relate with others and exhibit self-regulatory skills such as speaking confidently, separating from their parents, and controlling their own behaviors.  Clearly having academic skills won’t help a child who cannot stop crying, make friends, follow directions or participate in class activities. 

 

“...Children who have friends, who know how to work cooperatively with others, and who can manage their emotions are happier and more likely to be successful in school and in life than children who do not have these skills.  A child’s social experiences during the first five years, at home and in group settings, form the foundation for what we now call emotional intelligence.  Emotional intelligence is defined as the ability to understand one’s feelings, control impulses and anger, sooth anxiety, show empathy and interact positively with others and persevere to achieve one’s goals” (Preschool for Parents, Trister-Dodge & Bickart).

 

Numerous studies done over the past several years have shown that children construct their understanding of the world based on direct manipulation of objects and experiences that are provided to them.  At Little Tot’s our methods are to immerse the children in an environment filled with interesting, educational and challenging materials, to facilitate the quest for discovery.  We then observe and interact with the children encouraging their exploration and curiosity.  Through our observations of the children, we learn what things are currently making an impression on them, and we act to implement a theme or lesson surrounding their interests.  It is by acting on those interests that we so easily can teach a child important life lessons and skills.  When you find that ‘teachable moment’ the door is wide open for learning, and here at Little Tot’s we are ‘opening doors’ everyday!