KIDBIZ NEWSLETTER
OCTOBER 2009
A Newsletter for Early Childhood & Child Care Professionals
Brought to you by:
Patricia Dischler
Author, Speaker, Child Care Professional
www.patriciadischler.com
In this issue:
1. Teaching the 3C’s
2. Tips & Tricks
3. KIDBIZ Blog
4. In The News
5. This Month’s Sale Item
6. Upcoming Events
Taking time off is a wonderful thing, September was time for me to put family first and I enjoyed every minute of it! Had a great trip to Florida to see my mom and sister, and an aunt, uncle and some cousins too. Anyone ever heard of The Villages? It’s a grown up version of my daycare! They play outside a lot, dance everyday, make lots of great friendships, and love crafts and tea parties. I can’t wait to be old enough to move there! My mom acts 20 years younger since moving there and it was a blast to get to see her new life and friends.
The down side to taking time away from work – is that it doesn’t just go on hold, it piles up! So now I’m swamped trying to play catch-up. Obviously I missed the September newsletter, but my plan was to get an early start on October and start to try and get the newsletter out at the beginning of each month, rather than the end! So far, I’m doing okay with that plan. My new book is out next month – Teaching the 3Cs – and you can get it now at a discount on my website! (And great news from the publisher, they decided to lower the price once it went to print and it was a few pages less than they had anticipated.) I am so excited about this book, I just know it’ll be your favorite. So this month’s article is an adaptation from the book, a quick “bite” of the beginning of each chapter. Then in the Tips section I’ve listed a few of the activities in the book (there are dozens!)
I’ll be seeing lots of you in the next few months, I’m traveling a lot to do book release events and speaking based on the book – I can’t wait to come and share it with you!
Hug a kid for me!
Patricia
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TEACHING THE 3 Cs: Creativity, Curiosity & Courtesy
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(The following is an adaptation from the book, available November 1, 2009)
In the world of early childhood there has been an increase in the pressure to teach the traditional 3 Rs: Reading, 'Riting, and 'Rithmatic. What was once the curriculum for first grade has become the standard for kindergarten classrooms, and what was once a kindergarten lesson is expected at the preschool level. Parents feel they should expect more, research shows kids are capable of more, and so standards get tighter and the pressure is on for early childhood teachers to deliver. The unfortunate result of this has been programs that focus on getting the academic results and that leave the basics for all learning behind. It is no surprise then that many programs are struggling, and that children in higher grades are being found to have little or no problem solving techniques and additional problems with social interactions. The missing link? Teaching the 3 Cs. Instilling in children a love for learning and a process for making decisions and solving problems while working with others begins with encouraging in them a sense of creativity, curiosity and courtesy.
The days for simple play and exploration in childhood seems to be gone. But for the new programs of advanced learning to be effective in any way children must be allowed the opportunity to build a basis for all learning, to get excited about what the possibilities are and what their part in it will be.
Teaching creativity to children is not only fun for the children and teachers, it opens doors to other learning. By letting children explore new possibilities with materials, activities and discussions, they can become masters of their own learning. Children have a natural curiosity but all too often it is quieted by a pre-disposed lesson plan or a busy personal schedule. Teachers that follow a child's natural curiosity and provide them the avenues to obtain the information they crave will find that more learning takes place in those moments than in a week's worth of planned activities. As children interact with each other and adults, modeling and requiring a standard of courtesy creates a sense of respect among all. Children who show respect and feel it will have a strong self-esteem and build successful relationships with peers and adults.
CREATIVITY
Sparking creativity in children opens the door to learning in every developmental area. When children think creatively they look beyond what is in front of them to see what could be. They explore from many different angles and engage all of their senses. This creative exploration can lead to successful problem solving, a broader understanding of topics taught, and a sense of appreciation for the world they live in.
To “teach” creativity is to embed a child’s day with options. To provide the physical environment to support creative action as well as provide the psychological environment to support the quest for creative action. For teachers, this means not only providing appropriate materials, but creating an atmosphere that encourages the exploration of new ideas.
Without this basis of thinking creatively children are prone to merely acquire information – rather than have the skill to do something with this information. When children are supported in their creativity they are able to actively engage in the learning process. For example, it is more than learning there are numbers, but about learning what those numbers are capable of doing. How they interact, what they can represent, how they can be used to organize or represent objects and information.
The ability to find new and exciting answers is often described as, “thinking outside of the box.” It is used to describe creative people or to encourage a group of adults to think creatively. But what exactly does it take to think outside of the box? There are several factors that affect creative thinking. They are:
- Functional Freedom: Seeing items as having multiple uses.
- Stimulus Freedom: Not being confined by rules.
- Delay of Gratification: Knowing that time can change an outcome.
- Balanced Brain: Using the right brain to discover possibilities, and the left brain to sort through these to find a solution.
Teachers can support creative thinkers by providing activities that support these four factors. Together, they give children the tools they need to explore their world with a creative eye and come to their own conclusions regarding their place in the world and their abilities to change it.
CURIOSITY
Creativity and curiosity are intrinsically linked. One leads to the other, and vice versa. They are both important elements of problem solving. We begin by trying something new (creativity) then testing it to see what happens (curiosity). But also, the opposite can occur, where we begin by looking to discover all the possibilities (curiosity) then using this information in a new way (creativity) to solve our problem. It is this give and take between the two that can lead to many exciting and new revelations and possibilities. They are the keys for many an inventor, engineer, or philosopher in making new discoveries, inventions and solutions. Children who are given the freedom to stretch these abilities and explore their capabilities within them to the fullest will find their play to have a richer, deeper meaning and a higher sense of accomplishment. Ginger Carlson, author of Child of Wonder ties together curiosity and learning in this way: “Exploration is the foundation for developing a creative thinker.” (Carlson, 2008)
Given the importance of curiosity to the evolution of our society through new inventions and ideas, one would think it would hold a higher level of importance in our educational system. Unfortunately, we have moved to such results-oriented educational experiences that instead of being provided an open field of exploration, our children are being lead down specific paths (both figuratively and literally!)
All too often, curriculums are filled with experiences for children that lead to specific results, rather than an open end. In an attempt to meet state early learning standards, activities are designed to lead children step by step through specific learning goals. Even the science experiments are meant to lead children to a predisposed conclusion, leaving curiosity far behind.
Children are learning to follow directions, to make the connections that have been laid out for them, but to think no further than that. An agenda has been set and, for many teachers, time is of the essence in teaching specific results to children. In my own daughter’s middle school, the parent’s were told that the previously taught English class was being completely changed in order to teach only what would be offered on the state tests they were expected to complete at the end of the year. The result was that free exploration of many topics was completely eliminated from the curriculum.
As the grade schools deal with the problem of creating curriculum to produce specific test results it becomes increasingly necessary for early childhood educators to avoid these pitfalls and work to establish a solid base of curiosity in children that can sustain their learning for years to come! In early childhood we feel these pressures to move into results based learning. But lucky for us, hidden deep under “Cognitive Development” in many of our state standards lay the opportunities to foster curiosity in children. Standards such as “Notices new things and people.” “Investigates items closely.” Or, “Asks questions and provides answers,” all give us that window of opportunity to include curiosity activities into our program. For those states that have not included such openings, it is still possible to bring curiosity back into our classrooms and back into childhood!
We can support our children’s natural ability to be curious, and to link this curiosity into creativity and problem solving, by supporting the following factors:
· EXPLORE THE POSSIBILITIES: Wonder, experiment, tell stories.
· EXPLORE THE WORLD: Fieldtrips and dress up.
· ASK QUESTIONS: Who, what, why, when, where and how.
When we bring these factors into our classrooms and homes, we give our children the opportunities to cultivate their natural sense of curiosity, to build on their creativity and to become a problem solver.
COURTESY
Courtesy is a dying attribute in today’s society. Evidence of this it the fact that there are very few books that even discuss it. With the exception of the books by Emily Post, and her daughter Peggy, I found very few resources on this topic. I also found it interesting that there was a time many years ago that these books were found plentiful, yet over time the number diminished to the point of almost non-existence. I believe we’ve seen a direct correlation to this in our society, and specifically in our approach to teaching and caring for young children.
Sheryl Eberly, author of 365 Manners Kids Should Know, shares her concerns, “For at least a generation, manners training in many homes seems to have been neglected.” (Eberly, 2001)
But this cost is too high. Families are being torn apart by distance in our new world, and without some of the fundamental values encased in courtesy they begin to see no reason to put effort into maintaining these relationships and often let them die. Businesses are floundering with no sense among employees of responsibility as a group or from employers of loyalty to those who have served them for years.
Bringing a sense of responsibility and dependability between people begins with courtesy. Teaching our children to be kind and helpful to each other has a tremendous impact on society, yet it is missing in most curriculums in our nation.
Teaching courtesy has become such a novelty that you can even find one week lesson plans on “Good Manners” or “Friendship.” The risk in creating these units is that teachers see the topic as one to only give their attention to for a short period of time. Courtesy should be an integrated part of our everyday lives, in the way we teach, in the way we model relationships to each other, and in what we expect from children. Yet it has slipped away.
Our role as models of courtesy and kindness is more important than ever. The children can’t wait until grade school to experience character education, it needs to begin as early as possible.
Teaching courtesy to children is a process of modeling and encouraging four elements that support this behavior:
- Dependability: Children can depend on you and can be dependable to others.
- Kindness: Being nice never should go out of style.
- Honesty: Create an environment where is okay to tell the truth, and they will.
- Respect: Build an understanding of others, and respect will grow.
Teachers can help children to practice these values and provide a model for children to learn from.
I ask every reader to spend a few moments thinking back to their own childhood. Do you remember raiding your Dad’s tools and scrap lumber to build a fort? Do you remember taking long hikes in the woods just hoping for an adventure? Do you remember just what family meant? It’s time to get back to teaching these basics before they disappear altogether, but in a better way.
Teaching the 3Cs empowers teachers to bring back the basics and rebuild our children’s future for the better. To give them a strong base to stand on: a desire to learn because learning is fun again, the ability to problem solve through creativity and curiosity, and a caring attitude as they reach for the sky.
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TIPS AND TRICKS
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Scavenger Hunt
Send your child on a hunt for five things in your house/school that can be used to do the same thing. Examples are a vase and a horn can both hold a flower. You can use a pen and a berry to write on paper. A chair and a stack of books can be used to sit on. You can provide the theme (such as things you can write with) to help them get started, but allow some time for them to discover their own matches. Activity encourages a creative look at items and their functions.
Houston! We Have a Problem!
Set up a dramatic play situation for the children (any theme will work), and allow them a day to explore it. On the second day, remove an item that you had observed as being central to their play the day before. Pose the question for the children, “We have a problem! The ______ is no longer here, what could we use instead?” Be open to their suggestions and supportive by providing the materials they feel are necessary to recreate the missing item. Or, you could offer them a “tool box” that contains an assortment of odd items they can choose from to create what they need. Allow their sense of creativity to guide them through the trial/error of the possibilities in order to find their own solution. Encourage their sense of flexibility in situations that pose change from the expected! Activity supports Creativity through functional freedom as children problem-solve for a replacement item.
Favorite Story Rewrite
Read a favorite story with your child. Then, close the book and have the child retell the story, but add their own twists to the story. For example, maybe the prince should ride a cow instead of a horse! Or change who the “winner” is in a storyline. Add dinosaurs or a rainfall of flower petals. Encourage creativity in the activity through modeling – tell your own version as well! Activity supports stimulus freedom as children see stories as something they can change.
Sing! Sing! Sing!
Have a singing day! Instead of talking with children in your regular tone of voice – sing! Sing Good Morning, sing their storybook, sing instructions, and sing everything you would have said normally throughout the day! By modeling this behavior you are teaching the children stimulus freedom and encouraging them to try new behaviors in expected settings. Watch and see which children join in – or perhaps, which choose a different mode of “talking” for the day, such as whispering, yelling, or monotone. Activity supports stimulus freedom as children experience, through your modeling, a new approach to each day.
Abstract Art Names
Give the children a sheet of white paper and a colored marker for each of the letters in their name. Have them put on a blindfold and draw the first letter of their name on the paper, large to fill the paper. Continue with the other letters of their name, using a different color for each and keeping the blindfold on. When they are done, they should have a wonderful abstract piece of art that represents the letters of their name in a fun and creative way! Activity supports delayed gratification as children create without seeing immediate results.
Playing Picasso
Present a simple drawing or photo to the child, place it on a bed tray with sides to hold it up over table so there is room to put a piece of paper under the try on the table that the child can reach under to draw on – but not see. Or place it on the table and put a chair under the table to place the paper on and have the child stand at the table side. You want them to be able to see the drawing/photo, but not their paper. Ask them to copy the drawing/photo. Encourage them to look closely at the outline, to match the movement with the movement of their pen. Tell them to use their eyes as their pen and just let their pen follow. Go slowly. The drawing may look completely off balance – or it may be a perfect match! It is a great exercise for getting the mind and body to work together. Activity supports balanced brain activity as memory and motion work together.
How Many Ways Can We Get To The Moon?
Engage children in a discussion of problem solving the many ways they could get to the moon. Let them know that they can use anything they wish, including new things that they invent or items we already have. Give a couple examples to get them going: “We could stack up all the lawn chairs of every person in our state and climb to the moon. Or, we could build the biggest ball ever and sit on top of it as our friends fill it with air and when it is completely filled it will have lifted us all the way to the moon!” After coming up with many possibilities, then move the discussion into choosing the one that would most likely work in reality. Activity takes the children from right brain thinking – considering all possibilities, to left brain thinking – analysis and accuracy.
Cookie Madness
Make a batch of chocolate chip cookie dough, but don’t put in the chocolate chips. Talk with the children about how this famous recipe was created because someone thought of combining two things they liked – cookies and chocolate. Ask the children to think of all the foods they like, encourage the children to name any food they like such as mashed potatoes, ham, carrots, peas, cucumbers, milk, cheese, etc! Make a list. Gather the items. Spoon out 1 rounded teaspoon of the dough on a cookie sheet then have each child add one of their favorite food items to the dough (if large, cut in small bits), sprinkle bits of food over top of dough and press in. Bake cookies at 350 degrees for 12 minutes. Have a tasting party to see if you’ve discovered they new next famous cookie! Activity supports balanced brain function as children use the sense of taste to explore possibilities.
For more activities, pre-order your copy of Teaching the 3Cs at a 15% discount at www.patriciadischler.com
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KIDBIZ BLOG
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Great article – “Pressure-cooker Kindergarten: A new emphasis on testing and test preparation – brought on by politicians, not early education experts – is hurting the youngest students. By Patti Hartigan from the Boston Globe. Highlights the many reasons why I feel so strongly about the importance of the 3Cs! Visit the blog to read the full article and weigh in with your thoughts as well!
Also, there’s been some comments added to the discussion regarding vehicle safety alarms, add your thoughts to the discussion too!
Join in the conversation and visit http://kidbiz.blogspot.com today!
The KIDBIZ Blog is a place where I can share all the great articles and information I have access to and think you should have access to as well! If you’ve found a great article or website that you think should be shared with others in our field, send it to me so I can post it and pass it on!
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IN THE NEWS
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Annie E. Casey Foundation KIDS COUNT Data Book
Now available on their website, this Data Book provides a national and state-by-state look at the status of children in the United States. There is also a companion essay that outlines a series of action steps to improve the nation’s use of data in creating policies that improve outcomes for children and families. To view these documents visit:
http://datacenter.kidscount.org.
Sign up to receive FREE issue of Modern Handmade Child
A new magazine put together with the help of WFCCA Vice President, Kim Gachnang. Lots of great learning games and articles for providers and teachers. You can sign up on the website to receive free quarterly issues. Visit http://modernhandmadechild.com/index.html.
Also visit Kim’s website for her own learning games, classroom helpers, unique promotional clothespins and more at http://tootsiebear.etsy.com.
Provider Appreciation Day 2010
NACCRRA and NAFCC join together to help organizations and individuals celebrate Provider Appreciation Day! Visit the website for loads of ideas and products to help you make the most of this event: www.ProviderAppreciation.org.
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THIS MONTH’S SALE ITEMS
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October Sale Item: Pre-order Discount on my new book Teaching the 3 Cs: Creativity, Curiosity & Courtesy – 15% Off!
To be released in November, you can be one of the first to get a copy by pre-ordering now before the release date! This book is a reflection of the types of activities I did at Patty Cake Preschool for over 17 years, the title was my slogan for my school. It is based not only on my personal beliefs and experience, but research from many in the early childhood field including the authors of The Creative Curriculum. Before you can teach the 3 Rs, you need to teach them the 3 Cs! Teach children to have a joy of learning, to use their imaginations, to explore, to wonder, to work together and be kind. These are the children that take will go far because they are not only able to acquire new information – but they will know what to DO with it as well! The book provides research and background on how to teach the 3Cs, as well as dozens of activities for each and a section on how to integrate each C into state standards. All activities in the book are indexed by state standards for quick reference. Filled with fun, easy and inspiring new activities for your program! Order yours now and be the first to get started! (Note the regular price is lower than printed in last newsletter, the publisher lowered the final publication price!)
Regular Price: $25.95 Pre-order Discount Price: $22.06
November Sale Item: From Babysitter to Business Owner – 15% off!
The complete guide to professionalism for your child care business! Chapters cover every aspect, including: professional image, environment, curriculum, fieldtrips, communication with parents, creating a parent handbook, marketing and setting goals. My first book and considered the “must-have” manual by many Resource and Referral agencies across the country. Get it now and be ready to get your business on track for a successful new year in 2010!
Regular Price $17.95 Discount Price: $15.26
Order yours today at: www.patriciadischler.com!
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UPCOMING EVENTS
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October 3, 2009
Catholic Charities Friends of Adoption Conference
Eau Claire, Wisconsin
Keynote: Strangers Who Trust for the Sake of a Child: What parents and counselors in both closed and open adoptions can learn from a successful open adoption.
Parenting Workshop: Parenting the Adopted Child: Successful parenting techniques for behavioral problems
Contact: Magen Duffy, 608-782-0710
www.cclse.org
October 10, 2009
ECCOA training: Being the Best You Can Be!
Omaha, Nebraska
Full day training event, topics covered:
Turning the Job You Love into the Career You’ll Keep!
Building Partnerships with Parents
Teaching the 3 Cs
Tips & Tricks
Contact ECCOA at 402-597-4991
www.esu3.org
October 20, 2009
Child Development Center of St. Joseph staff training
Milwaukee, Wisconsin
Workshop: Parents Can’t Hear Me!
Contact: Agnela Lampkin 414-645-5337
www.cdcsj.org
October 24, 2009
New Opportunities Early Childhood Conference
Carroll, Iowa
Keynote: Crazy for Kids!
Workshops: Tips & Tricks, Teaching the 3 Cs
Contact: Katie Riesberg 712-792-9266
www.newopp.org
November 7, 2009
Child Care Choices Early Childhood Conference
Carlton, Minnesota
Keynote: Crazy for Kids!
Workshops: Your Space/Their Space, Teaching the 3Cs
Contact Kimberly Giles 320-251-5081
www.childcarechoices.net
November 14, 2009
Early Learning Coalition of Florida’s Gateway Early Childhood Conference
Live Oak, Florida
Keynote: Crazy for Kids!
Workshops: Creating a Professional Image, Teaching the 3Cs
Contact: Carrie Skinner 386-961-0126
www.elc-fg.org
November 19, 2009
Northern Illinois Child Care Providers Association Training
Gurnee, Illinois
Workshop: Teaching the 3 Cs
Contact: Alicia Falls 847-445-6213
November 20, 2009
Illinois CCR&R Train-the-Trainer Book Release Event
Bloomington, Illinois
3Cs Train-the-trainer session and book signing for Illinois R&R staff
Hosted by Community Child Care Connections
Contact: Tiffany Simmons 1-800-676-2805
www.cccconnect.org
November 21, 2009
Half day 3Cs Training and Book Release Event
Springfield, Illinois
3 hour training for providers/teachers following by book signing
Hosted by Community Child Care Connections
Contact: Tiffany Simmons 1-800-676-2805
www.cccconnect.org
If you are a member of a group planning a training event and would like to book one of my keynotes or workshops, visit the Lecture page on my website and contact me for availability. Visit www.patriciadischler.com/lecture.php.
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Reprinted from KIDBIZ Newsletter, an ezine by child care author and speaker, Patricia Dischler. Subscribe at www.patriciadischler.com.
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PRIVACY STATEMENT: Patricia Dischler will never distribute your address to anyone. Period. Promise.
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Patricia Dischler
Author, From Babysitter to Business Owner, Because I Loved You, Tips and Tricks and The Patty Cake Kids & The Lost Imagination Cap.
www.patriciadischler.com
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