arkansas children’s weekasuchildhoodservices.org/docs/acwbook2018.pdf · 2018. 2. 19. ·...

Arkansas Children’s Week April 16-20, 2018

Deeper Learning: Wonder, Explore, Find Out More

Marcy White Jill Gunderman, editor

Arkansas State University Childhood Services JoAnn Nalley, Director

Arkansas Department of Human Services Division of Childcare and Early Childhood Education

2018 Arkansas Children’s Week Ambassadors

Valerie Cathey

Rachel Chaney

Lisa Couch

Tiffani Fletcher

Erica Holland

Angie Horn

Christy Poindexter

Brittney Schrick

Kathy Stegall

Thank you to our Ambassadors and to everyone who shared ideas, inspiration, and

expertise!

Arkansas Children’s Week 2018 Table of Contents

5

6

Delving into Deeper Learning

A Brain is Not a Bucket

STEM Introduction 8 Dabbling with STEM 13 Digging Deeper with STEM 15 STEM Resources and Reflection 21

Four C’s for Deeper Learning 23

Meet the Magic 8 28 Spending Less Time in Transition 31 Improving Our Instruction 36 Positive Classroom Climate 41 Really Listening to Children 45 Planning Sequential Activities 48 Promoting Cooperative Interactions 54 Fostering Child Involvement 61 Meaningful Math 65

Supporting Deeper Learning 68

Purposeful, Powerful Problem Solving 69

Delving into Deeper Learning Children are naturally, inherently, learners! They are eager explorers of their world with an innate desire to make connections and figure things out.

Arkansas Children’s Week 2018 explores some incredibly important truths about children’s learning:

Learning happens best in the context of engaging, real-life experiences. A child’s developing skills are not isolated and independent of one another – learning is

interconnected.

Rote activities – like learning to recite letters and numbers – have far less influence on the child’s educational outcomes than deeper thinking skills like critical thinking, creativity, and collaboration.

Adults can intentionally support children as thinkers and learners as they plan spaces, materials, and activities to share with children. All children benefit from sharing their days with adults who

encourage them to investigate, communicate, and explain their ideas.

As part of our Deeper Learning journey, ACW 2018 will explore STEM (Science, Technology, Engineering and Mathematics) skills and the role of creative thinking in innovation. We’ll examine the “Magic 8” – a set of research-based best practices to support strong educational outcomes. And, we’ll take a special look at the adult’s important role in empowering learners and partnering in discovery.

Welcome to Arkansas Children’s Week 2018 - It’s time to wonder, explore, and find out more!

Arkansas Children's Week 2018 5

A Brain is NOT a Bucket: Understanding how children really learn

We often hear that children are like little sponges - or perhaps empty buckets - just waiting to be filled with new information. These analogies imply that a child’s mind is somehow hollow until we give them something to know and remember. In reality, every child comes to us with a unique collection of ideas and experiences. They aren’t “empty” at all! Children learn by connecting what they already know with new ideas. With the right opportunities, this results in the construction of knowledge. Over time, a complex network of neural pathways forms in the brain – tangible evidence of cognitive growth. When the child is actively involved in interesting activities, many different kinds of learning may occur at the exact, same time. A child who is busy in the sandbox may simultaneously notice properties of sand, sunlight, and shadow; explore the use of tools like rakes and spades; quantify and measure as she fills a pail; and build communication and social-emotional skills as she interacts with other children. The child takes in information through her senses and experiments to construct and test theories as she figures out her world. In fact, the brain can be considered an “activity-dependent organ” within the body. Its healthy development actually depends on the child’s opportunities to wonder, experiment, communicate, and interact with her world. Unlike a bucket or sponge, a brain actually changes and wires itself in response to the child’s environment. The child’s daily experiences literally shape the architecture of the brain! What happens if we limit the child’s role to memorizing and recalling sets of information and performing repetitive tasks like coloring in the lines, chanting along at circle time, and completing adult-directed crafts? We can expect the child to become skilled at parroting facts and recognizing symbols, but at great cost. In the classroom where a child’s cognitive role is passive, the parts of the brain related to creativity, collaboration, and critical thinking can actually weaken from lack of exercise. If our goal is to support the sort of cognitive development that a child needs for a bright future, learning cannot be viewed as a “fill ‘em up” process, and the memorization of isolated bits of information cannot be viewed as a primary goal.

6 Arkansas Children's Week 2018

Deeper learning is not something that can be done to a child by an adult, a workbook, or a computer program. Rather, deeper learning occurs when children have safe and stimulating opportunities for discovery. Adults facilitate deeper learning by creating intriguing invitations to explore, helping children think about and talk through big ideas, and providing just the right amount of support (scaffolding) for skills that children are almost ready to master. Mathematics and literacy become increasingly important to children as adults help them understand how purposeful and powerful they can be. Perhaps most importantly of all, children come to view themselves as capable learners who can make sense of their world through investigation, effort, and reflection.

We aren’t filling a child’s bucket – we’re helping her construct her own, complex web of knowledge!

Recommended reading to find out more about brain development and children’s learning:

Becoming Brilliant by Roberta Michnick Golinkoff, PhD.and Kathy Hirsh-Pasek, PhD

Brain Rules for Baby by John Medina

Einstein Never Used Flashcards by Kathy Hirsh-Pasek, PhD, and Roberta Michnick Golinkoff, PhD, with Diane Eyer, PhD

Mind in the Making by Ellen Galinski

The Whole-Brain Child by Daniel J. Seigel, MD


Making Sense

of

STEM - science, technology, engineering, and mathematics - is an exciting and important topic that has gained momentum in education over the last decade. Blogs, Pinterest, and social media sites are abuzz with ideas, and it seems that every conference includes several STEM sessions! Yet, teachers often share that they feel a bit uncertain about STEM. Perhaps the vast amounts of information - and overuse of the STEM designation - make it hard to decide which activities are really appropriate and valuable for young children. Or, perhaps it is challenging to figure out how to incorporate STEM projects into a typical day. To better understand what STEM skills are all about, let’s begin by looking at some things that STEM skills are not!

STEM skills are not just a career path. Educators and policy makers often talk about the importance of preparing children for STEM careers. Our ever-changing world will definitely need a next generation of workers who can drive innovations in technology, transportation, medicine, and other complex fields! However, if STEM activities are only intended for the children who are likely to be tomorrow’s scientists, computer programmers, engineers, and mathematicians, where does that leave everyone else? Actually, well-planned STEM activities help children build important thinking skills, making them beneficial to every child. No matter what a child’s future holds, there is no disadvantage to strengthening their logical and creative thinking skills today!

STEM skills rarely stand alone. One teacher shared his idea to incorporate STEAM (a variant of STEM that includes the arts) in weekly activity plans. Monday was to be science day, with technology on Tuesday and so on, ending with math on Friday. He soon discovered that the disciplines of STEM/STEAM are intertwined. When the children tackled a science activity, for example, they often found themselves incorporating technology or using math tools. This is natural and, in fact, ideal.

Activities that incorporate two or more facets of STEM help children make connections across domains. Upon further reflection, the teacher decided to prepare a special STEM/STEAM activity several times each week without worrying if an activity couldn’t easily be categorized by discipline. Our teacher made another discovery too.


STEM is not just a block of time on the weekly activity plan. STEM skills do not need to be limited to a special activity time. While you may plan a special activity for, say, Tuesday mornings, you’re also likely to notice that children spontaneously engage in STEM activities throughout their day as they experiment with materials Early childhood educators are often surprised to find that some of the very strongest STEM activities don’t feel new at all - they’re things that they have been sharing with children for years! That’s because STEM is all about skills that come naturally to young children. Rather than worrying about finding all new ideas, educators may wisely work instead to optimize the ways that they think and talk with children about familiar, favorite activities.

STEM activities should feel challenging, but not overly difficult. If you come across a STEM activity suggestion that has you setting up a terribly complicated experiment or coaxing small children to recite random-seeming facts, skip it and find another resource for activities. STEM is about experimenting, exploring, noticing patterns, and getting excited about discoveries. Children may concentrate and work hard as they become deeply engaged in projects, but STEM should never feel tedious or tiresome. Strong STEM activities inspire children to actively explore their world!

Science is a way of thinking. Children observe and experiment to discover truths about our world. They make predictions and test hypotheses.

Age-appropriate science topics are those that children can figure out and come to understand through direct experiences, such as:

• Properties of shadow and light.• How air (wind) and water move.• How plants grow and change.• Behaviors of insects and songbirds.• How colors can be mixed.• Characteristics of rain and snow.

If a child looks closely and works carefully to figure things out, she’s probably using science skills!

Photo credit: B. Randolph, Flickr


Technology is a way of doing. Children learn to use tools and machines to make their work easier or more efficient.

Although we often refer to our computers as “tech”, any device that helps us with our work is a kind of technology. Information technology (IT) using computers is just one branch of technology; windmills, gliders, water pumps, and solar cells are technology, too!

Smartphones and tablet computers are especially valuable technology for older students who seek help with the work of research, or who are ready to learn coding and programming. For elementary-school students and preschoolers, focus primarily on understanding how tools and simple machines work to help us accomplish tasks. Try exploring:

• Ramps/inclined planes.• Mortars and pestles.• Screwdrivers and hammers.• Wheelbarrow.• Flashlights.• Wagons.• Gears.• Pulleys.

If a child uses a tool or machine to help with her work, she’s probably utilizing technology!


Engineering is a way of constructing. Children use materials to design and build structures, machines, or systems. They evaluate their work and make improvements.

A teacher-directed project where children are given step-by-step instructions to complete a pre-determined product cannot be considered an engineering experience. Likewise, it is not an engineering experience if children create a Lego structure that looks exactly like the picture on the box. Engineers plan, test, and modify their own, unique designs as they work with materials such as:

• Wooden unit blocks.• Cups or cards to stack.• Large cardboard boxes to cut and tape.• Woodworking materials.• Open-ended robotics kits (for schoolagers).

If a child applies knowledge gained through prior experiences to strengthen a design, he’s probably using engineering skills!


Mathematics is a way of proving. Children count, sort, pattern, and explore shape, size, and volume to experiment or represent data.

STEM math isn’t isolated. In other words, math worksheets, simple games like BINGO, and cartoon-like math computer programs do little or nothing to support STEM skills. To be a part of STEM, math must be a highly relevant part of the child’s investigation! Examples include:

• Measuring how tall a plant has grown.• Seeing how far or how fast a car travels

down a track.• Counting how many hummingbirds visit

a feeder.• Figuring out which stone is heaviest.• Noticing and describing symmetrical natural patterns

on pinecones or sunflowers.

If a child quantifies to figure something out or explain an idea, she’s probably using math skills!

Photo credit: Harold County Library System, Flickr


Dabbling and Digging Deeper with STEM

The most intensive STEM activities invite children to work together to figure out solutions to complex problems. Children dig deep to investigate, collaborate, construct, and create. In the process, they call on a wide range of skills including practical knowledge about how to use tools and materials, observation and communication skills, and deductive reasoning. How do children come to have those deeper learning skills in their “tool kit” in the first place?

Simple STEM-related activities, like Jayden’s magnetic sorting set, are far less complicated than big STEM projects. They encourage children to dabble with concepts related to science, technology, engineering, and/or mathematics. Dabbling activities can usually be completed in just a few minutes, although a child may wish to return to repeat the activity again and again over the course of hours, days, or even weeks.

Dabbling activities are simple, straightforward activities that help children build their tool kit of knowledge and skills that they will use when they later engage in more complex STEM work. They are sometimes used as a warm up or introduction before more intensive work, or they may stand alone as a free choice activity. Dabbling activities can also happen spontaneously as children experiment with intriguing materials indoors and out.

On the following page, you’ll find eight more examples of ways to dabble with STEM skills!

“I got one!” 3-year-old Jayden holds a magnet wand aloft to show histeacher the metal pickle jar lid stuck firmly to the end.

His teacher smiles and leans in for a closer look. “Oh, hey,” she says, “It looks like the pickle jar lid is attracted to your magnet!”

Jayden nods enthusiastically as he places the lid on a mat labeled “magnetic” and reaches to test a plastic lid from a mayonnaise jar.

Magnetic sorting set: magnet wands, basket of plastic and metal jar lids, and teacher-created sorting mats


8 More Ways to Dabble with STEM 1. Pair large, cardboard packing tubes with balls,

beanbags, and/or other objects than can drop/slidethrough them. Try propping the tubes in various ways.(Ages 1.5 – 4)

2. Set up a ramp by propping a wooden plank or sturdypiece of cardboard on a stack of books. Gather a set ofobjects – such as cylinder and cube blocks, a rock, atennis ball, a cotton ball, and a toy animal. Predictwhich items will roll easily down the inclined planebefore testing them out. Include inclined planes in theblock play area and sandbox. (Ages 2 – 5)

3. Repurpose chip and dip trays, mancala boards, muffintins, paint pallets, and silverware organizers intosorting trays. Pair with fascinating, authentic objectsfor children to sort by size, color, texture, or otherattributes. Add magnifying glasses to inspect smallobjects. (Ages 3 and up)

4. At the sand table, mix colorful aquarium gravel andsmall pebbles into fine play sand. Provide a variety ofsifting tools – such as colanders and strainers –thatchildren can use to explore. (Ages 3 – 5)

5. Test a variety of waterproof objects by placing them ina dishpan of clean water. Sort items that sink and floatinto labeled baskets. What do children notice aboutitems that sink/float? (Ages 3-6)

6. Create a simple pendulum by using yarn to tie a whiffleball to a frame. Swing this homemade “wrecking ball”to try knocking over blocks, coffee cans, or toy bowlingpins. (Ages 4-7)

7. Provide small containers of colored water, eyedroppers, and ice cube trays. Children can mixcolors by adding drops of water to the compartments of the ice cube trays. Offer colorful paintswatches from the hardware store for matching and inspiration. (Ages 3 -9)

8. Cover a Lazy Susan (spinning tray) with chalkboard paint or chalkboard shelf paper. Encouragechildren to experiment by making lines with chalk on the spinning tray. Does working withdamp chalk feel different from working with dry chalk? (Ages 4-12)

Activities that encourage children to

dabble with STEM concepts spark

curiosity and invite exploration.

As children take part in these activities, they may:

Explore intriguing, open-ended materials.

Learn how to use new science and math tools, or gain more experience with familiar tools.

Practice using structured thinking to classify, pattern,

graph, or arrange materials or data in other logical ways.

Develop persistence of task and sequential work habits as

they sort or carry out other concrete, structured activities.

Communicate with adults and other children about their

discoveries.

Have you dabbled with STEM today?


When children have playful opportunities to dabble with STEM concepts, they gain valuable work habits and reasoning skills. They strengthen their ability to interact with others as they work together and share ideas. Their interest in STEM-related activities often grows more intense as they become increasing intrigued by STEM tools and processes. Now, they’re ready to dig deeper!

Deeper STEM activities don’t just challenge children to complete single tasks like sorting, measuring, or comparing – although activities such as these often make up one facet of a complex project. When children engage deeply with STEM, they use persistence, creativity, and logic to tackle an extensive investigation or create something new. STEM activities that promote deep, ongoing exploration are the most valuable activities of all!

On the pages that follow, you’ll find suggestions for activities that encourage more complex STEM skills. You may find one – or several – that feel like an exact fit for your group, or these examples may inspire you to adapt or create a project that is uniquely tailored to their ideas and interests.

The art of teaching is the art of assisting

discovery. -Mark Van Doren


A Barn for the Animals Hone engineering skills while designing functional structures to keep toy animals dry. (Ages 3-5)

You’ll need • Toy farm animals or pets• A small spray bottle, with water• An assortment of building materials that can get wet, such as:

o Duplo or Lego brickso Plastic or foam blockso Strips of craft foam (aka Fun Foam)

• A workplace that can get wet• Towels for tidying up

Getting started During mild, rainy weather, ask your group where they think animals go when it rains. Where might forest animals go? How about pets? And farm animals? Your group will probably mention structures like dog houses and barns. You may wish to have some photos of barns, sheds, and other animal shelters to look at together as you talk.

Think together about what someone building a shelter would need to do if they wanted it to provide a dry place to get out of the rain. Invite children to construct structures with an animal inside. How will they use materials to create a good shelter from the rain?

Show the children how they can use the spray bottle to simulate rain to test their designs. Wonder together about why some designs seem watertight, while others leak. A leaky shelter isn’t a failure – encourage builders to dry it off and modify their design before testing again.

What next? Include watering cans and spray bottles for warm-weather outdoor water play.

Consider using umbrellas to take a walk in the rain to look for various shelters. If you don’t have barns nearby, that’s okay. Notice if there is a structure to keep the outdoor play equipment dry, or look around to imagine what a cricket or toad might use as a shelter from the rain.

Continue to explore ways to build shelter-like structures, possibly on a larger scale. Sheets of sturdy cardboard or thin plastic may inspire roof-building in the block area, or a group of children could craft a makeshift tent on the playground.


Cup Stack Challenges Use engineering and mathematics to take cup stacking to a whole, new level. (Ages 4 – 12)

You’ll need • A wide variety of disposable cups - hundreds of paper cups and plastic cups of various sizes

(Hint: ask each family to bring a package of cups to share!)• A large space to build, such as a gymnasium, basketball court, or empty classroom• Challenge cards or charts, as explained below• Optional: collections of other props to enhance building, such as paper plates, wooden spools,

or craft sticks• Optional: tape measures or yard sticks

Getting started Building towers out of disposable cups is a good example of an activity that allows children to dabble with engineering ideas. If you have a group of experienced cup stackers, consider digging deeper by facilitating cup construction on a giant scale!

Arrange baskets of cups throughout the workspace and craft a set of challenges for builders. These can be teacher generated or child generated. Possibilities include, but are not limited to:

• Great wall of cups – as long as possible• A cup structure that a person can actually crawl through• A cup pyramid that is taller than your teacher (provide step stools and close supervision)• A beautiful, artistic cup design• A creative character made entirely of cups• The tallest tower possible with a base of just three cups

Invite groups of children to work together on a challenge that sparks their imagination. As with all engineering projects, encourage a “try, try again” attitude. It’s part of the fun to try out several strategies before deciding on one that works best. Talk with children about their ideas, but resist the urge to give suggestions or hints. The process of figuring it out in their own way is extremely valuable for children!

What next? Look together at photos of pyramids, trestle bridges,

skyscrapers, and other structures. What patterns dochildren notice in architecture?

Take photos of the cup structures and involve childrenin creating a display of their work.

Incorporate large-scale cup building into a family playday. How does the dynamic change when you havebuilders of various ages?


Downhill Discovery Explore science and engineering while creating amazing paths through your outdoor play space. (Ages 3 and up, but could be simplified for toddlers)

You’ll need • A variety of materials for building paths, such as rain guttering, wide plastic pipes, cardboard

packing tubes and cartons, and/or pieces of curved wooden molding (Hint: sand or use maskingtape to cover any sharp edges.)

• A collection of objects that can help prop/guide your path, such as bricks or large weatherproofblocks.

• A basket of hand-held balls such as tennis balls, ball pit balls, golf balls, and softballs.• Ideally, a sloped area to build your track. If your outdoor play area is absolutely level, you can

use a picnic table or other structure to prop one end.

Getting started Provide the suggestion that the materials might be used to create a path to carry a ball down the slope. Let children freely experiment and explore. Listen to their ideas and provide support as they explain ideas to one another.

Remember that these materials may be new to children. Stay near to provide extra support at first. With help from an engaged adult, children can learn to notice where other children are working, carry large pieces safely, and use heavier materials appropriately.

Make materials accessible over the course of days or weeks so that play can grow more complex with time. Look closely together to figure out what is happening. Where does the path work well, and where do children notice challenges to be resolved? Do different kinds of balls move down the track in different ways?

If you hear children describing their path as racetrack, slide, or rollercoaster, talk with them about the similarities that they have noticed.

What next? Continue to provide resources to enhance children’s play. For example, children may decide

that chalk would be helpful to denote various parts of the track, or they might want to use a binto catch balls at the bottom of the hill. Create a storage area for extra pieces and parts so thatthe primary play area is less cluttered, and so that children can tell the difference betweenpieces that a peer is using and pieces that are “up for grabs”.

Share with families about all of the amazing skills that children are developing as theyexperiment with paths – collaboration, communication, critical and creative thinking. Shareclose-up photos or videos to help them appreciate children’s persistence and imagination.When families understand the value of the track-building process, they’ll see all of the pieces asmore than just messy!

In warm weather, try using water on your track in place of balls.


Craft Stick BridgesUse science, engineering, and mathematics to build bridges from simple household materials and then test your designs! (Ages 5 – 12)

You’ll need • Wide wooden craft sticks (aka Popsicle sticks)• Metal binder clips• Wooden clothespins with springs• A set of weights, such as wooden blocks or paperback chapter books, to test your structures• Two classroom chairs or folding chairs per team• Optional: yard stick or tape measure for spacing chairs

Getting started Begin by allowing children to explore the building materials without any goal in mind. How can these pieces connect with one another? After children have had plenty of time to experiment, ask, “Do you think that you could build a bridge between two chairs with these materials?” Space chairs about 12 inches apart.

Encourage children to test their structures by adding weights – one at a time – until they collapse. (Hint: One of the advantages of these building materials is that they typically fall about – but do not splinter and break – under pressure. Builders can pick up the pieces to begin again!)

Talk with children about their designs and encourage them to notice one another’s work. Which designs seem to support the most weight? Remind children that this is not a race; it can be helpful to take time to try out several ideas to see which ones work best.

What next? If you are using items that can vary in weight to test structures, some

children may declare that this is not fair. (Does one stack of variouslibrary books weigh the same as another?) Enlist suggestions from the group to solve theproblem. One option might be to use a standardized unit of measurement – such as identicalmath books. Or, perhaps they’ll want to use a kitchen scale to weigh various books.

Investigate bridges in your town or around the world.Children might be interested in interviewing a civilengineer to find out more about building real structuresacross water.

Shhhh… don’t tell… but you builders are likely to discoverthrough trial and error that triangle shapes can be a keyto sturdy structures. Once they have discovered this,investigate further. Why is the triangle known as the“strongest shape”?


Garden Math Use science and technology to construct a garden. Focus on mathematics as your garden grows. (All ages)

You’ll need • Garden or container garden with soil

(Hint: KidsGardening.org is an ultimate resource for designing the perfect garden for your space!Here, you’ll find design ideas, growing tips, and even information about grants to fund your project.)

• Seeds or starter plants• Gardening tools• Tools for investigation: camera, ruler, etc.

Getting started Plan and plant your garden, involving children as much as possible in soil preparation and planting.

As you work, and as plants begin to grow, involve children in exploring their garden from a mathematical perspective. Your focus will vary depending on the age of your group, but possibilities include:

• Which plants do we want? Let’s take a poll!• What do you notice about the size and shape of seeds?• How deep should the hole be?• How far apart should certain plants be spaced?• How many plants will sprout?• How long will it take?• How tall will they grow in a week? A month?• How many petals do you notice on blossoms? How about lobes of leaves? What other shapes

and patterns can you find?• How much fruit will a plant yield?• How long will it take to ripen?• How many signs of living creatures can you find?

What next? If your group has planted a fruit/vegetable garden, explore different

ways to prepare your harvest. For example, preschoolers can use butterknives to slice strawberries for simple fruit salad, first graders willenjoy making strawberry bread, and middle schoolers might trytheir hand at strawberry freezer jam.

Check out all of the other great garden ideas on the KidsGardening website. There are detailed plans for a flowerclock, sunflower house, butterfly garden, compost projects,and more. Encourage children to help with deciding on, andplanning, your next project.


https://kidsgardening.org/

4 C’s for Deeper Learning

Communication Communication is all about giving and receiving information. Children learn to understand others (receptive language) and express their thoughts and feelings through gestures and words (expressive language). In the elementary years, written communication becomes increasingly important. Sketches, diagrams, and photographs can be tools for communication, too.

Communication in action

Infants and toddlers use communication skills when they: • Cry to express discomfort or hunger.• Gesture to a caregiver to show that they want to be held.• Point to a picture in a book.• Make playful, back-and-forth sounds with a caregiver.• Wave, blow a kiss, or use sign language.• Say first words and, later, string words into conversational phrases.

Preschoolers use communication skills when they: • Tell about something that happened over the weekend.• Describe what they notice during a nature walk.• Tell an adult about their artwork.• Act out a role in dramatic play.• Explain why they are frustrated or excited.• Have a conversation a lunch time.

Schoolagers use communication skills when they: • Ask questions of a guest speaker.• Play a guessing game like Pictionary or 20 questions.• Write a letter or journal entry.• Debate their point of view.• Help decide on fair rules for the group.• Make a photo display or video.

Strong communicators can: Describe Explain Discuss Engage in back-and-forth

conversations


Critical Thinking Critical thinking is the ability to analyze facts and use mental strategies to form theories or guide actions. As children develop critical thinking skills, they learn to apply logic to make sense of information. With time and support, children grow to become more skilled at making sound decisions guided by critical thinking skills.

Critical thinking in action

Infants and toddlers begin to develop critical thinking skills when they: • Inspect and explore their hands and feet.• Drop a cup or spoon over and over, or bang objects together for cause and effect.• Play peek-a-boo.• Empty and fill containers.• Figure out shape sorters, stacking rings, and simple knobbed puzzles.

Preschoolers use critical thinking skills when they: • Sort, classify, and generate patterns with sets of materials.• Build a tall, stable block tower.• Participate in simple science experiments such as sink and float.• Make predictions and form theories related to real-life experiences like gardening and cooking.• Think of solutions to practical problems, such as using tape to mend a book or using a block to

stop a toy car from rolling across the classroom.

Schoolagers use critical thinking when they: • Play strategy games like Chess and Othello.

People with strong critical thinking skills can: Reason Infer Theorize Critique Find solutions to problems


• Make predictions and inferences about science activities such as making salt crystals orcollecting animal tracks.

• Experiment with circuits or coding.• Make and test paper airplane designs.• Use logical reasoning to solve practical problems such as creating a fair system for sharing

outdoor equipment or deciding which activities are best for a field trip.

Creativity We count on creative people to come up with new ideas. Children who think creatively learn to look at situations in unexpected ways and find novel solutions to problems. Creativity is a cyclic thought process that involves exploration, creation, reflection, and inspiration. Creativity requires curiosity, mental flexibility and a willingness to try new approaches to communication and problem solving.

Creativity in action:

Infants and toddlers begin to develop creative thinking skills when they: • Use something familiar in a new way, such as placing a bowl on their head as a hat.• Engage in novel pretend play, such as acting like an alligator in a picture book bit their finger.• Find a new way to dance to music.

Preschoolers use creative thinking skills when they: • Tell a story.• Pretend to be an animal, pirate, or monster.• Create a unique character for a puppet or stuffed animal.• Make up new words to a song.• Draw a picture of something they have imagined.• Invent something using cardboard boxes and tubes.

Schoolagers use creative thinking skills when they: • Write a story, poem, or skit.• Make up their own knock-knock joke.• Use fabric to design a costume.• Choreograph a dance with friends.• Create an animal or character from clay.• Invent a game.

Creative thinkers can: Imagine Innovate Express in new ways Invent


Collaboration Collaboration is the ability to work as part of a team to make something happen. It requires interpersonal skills and a readiness to consider the needs and opinions of other people. Collaboration skills are just beginning to emerge in early childhood, when children can work together on simple, concrete tasks. These first experiences set the stage for more complex collaboration – such as planning and delegating roles within a long-term project – later in life.

Collaboration in action:

Because infants and toddlers are in the earliest stages of play – playing alone or alongside one another – adults do not expect to see collaboration skills emerge. Still, there are times when a toddlers show anawareness of working together.For example:

• A young toddler might pick up an infant’s pacifier from the floor and hand it back to her.• A group of older toddlers might show interest in working together to help their teacher fold

washcloths or wipe off a table.• One toddler might attempt to pull another in a wagon.

Interactions such as these offer first opportunities to help children recognize helpful dispositions and successful interactions.

Preschoolers begin to develop collaboration skills when they: • Work together to build a block structure.• Think through and assign the tasks needed to set the lunch table.• Join in a shared task, such as three children working to guide a full wheelbarrow across the

playground.• Help decide together what their teacher should write on an invitation to a family event.• Think of a way to divide a set of toy animals fairly.

Strong collaborators can: Cooperate Negotiate Work as part of a team Manage conflicts and

differences of opinion


Schoolagers use collaboration skills when they: • Design and delegate roles to create a mural.• Work as a team to play a sport or carry out a project such as mock archaeological dig or carnival.• Plan and carry out a fundraiser or service project.• Create elaborate, shared construction with Lego bricks.• Invent a board or card game.

More to consider

Communication, critical thinking, creativity, and collaboration are often described as 21st Century Skills – competencies that children need as they grow up in our modern world.

Why might these four skills be especially beneficial for future decision makers and problem solvers?


Free teacher resources to support STEM learning

For toddlers and preschoolers:

Boston Children’s Museum “STEM Sprouts” guidebook www.bostonchildrensmuseum.org

Peep and the Big, Wide World science curriculum www.peepandthebigwideworld.com/en/educators/

Little Discoverers toolkit and teacher guide www.sesamestreet.org/toolkits/stem

Department of Education STEM resources https://innovation.ed.gov/what-we-do/stem/early-stem-education/

STEM Smart research site http://successfulstemeducation.org/

For schoolagers:

The Apex Curriculum www.frostscience.org/stem-professionals/apex-science-curriculum/

Exploratorium’s Tinkering Resources www.exploratorium.edu/education

Creativity Catapult https://creativitycatapult.org/

Engineering Adventures www.eie.org/engineering-adventures

Design It! Explore It! http://npass2.edc.org/curriculum


Is it really STEM? Selecting high-value learning activities

1. Is this activity well suited to the ages and abilities of this group of children? Are the conceptsrelevant and able to be understood – not just memorized?

2. Is this activity linked to current topics of learning and/or children’s interests? Does it relate toother activities in our classroom, rather than being random or unconnected?

3. Does this activity promote active engagement with real world materials? Are children actuallyinvestigators, rather than passive watchers and listeners?

4. Does this activity encourage children to build and practice skills in interrelated – rather thanisolated – ways?

5. Does this activity promote the development of intellectual skills and logical reasoning?

6. Does this activity encourage children to collaborate and/or communicate about theirdiscoveries?

STEM Books from the National Association for the Education of Young Children

Big Questions for Young Minds: Extending Children’s Thinking by Janis Strasser and Lisa Mufson Bresson

Exploring Math and Science in Preschool by the editors of Teaching Young Children

Making and Tinkering With STEM: Solving Design Challenges with Young Children by Cate Heroman

Ramps and Pathways: A Constructivist Approach to Physics with Young Children by Rheta DeVries and Christina Sales

www.naeyc.org/resources/pubs/books


Meet the Magic 8 When it comes to early childhood education, everyone seems to agree: a high quality program can be extremely beneficial to a child’s development! Our programs have the potential to be very special places where children grow physically, cognitively, and socially; where children make friends and form trusting relationships with adults; and where children feel engaged as members of a school community. A supportive experience in early childhood can have an important, long-lasting influence on children’s outcomes:

• Children who enjoy anexperience-rich earlychildhood setting are betterequipped to excel at reading,math, and science later.(Turns out, puddle splashing,applesauce making, easelpainting, and block stackingaren’t just fun – they helpchildren construct importantknowledge about theirworld!)

• Children who areencouraged to thinkcreatively and logically inearly childhood build a strong foundation as learners that will support them in school and in life.

• Habits of mind – such as curiosity, persistence, and empathy – fostered in early childhood servechildren well for years to come.

• For some children, being a part of a high quality early childhood environment will even increasetheir likelihood of graduating high school and going to college.

It’s exciting for children, families, and educators to realize how very powerful our programs can be, but there is disheartening news, too. Just as many studies spotlight the benefits of high quality early childhood education, a growing body of research suggests that alarmingly few children who go to childcare or preschool each day actually have high quality experiences!

Many dedicated adults have positive intentions about helping children learn, but do they have the knowledge, skills, and support that they need to succeed?


One startling study, conducted in Tennessee in 2015, found that well-funded preschool programs in that state – many of whom appeared to utilize a “basic training for kindergarten” approach – weren’t providing the academic foundation that the state was hoping for. In fact, when the study followed up with preschoolers at the third grade level to measure academic and behavioral outcomes, they found that most children showed no identifiable benefit from attending the preschool. Even more

concerning, some children’s behavior seemed to indicate lasting, negative effects from their preschool experience.

Interestingly, children who attended certain preschool classrooms within the study did show lasting academic and behavioral gains. Something positive was happening for them in preschool that did not happen in every preschool classroom! Researchers wondered – if it was possible to figure out what those classrooms were doing right, could that information be used to help other classrooms?

Researchers at Vanderbilt University’s Peabody Research Institute launched an intensive project to identify practices and experiences that improve children’s outcomes. As they worked alongside classroom staff and school administrators, eight qualities of effective classrooms emerged. The data seems clear: doing these eight things well can elevate the quality of an early childhood environment to help children gain important academic and self-regulation skills! The principals of the preschool programs dubbed these practices the “Magic 8” ingredients for high quality classrooms.

Peabody Research Institute’s

“Magic 8” Practices to Strengthen Classrooms 1. Reducing time spent in transition

2. Improving level of instruction

3. Creating a positive climate

4. Increasing teachers listening to children

5. Planning sequential activities

6. Promoting associative and cooperative interactions

7. Fostering high levels of involvement

8. Providing math opportunities


Time will tell whether the “Magic 8” becomes a lasting part of the dialogue about high quality early childhood education. They are based on a single study and represent the specific shifts in practice that proved most effective for the actual classroom teachers who took part in the project. Vanderbilt isn’t alone in their efforts to support early childhood educators. For example, an ongoing study of 5,000 children in the Boston area is currently being conducted by researchers at Harvard. It’s all part of a reassuring trend to use real-life research to help strengthen our practices.

All of the evidence from studies so far seems to point in the same direction: to help children have good experiences now and good outcomes later, create welcoming, experience-rich places where skilled educators foster inquiry, exploration, and social connections. Many life-long early childhood educators smile and nod when we hear this. We’ve always known in our hearts that the things that we do hold value for children! Our personal stories of seeing individual children learn and grow are validated by evidence that the ways we connect with children really do make a difference.

High quality early childhood education is a complex and beautiful thing. It’s far more than babysitting, and it is far different than boot camp for kindergarten. Children’s outcomes rest on the shoulders of skilled, dedicated classroom staff who strive to recognize and implement best practices. On the pages that follow, we’ll explore each of the “magic eight” – why they matter, as well as practical tips for putting them into practice. Each section also offers questions to help classroom staff reflect on current classroom practices. These may be valuable for staff within a program to talk about together – either informally or as part of staff meetings.

These practices are relatable across settings – as valuable to consider in a neighborhood preschool, family childcare home, summer day camp, or specialized therapeutic program as in a Nashville pre-kindergarten classroom. And, although the study that established the “magic eight” took place with preschoolers, seasoned infant/toddler and out-of-school time (schoolage) professionals will find the list relatable. These are practices that benefit learners of all ages – from infancy to adulthood!


Spending less time in transition How often are children asked to move from one activity to another? A typical preschool schedule includes many transitions, such as:

• Gathering for a circle time or other whole group time.• Cleaning up toys and materials after indoor playtime.• Sorting children for small group activities.• Going outdoors to play and coming inside again.• Preparing for meals and snacks.• Getting ready for rest time.

Some groups must also travel down the hallway to use restrooms and sinks – another transition! When groups of children must move from one activity to another, they usually aren’t engaged in meaningful learning activities. When adults are busy preparing materials or helping classmates, children are often required to wait. For example, before outdoor play, children might wait in line by the classroom door while peers finish picking up materials and putting on coats.

Rough play, running around the room, teasing, and other inappropriate behaviors can easily escalate among groups of restless children. Teachers often report that transition times feel stressful and chaotic. Negative interactions during transition times can impact the rest of the day, and may even influence overall feelings about school for children and adults alike.

Some transitions are inevitable in most early care and education settings. Here are some suggestions to reduce time spent in transitions and help the preschool day flow smoothly:

Craft a familiar schedule – and stick to it! Block out a well-timed sequence for activities and routines. Think through the specific steps of each transition, considering the children’s activities and ways that staff can support children. Although there is flexibility for special experiences, the day’s events should occur in the same, predictable order on most days. This helps children understand what to expect each day and reduces confusion for everyone. Consider displaying a picture schedule that children can use as they think and talk about the daily routine.

Prepare materials ahead of time. During transitions, adults should focus on the children’s needs as much as possible. They can’t do that if they are busy combing through the supply cabinet for purple paint for a project, refilling the paper towel dispenser, or slicing fruit and assembling sandwiches for lunch.

Before announcing a transition to children, adults can check that all needed materials and supplies are ready. In some cases, preparation can be done well in advance. For example, art supplies might be gathered before the children’s day begins, and kitchen staff might help reduce the amount of food preparation that must occur in the classroom.


Talk with children to prepare for upcoming transitions. A teacher might go to the block area as playtime draws to a close, letting the children know that they have a few more minutes to build before it is time to return the blocks to the shelf. It is especially important to remind children of changes in familiar routines: “Remember – we’ll go to the gym today because it is raining outside.”

Reduce the number of transitions in the daily schedule. Notice how often children are expected to move to different spaces or change activities. Switching gears too often results in much of the day spent moving between activities, rather than meaningfully engaged in activities. It may be possible to combine or rearrange activities to have fewer transitions during the day. Notice how the schedule below changed when classroom staff focused on reducing transitions.

“After we put these toys away, we’ll be ready to wash hands for lunch.”

Bluebird Classroom – original schedule

Bluebird Classroom – updated schedule

In this original schedule, children were expected to change activities at least 15 times during the course of the morning!

Classroom staff revised the schedule to reduce transitions by almost 50%! In addition, children are now more actively involved in routines and spend far less time waiting.


When possible, help children transition a few at a time, rather than all at once. In the example above, children clear their dishes, wash hands, and go to play in classroom interest centers as they finish eating breakfast. This allows each child to move at his/her own pace and eliminates crowding and waiting in the sink area. A schedule that permits individualized transitions is usually more flexible and less rushed. During all transitions, use simple, specific instructions to help children understand expectations.

Actively involve children in transition-time tasks. Preschoolers love to help and there are many ways that they can participate in routines. During clean up times indoors and out, assign specific jobs to individuals and small groups of children. For example, at the end of outdoor play time, several children might park tricycles along the fence and several others might return balls to a bin, while yet another small group gathers sidewalk chalk in a small bucket.

Throughout the day, children can work on tasks like spraying soapy water to wipe off the art table, using a small hand broom and dustpan to sweep up spilled sand, and pouring cups of juice for snack time. A preschooler who can zip jackets or tie shoes might help peers who are still learning. Authentic tasks such as these foster independence and a sense of responsibility for the classroom community. It may take a little extra time for children to learn how to help at first, but transitions will run more smoothly in the long run when children are purposefully engaged.

Be responsive to the unique needs of individual children. If a child seems to have a particularly tough time with a transition, adults should wonder why. Does the child understand the directions, and does she have the cognitive and physical skills needed to complete the task at hand? Is she overly tired or hungry? Is she overwhelmed by noise and activity, or searching for reassurance from a trusted adult? When they observe children carefully, staff can recognize and respond with flexibility to each child’s disposition, abilities, and temperament.

A small group of children who are working intently on a floor puzzle might be encouraged to continue their work while the rest of the group gathers for story time. A child who seems anxious at clean up times might take the teacher’s hand to go around telling classmates that there are “5 more minutes” until the end of playtime, and a child who is a slow eater might be among the first served at lunch time. By taking an individualized approach to transitions, adults help all children have safe, successful experiences.

Mix a few drops of mild dishwashing liquid in

water to make a cleaning solution that is safe for

preschoolers to use.


When waiting times cannot be avoided, incorporate games, songs, and other activities. Although individualized transitions are best, there may be times when a group of children must move between activities at the same time. For example, a group might travel down a long hallway to the playground or wait in a lunch room for everyone to be finished eating. Activities can be used during these times to keep children entertained and engaged, and to reinforce concepts that children are learning. Below, you’ll find several fun activities to help children build skills during transition times.

When transitions are purposefully planned and carried out, the preschool day flows much more smoothly. Children feel safe and secure in the familiar routine and spend less time waiting between activities, ensuring that more time can be spent engaged in ways that help them build physical, cognitive, and social skills!

6 Smart Games for Preschool Transition Times

Nursery Rhyme Rewind Slowly chant a nursery rhyme or familiar song, but “mess up” the words. For example: “The itsy bitsy spider went up the big oak tree…”

Children will be eager to correct you and help you think of the right words. Begin again, a little faster: “The itsy bitsy spider went up the water spout. Down came the snow…” Continue, saying the rhyme a little faster each time, until you finally get the whole thing right!

Brain Builder: This silly-but-smart activity requires children to hone in on specific phrases within each rhyme, figuring out the correct words from memory.

I’m Thinking of a Friend Give a series of increasingly helpful clues to help children guess the identity of a “mystery child” in their group: “I’m thinking of a friend who is a girl…” “I’m thinking of a friend who is a girl, who has barrettes in her hair…” “I’m thinking of a friend who is a girl, who has barrettes in her hair, and a pattern on her shirt.”

Brain Builder: This game requires children to look and listen closely, using deductive reasoning to solve the mystery.


Slowly, Quickly Chant quietly, while slowly and softly clapping your hands: “Clap… clap… clap your hands…as sloooooowly as you can.”

Pause before chanting and clapping very loudly and quickly: “Clap-clap-clap your hands as quickly as you can!”

Repeat with other actions, such as waving hands, stomping feet, and flapping elbows.

Brain Builder: This game involves direction following, but also sharpens impulse control skills! Anticipation builds as children await their opportunities to be loud.

Tricky Mirror Game Give children a series of directives to follow, such as:

• Touch your nose• Touch your knees• Hands up in the air• Hands behind your back

For most directives, act out the same action that you have asked of the children. Occasionally try to “trick” children by doing something different from what you say. For example, you might say, “Hands on your head”, while touching your knees. Children will have fun letting you know whether or not you tricked them!

Brain Builder: In addition to helping children recognize body parts, this lighthearted game challenges children to use visual and auditory skills at the same time. When children have mastered basic body parts, make the game more challenging by identifying thumbs, earlobes, ankles, and eyebrows!

Scarf Skits Give each child a scarf or a length of ribbon. Have them try pretending with their props in many different ways: slithering them on the floor like snakes, twirling them overhead like helicopter propellers, rocking them in their arms like babies, or holding them like the reins of a horse’s bridle as they gallop.

Instrumental music can be used for cues: when an adult stops the music, children FREEZE and wait for the next instruction. They’re given a new movement to try when the music begins again.

Brain Builder: This activity encourages imagination, abstract thinking, and mental flexibility while strengthening motor skills.


Improving our level of instruction

Instruction refers to our teaching methods. What are our goals for children’s learning? What do we say and do to help children learn?

When we think about teaching and learning, we might recall school experiences from our own childhood: a teacher at the front of the classroom giving information, with children listening quietly, memorizing facts, and raising their hands to give correct answers to questions. Yet, research about how people learn tells us that rote, teacher-directed instruction is one of the least effective ways to help any student understand concepts.

We know that young children learn best when they are truly engaged in what they are learning and when they have opportunities to explore their own ideas. The best opportunities for learning help children construct knowledge and make connections with their world, rather than just asking them to remember information. The best teachers talk with children, not just at them.

Here are some specific strategies that we can use to teach in a way that helps children learn:

Great teaching begins with great planning! Teachers observe children closely and wonder - What do they know so far? What are they especially fascinated by? What are they about to figure out?

Our observations of children can guide our choices about materials and activities. Set the stage for discovery by surrounding children with interesting things: in dramatic play, a cash register with play money coins to count and sort; in the block area, sheets of sturdy cardboard that can become roofs for structures or ramps for cars; in the science area, a tank of real tadpoles alongside a magnifying glass and fascinating factual books about frogs. This isn’t just a playroom; it is a carefully planned “learning lab” just waiting for children to explore!

Too often we give children answers to remember rather

than problems to solve. - Roger Lewin


Great planning is important for activities, too. Swap low-value activities that simply keep children busy for higher-value activities that encourage children to think, communicate, and figure things out. Here are some examples:

Low-value activity

Children are asked to color on coloring sheets or complete look-alike crafts that have been selected because they are cute or pretty.

Books for read-aloud times are picked randomly. Children are expected to listen quietly while an adult reads or read-aloud time is chaotic, with many disruptions and distractions.

Literacy learning is usually limited to “ABCs” and taught by having children sing the alphabet song, identify flashcards, and/or trace letters on worksheets.

Children are gathered together as a group and given puzzles or other fine motor materials to keep them busy and fill time. (For example, everyone sits at the table and works puzzles before lunch.)

Indoor center time (play time) is scheduled only at the beginning or end of the day. Adults are busy with drop-off/pick-up routines and children who arrive late/get picked up early miss most of playtime.

Higher-value activity

Children use drawing tools and art materials to make sketches as they investigate topics and to create their own, unique artwork.

Books for read-aloud times are carefully selected to engage children and connect with topics of learning. Children and adults talk together about the story. Teachers understand that excited young children may blurt answers, but help them begin to understand the value of turn-taking in listening and talking.

Reading and writing are presented as powerful tools for communication. Sounds, letters, and words are frequently incorporated in both playful and authentic ways throughout the day; flashcards and worksheets are avoided!

Fine motor materials are offered alongside many other materials for free choice use and may be used purposefully with small groups of children. (For example, patterning with lacing beads as a teacher-guided math activity.)

Indoor center time is scheduled at a time of day when most children are present and adults can focus fully on interacting with children to support learning through play.


High-value learning activities allow adults and children to explore together. Children are actively involved in many ways and have opportunities to share their ideas. Adults work to foster communication and collaboration between children. Although brief, well-planned whole group gatherings can be valuable, the vast majority of high-value learning activities take place when adults interact with individuals and small groups of children. Thus, it is important for teachers to craft a daily activity plan that includes a variety of instructional settings and strategies.

Here’s an example of one teacher’s brainstorming as she considers ways to share one of the first learning topics of the year – families – with her group of children.

Notice how she thinks about times when she will interact with just one child, with a few children, or with the whole group. There are times when she plans to gather children together to learn about their topic, and times when she plans to play alongside children in learning centers to respond to ideas, comments, and questions that arise as children play.

Recognize both planned and spontaneous opportunities for learning. Highly skilled teachers purposefully plan to share books, conversations, and group activities with to support math, literacy, and science learning, but they also know that some of the most amazing moments aren’t on the daily activity plan! Discoveries can occur unexpectedly as children play, engage in daily routines, or explore their outdoor environment. Although the teacher has activity plans prepared for the day, she/he is willing and able to respond to the unexpected – adjusting as needed to make the most of “teachable moments”.

Use rich language with children. Studies show that the quality of language heard, and used, with meaning in early childhood has a tremendous influence on the child’s reading comprehension and vocabulary in years to come. Children can learn many new words simply by having interesting conversations throughout their day. It is especially valuable for adults to give children words to describe their experiences.

Don’t limit yourself to using short, common words with children; words that children do not know yet can be explained in context:

“This red, spotted leaf is really unusual. I don’t see any others like it in our leaf collection.”

“Let’s compare the characters in our two stories. How were the ducks the same?


“The metal muffin tins are rigid – they can’t bend. These silicone muffin tins are different because they are flexible. See how they can bend without breaking?”

It usually takes multiple exposures to a new word for children to truly understand it. Using a consistently rich vocabulary helps ensure that children get to hear complex words again and again. Every change of season and every topic of learning offer valuable opportunities to purposefully expose children to new words and to reinforce those words through ongoing investigations and recurrent conversations.

As adults talk with children, there are many ways to share new words, model language, and facilitate communication skills:

1. Finding natural opportunities to use self-talk or comments explain things to children. For example, as a child and teacher observe rabbits on the other side of the playground fence, the teacher might whisper, “I’m going to be very still and quiet so that I don’t startle them.”

2. Adding more information or new words to elaborate on what children have to say. For example, if a child playing in dramatic play points to the toy refrigerator and says, “I need the drink,” an adult might respond, “We have two things to drink in our refrigerator – a jug of milk and a carton of juice. Which one do you want?”

3. Asking open-ended, inferential questions to encourage children to share their ideas. For example, when reading the story of Chrysanthemum with children, a teacher might ask,“How do you think Chrysanthemum feels when the other children giggle about her name?” and “Why makes you think that?”

Shimmering… Spheres... Oodles…

In the breeze…

Do you recognize natural opportunities for

children to hear and use interesting words?


Help children make connections between experiences. Knowledge isn’t a set of isolated facts. It is a complex, interconnected web of understanding. How do we help children connect what they are learning today with their real life experiences? How do we help them plan and make predictions based on past experiences and compare something new with something familiar as they solve problems?

Notice how teachers help children connect and reflect in these interactions:

When we looked up crickets in our insect guide, it said they are especially active at night. I wonder why the crickets in our nature center chirp during rest time.

When I watched the weather forecast this morning, the meteorologist said that today is much colder than yesterday! Brrrr! Did you notice anything different when you were outside on the playground?

You’re pretending that the puppet is sick? What can we do to help her feel better and get well? Is there anything that your mom does for you when you’re sick?

I’ve seen you count the dots - pips - when we play dominoes. Look how these dice have pips, too. Let’s think about how they might help us as we play our new game.

The strategies described above help make it possible for adults to effectively support children as thinkers and learners. The experiences that are made available to children and the questions and conversations that adults and children share are the keys to learning outcomes.

Take a look at other articles in this book for many more suggestions about instructional interactions with children.

"All of us have moments in our childhood where we

come alive for the first time. And we go back to those

moments and think, 'This is when I became myself.'"

- Rita Dove


Creating a positive classroom climate

What’s the climate in your classroom? Classroom climate doesn’t have anything to do with the actual temperature of the room, of course – it refers to the emotional temperature of the space you share with children. Adults can create a place that feels warm, safe, and supportive.

When adults genuinely enjoy working with children, it seems natural to treat them kindly. However, working with young children can be stressful at times, and positive classroom climate requires more from adults than simply “being nice”. It is valuable to reflect on specific traits of a truly supportive classroom. These inspire our day-to-day interactions with children and adults.

Here are some ways to foster a positive classroom climate that supports relationship-building and learning:

Provide consistency. It is difficult for children to establish relationships if the adults in a classroom are always changing. Because each adult has his/her own communication style, mannerisms, expectations, and temperament, children can be confused and frustrated by too many changes in leaders. Likewise, it is hard for children to feel like a part of a cohesive classroom community if they are often asked to change rooms/spaces to maintain staff-child ratios. Program administrators can support positive classroom climate by ensuring that children have consistent days with familiar, trusted adults.

Develop a warm, responsive demeanor. Our interactions provide important cues to children about whether they are noticed, valued, and understood. Imagine that a child arrives at school eager to tell an adult about something exciting that happened at home last night. Is the adult’s response supportive, or discouraging?

Adults can adjust their tone and body language to convey a wide range of positive messages throughout the day: playfully joining in an active playground game, modeling intense curiosity about a science experiment, joyfully sharing a favorite song, and calmly carrying on a pleasant conversation during a relaxed mealtime.

Positive interaction Negative interaction

Attentiveness Adult appears interested and “present” with the child

Adult appears bored, distracted or irritated

Position and body language

Adult is on the child’s level, with open body language

Adult stands over child or apart from child, arms may be

crossed

Tone of voice Warm, friendly, conversational Terse, sarcastic, or indifferent

Facial expression and responses

Smiling, nodding, leaning in to show interest, empathetic to

child’s feelings

Frowning, glaring, rolling eyes, sighing, dismissive of child’s

feelings


Teach classroom expectations in a matter-of-fact way that feels helpful to children. It’s important to remember that a child enters the classroom with behavior that reflects her experiences so far. Boundaries and expectations at home – or in a previous childcare environment – may be very different than in your classroom, but the child does not understand that yet. Chaotic or traumatic events outside of school can impact a child’s behavior throughout the day. Behavior can also reveal important clues about a child’s social, physical, and cognitive development.

One way that adults help all children feel safe and supported in the classroom is to proactively explain, model, and remind about specific rules and expectations in a calm, composed way that does not belittle children or convey disapproval. Rather than scolding a child for what he/she is doing wrong, adults focus on teaching the specific skills that the child needs to be successful. Here are few examples of expectations that an adult might clarify for individual children throughout the day:

• Getting down on a child’s level to show him how to hang the hood of his coat on a hook in his cubby, rather than dropping the coat on the floor. The adult observes, “This looks nice and tidy, and you won’t have to worry about anyone stepping on your coat.”

• Showing a child who handles picture books roughly how to select a book from the shelf, carry it carefully with both hands, and turn the pages gently while enjoying the illustrations. The adult models the behaviors and then invites the child to give it a try.

• Providing special support for a child who struggles with social skills. The adult “shadows” the child to help her discover appropriate ways to join in play with peers. The child is helped to learn specific skills such asking to join a game, trading for a desired toy, or asking to have a turn next.

• During outdoor play, talking with a pair ofchildren about how chasing their ball throughthe tricycle-riding area is dangerous. Thechildren are asked to think of a safer place toplay and the adult responds positively whenthey suggest a grassy area on the other side ofthe playground.

• Explaining to children that placing their milkcups near the top of their lunch plates helpsprevent spills. When a child places her cupnear the edge of the table, the adult prompts,“Take a look at your area. What could you dowith your cup?”


Encourage each child’s specific, positive behaviors. In a supportive classroom, individual children know that their efforts and actions are seen and valued. Adults might recognize children by smiling, nodding, and/or making specific comments such as:

“You’re working really hard with these pattern blocks. Look at this intricate design that you’ve created!”

“You want to try to connect the paper plates with yarn? What an interesting idea!”

“You remembered to wipe up the spilled water. That helps keep everyone safe.”

“I notice how you’re working together to build a block city. You’re talking together to figure it out.”

“You saw that your friend really wanted to ride in the wagon and you offered to pull it for him. That was kind of you.”

“When the smoke alarm sounded, you stopped what you were doing and came straight to the door. You remembered what we practiced!”

Acknowledging children in these ways helps children identify positive behaviors like kindness and persistence. This reinforces desired behaviors and contributes to the overall tone of the classroom. In positive classrooms every child experiences far more approval from adults than disapproval. (Even, or especially, when a child struggles with challenging behaviors, adults can find opportunities to recognize them in encouraging ways throughout the day.)

Value joyfulness and fun. When we have many developmental goals for children and are focused on deeper learning, is there any room left in the day for silly stuff? Yes! Laughing together is a wonderful way to build relationships with children and having joyful experiences can have a positive influence on the child’s feelings about coming to school. Lighthearted interactions can also diffuse stress and brighten everyone’s day.

Sing a Silly Song Down by the Bay – Raffi

Five Little Monkeys Jumping on the Bed - traditional Shake Your Sillies Out - The Wiggles

Tooty Ta –Dr. Jean or Jack Hartmann We Are the Dinosaurs – The Laurie Berkner Band

Share a Silly Story Interrupting Chicken by David Ezra Stein

Is Everyone Ready for Fun? by Jan Thomas It’s a Tiger by David LaRochelle

A Pig Parade is a Terrible Idea by Michael Ian Black The Wide-Mouthed Frog by Keith Faulkner


Model and foster respect. Children learn how to treat one another by watching and listening to adults. There are many times each day when adults can consciously model manners and respectful interactions with children and adults alike. Notice how these statements overheard in a preschool classroom help convey positive messages:

“Good morning! How are you today?” – Greeting a child and parent warmly as they enter the classroom.

“It looks like you’re having a tough time getting your boots on. Would you like a hand?” – Offering a child a choice before physically handling or moving a child. This is followed by handling the child gently and patiently, rather than roughly or hurriedly.

“Ms. Angelica, could you please help the children who are cleaning up the art area while I start our group time?” – Classroom staff communicating politely and cheerfully with one another.

“Could you pass the bananas, please?...Thank you so much.” – Using meal time to model polite behaviors with children.

“It’s okay – spills happen. Would you like some help cleaning it up?” – Modeling patience and helpfulness with children, rather than frustration or anger, when setbacks and messes occur.

“Thanks so much for fixing our lunch, Mr. Kevin! The children especially enjoyed the chicken noodle casserole.” – Demonstrating appreciation for adults who support the classroom.

Take care of the team. Supporting groups of young children can be challenging! There are things that program administrators can do to support staff wellness and to help staff feel encouraged in the important work that they do. Strong practices include:

• Purposeful pre-service training, mentorship, and professional development opportunities tobuild confidence and skills.

• Team building and social activities tofoster a sense of unity.

• Reliable break schedules to allowstaff to relax, regroup, and recharge.

• Affirmations from supervisors, co-workers, and families to highlight theimportance of our efforts!


Really listening to childrenHow many times each day do we ask children to listen to us – as we give directions, explain activities, and read stories? How many times each day do we really listen to what individual children have to say? Feeling heard – knowing someone understands you and cares about what you have to say – is valuable to all human beings, from infancy to adulthood. Children in classrooms where adults are good listeners are likely to have positive feelings about their role in the classroom. Being heard is closely linked to a child’s sense of belonging.

Sharing their days with a good listener encourages children to build strong expressive language skills. Children gain confidence as they tell about their ideas and explain their thinking. They have opportunities to try out new words and new ways of describing things. With many opportunities to talk and be heard, children develop stronger diction and syntax skills – the ability to choose the right words and arrange those words in increasingly complex sentences. They will be more capable readers and writers in years to come because of their opportunities to talk today!

Listening is good for teachers, too. Listening to a child provides insight into her development and way of thinking about the world. As they listen to children, adults can assess the child’s understanding of concepts related to math, science, and social studies. They come to know each child as an individual and recognize each child’s temperament and personality. Really hearing children gives the adult valuable information about a child’s experiences outside the classroom, enabling them to help the child make connections with present learning.

Adults can foster connections between children by helping them learn to talk and listen to one another. Like many other skills, communication skills are honed when there are many appealing, authentic opportunities to practice. Talk less, listen more could be a valuable mantra for teachers who strive to support children as thinkers and learners! On the pages that follow, you’ll find suggestions to encourage children to talk and be heard.

"Listening is a magnetic and strange thing, a creative force. The friends

who listen to us are the ones we move toward. When we are listened to, it

creates us, makes us unfold and expand."

-Karl A. Menniger


Reduce background noise. Listening and talking are difficult in very noisy places. Although the busy classroom should be filled with the sounds of active children, there are some things we can do to reduce the amount of noise that children and adults must filter as they talk with one another. Use music players purposefully – such as playing a favorite song while dancing with children – rather than leaving them playing all day long. Limit or eliminate noisy, battery-operated toys that talk or make sound effects. It can also be helpful to move close when talking with children and adults, rather than calling across the room.

Avoid auto-pilot! When the day gets hectic, adults can fall into the habit of responding to children’s comments with noncommittal responses such as “uh-huh” or “OK, hun”. Adults can tune in, let children finish talking, and respond with a statement that shows that they were truly listening. Active listening lets children know that they have your attention and that you take their ideas and feelings seriously. Children can feel the difference when they are really heard!

Create many opportunities for children to talk with adults and peers throughout the day. Although it is appropriate to help children learn to listen to others, there should be few – if any – times when comments and conversations are discouraged. Talking can be encouraged all day long:

• At arrival – greeting children, asking how they are today, and talking about plans for the day ahead.

• During class meetings – inviting children to contribute to response charts to tell what they know about topics of learning, such as brainstorming and webbing about transportation.

• During outdoor play – noticing weather and seasonal changes, spotting songbirds and other wildlife, and thinking up obstacle courses or superhero games.

• During a waiting time – finding ways for children to help guide rhymes and songs, such as naming animals for Old MacDonald’s farm orthinking of rhymes for Down by the Bay.

• At lunch time – sitting together to shareinformal conversations about pets at home,weekend activities, and other interestingthings.

• At story time – talking about illustrations,discussing favorite characters, and makingpredictions about what might happen next.


Help every child communicate. A strong educator encourages every child to communicate. Specific strategies can be used to support children with special circumstances or learning differences. Possibilities include:

• Providing gentle encouragement for children who are quiet or shy. First communication may come in the form of a nod of the head or a point of the finger. Acknowledge and respond in a way that seems comfortable for the child.

• Recognizing the special challenges faced by children who speak a different language at home than at school. Don’t exclude or “talk down” to these children, but match gestures with words to help provide clues about the meaning of new words. When possible, pair words from the child’s home language with words in English: “Oso pardo, oso pardo – brown bear, brown bear.” Remember that a language barrier can be confusing and worrisome for a young child. Non-verbal communication like smiles and hugs can be reassuring to a child who seems anxious or scared.

• Using sign language, picture cards, assistive technology, and/or other tools to communicate with children with special needs. Make time to talk with therapists and families to ensure that classroom staff understand how the child is used to communicating.

Model listening and talking skills. Get down on the child’s level and show that you are interested. Focus on valuable “serve and return” exchanges where participants in the conversation share several back-and-forth exchanges. Children can learn important cues about eye contact, body language, turn-taking, and attentiveness as they engage in conversations with attuned adults.

Some children may benefit from specific support. For example, an adult might gently tell a child, “I can understand you so much better when you take your fingers out of your mouth.” Avoid the temptation to pause the conversation to correct children’s pronunciation and grammar, though. Experts tell us that the very best way to do this is to keep the conversation going while modeling appropriate words:

Child: …and then Daddy drived us to the park. Teacher: Daddy drove you to the park? What did you do at the park?

Child: We goed on the trail. And then we saw some deers! Teacher: You went on the hiking trail and saw some deer. How exciting! What did they do?

Child: They looked and looked at us and then they ran away!

Adults can also help children learn to talk with one another. A prompt such as “Gabby is trying to tell you something” can call a busy child’s attention to a peer. As children gain experience communicating with one another, adults can make more sophisticated suggestions such as, “Matthew figured out that new computer program yesterday. I wonder if you would like to ask him for some help?”


Strive for high-value conversations with each child, every day It’s a common scene in the early childhood classroom: the teacher asks a question of a group of gathered children, going around the group to encourage each child to answer in turn. Teachers are often surprised to hear that this is one of the least effective ways to encourage talking and listening! But, given the opportunity to observe whole group questioning from the child’s point of view, they realize why it isn’t an especially satisfying experience.

When a child needs time to think of an answer, the rest of the group soon grows restless. Some children simply parrot answers given by other children without seeming to think it through. Perhaps they don’t understand yet that there can be more than one “right” answer to a question. Children who are excited about their answers interrupt others or become frustrated while waiting for a turn. Adults may stop the discussion several times to remind children of behavioral expectations and rarely have time to give more than short responses to children’s comments.

Because the most valuable listening and talking usually does not occur in whole group settings, wise teachers focus instead on conversations with individual children. These occur around the classroom and playground rather than in a group gathering area. In addition to playtime conversations, there are often special opportunities for one-on-one interactions with the first children to arrive, the last children to leave, and children who wake early from rest.

When adults talk with just one child at a time, children have time to think of their answers and respond at their own pace. Individualized conversations allow the adult to adapt their exchanges to suit the needs of the child – using simple language with younger children or providing special challenge for children who have strong communication skills. High-value conversations aren’t lectures or quizzes intended to test a child’s knowledge of simple concepts. Instead, they are back-and-forth exchanges driven by the adult’s genuine interest in the child’s ideas.

Conversation Sparkers Substitute your own observations of children’s work for the underlined examples!

In the block area: “I heard you say that you’re going to make an airport. How do you plan to do that?”

At the water table: “What do you think might happen if you try stirring with the whisk?”

At the easel: “You’ve used a lot of blue paint on your page. Would you like to tell me about it?”

With playdough: “What an interesting idea! Can you show me how to make mine like yours?”

In the book area: “The children are getting onboard the train. What do you think might happen next?”

In the dramatic play area: “It sounds like your baby doll is crying. Why is she upset?”

Outdoors, or through the window: “A squirrel keeps running up and down the tree. I wonder what it is doing?”

“Never ask a child a question that you already know the

answer to.” - David Weikart


Planning sequential activities

Sequences are an important part of our everyday life. When you drive to work, follow a recipe to bake a cake, or give your dog a bath, you’re following a sequence – a series of steps that are carried out in a predictable, logical order. Even simple tasks – like putting on socks and shoes – have sequences that we have carried out so many times that we don’t even think about them!

The ability to follow a sequence can be learned and strengthened with practice. Because sequential activities require children to recall information, plan, and work in a logical manner, they help children build the cognitive tools they need for mental organization. A child who lacks the foundation-level ability to work in a sequential manner may bounce from play area to play area without completing tasks, and may struggle with basic classroom procedures such as washing hands before breakfast or gathering belongings for rest time. This child may be described by adults as “not listening” or “choosing not to follow directions”, when, in fact, the child’s behavior indicates that she needs special support to learn to think through and follow sequences.

On the other hand, children who are intentionally guided to engage in increasingly challenging sequential activities naturally develop strong self-regulation skills and logical reasoning skills. The Peabody Research Institute found that elementary school students who came from preschool classrooms where there were many opportunities for sequential learning were most likely to excel at mathematics and spelling. That means that the activities that we share with children today can make an important difference in their academic outcomes! With a little planning, sequential learning can be embedded throughout the day - during both routines and play. On the pages that follow, you’ll find practical suggestions to increase children’s everyday involvement in sequential activities.

Plan and teach familiar classroom routines with several steps. We expect children to remember and follow sequences many times each day. Often, the routine begins the moment that a child enters our classroom:

When you arrive, first greet your teacher and then put your coat and backpack in your cubby. Wash your hands before choosing a place to play.

In a group setting, there are steps to be followed before and after indoor and outdoor play, before and after meals, when using the restroom, and when preparing to go home. The flow and feel of the day absolutely depends on how these routines go! Imagine stepping into a classroom at the end of lunch time. You immediately notice that the room feels chaotic and out-of-sync. Children seem confused and adults are clearly frazzled. There may be crying children, unexpected spills, and strained exchanges between adults. The transition drags on as adults attempt to settle the children for rest time.

Now, imagine stepping out of this stressful classroom and into a different classroom across the hall. This group, too, is finishing lunch and preparing for rest, but you immediately notice a difference in the classroom climate. Each child moves around the room with purpose, emptying lunch plates, washing


hands at the classroom sink, and preparing cots for rest time at their own pace. Adults talk quietly with individual children to remind them of next steps. This classroom is a busy place, but it feels far more harmonious and relaxed. It is likely that adults in this classroom have matched their expectations to the ages and abilities of the children and worked to explain routines to children in a way that is clear, sequential, and relatable. They have taught step-by-step routines consistently across days and weeks until they feel natural for children.

Not only is the second classroom more comfortable for children and adults alike, but the structured routines in this classroom will yield cognitive and behavioral benefits for children. The way that we explain, demonstrate, and supervise our classroom structures strongly influences the child’s experiences and outcomes. When teaching new routines, many successful teachers use the M.A.P. technique: Model, Add visuals, and Practice.

The process begins when adults work together to plan the specific steps of each routine. What, specifically, will children do, and it what order? Where will adults be, and how do they plan to support children? Once a sequence of events is agreed upon, adults teach the routine in a clear, step-by-step manner:

1. Model – Slow down and show each step of the routine. Do the activity yourself and describeexactly what you are doing.

2. Add Visuals – A picture poster showing the exact steps of the routine is a wonderful visualreminder. Here are some additional examples of visuals:

• A card on each cubby with the child’s photo and name to help children recognize theirown cubby and the cubby of friends.

• A tape line on the floor to help children know where to wait for a turn at the sink.• A bold numeral “1” on the soap dispenser and paper towel dispenser at the children’s

sink to remind them to get one pump of soap and one paper towel.• A stop sign on the door of the playground shed to remind children to wait for an adult

before going into the shed.• Laminated placemats with outlines of napkin, fork, plate, and cup to support children

who are setting the table.• Picture and word labels on shelves to help children clean up toys in an organized way.

3. Practice, practice, practice! - Encourage children to think through and explain the familiarschedule throughout the day. Observe each child to notice their ability to carry out sequentialactivities, remembering that some children will only be able to follow single-step instructions. Ifchildren seem stuck, offer a gentle prompt such as, “You’ve dried your hands with a paper towel.What do you do next?” Time and consistency are needed to help children understand routinesand strengthen their ability to carry them out in a logical order.

“Practice makes progress.” - Anonymous


Include some structured materials for play times. Open-ended materials that can be used in the child’s own way are extremely valuable for creative and constructive play; they are essential ingredients in the high quality classroom! To help children build cognitive skills, in is valuable to also have some materials that have a clear objective and allow the child to check their own progress. These should be well-matched to the abilities of the children to provide challenge, without being overly frustrating. Here are some examples:

Autodidactic (self-checking) materials for beginners � Shape sorters � Stacking rings � Nesting cups � Peg puzzles

� Simple graduated puzzles � Color sorting activities

� Matching cards

Intermediate materials � Pegboards with numbers

� Frame puzzles � Simple floor puzzles

� Large dominoes with dots � Simple scientific sorting sets such as

magnetic/non-magnetic � Small objects (or beads and laces) with

simple pattern cards � Sequence cards with 3 steps

� Mix-and-match real locks and keys

Advanced materials � Pattern blocks with complex pattern cards � Sequence cards with 5 or more steps � Small objects (or beads with laces) with

complex pattern cards � Flannel board pieces for retelling stories

� Marble runs � Boxed puzzles

� Boggle, Jr. game and other simple word games

Adults can support children’s work with self-checking materials by: • Purposefully introducing and teaching how to carry out activities. “We have a new pattern

activity in our fine motor area today. Let me show you how it works…”


• Inviting individual children to join in play. “Aiden and Emma, would you like to play a memorymatching game with me?”

• Ensuring that materials are complete and well-organized, with all needed pieces. “Uh-oh – itlooks like we’re missing a piece of the butterfly puzzle. Let’s see if it has fallen behind the shelf.”

Talk about planning and sequences as children play. What do you plan to do today? As children prepare to play, encourage them to talk with you about their own plans for using specific materials. Expand children’s statements to model describing words such as first, next, and last: “It sounds like you’re going to dress the baby dolls first, and then take them for a ride in the stroller.”

Check in with children to see how their plans are going and to describe their sequential actions and interactions. You can model sequencing as you retell the story of children’s work: “The three of you have been trying out different ways to build the wooden train track. First, Charlie made a long, straight section. Next, Maria suggested adding a curved piece to make the track turn. Then Jamal had another idea – by turning the curved piece around the other way, you figured out how to make the train go around the shelf.

Well-rounded sets of dramatic play props encourage children to act out familiar, multi-step routines, such as:

• Going to a restaurant, placing an order with awaiter, waiting for food to be prepared by achef, eating dinner, and then paying the ticket.

• Going to a supermarket, placing groceries in acart or basket, checking out, and takinggroceries home to the play kitchen.

• Taking a stuffed animal pet to a pretendveterinarian’s office, checking in with areceptionist, being seen by the veterinarian,and taking the pet home again.

Adults can join in play with children to model sequential play and to prompt children to think about the sequence of activities. For example, a teacher pretending with children about an airplane ride might comment, “I’ve purchased my ticket. I wonder what I should do next?”

Model counting on your fingers as you work alongside children, describing steps to familiar activities: “There are three things we need to do to get ready to paint at the easel. First, we need to fill the paint cups. Next, we need to add a brush to each cup of paint. And, last, we need to clip up a large sheet of paper to paint on.”

When talking with children about their work, ask, “What did you do first?” or “How did you get started?” Listen carefully to children before asking follow up questions about what happened after that, or what the child plans to do next. With many opportunities to hone communication skills, some children will develop the ability to describe their work in a sequential narrative: “I made a sign for my block building. First, I got some paper and cut out this little piece. Then I got a marker and asked Ms. Tiffany how to


spell ‘Bat Cave’. She spelled it and I wrote it down. When I was all done writing the sign, the last thing I did was get some tape and put it right here.”

Focus on sequencing during story-sharing times. Select some stories that have a clear beginning, middle, and end that children can recall and retell. When reading a story for the first time, pause to ask children to make predictions about what they think will happen next. When you share the story again, pause to ask children if they remember what will happen next. During free play time, invite individual children to tell a favorite story to you while turning the pages of a picture book. Flannel board pieces, masks and puppets representing story characters encourage children to retell stories, too.

Offer sequential learning activities and special experiences. Seek out activities that allow children to observe changes over time, such as:

• Sculpting with clay, letting it harden before painting• Baking a pizza or making popsicles• Planting seeds and caring for growing plants• Using an incubator to hatch chicken eggs• Watching caterpillars or tadpoles grow and change

During activities such as these, adults can talk with children about what they remember from before, notice now, and predict will happen next. Photographs, children’s sketches, and dictations of children’s statements can all be used to create books or displays to support sequential learning. For example, a group of children might work with their teacher to take photographs of a bird nest each week, displaying the photos on a poster alongside children’s observations about the baby birds hatching and growing.

(Re)tell Me a Story: Books to Support Sequential Thinking

Caps for Sale Esphyr Slobodkina, HarperCollins, 1987

Knuffle Bunny Mo Willems, Hyperion, 2004

The Giant Jam Sandwich John Vernon Lord, HMH, 1987

The Gingerbread Man traditional

The Gruffalo Julia Donaldson, Puffin Books, 2006

The Little Red Hen traditional

The Mitten Jan Brett, G.P. Putnam's Sons, 2009

The Napping House Audrey & Don Wood, HMH, 2009

Strega Nona Tomie dePaola, Simon & Schuster, 1979

The Three Little Pigs traditional

Wait and See Robert Munsch, Annick Press, 1993

Where the Wild Things Are Maurice Sendak, HarperCollins, 1984


Promoting cooperative interactions among childrenHave you ever wondered how children develop the ability to work and play together? In 1929, researcher Mildred Parten spent many hours watching children play. She described six distinct stages of play that are still referenced today:

Unoccupied play, when a child does not interact with materials or engage in activities other than repeated movements.

Solitary play, when a child plays alone and seems unaware or uninterested in what other children are doing.

Onlooker play, when a child seems interested in watching other children at play, but does not engage in activity.

Parallel play, when a child chooses to play close to, or alongside, other children, sometimes copying their words or actions.

Associative play, when a child chooses to play with other children and engage in similar activities, but does not yet coordinate interactions around a shared goal or theme.

Cooperative play, when a child takes on a designated role or follows a set of defined boundaries to engage in a shared activity or work toward an agreed upon goal.

Parten observed that the stages of play are sequential; children who are younger or less experienced usually demonstrate less mature social play. As they get older and gain experience with other children, they transition to associative play and, eventually, to cooperative play. Of the stages of play, cooperative play is the most sophisticated. Working together with peers requires complex organizational, language, and social navigation skills that take time and practice to develop.

Children who can play cooperatively grow to become strong collaborators and communicators. They may form involved friendships based around shared interests and develop the self-regulation skills needed for positive relationships. Skills built through cooperative play will serve children well in their future - in school, career, and life. Like all developmental processes, sophisticated play

Noticing Stages of Play A teacher observes children at play in the classroom housekeeping corner. Here’s what she notices:

3-year-old Anthony sits on the floor and turns the dial of a play telephone over and over. He holds the receiver to his ear and says,“Hello?…Hello!” He does not seem to notice Anya and Peyton playing with puppets nearby and does not respond when Anya asks him,“Who’s calling you?” Anthony demonstrates solitary play.

Sasha tells Owen, “Let’s go play house!” and the two friends race together to the dramatic play area. Sasha takes a doll for herself and hands another doll to Owen. Sasha places her doll in a cradle and begins to hum to it. Owen reports, “My baby has a birthday party at Grandma’s!” When Owen hands Sasha a toy cupcake, she thanks him and says, “It’s a yummy treat for Easter.” The children are playing together, but their interactions are more independent than intertwined; they are engaging in associative play.

Noah, Milo, and Shayla enter the center. Noah pretends to be the father, Shayla the mother, and Milo the baby. Noah fixes plates of play food while Shayla sets the table. Shayla tells Milo to “Eat the food that Daddy fixed” and Milo pretends to have a tantrum. Shayla sighs loudly and suggests that Noah put baby Milo to bed. Even though they’re pretending to have a conflict, Noah, Milo and Shayla are playing out interrelated roles that seem to be understood by each of them. They’re engaged in cooperative play.


cannot be hurried or forced; each child develops at his/her own pace. However, there are many things that adults can do to support interactions among children, including cooperative play.

Set the stage for successful play experiences. Cooperative play will flounder if children are uncomfortably crowded or must compete for limited materials. Adults can create indoor and outdoor play areas that are spacious, with some areas designed especially for social play with three or more children. Each play area should have enough appealing materials to accommodate the number of children who play there. It can be helpful to have duplicates of the most popular toys so that more than one child can use them at once. For example, a playground sandbox might have several buckets, several trucks, and so on.

Here are some toys and materials that are especially effective for promoting cooperative play:

Indoor Materials for Cooperative Play

Puppets

Connected toy telephones

Large chalkboard to share

Cooperative board games such as Peaceable Kingdom games, with an adult facilitator at first

Car or ball track with two or more parallel lanes

Sorting sets that can be shared, such as buttons with matching colored bowls

Props to act out several related roles, such as waiter, customer, and chef in a pretend restaurant

Outdoor Materials for Cooperative Play

Rocking toys with two seats

Driver-and-passenger tricycles

Wagons

Parachute games with adult leader

Walkie-talkies

Full-sized, bucket seat strollers (one child rides while another pushes)

Toss and catch games, such as scoops or Velcro mitts with balls

Large blocks or other materials for building hideouts


Provide time for cooperative play to blossom. Play skills are strengthened over time and through experience. Including long blocks of uninterrupted play time on the daily schedule helps ensure that children have opportunities to practice and expand their social abilities. Expect to see favorite games played over and over – across days, weeks, or even months! Children learn through repetition and play gradually increases in complexity over time.

Ideally, children should be allowed to group naturally with their own choice of play partners. They should be able to choose their own play areas and materials, and persist with the activity of their choice. Systems that assign children to learning centers/play areas or require them rotate between areas on a timed schedule create a barrier to complex play and should be avoided.

Foster fairness. Help children establish consistent boundaries that feel fair and allow them to have satisfying play experiences. Consider this scenario:

The way that the adult responds will influence how both children feel about interacting with one another and using materials at school. If the teacher insists that Daniel “share” by giving Adeline the truck right away because she wants it, Daniel will be frustrated that he isn’t able to complete his work. Is he likely to concentrate as intently and work as diligently next time, if he suspects that he won’t be allowed to finish his project? Both children will learn that it is appropriate to demand materials that other children are using. Even though Ms. Joy’s intent might have been to teach sharing, her response could actually decrease collaboration and engagement. Neither child will be more likely to willingly share tomorrow because of this exchange today!

What could the teacher do instead? She might begin by helping Daniel explain to Adeline that he is using the truck right now. The teacher might then find out whether Adeline would be interested in helping Daniel load the truck, and whether Daniel would welcome this help. This is a way of sharing. She might help Adeline ask to have a turn with the truck next, when Daniel is done with it. This is a way of sharing, too. Both of these responses teach important social skills while respecting children’s play.

Daniel works intently to fill a toy dump truck, carefully packing and patting down each scoop of dirt.

Adeline approaches and announces that she wants to use the truck right away. Daniel protests loudly – he’s not done with it!

Noticing the dispute between the two children, Ms. Joy, their teacher, comes over to provide support.


Deeper Play Skills that Children Can Learn

• Dividing a set of materials fairly at the start of play“Let’s split up the animals - three for you and three for me.”

• Asking to join in play“May I look at the insect book with you?”

• Inviting a friend to join“I’d like someone to play the matching game with me.

Do you want to?”

• Expressing a preference to play alone“I really want to finish this puzzle by myself.”

• Asking to have a turn next“Can you come tell me when you’re done with the

purple playdough? I would like to use it next.”

• Making a trade“I’ll give you my brontosaurus if you give me your stegosaurus.”

• Working together toward a shared goal“Let’s build a dog house with the blocks.

We can start by making the walls, and then we’ll add a roof.”

• Negotiating a plan or asking to borrow materials“If you let me use the hole punch for just a minute, I’ll give it

right back.”

• Signing up on a waiting list“I’m going to put my name on the list for a turn on the computer. There are two other people after you, and then it will be my turn.”

Adults can model different play skills, help children think about and articulate specific strategies, and provide positive recognition when children find ways to work together or talk through conflicts.


Use enjoyable games to strengthen skills. Games can be a fun way to learn about and practice rule following, turn taking, and cooperation. Games that don’t focus on winners and losers are especially valuable because children can focus on participation and cooperation, rather than competition. Parachute games and classic circle games – such as Doggy, Doggy, Where’s Your Bone? and Who Took the Cookie from the Cookie Jar? – can be good picks when played with groups of interested children. (Hint: Always offer alternative activities for children who do not wish to participate!)

Be a bridge for children who need extra support. Children who have not yet developed cooperative social behaviors may struggle to find their place in the classroom especially at center time. Adults can be on the lookout for these special challenges:

• Children who seem to want to play near or with others, but don’t seem to know how. These children may hover around the edge of a group of players or directly approach a peer, but they don’t yet have the skills to ask for a turn or ask if they can join in play. Some children who do not know how to enter play may hit, grab a toy, or demonstrate other negative behaviors to try to connect with others or express frustration.

Adults can help by shadowing the child to provide gentle guidance about how to interact with others – before situations escalate. With time and consistency, children can learn to enter a play space to work alongside peers and to gain the attention of other children in appropriate ways. (For example, saying “Hi!” instead of grabbing a classmate’s shirt to be noticed.) Adults can help children become aware of social reciprocity skills such as exchanging smiles, asking questions, and pausing to listen to what someone has to say.

• Children who are less developmentally mature or less experienced with play than peers. For example, a child who has just begun to work with blocks for the first time may have a hard time interacting with classmates who build complex structures. Likewise, the more advanced builders may become upset with a younger child who doesn’t understand their goals or who accidentally knocks over their structures.

Adults can help by talking with children about how they can delegate play roles, with an easier role assigned to the “rookie” player. If children have differing play goals, there are times when it is appropriate to help them find separate play spaces. In the scenario above,


a child who wants to repeatedly stack and knock over a simple cardboard brick block tower might be helped to find his own space well away from the children who are working hard on a complicated wooden block structure.

• Children who are new to the group.Being surrounded by unfamiliar adultsand children can cause feelings ofanxiousness and uncertainty. Somechildren are naturally slower to warmto new situations than others and mayneed more time to feel safe andcomfortable enough to have friendlyinteractions with classmates. A child’sbehavior may also reflect roles theyhave learned at home or their previouschildcare environment.

An adult can help by inviting the child to walk with her to see how other children are playing and to explain classroom practices in a friendly way. Introductions can be made, especially with children whom the teacher suspects will be kind or compatible with the new child. First interactions can be kindled when the adult invites the child to join her in a popular activity, such as modeling with new play dough in the classroom or blowing bubbles on the playground. Other children will soon show interest in the materials and their teacher, and will naturally join in play. Care can be taken to keep the group size small so that the new child does not feel overwhelmed.

• Children who struggle with communication for any reason. Children with speech impediments, children with hearing impairments, and children who speak a different language at home may all face communication difficulties for different reasons. And, all children develop receptive and expressive language skills at their own pace. In a typical classroom, it is not uncommon to find a broad range of development. Depending on temperament and other factors, children who struggle to communicate may become withdrawn or aggressive. They may demonstrate emotional upset (crying, whining, yelling in frustration) or they may stay close to adults for reassurance.

Adults can help by responding to each child’s individual skills and abilities. Sign language may be used with a child with a hearing impairment or language delay. Adults can learn as much of the child’s home language as possible. Picture cards can be helpful for many children, and children can be taught gestures – such as holding out a hand to ask for a turn with a toy – that can help them communicate with peers. Shadowing can be valuable to help the child experience successful interactions. For example, a teacher might point out to a classmate, “Josie is pointing at the markers and signing ‘red’. Could you pass her a red marker, please? Josie, is this what you want?”


One of the most valuable supports that an adult can provide is to model an accepting, goal-oriented attitude about social learning. They can avoid negatively labeling any child, focusing instead on patiently teaching and reinforcing the specific skills that the child needs for success.

Provide rewarding collaborative play challenges for children who seem ready for them. Children who demonstrate more advanced interpersonal skills will benefit from special opportunities to work in partnership with one another. For example, a teacher might encourage teamwork with materials that can be comfortably used by two or more people, “I wonder if the three of you would like to try our new pattern peg set? These complicated patterns might be easier if you work on them together!” Several children might help an adult plan an obstacle course for active play on a rainy day or work together to make a large sculpture from recycled boxes.

A child who is more experienced might also be enlisted to assist or teach another, less experienced child. For example, when a child wonders how to write the letter ‘D’, the teacher might point out, “Donovan’s name starts with ‘D’. I wonder if you might want to ask him for help?” When children take on assisting and teaching roles, it is important for the adult to keep a close eye on tone and body language to ensure that the experience is comfortable for both children. Adults want to stay near, especially at first, to gauge whether the partnership works well for the children.

Incorporate associative and cooperative tasks throughout the day. Child-to-child interaction isn’t just for playtime! Children can work together in many ways, such as:

• Shaking hands and sharing other greetings during a playful morning meeting.

• Turning to share a prediction with a neighbor during a story time, taking turns talking andlistening.

• Helping count heads and hold the door for the group during a transition time and learning tosay “thank you” to class helpers.

• Working with a partner to carefully carry cots for rest time or move a small table across theclassroom for a project.

Adults can scaffold learning by providing support that is well-matched to the child/children. For example, very young preschoolers who are helping set the table might be encouraged to pick specific jobs from choices offered by their teacher, “Ruby, would you like to put set out the napkins or pass out the plates?” Close supervision is provided as the children work alongside one another to perform their respective tasks. Older, more experienced preschoolers might be given more responsibility for delegation and decision making, “Eli and Naomi, you are our snack helpers today. Can you work together to set the table? Let me know if you need me for anything.”


Fostering high levels of child involvement What role should children play in their own learning? Being involved in learning requires way more than just being still and quiet to listen while a teacher talks! A highly involved child is intently focused and obviously interested in the activity at hand. She is eager to take part in the activity and would not easily give it up. Because the child is intrinsically

motivated to participate, learning blossoms!

Wise educators focus not only on what is being taught, but on how learners are engaged. Here are some ways that adults can help foster high levels of child involvement:

Begin with the basics. A child’s basic needs must be met well before she is fully able to engage in learning. Consider the child’s experience:

• Is the room temperature comfortable? Studies have foundthat temperature can affect both the mood and attention span oflearners. Heating and cooling as needed helps keep children relaxedand focused. Attention should also be paid to clothing; a child wearingseveral shirts under a heavy sweater may be overly warm, even in acool room. Or, a child who wears a thin sundress to school inwintertime may feel chilly all day.

• Are the children comfortable? Most adults would havetrouble attending to an appealing activity – such as reading aninteresting magazine or watching a favorite television show – whilesitting on a hard concrete floor. Physical discomfort would soonbecome distracting and bothersome. Yet, it is not uncommon to findchildren seated on hard floors for learning activities.

Providing soft rugs in play and gathering spaces can greatly increase children’s comfort, allowing them to concentrate on the task at hand. Providing ample space between children (eliminating crowding) and allowing children to find natural positions for sitting (rather than forcing “crisscross applesauce”) will also make for a more pleasant experience.

• Are children well fed and well rested? Optimal learning can’toccur if the learner is very hungry or feels exhausted. ArkansasMinimum Licensing Requirements indicate that no more than 3waking hours should pass without a meal or snack provided forchildren. Even when written daily schedules accommodate thisrecommendation, lapses can easily occur if a group runs late. Payingclose attention to actual events of the day can help staff fine tuneroutines. A rest time should be scheduled after children have hadadequate time to play and explore, but before they are overly tired.

In positive psychology, a person who is in the state of flow is completely absorbed in their present activity.

There is a feeling of energized focus, total involvement, and utter enjoyment in the process of the activity.

They’re in the zone!

Great artists achieve flow in front of a canvas.

Great chefs achieve flow in the kitchen, and great athletes sometimes experience it in competition.

Children can achieve a state of flow through purposeful, playful learning activities!


At mealtimes and rest times alike, adults can work to set a tone that is relaxed and supportive. It can also be helpful to partner with families to meet the needs of individual children. For example, a child who is experiencing sleepless nights with a new baby sibling at home might be offered a cozy place to rest earlier in the day. Or staff might ensure that there is at least one familiar food on the lunch plate each day for a child who is highly reluctant to try new foods.

Just like adults, comfortable children are usually in a better mood and better equipped to concentrate and cooperate!

When in doubt, smaller (group size) is better! Gathering children for whole group instruction – such as circle time – may seem like an obvious way to share information with children, but small group activities and free-play periods when children can “learn by doing” are far more beneficial! Adults should focus most on opportunities to work with individuals and small groups of children. The overall size of the group matters too. Because research clearly shows that group size influences relationships and learner outcomes NAEYC, the National Association for the Education of Young Children, has made the following recommendations about optimal class sizes:

• For infants and very young toddlers, no more than 8 children in a group with at least 2teaching staff

• For older toddlers, no more than 12 children in a group with at least 2 teaching staff• For three year olds, no more than 18 children in a group with at least 2 teaching staff• For 4-year-olds, no more than 20 children in a group with at least 2 teaching staff• For younger schoolagers, no more than 24 children in a group with at least 2 teaching staff

When there are fewer children in a group, adults are able to know each child well. When more than one adult is present, staff are able to work intensively with small groups and meet the needs of individual children without compromising the needs of the group as a whole.

Be enthusiastic about learning opportunities. Express excitement about upcoming classroom events and topics of learning. Share stories with enthusiasm, rather than reading in a monotone. Your enthusiasm sets the tone for each day!

Plan learning opportunities with children’s academic and social goals in mind. Educational experiences can be very well matched to a child’s emerging skills, providing just enough challenge to facilitate growth and feel rewarding to the learner. This is most readily accomplished when adults think carefully about the length and content of whole group activities, and about how children are grouped for small group activities. Adults can ask themselves, “What is the intended benefit of this activity for this child?” Examples of smart planning include:

• When reading an informational book about the seasons, theteacher shortens and summarizes many of the longer sections of text. She recognizes that the book is written with older students in mind and adapts it to meet the needs of her group. She also pauses periodically to encourage children to think and talk about their own experiences with winter snow, spring rain, and summer heat. Keeping the book time short and interactive optimizes engagement.


• When planning a food experience that will involve slicing bananas with butter knives, theteacher thinks about grouping Jeremy –a young preschooler with some developmental delaysand impulsive behaviors – with two older, more proficient classmates. They will naturally serveas positive peer models for Jeremy and the teacher anticipates that they will be self-sufficient inthe activity. The teacher can converse with all three children while providing Jeremy with thephysical assistance that he needs.

• When creating a seating arrangement for circle time, a teacher places 4-year-old Tashaimmediately to his right. He has noticed that Tasha comes to the rug willingly for groupgatherings but participates very quietly, with uncertain body language. He hopes that being incloser proximity to the teacher will help Tasha feel more secure. He’s also curious to hear herresponses, which will give him insight into her communication skills and other development.

• When preparing a math activity about measurement, a teacher plans to group her mostadvanced students together. She’ll be able to take the activity a little farther with them,challenging them in ways that many of the other children are not quite ready for yet. Sheanticipates that they will be excited about the activity, so she plans a little extra time for theirgroup to explore.

Support individual interests. The experiences that we share with children can reflect our understanding that each child has her own interests, talents, and goals that she/he feels compelled to explore. Parents whose grown children achieve greatness in some way can often reflect on their child’s unique ways of being in the world from early childhood on. A great naturalist’s mother, for example, might describe how her child seemed intensely interested in plants and animals – even as a toddler, while a famous comedian’s father might talk about how humor has been his child’s way of connecting with others for as long as he can remember. Although we can’t predict who a child will become someday, growing up in an environment that acknowledges her unique personality and intrinsic motives can help her reach her full potential.

Even when several children use the same materials at the same time, adults may interact with each child differently in response to individual personalities and abilities. Ongoing observation and documentation of children’s learning can guide adults as they select activities with individual children in mind. Care can be taken to ensure that the child’s day is spent in activities that are personally meaningful and developmentally valuable.

With young children, this often means allowing them to return to favorite activities time and time again as they explore and experiment with materials, ideas, or roles. In a typical preschool classroom, one child might paint dozens of pictures over the course of a month while a classmate – who is currently more fascinated with putting things together and taking them apart – doesn’t paint a single one. Their teacher recognizes that they are each busy in their own way and each of them are supported by the diverse learning materials in their classroom.


Marvelous Materials to Support Children’s Exploration

Construction materials such as: � Wooden unit blocks � Cardboard brick blocks � Interlocking blocks, such as

Lego and Tinker Toys � Wood pieces with glue for

younger preschoolers and real, simple tools for more experienced children

Squishy, spreadable, messy materials such as:

� Clay and playdough � Fingerpaint and tempera

paint � Sand and water � Dirt and mud � Non-toxic putty and slime

Functional tools such as: � Tape measure or yard stick to

measure block structures � Balance scale with interesting

items to weigh � Broom and dustpan � Hole punch and masking tape

with paper � Hand pump with balls to

inflate � Watering can with plants

Authentic artifacts such as: � A small tea kettle and tin

camping cups in the sandbox � Real watches, wallets, and

purses for dramatic play � Fascinating objects from

nature such as fossils, seed pods, and geodes

Expressive materials such as: � Dance props � Musical instruments,

including drums � Writing and drawing tools and

a variety of blank paper – office paper, stationary, envelopes, adding machine tape, sticky notes, etc.

� Puppets

Open-ended materials such as: � Sheets and scarves � Cardboard boxes and tubes � Milk crates � Rolls of paper � Short planks of wood � “Loose parts” such as wooden

tokens and rings, plastic bottle caps, and metal washers


Providing meaningful math activities Many adults recall “math” as a class during their school day – a designated block of time consumed with text books and tests. Math class had a beginning and an end. When the school bell rang, math time was over and we moved on to other parts of our day. In reality, math is not an isolated subject. Math influences the way that we understand and interact with our world. Every time we use a cookbook, look at a map to plan a trip, or make plans and cut lumber for a home improvement project, we’re using math!

Most children are naturally curious about mathematics. With support from adults, children can come to see math as an important way to solve problems, communicate information, and figure things out. Children who are immersed in math learning develop a broad knowledge of mathematical concepts. Even more importantly, they become increasingly motivated to explore and understand math because they understand that it is valuable and powerful. Here are some ways to support math learning:

Apply what you know about children’s learning to children’s math learning. Reflect on the “Magic 8” as you consider strong math practices:

• Math experiences can be positive and playful.• In addition to planned math activities, adults can recognize spontaneous opportunities for

learning.• Children can be helped to connect new math activities to experiences that they have had

before.• Math learning can be sequential, following a logical path that is guided by child development

and learning standards.• Children can engage in associative and cooperative math activities. Activities can become more

complex and challenging as children gain experience.• Strategies can be used to ensure that children are actively involved in satisfying math activities.

Take a broad look at math development. There is way more to math learning than just counting. In fact, counting is a rote activity that only involves remembering a sequence of sounds in order: 1…2…3…4. Really understanding numbers and quantities is a far more complex task. Arkansas’ Child Development and Early Learning Standards (CDELS) identify the following components of mathematical thinking:

1. Number sense and understanding ofquantity

2. Algebraic thinking3. Measurement and comparison of objects

4. Shapes and spatial relationships

On the following page, you’ll find a list of math goals for preschoolers. Can you match them withthe children’s real-life and play experiences on the right hand side of the page?


Mathematical Match-Up Can you match the mathematical abilities on the left with children’s activities on the right? Remember: These activities will be most purposeful and powerful if adults recognize opportunities for children to explain their thinking!

Mathematical ability

Demonstrates one-to-one correspondence

Identifies place in a series

Organizes objects in increasing or decreasing order

Compares quantity of objects

Sorts objects based on characteristics

Creates patterns

Builds increasingly complex designs using shapes

Measures attributes using non-standard units

Uses fingers or tools to solve simple addition problems

Children at work and play

Sara lines up the baby dolls in the crib from smallest to largest.

Micah places one Valentine card in each cubby.

After sprinkling fish food in the aquarium, Jordan looks down at the fingers he is holding up on each hand. He tells you, “There are three fish and two snails. I’m feeding five things today!”

Lily holds up a string of beads to show her teacher. Touching each bead, she chants, “Red, blue, blue, red, blue, blue”.

Jaxon explains that his friend Emily is “9 brick blocks tall”.

Pretending to be skydivers, Ava tells her friends, “You jump first, you jump second, and I’ll go last.”

As you eat snack together, David notices, “I have four strawberries left and you have two. I have more than you.”

Nora places all of the acorns with caps in one pile, and all of the acorns without caps in another pile.

Camden and Kimberly use glue sticks to arrange paper shapes into designs on construction paper. Kimberly makes a turtle with a large circle shell, small triangle legs, and an oval head. Camden arranges large triangles to make a “ninja star”.


Make math an important part of every day. Math concepts can be introduced and practiced throughout the day as children use a timer to signal “5 more minutes” until clean up time, count heads in line, care for classroom pets and plants, and more! Adults can introduce math challenges as a way to solve real-world problems. For example, a teacher might observe, “We have four pieces of toast left over, but there are eight children who would like an extra slice. I wonder what we could do?” Or, “I would like to know how many more days until our family picnic. I wonder if we could use our calendar to find out?”

Master math manipulatives. Deeper math learning doesn’t happen with worksheets or at calendar time! Children need to interact with manipulatives - sets of group-able objects - to truly connect numerals with quantity. Examples of math manipulatives include links, BINGO chips, paperclips, small wooden cube blocks, and other collections that can be sorted, divided, arranged, and counted.

Be truly curious about children’s mathematical thinking. Find out how children think, as well as what they know. Children are explorers of their world. They experiment to figure out how materials relate to one another, and how materials can be changed. In the process, they begin to develop “math sense” that helps guide their thinking and actions. Consider how this exchange provides insight into what a child has figured out so far and offers clues to concepts that she might be ready to figure out next:

3-year-old Stacia is exploring a collection of cardboard nesting boxes. Her friend Walker calls to her –

Walker: Hey, Stacia, can I use the big, square one? Stacia: (Looking around at all of the boxes, seeming confused) -Ummm… I don’t have a square. Just boxes. Walker: (Pointing to a large, cube-shaped box) - That one! Right there! Stacia: That’s not a square, silly, that’s a box!

Although Stacia can easily identify the shape of a square, she classifies objects as only one thing at a time. Because she identifies the object in front of her as a box, she has a hard time also thinking of it as square-shaped. This is a clue about her cognitive development that affects her math learning.

Stacia’s teacher might document this conversation between children and begin to wonder about strategies to help Stacia think about shapes in a new way. As adults work alongside children, they can make comments and ask questions to help children think about their own work and the work of others. Possibilities include, but are not limited to:

• You’re sorting the buttons by color. Tristan has found another way to sort them…• If we wanted to make the tower even taller, what could we do?

• Your pattern is not the same as Erika’s pattern. How are they different?


How do the “Magic 8” support deeper learning? Reducing time spent in transition When less of the day is spent moving between spaces or waiting between activities, there’s more time in the day for exploration, experiences, and individualized interactions! When the day flows smoothly, children are far less likely to feel overwhelmed, overstimulated, or anxious. A comfortable, relaxed child is ready and able to learn.

Improving level of instruction Because adults reflect on how children think –not just on what children can remember – they support children as they develop the higher-order thinking skills they need to solve problems and figure things out. When adults help children connect new words and concepts with their real-life experiences, children can more readily build vocabulary and construct knowledge.

Creating a positive climate Children are only truly ready to explore and learn in classrooms where they feel safe. In a relaxed, emotionally supportive classroom, children feel comfortable taking risks related to learning. They come to recognize mistakes as opportunities for learning. When adults recognize children’s efforts and approaches to learning, they reinforce behaviors such as planning, persistence, and creative thinking.

Increasing teachers listening to children Conversations with interested adults validate the child’s role as a thinker, learner, and active participant within the classroom community. Children build expressive language skills - the ability to communicate well with others - and become confident in their ability to explain their ideas.

Planning sequential activities When children engage in activities that follow a predictable order, they develop the ability to organize their thoughts and actions in a logical manner. Sequencing supports the development of problem solving and reasoning skills. Mathematical and scientific thinking are strengthened.

Promoting associative and cooperative interactions Through play, children naturally help one another learn and grow. All domains of development can be strengthened by interacting with peers who model, stretch, and challenge specific skills. These interactions foster valuable skills for school and life, including communication, collaboration, and divergent thinking – the ability to constructively consider more than one solution to a challenge.

Fostering high levels of involvement Children work longer, and with greater focus, on topics that interest them. When a child’s developmental abilities are respected and responded to in supportive ways, she is more likely to readily take on new challenges and partner in scaffolded learning with adults.

Providing math opportunities When math becomes an important part of everyday life for children, they grow to see math as purposeful, powerful, and relevant. Math skills can be linked not only to later success with math and reading, but also to important executive functioning skills like memory and impulse control.


Purposeful, Powerful Problem Solving Q: When is a problem wonderful? A: When it enables a child to think things through and figure things out to find her own, satisfying solution!

A child’s day is full of all sorts of problems! Most problems can be grouped into two categories: physical challenges and social challenges.

Physical Problems to Solve Social Problems to Solve

Infant’s rattle has fallen just out of her reach.

A curious infant grasps a handful of another infant’s hair and pulls it painfully.

A toddler isn’t sure how to put her sandals on her feet.

A frustrated toddler pushes another child away.

Children’s ball gets caught in a tree.

Two children both want to be the “mommy” in a pretend game.

Children who are painting with watercolors and children who are working with clay have trouble sharing a small art table.

One child gleefully knocks down another child’s block tower.

A fifth grader’s bicycle chain has come loose.

Third graders exclude younger children from their ball game.

When problems occur, adults may be tempted to rush in to fix the situation for children. We want to protect them from hurt feelings, rescue them from frustration, or “keep the peace” in the space we share. Problem is, stepping in to solve a problem for a child robs the child of the opportunity to think through and test out her own possible solutions.

When children know that adults will readily fix any small challenge, they become dependent on adult intervention – far less likely to persist on their own and grow confident in their own adults to step

problem noun prob·lem \ ˈprä-bləm

1. a question raised forinquiry, consideration,

or solution

2. a : an intricate unsettledquestion

b : a source of perplexity, distress, or

vexation

First Known Use: 14th century

Currently one of the most popular nouns in the English

language!


https://www.merriam-webster.com/dictionary/noun

back to observe the situation. Our goal is not to ignore children’s problems or abandon them in a time of distress, but rather to involve them in the problem-solving process as much as possible, providing support that is well matched to their actual needs.

Four Tools for Problem Solvers How can adults support each child as they develop these specific skills?

1. The ability to recognize and manage strong feelings, such as frustration and fear.• Checking in with a trusted adult for a hug or other comfort.• Taking deep, intentional breaths.• Squeezing a stress ball.• Stepping away to take a break before returning to resolve the problem.

2. The ability to slow down and pause to identify the problem.• Noticing where a zipper is caught in the fabric of a jacket, rather than just becoming

frustrated that the zipper “won’t go”.• Recognizing that children running through the sandbox are disturbing a sandcastle.• Realizing that they feel crowded when many children use the playhouse at once.

3. The ability to assertively articulate a need or desire.• “I want a turn with the red truck.”• “I don’t like it when you call me names.”• “It’s too noisy here. I need a quieter place to work.”

4. The ability to recall previous successes related to the problem.• Yesterday, it was easier to put my rain boots on when I sat down on the bench and used

both hands.• We both want the pink marker, but there is only one in this art caddy. I remember

where we can go to find another one.• Last week, we took turns picking songs on the CD player. That felt fair.• Last time we did the big, boxed puzzle, we looked at the picture on the box for clues.


As adults support children with problem solving, it is important to match the level of support to the actual, observed needs of the child(ren).

Early childhood specialist Magda Gerber offers this example of helping a young child who has become stuck on a piece of climbing equipment:

Notice how the adult increased support only when it became evident that it was needed. Because the child was worried – but not panicked – there was value in giving her time and space to work through this physical problem as best she was able. By not rushing in to rescue the child from the climber, the adult sent several powerful messages:

I believe in you. You have the ability to figure this out.

Stick with it. You can handle this.

I trust you.

Scaffolding of this sort is extremely valuable as a child works to solve cognitive and social problems, as well as physical ones. In addition to helping children develop the problem solving skills listed above, adults can coach children through a problem-solving model as needed.

1. Noticing that the child seems stuck, the adult moves near. Theadult remains calm and “spots” the child to protect her safety. Thispresence may be enough support for the child to regain confidencewith her climb. If not…

2. The adult notices that the child seems worried and acknowledgesher efforts and feelings: “You’re working to figure this out. I’m hereto keep you safe.” The child may persist and solve the problem. Ifnot…

3. The adult provides specific verbal instructions to help the childvisualize next steps. “Can you bend this knee and reach your otherfoot down to the next rung?” The adult waits patiently. With thisnew information, the child may work it out, but if not…

4. The adult provides specific physical support. “You are havingdifficulty with this… I’m going to help you bend this knee and reachyour leg down to the next rung.” The child may be ready to take itfrom there, but if not…

5. The adult may recognize that the child is simply too tired or tooanxious to solve the problem, even with time and support. The adultmight say, “I hear you. This just feels like too much right now. I’mgoing to lift you down. You can try this again another when you feelready.”


Thinking together about problems

Let's figure out the problem. •What is it that you want or need?•What isn't working like you would like it to?•What are you hoping to accomplish?

What have you tried so far? •What led you to that idea?•How did that work for you?•What have you figured out or learned?

What could you try next? •What possible solutions can you think of?•What new ideas could you try?•What do you think will happen if you try it that way?

Try it out! •Try a new way of doing.•Use tools and resources.•Communicate: express, explain, ask, tell.

How is it going? •Have you solved the problem?•What do you plan to do next?•How are you feeling about it now?

Stories to Spark Conversations about Problem Solving

Solutions for Cold Feet and Other Little Problems by Carrie Sookocheff, Tundra Books, 2016

Stuck by Oliver Jeffers, Philomel Books, 2011

Swimmy by Leo Lionni, Dragonfly Books, reissued 2017

The Most Magnificent Thing by Ashley Spires, Kids Can Press, 2014


arkansas children’s weekasuchildhoodservices.org/docs/acwbook2018.pdf · 2018. 2. 19. ·...

Documents