Cooking in Preschool

Once a month we incorporate a cooking experience into our room.  I send home a letter asking for donations of what we will need to become GSRP Chef’s.  Since there is no oven available, we use simple recipes. The experience of creating meals together can help build children’s self-confidence and lay the foundation for healthy eating habits.  

It may take a little flexibility and some simple prep work, but with the right expectations, your time in the kitchen with your preschooler can be a culinary adventure you'll both enjoy.   This will not only be a fun and messy day, we are also learning:

Math: Following directions, measuring and number concepts.

Science: Life Science and making predictions.

Literacy: Vocabulary and language development and reading directions on recipe cards.

Fine Motor: using tools such as knives and developing muscles and coordination in the hand and fingers

Whenever possible we try to include a picture recipe so children can start be independent if possible when choosing to “cook” and item.

The following are some pictures of children preparing applesauce in the crockpot in the preschool classroom.

This blog post was contributed by Michelle Aldrich, teaching assistant in the Great Start Readiness Program operated by Eight Cap, Inc.

                   

Social Studies in Preschool

Social Studies starts in preschool by learning about jobs around town, to exploring identity in terms of family, community and holidays. In preschool we start to explore our families and the community we live in. We start with having large group discussions about things that we see in our town, different jobs that we know and places we have been. These conversations spark interest in the child and we carry that over into their play. We include different pictures of our community around the classroom, we add books and maps about different places to our library and we add environmental print to our block centers. In the block center we can build towns, street, or a new town. Within our play we use directional words, and we elaborate at what we see around us.

Using what the students already know helps us get a start on their understanding; where we live, knowledge about themselves and understanding of how people live.  Which are all social studies standards.  Preschoolers are already very curious about the world around them, we just need to tune into it with more depth and purpose.  

At home there are many different ways to incorporate more social studies:

o   Create a map with your child next time you go to the store

o   Draw a family picture and include grandparents and aunts

o   Read environmental print wherever you go

o   Discuss different jobs people have within you family

o   Visit different places within our community, library, park, fire station, etc.

o   When playing outside observe and explore the location, environment, and discuss what season it may be.

o   Make a puzzle out of a map and put it together. Discuss different things you see on the map, rivers, lakes, roads and etc.  

Learn more about Social Studies in the Preschool Classroom at this link:

https://www.naeyc.org/files/yc/file/200509/MindesBTJ905.pdf

This article was provided by Hilary Butler, a Great Start Readiness Preschool Teacher with the Ionia ISD.

LEARNING TO SOLVE PROBLEMS

An Important School Readiness Skill

Recently I was in one of our preschool classrooms when I observed what often occurs with 4 year olds—CONFLICT!  As the children went to the small group table, two children wanted to sit next to same child…and a chair was not available ---Houston we have a problem! The one child staked out her position behind a child in the preferred chair and exclaimed, “I want to sit next to Bobby. The teacher confirmed, “You look upset, it sounds like we have a problem, as there is not a chair available next to Bobby, what could you do?”  The child with the problem suggested that the one child could just move, however that child declared that he wanted to sit next to Bobby too.” The teacher confirmed, “So it does not sound like that will work”.  Another child offered that, the child with the problem could sit next to Bobby next time.  However, that did not work for the girl with the problem either. Still another child suggested that if these three people moved to other chairs, it would let open up three chairs and they both could then sit by Bobby.  Of course as you may have guessed, this solution did not “work” of the other children at the table.  Finally, another child suggested that the one child switch chairs with the teacher.  The target child looked with big hopeful eyes at the teacher and the teacher said, “Ask me.”  So the teacher said, Miss Amanda, could you sit in this chair and can I sit in your chair so I can be next to Bobby?” The teacher said, “Sure I can do that today.”  Success, one child raised their arms in a cheer and said, “We did it, we solved the problem.”

There were so many wonderful moments in this interaction for both the teacher and the children.  When the teacher first started teaching in this program, she was the problem solver and most likely she would have directed the child where to sit. This is how most adults perceive their role with young children, I am the authority, I will keep the order and conflict was something you want to avoid.  However, she remained calm, and in a supportive role, restating and or summarizing children’s statements.   One of the clear themes that emerged to me in this interaction was not only that children have learned that they can solve their own problems but the sense of community that has been created in this environment.  Other children cared and offered ideas to help solve the problem.  From the child stand point, the child with the problem had learned to use her words to communicate and work through the problem which is another HUGE life skill.  There was no crying, pouting and physical tantrums in an effort to get her needs met.  The higher level thought processes were also evident as the group studied the dynamic and offered solutions to the problem. Problem solving is an important skill for young children to learn to work effectively with others.  

In all of the Great Start Readiness Preschool Programs (GSRP) teaching conflict resolution is a required component of the program.  High Scope offers the following steps to implement the problem solving process, which you can try at home.

CONFLICT RESOLUTION STEPS

• Approach calmly, stopping any hurtful actions. Place yourself between the children, on their level; use a calm voice and gentle touch; remain neutral rather than take sides.
• Acknowledge children's feelings. Say something simple such as “You look really upset;” let children know you need to hold any object in question.
• Gather information. Ask “What's the problem?” Do not ask “why” questions as young children focus on that what the problem is rather than understanding the reasons behind it.
• Restate the problem: “So the problem is...” Use and extend the children’s vocabulary, substituting neutral words for hurtful or judgmental ones (such as “stupid”) if needed.
• Ask for solutions and choose one together. Ask “What can we do to solve this problem?” Encourage children to think of a solution but offer options if the children are unable to at first.
• Be prepared to give follow-up support. Acknowledge children’s accomplishments, e.g., “You solved the problem!” Stay nearby in case anyone is not happy with the solution and the process needs repeating.

The next day, I went into this same classroom to observe the large group time which happens at the very beginning of the day.  The teacher informed the children, that today they would use the felt board for all of the children to participate in re-telling the story that they had read a couple times already that week.  She said, she had pieces of the story in the bag and she was going to give one piece to each child. As she started to pass them out, a child sitting in the circle proclaimed, “You get what you get and you don’t throw a fit.”  As the teacher handed out 16 pieces of the story without one expression of protest I thought, these children have learned another very important lesson about life.  Somethings are just not a choice, you just do it.

As there is so much emphasis about academic skills being the cornerstone of a “ready child”, these examples highlight the importance of supporting and building preschoolers social-emotional skills.  These are life skills that will take children successfully into kindergarten and all through life.  

This post was provided by Chery Granzo, Director of Early Childhood Programs for Ionia County Intermediate School District.

Music and Literacy

Are you interested in your child becoming a reader?  Then turn up the tunes.  Read the post below to learn 5 ways music influences early literacy skills, then break out in song with your young child!

5 Things to Know About Music and Early Literacy

Thoughts on Parenting Hurting Children

Forward by Pam Gregorski, MSW  Social Worker with the  Ionia ISD Early Intervention program.      

                              

Motherhood.  Never a dull moment.  This is especially true for those special mothers who choose to be foster moms.  As a clinical therapist, I appreciate the article “Why Consequences and Rewards Don’t Work for Hurting Children” by TRACY DEE WHITT.  It touches the heart of every foster parent who has thought, “Yes, I have tried (insert advice), and since it did not work, what does that say about me?”  Foster children have had different experiences than other children.  These children feel repeatedly abandoned, isolated, powerless or uncared for.  They will learn that they can’t depend on others and the world is a dangerous and frightening place.  

Typical interventions for behavior will not work for these children.  They are in constant survival mode.  The only need they desire to fill is the need to feel safe.  Typical interventions, such as “Love and Logic” are wonderful, but “Love and Logic” will only work with children in a loving environment and who are bonded and attached to their caregivers.  Does this sound like children placed in the foster care system?  Sadly, this is what most foster parents are trained to use in those tough situations.

So what does it say about you when everything you have tried to deal with your foster child’s behavior has not worked?   It says you are normal.  Do not be afraid of your foster child’s behavior.  Stick with it. Our society needs you, and most of all, the children in your care need you.  Read on to see why your foster child’s behavior is typical and also get some ideas as to why typical interventions do not work, and what may work instead.

Why Consequences & Rewards Don't Work

W-SITTING: WHAT IS IT AND WHY DOES IT MATTER?

W-sitting is a position we see many child choose to sit in. Children sit in a way that their legs go out on either side of them to provide a wide base of support and it looks like a W.   It seems like a perfectly fine to parents and other adults.  However, if physical therapists walked into a preschool classroom and saw children at group or play time sitting like this she would address this as a concern with the teacher.  

So, what is the big deal? It’s just a comfortable position for them right? Unfortunately, it is more than that. Many children sit in this position because it is easier since it provides more support for their upper body. The only problem is that it can lead to poor coordination, hip and knee problems, and low muscle tone when they get older.  It is a direct reflection of their core strength and impacts how they will be able to sit in a chair and write for example when they get to kindergarten.  Once this form of sitting becomes a habit it is a difficult one to break.  Being aware and trying to prevent it from the start is the best approach.  

If your child prefers this method of sitting, give them other options; criss-cross, legs straight, or even sitting with both legs to one side.

If you want to learn more about W-Sitting please read the article below.

What is W-Sitting?

This blog post was contributed by Linda Weaver, GSRP teacher for Ionia ISD.

Play Dough has Many Benefits for Learning!

If you have a home with young children there is a chance you may or may not have play dough in it too!  Many parents have a love or hate relationship with play dough.  If you are a hater, you might have expounded, "It is messy", "It gets stuck in my carpet"," It dries out, gets hard and HURTS when I step on it"," The kids mix up the colors and now we have a blob of grey!"  

Play dough is not just a messy kid activity, it can be very important in developing critical skills for school readiness.  This is most obvious in the fine motor area with improving strength, dexterity and eye-hand coordination necessary for writing.  Beyond that, play dough activities support language, literacy, math and creativity in your child.  

There are many different kinds of play dough that you can make at home with your child; adding in scents and textures and objects to play serve to enhance your child's learning experience 

Check out the link below to learn specific play dough activities and their benefits.

Benefits of Playing With Playdough