In the midst of my emotionally drained array I am eager with passion to create even more awareness of play for children and the lack of recognition in their developmental milestones. I am going on 13 hours of overtime and a day full of parent meetings, developmental portfolio's and conference profiles. It is unbelievable to me how little parents educate themselves on these days and how they have no clue that a dr and most teachers won't recognize if their child is on the autism spectrum or has developmental delays. I am Thankful and owe Jesus the credit for the ability to get through days like today and live them to the fullest.
In the secret of Your presence I know there I am restored. When You call I won't refuse.
- Posted using BlogPress from my iPhone
Thursday, February 24, 2011
Tuesday, February 22, 2011
Saturday, January 1, 2011
Such a time as this...
Leaving 2010 with more love for my husband than ever, great humility in all the trials God has brought us through together, a better understanding of the man I married for his character proved strong through the most difficulty, loyalty and love proven in friendships, a job that not only changed my world but is giving me a new profound way of raising my children, glimpses of eternity that strike the deepest cord in a being to long for that which he was made for in a greater way. Forgiveness on a whole new level... For those who forgive understand Gods love for them so much that the hurt another person caused them would not effect them, for they understand the forgiveness paid for them. A heart longing to be close to my family yet trusting Gods place for me and knowing He knows that desire and is near in times that are difficult. Accepting that He called me for something greater than myself, even if that means abandoning things not as worthy and sacrificing worldliness for someone who paid it all for me to h a v e life, life more abundantly. Living for what you were created for is not an easy path, it's finding He who is greater and letting Him carry you to places some long for but never take up their cross to follow. Stepping out of the normal perspectives and following One that is beyond normal thinking and living. It is know your identity, never wavering in it and knowing how the Almighty sees you, feels about you and desires all of you. He called me Mine, and i am His beloved... I was made for such a time as this...
Tuesday, December 14, 2010
There is only so much one can handle at a time. With teaching, I didn't think I would be able to balance it all... But I've found myself at a place where I can. Yet there are those days that you are just trying to keep your classroom in order in the midst of multiple different challenges with children, you pause, and start to doubt your abilities and wonder if you have been doing it the right way all along. I find in these times that it is only healthy and simply a vital reflection time that is necessary to go to that next level as a teacher. To examine yourself and the way you run the classroom. If this process fails to happen, then you will find yourself stagnant, at a place where you need challenge and change for growth to occur.
Here is a glimpse of what this balance entails...
While in the classroom, a teacher must:
Make sure everyone is safe at all times
Know who and how many are in the classroom
Give one on one facilitation for conflict resolution and problem solving
Depending on what center your in at the time- serve snack (not a simple packaged one, but a full on home made from scratch healthy snack that the children help make) watch all doors, refill supplies like paint, help children who have accidents, water the gardens if your outside, and a number of other things.
Problem solve when one child hurts another
Keep consistency and flow of children coming in and out of the room
Greet parents
Check in with parents
Facilitate the Childrens play, ask open ended questions, make your perspective their own so that you can see through their eyes, help them engage in activities if they are distracted, listen as they tell you stories, comfort the ones who are sad
Disengage in power struggles as children will try to test your limits at different stages, as they explore anatomy.
Read stories
Follow through with children who have not cleaned up
Be aware of each child and how they normally are to prevent unseen sickness which can cause them to act out
Observe the children to track their development and emerging skills
Write up incident reports for the ones who get hurt
Never loose sight of the passion which causes you to guide their discoveries
Be aware of their abilities to challenge them but not to give them something they cannot achieve which will cause discouragement
They list may go on... That is all I can think of for now!
- Posted using BlogPress from my iPhone
Here is a glimpse of what this balance entails...
While in the classroom, a teacher must:
Make sure everyone is safe at all times
Know who and how many are in the classroom
Give one on one facilitation for conflict resolution and problem solving
Depending on what center your in at the time- serve snack (not a simple packaged one, but a full on home made from scratch healthy snack that the children help make) watch all doors, refill supplies like paint, help children who have accidents, water the gardens if your outside, and a number of other things.
Problem solve when one child hurts another
Keep consistency and flow of children coming in and out of the room
Greet parents
Check in with parents
Facilitate the Childrens play, ask open ended questions, make your perspective their own so that you can see through their eyes, help them engage in activities if they are distracted, listen as they tell you stories, comfort the ones who are sad
Disengage in power struggles as children will try to test your limits at different stages, as they explore anatomy.
Read stories
Follow through with children who have not cleaned up
Be aware of each child and how they normally are to prevent unseen sickness which can cause them to act out
Observe the children to track their development and emerging skills
Write up incident reports for the ones who get hurt
Never loose sight of the passion which causes you to guide their discoveries
Be aware of their abilities to challenge them but not to give them something they cannot achieve which will cause discouragement
They list may go on... That is all I can think of for now!
- Posted using BlogPress from my iPhone
Saturday, December 11, 2010
babies
Magda Gerber... her philosophy changed my perspective on babies. It is incredible and I will be following it when I have babies! If you have a baby or are pregnant... look into her books!
http://t3.gstatic.com/images?q=tbn:ANd9GcSHicQMmi0Q9BkTWlEcarzLnqQ5Qq7drmbpSWUHUmpizjW46lqPBg
http://t0.gstatic.com/images?q=tbn:ANd9GcRCQIFHpwaC8e_ZUkqAVcEdM3fkdI-y9rBbez9w_FRIC2j3KD8B
http://www.rie.org/
http://t3.gstatic.com/images?q=tbn:ANd9GcSHicQMmi0Q9BkTWlEcarzLnqQ5Qq7drmbpSWUHUmpizjW46lqPBg
http://t0.gstatic.com/images?q=tbn:ANd9GcRCQIFHpwaC8e_ZUkqAVcEdM3fkdI-y9rBbez9w_FRIC2j3KD8B
http://www.rie.org/
Saturday, November 13, 2010
the importance of play
I went to a seminar by Eric Hoffman, author, professor and former teacher who spoke about the importance of play. It was so inspiring and brought so much to light about Children! Here are the notes...
Young children use pay to explore important questions about themselves and the world around them. It is their way of "thinking out loud." At first, these questions are basic: Who will take care of me? How does my body work? How can i learn about the people and things around me? As their brains develop and they gain more knowledge and control, their questions become increasingly complex. Observing play can help us understand what questions a child is asking and guide us to curriculum that provides positive answers.
CHILDREN TRY TO UNDERSTAND THEIR WORLD BY:
-observing adults, peers, and media characters
-imitating what they observe
-testing the limits of themselves, their environment, and important adults (children test our language to see if we are going to do what we say).
-asking questions
-creating ever-changing theories about how things work (they come up with grand ideas to understand things. If you give them info. it will change their idea. They are figuring out how the world works. Their ideas are not logical).
-expressing ideas through language, art, music and motion
-and most importantly---through PLAY! (through play they invest in the world. Play is fun for adults, NOT always for children. They make their ideas real in the world and that can be scary. If they are afraid of something they tend to turn it into something... for example: if they are afraid of a person place of thing they will call it a monster. They can can imagine future and past. Children will take bits of information and play it out, for example, draw or build. They are trying to figure out how the world works and how people work.)
PRESCHOOLERS PLAY SO THEY CAN:
-explore emotions by:
-learning to identify feelings
-developing new ways to express feelings
-explore social relationships by:
-forging new connections with adults
-investigating friendships with peers
-studying power, control and autonomy, and learning how to balance the desire for power with the need for relationship
-explore their intellectual abilities by:
-expanding knowledge of the world outside the family
-developing a self identity
-looking for predictable patterns
-trying out "big ideas"
-asking "big questions" such as:
what is right and what is wrong? what is good and what is bad?
what is fair and what is unfair?
what is life and what is death?
what is a boy and what is a girl?
what is real and what is fantasy?
what does it mean to be a grownup?
(they are trying to figure out who's in charge, and who is a friend. 5-6 year olds can have more than 1 friend, you can play with so in so and still be my friend but if they are younger, they can only understand what it means to have one friend, they think if they have one friend they can't have another and if someone else trys to be friends with their friend it means they don't have that friend anymore. Giving them examples such as "I am friends with Jack, Sally and Amy but sometimes I only play with Amy and Jack and sometimes Sally just plays with Amy.)
-Children will hit another child because they have a toy they want and if it worked and they got the toy, they will do it again because it worked for them. Children aren't good at having different categories in their life.
-Children think if they use their imaginations to say what this is it will really hurt their feelings.
-It's hard for them explore ideas they have with out being about to play it out with other children.
-Children don't speak their ideas (such as things about death, good and bad)
-Separating their actions from who they are doesn't make sense to them (you can narrate for them by saying "it looks like you really want to play with ___." when they express actions that look like they want to play with another child but may be harmful.) They explore their feelings by doing things, for example, if one child, lets call him Kyle is building blocks, and another child named John is watching and thinking of how he really wants to play with Kyle, but instead of saying I want to play with you he runs over and knocks Kyle's blocks over because he has already in his mind imagined him asking Kyle if he could play and Kyle rejected him and said no.
-Sometimes they are fighting over a truck when they are really fighting with each other, they just can't express it in words. That's why we must facilitate and narrate for them what their feelings are.
-We have to narrate, speak and defend for them. With out adults calling out their threats (i'm not going to let you threaten her to be the "baby", find something both children agree on and then they can play that. If the child that is being called the baby is ok being called a kitty and the other child calling her the baby is ok calling her the kitty, then they have resolved it and can play in peace.) If it is an older child calling a younger child the baby you can tell the older child "this person needs my help right now, you don't need my help right now."
-give children real examples to narrate their play, actions and feelings.
-books with real people and genders playing different roles (like a woman being a firefighter) can help them figure out their world and feelings.
-Children will give up their ideas to be accepted by their peer groups.
-If you make your child fearful (not letting them do things that may have some danger in it) they will never build the skills in that area.
-explore their physical abilities to
-test physical limits
-practicing new physical skills
Young children use pay to explore important questions about themselves and the world around them. It is their way of "thinking out loud." At first, these questions are basic: Who will take care of me? How does my body work? How can i learn about the people and things around me? As their brains develop and they gain more knowledge and control, their questions become increasingly complex. Observing play can help us understand what questions a child is asking and guide us to curriculum that provides positive answers.
CHILDREN TRY TO UNDERSTAND THEIR WORLD BY:
-observing adults, peers, and media characters
-imitating what they observe
-testing the limits of themselves, their environment, and important adults (children test our language to see if we are going to do what we say).
-asking questions
-creating ever-changing theories about how things work (they come up with grand ideas to understand things. If you give them info. it will change their idea. They are figuring out how the world works. Their ideas are not logical).
-expressing ideas through language, art, music and motion
-and most importantly---through PLAY! (through play they invest in the world. Play is fun for adults, NOT always for children. They make their ideas real in the world and that can be scary. If they are afraid of something they tend to turn it into something... for example: if they are afraid of a person place of thing they will call it a monster. They can can imagine future and past. Children will take bits of information and play it out, for example, draw or build. They are trying to figure out how the world works and how people work.)
PRESCHOOLERS PLAY SO THEY CAN:
-explore emotions by:
-learning to identify feelings
-developing new ways to express feelings
-explore social relationships by:
-forging new connections with adults
-investigating friendships with peers
-studying power, control and autonomy, and learning how to balance the desire for power with the need for relationship
-explore their intellectual abilities by:
-expanding knowledge of the world outside the family
-developing a self identity
-looking for predictable patterns
-trying out "big ideas"
-asking "big questions" such as:
what is right and what is wrong? what is good and what is bad?
what is fair and what is unfair?
what is life and what is death?
what is a boy and what is a girl?
what is real and what is fantasy?
what does it mean to be a grownup?
(they are trying to figure out who's in charge, and who is a friend. 5-6 year olds can have more than 1 friend, you can play with so in so and still be my friend but if they are younger, they can only understand what it means to have one friend, they think if they have one friend they can't have another and if someone else trys to be friends with their friend it means they don't have that friend anymore. Giving them examples such as "I am friends with Jack, Sally and Amy but sometimes I only play with Amy and Jack and sometimes Sally just plays with Amy.)
-Children will hit another child because they have a toy they want and if it worked and they got the toy, they will do it again because it worked for them. Children aren't good at having different categories in their life.
-Children think if they use their imaginations to say what this is it will really hurt their feelings.
-It's hard for them explore ideas they have with out being about to play it out with other children.
-Children don't speak their ideas (such as things about death, good and bad)
-Separating their actions from who they are doesn't make sense to them (you can narrate for them by saying "it looks like you really want to play with ___." when they express actions that look like they want to play with another child but may be harmful.) They explore their feelings by doing things, for example, if one child, lets call him Kyle is building blocks, and another child named John is watching and thinking of how he really wants to play with Kyle, but instead of saying I want to play with you he runs over and knocks Kyle's blocks over because he has already in his mind imagined him asking Kyle if he could play and Kyle rejected him and said no.
-Sometimes they are fighting over a truck when they are really fighting with each other, they just can't express it in words. That's why we must facilitate and narrate for them what their feelings are.
-We have to narrate, speak and defend for them. With out adults calling out their threats (i'm not going to let you threaten her to be the "baby", find something both children agree on and then they can play that. If the child that is being called the baby is ok being called a kitty and the other child calling her the baby is ok calling her the kitty, then they have resolved it and can play in peace.) If it is an older child calling a younger child the baby you can tell the older child "this person needs my help right now, you don't need my help right now."
-give children real examples to narrate their play, actions and feelings.
-books with real people and genders playing different roles (like a woman being a firefighter) can help them figure out their world and feelings.
-Children will give up their ideas to be accepted by their peer groups.
-If you make your child fearful (not letting them do things that may have some danger in it) they will never build the skills in that area.
-explore their physical abilities to
-test physical limits
-practicing new physical skills
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