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Home > Education World Notebook Series > Early Childhood Educators

C O L U M N S     B Y     D A T E

Columnist (Uncle) Wayne Watkins has been an early childhood educator since 1974. He shares his experiences each week.

"Non-routine" Routines
January 24th, 2001

Hand washing, toileting, mealtime, and naptime are some of the many routines that make up every preschool day. Because of the regularity and predictability of these activities they are often carried out mindlessly. It's easy for them to become -- well, routine. When you utilize the same purpose, attention, and planning that you put into your "learning activities," the routines can also become "learning activities." The routines stop being routine.

Take a second look -- what can the children learn from the routines in your school day?

Learning Opportunity Inventory
January 17th, 2001

The new year is a great time to take inventory of the learning opportunities in your classroom. Identifying the different lessons each toy can provide enables you to make the most of the play your students engage in. Each toy -- peg boards, stringing beads, paint, dolls and playdough -- is loaded with learning.

The most effective approach for this type of inventory is hands-on. As you list each toy, play with it. Look beyond the obvious characteristics of color, shape and counting to notice the more subtle concepts of size, weight, fractions, symmetry, and, cause and effect.

There is a great deal of pressure these days to "academicize" preschool. By sharing with parents, and others, the specific skills and concepts that children learn as they play, you will help them understand why playing is not "just playing."

Learning Opportunity Inventory Guidelines:

  1. Write down the name of each toy in your classroom, leaving space under each item to list the learning possibilities.

  2. Play with each toy and write down everything a child could learn by playing with it.

  3. Post your list as a testament to the value of play for children.

The Skill of "One Foot Hopping"
January 10th, 2001

Can you remember the last time you hopped on one foot with the children in your classroom? In the old days, hopping on one foot was considered as important a skill for children to have acquired prior to kindergarten as "knowing their colors." Today, physical development often takes a back seat to the all mighty cognitive arena. It is important to keep in mind that all aspects of a child's development are inextricably intertwined.

As it sends signals to tell the two sides of the body to do different things at the same time, hopping on one foot creates thousands of new connections between the left and right hemispheres of the brain. This increase in brain cell connections adds to a child's brainpower.

Here are three ways to easily weave hopping on one foot into the curriculum:

  1. Include it in a song during circle time.
  2. Add it to a game of follow the leader on the playground.
  3. Teach the children an old-fashioned game of hopscotch.
Children can quickly learn to hop on one foot when they have repeated opportunities to try combined with lots of encouragement.

Say What You See
December 20th, 2000

My favorite teaching technique is called "Say What You See" because it provides children with non-judgmental attention, adds to their language base, encourages positive play, and reinforces a hands-on experience of color, shape, size and weight.

To use this technique, simply state aloud to a child what you see him or her doing. If you see a child coloring, say "You are coloring." To a child smashing playdough say, "You are smashing the playdough."

The words you use as you "Say What You See" are easily incorporated into the child's vocabulary because they describe a real experience. The more specific elements you include -- colors, shapes, sizes, and weights -- the more concepts the child learns. Try saying, "You are coloring one big red flower and two little yellow flowers."

As teachers we feel compelled to make extensive comments using evaluative words like "good" or "nice." When you only "Say What You See," the child knows your attention reflects true interest in what they are doing and is not based on the quality of their work. This non-judgmental attention encourages positive play.

"Say What You See" is a worthwhile addition to your teaching bag of tricks. You will be amazed at the results!

Finger Play Success
December 13th, 2000

I love a good finger play. The combination of hand gestures and poetry creates a nice learning opportunity to share with children.

This is my formula for successful finger plays:

  1. Create an enthusiastic presentation.
  2. Memorize and practice the finger play beforehand.
  3. Pretend a sense of wonder and excitement when you present it.
  4. Be dramatic.
  5. Have fun!
Try the above formula on one of my favorite finger plays:

THREE BALLS
A little ball,
(form small ball with just your hand)
A bigger ball,
(form larger ball rounding your arms)
A great big ball I see
(form largest ball spreading arms wide)
Are you ready?
Now let's count them,
One, two, three
(form each ball as you count them)

Following the formula transforms "Three Balls" from an apparently simple, "count to three" fingerplay, into an exciting lesson in geometry, science and math.

The three balls become marvelous geometric solid spheres. As they increase in size, they get heavier and more difficult to hold. Finally, everyone enthusiastically counts them to find the quantity.

And all that is accomplished with those six little lines!

Let's Pretend!
December 6th, 2000

Every classroom has one -- the area with clothes on the floor or a small sink full of dishes and a tiny refrigerator. It goes by many names -- housekeeping corner, playhouse, or dramatic play area, but whatever the name, it is the starting place for young children learning the fine art of role-playing.

Role-playing is a skill associated with later success in school and the make-believe "home" is the core of the dramatic-play area. It should be simple and culturally relevant. Keep the area stocked with enough props for several children. Get free and cheap props from yard sales or businesses and store them in large plastic containers.

Successful examples for role-playing outside "the home" include a pizza parlor with stacks of pizza boxes and felt-board pizzas, or a campsite with a tent, sleeping bags, and make-believe campfire. Use your imagination!

For an additional impact, update the area to match the class's overall program themes, field trips or books. Brainstorm with fellow teachers about ways to implement the theme ideas.

Use the areas to teach as well as observe. Play alongside the students, dress up and pretend with them!

Finally, follow these simple tips to ensure everyone has an enjoyable and educational experience!


"It's So Messy!": A Case for Water Play
November 29th, 2000

'It's so messy!' is what I often hear from teachers when I suggest they provide fluid activities such as sand or water in the classroom. However, fluid materials are not very messy if children have a lot of practice controlling them.

I provide water play on a daily basis. Some children enjoy the soothing feel of the water on their skin, while others love the action of scooping, pouring, measuring and comparing. Fluid activities are an important part of the variety of experiences that children need to stimulate their billions of brain cells. Follow these guidelines for setting up fluid stations:

With a little planning and patience you will be known as the daring teacher that always has water play in the classroom.

Share your thoughts on water play on our ECE message board!

"Twice As Many Places To Play"
November 22nd, 2000

To set up a positive, productive play environment for young children, I make sure I provide twice as many "play places" as the number of children.

A "play place" is defined as one toy or set of materials for one child. A puzzle is one play place. Four lumps of playdough is considered four play places. I count the children then multiply by two and that gives me the number of play places I need.

I am sure to include fluid materials like water and sand plus structured ones like puzzles and pegboards because both are important. Pouring water from a pitcher stimulates the brain in an entirely different way than putting together a puzzle.

Different uses of the brain increases the number of connections between the brain cells, which makes children smarter. In addition to the increase in brain connections there is a decrease in misbehaviors when there is a variety of things to do.

Children also gain practice in making choices and have the freedom to change activities according to their own interest.

By creating a play environment using these guidelines it'll make for twice the fun and learning with half the misbehavior!

"An ounce of prevention is worth a pound of cure."
November 15th, 2000

These wise words have always been the cornerstone of my philosophy of discipline. By creating safety zones within the classroom, I have been able to prevent discipline problems.

What is a safety zone?

A safety zone can be anywhere that you are. Keep amidst the children-- they will feel safer with an adult nearby, and will be less likely to misbehave. Also, by being among them, you will be able to maintain visual contact and be ready to intervene should the need arise.

Visiting and interacting with each play area every few minutes is a preventative discipline technique that I have found very useful.

Showing Respect
November 8th, 2000

Showing respect to the young children in your care not only is the right thing to do, it can prevent misbehavior. Try telling each child that a change is to come before every transition. It shows that you respect what they are doing, and at the same time it allows them to finish their current task and begin to anticipate what is to come. With anticipation there is more chance of cooperation.

Let children know change is coming -- it's an effective discipline tool as well as a sign of respect.

(This works with adults too!)


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