Sometimes children just want to be looked after.
As adults we all want to be looked after sometimes. Children are the same. It seems that we as carers or parents are often trying to out do each other in insisting that children develop self help skills as quickly as possible. We are constantly asking children to be brave, be big, sit in the big girl chair, eat with a big boy spoon, sleep on a mattress or put their own shoes on. Are we considering the possible negative impacts of what we're doing, or are we attempting to use children's abilities as evidence of our own competence as educators.
Children are wired to want to achieve competence and become independent (Google Erikson's Stages of Development), however the achievement of self help skills must be appropriate for the child's age and level of development. Having expectations for children's achievement that are beyond their capabilities has the potential to lead to feelings of inadequacy and compromise the child's dignity.
Giving children the opportunity to develop self help skills that are at a level that is appropriate to their development is essential and builds self-esteem (Google Vygotsky - scaffolding). It's important that we see children as competent and have high expectations for their learning, but we must be aware of the significant range of difference in age-group and developmental level in the groups of children in our care. I've found in my adult life that stepping out of my comfort zone is fantastic for developing confidence, however jumping into the deep end can cause psychological distress. Children are much more vulnerable.
I've seen carers insist that children make their own beds because they have the skills. They will make the child remain on his/her mattress for as long as it takes for the child to complete this task. It's fantastic that we've taught children the skills and that they can use them most of the time. A child may be able to put his shoes on but sometimes he just wants us to put them on for him. He wants to know that we care and that he can rely on us to care for him. An example is when children try to cope with the existance of a new sibling. Some children will regress in their development because they feel that the baby is recieving more care and comfort than they are. They may start having toiletting accidents, tantrums, or regressing in their spoken language.
Children need security in order to feel confident enough to step out of their comfort zones. There's no rush to get them out of a cot and onto a big boy mattress. The cot provides security. So does the high-chair. Children will want to progress to the next step when they feel confident. We need to give children lots of encouragement and opportunities to develop their independence, but we also need to remember that they will have plenty of time to be grown up and take care of their own needs. Childhood is a time for children to develop the emotional skills to be able to provide support, care and love to themselves and to others. They will learn this from our example.
Saturday 15 December 2012
Saturday 8 December 2012
Bubbles
Being able to articulate the fantastic learning potential of simple early childhood experiences can greatly enrich your programming and your credibility in the industry.
You've probably blown bubbles for children many times. Very likely you thought of them as a bit of fun or a good way to distract children, however there are endless possibilities for learning that you might not have considered.
1. Bubbles are pretty. Looking at attractive objects helps children to develop their aesthetic sense. With a background of exposure to beautiful and visually stimulating things, children will develop the ability to create visually and artistically.
2. Bubbles are in nature. Bubbles teach children about natural processes, how water takes different forms when it interacts with substances or objects in nature. This could lead to discussion about waterfalls or rainbows.
3. Bubbles are a sensory experience. They are visually appealing, translucent, fragile, sticky, stretchy, wet, cold, and taste soapy if they fly into your mouth.
4. Science concepts are involved. Children learn about chemistry when they discover that bubbles are formed from soap or soap mixed with water. Children learn about physics when they explore the forces of the air or the wind as it supports the bubbles in floating or moving.
5. Children learn about maths concepts when they discover that bubbles have little weight and little density. They develop spatial awareness as they chase the bubbles and learn to orient themselves and their bodies in the physical space.
6. Children learn about cause and effect. Bubbles emerge from soapy water when they are blown through an object, a bubble blower or a straw. Bubbles can stretch and change shape when they are blown either quickly or slowly. Bubbles burst when they are touched. When they burst on the floor they can leave a wet patch on the floor.
7. Bubbles are good for children's physical development. Blowing bubbles develops the muscles around the mouth, strengthening them for use in talking, singing, whistling and playing musical instruments. Blowing bubbles takes skill. Children need to learn to coordinate these muscles in order to blow bubbles through an object. Watching bubbles and tracking them with the eyes helps to strengthen the muscles behind children's eyes. Children's eye muscles need to be strong and coordinated so that they can move together effectively.
8. Bubbles can be chased. Children develop their abilities in running, bending, stretching and balancing when chasing bubbles. They learn to coordinate these movements. Catching bubbles strengthens the muscles of the hands, wrists, arms and fingers and increases children's ability to coordinate these muscles. Children will then use these muscles for manipulating objects, feeding themselves, achieving self-help goals such as tying shoelaces and doing up buttons, and for using pencils to write and art implements for painting etc.
9. Bubbles are great for children's respiratory development. Running and chasing develops cardiovascular fitness and blowing bubbles increases lung capacity. This results in more effective blood and oxygen flow through the body, leading to better overall health and brain function.
10. Bubbles are a social experience. Children share the space when they are enjoying bubbles. They move around each other, becoming aware of each other in the space. They learn to anticipate others' movements and intentions. They interact with facial expressions and body language, sharing their laugher and their joy.
11. Bubbles are lots of fun. Children become very excited when they see bubbles floating through the air. Laughter and feelings of joy lead to overall emotional, social and physical wellbeing. A capacity for joy and the enthusiasm for experience will create children, and later adults who are emotionally balanced, open to new experiences, socially adept and intellectually aware.
You've probably blown bubbles for children many times. Very likely you thought of them as a bit of fun or a good way to distract children, however there are endless possibilities for learning that you might not have considered.
1. Bubbles are pretty. Looking at attractive objects helps children to develop their aesthetic sense. With a background of exposure to beautiful and visually stimulating things, children will develop the ability to create visually and artistically.
2. Bubbles are in nature. Bubbles teach children about natural processes, how water takes different forms when it interacts with substances or objects in nature. This could lead to discussion about waterfalls or rainbows.
3. Bubbles are a sensory experience. They are visually appealing, translucent, fragile, sticky, stretchy, wet, cold, and taste soapy if they fly into your mouth.
4. Science concepts are involved. Children learn about chemistry when they discover that bubbles are formed from soap or soap mixed with water. Children learn about physics when they explore the forces of the air or the wind as it supports the bubbles in floating or moving.
5. Children learn about maths concepts when they discover that bubbles have little weight and little density. They develop spatial awareness as they chase the bubbles and learn to orient themselves and their bodies in the physical space.
6. Children learn about cause and effect. Bubbles emerge from soapy water when they are blown through an object, a bubble blower or a straw. Bubbles can stretch and change shape when they are blown either quickly or slowly. Bubbles burst when they are touched. When they burst on the floor they can leave a wet patch on the floor.
7. Bubbles are good for children's physical development. Blowing bubbles develops the muscles around the mouth, strengthening them for use in talking, singing, whistling and playing musical instruments. Blowing bubbles takes skill. Children need to learn to coordinate these muscles in order to blow bubbles through an object. Watching bubbles and tracking them with the eyes helps to strengthen the muscles behind children's eyes. Children's eye muscles need to be strong and coordinated so that they can move together effectively.
8. Bubbles can be chased. Children develop their abilities in running, bending, stretching and balancing when chasing bubbles. They learn to coordinate these movements. Catching bubbles strengthens the muscles of the hands, wrists, arms and fingers and increases children's ability to coordinate these muscles. Children will then use these muscles for manipulating objects, feeding themselves, achieving self-help goals such as tying shoelaces and doing up buttons, and for using pencils to write and art implements for painting etc.
9. Bubbles are great for children's respiratory development. Running and chasing develops cardiovascular fitness and blowing bubbles increases lung capacity. This results in more effective blood and oxygen flow through the body, leading to better overall health and brain function.
10. Bubbles are a social experience. Children share the space when they are enjoying bubbles. They move around each other, becoming aware of each other in the space. They learn to anticipate others' movements and intentions. They interact with facial expressions and body language, sharing their laugher and their joy.
11. Bubbles are lots of fun. Children become very excited when they see bubbles floating through the air. Laughter and feelings of joy lead to overall emotional, social and physical wellbeing. A capacity for joy and the enthusiasm for experience will create children, and later adults who are emotionally balanced, open to new experiences, socially adept and intellectually aware.
Monday 3 December 2012
Giving Food
Food should be given to children when they're hungry
Giving food to children just because they're crying is not a great idea. Offering food seems like an easy solution because often it will pacify a crying child, but using food for reasons other than hunger is a habit that's hard to break. Many adults aren't able to break the habit. More than half of Australian adults are overweight and this is sure to be a contributor.
Usually we know when children are hungry. We know whether or not they have had breakfast, what percentage of their bottle they drank, how long since they last ate and how filling their last meal or snack would have been. We also usually know why they're crying. When you know children well you can differentiate between their behaviours. We usually know their typical sleep patterns. I have a rule that I use with babies. If they're under 6 months they will be tired within 2 hours of waking and if they're between 8 and 12 months they will usually need three hours awake between daytime sleeps. If they're over 12 months they will probably be transitioning to one sleep during the day.
Other reasons that children cry could be having a wet or soiled nappy, feeling scared or insecure, craving attention or physical contact (maybe they just want a cuddle with you), teething or feeling other types of physical discomfort, or feeling bored. The best way to deal with crying is to address the child's specific need in the most appropriate way.
If children are hungry offer them healthy, satisfying food and let them have as much as they want. Usually children instinctively know to stop when they are full. If food is low in sugar and salt children won't be tempted to eat more than is right for them. Remember children's eating patterns will change over time dependent on whether they are teething or experiencing faster or slower periods of growth.
Giving food to children just because they're crying is not a great idea. Offering food seems like an easy solution because often it will pacify a crying child, but using food for reasons other than hunger is a habit that's hard to break. Many adults aren't able to break the habit. More than half of Australian adults are overweight and this is sure to be a contributor.
Usually we know when children are hungry. We know whether or not they have had breakfast, what percentage of their bottle they drank, how long since they last ate and how filling their last meal or snack would have been. We also usually know why they're crying. When you know children well you can differentiate between their behaviours. We usually know their typical sleep patterns. I have a rule that I use with babies. If they're under 6 months they will be tired within 2 hours of waking and if they're between 8 and 12 months they will usually need three hours awake between daytime sleeps. If they're over 12 months they will probably be transitioning to one sleep during the day.
Other reasons that children cry could be having a wet or soiled nappy, feeling scared or insecure, craving attention or physical contact (maybe they just want a cuddle with you), teething or feeling other types of physical discomfort, or feeling bored. The best way to deal with crying is to address the child's specific need in the most appropriate way.
If children are hungry offer them healthy, satisfying food and let them have as much as they want. Usually children instinctively know to stop when they are full. If food is low in sugar and salt children won't be tempted to eat more than is right for them. Remember children's eating patterns will change over time dependent on whether they are teething or experiencing faster or slower periods of growth.
Wednesday 28 November 2012
Meeting Physical Needs
Are we remembering to meet children's physical needs to prevent behaviour issues?
Babies and toddlers can't easily communicate their physical needs. Sometimes we're not as tuned in as we should be and we don't make the connection between how children are feeling and how they are behaving.
Today was a predicted 27 degrees outside, and inside the children's bags I found beanies, long-sleeved bodysuits, jumpers and jackets. Children can get overheated easily. I recently saw a toddler outside in the playground red-faced, and pushing and hitting other children. It didn't occur to anyone that she might be too hot. I got a cup of water and she turned into a different child. Today a child bit another child. I'd bite someone too if I was wearing a jumper on a 27 degree day.
Before you tell a child off for negative behaviour stop and think for a minute whether they have any physical needs that need to be addressed. Are they tired, hungry, thirsty, frustrated, cold, hot, wet, teething, feeling unwell etc.?
This goes for older children too. Sometimes they are shy or too intimidated by adults to ask to have their needs met. We need to ask them if they're okay. We like to feel comfortable and we meet our own needs to make sure that we usually are. Children want to feel comfortable too but they rely on us.
Babies and toddlers can't easily communicate their physical needs. Sometimes we're not as tuned in as we should be and we don't make the connection between how children are feeling and how they are behaving.
Today was a predicted 27 degrees outside, and inside the children's bags I found beanies, long-sleeved bodysuits, jumpers and jackets. Children can get overheated easily. I recently saw a toddler outside in the playground red-faced, and pushing and hitting other children. It didn't occur to anyone that she might be too hot. I got a cup of water and she turned into a different child. Today a child bit another child. I'd bite someone too if I was wearing a jumper on a 27 degree day.
Before you tell a child off for negative behaviour stop and think for a minute whether they have any physical needs that need to be addressed. Are they tired, hungry, thirsty, frustrated, cold, hot, wet, teething, feeling unwell etc.?
This goes for older children too. Sometimes they are shy or too intimidated by adults to ask to have their needs met. We need to ask them if they're okay. We like to feel comfortable and we meet our own needs to make sure that we usually are. Children want to feel comfortable too but they rely on us.
Friday 23 November 2012
Toilet Training
Have you thought about how you're toilet training?
I've often heard people say, "It's time for you to go to the toilet now" or "come and sit on the potty". The child doesn't want to sit on the potty. He/she knows that they don't need to go. Forcing them often results in crying, screaming, kicking, the child being forced to sit on the toilet with no result, and often an accident occuring on the floor half an hour later. The child starts to hate the potty which delays his/her toilet training.
Toilet training means teaching children to recognize their own need to go to the toilet and to be able to physically hold it until they get there. First of all don't start before they are ready. They need to have developed the particular muscles and the ability to control them. They need to have the cognitive capacity to understand the cause and effect involved. They need to be emotionally developed enough to want to take care of their own physical needs rather than relying on having them taken care of the way a baby does.
After you've introduced them to the potty or toilet and they've shown that they understand how to use it, ask them if they need to go to the toilet. Ask them every hour if necessary. If they say "no" don't insist that they sit anyway. Respect their ability to recognize their bodily needs. Soon they will be telling you when they need to go.
This is toilet training, so expect accidents. If there were no accidents it would mean that they were already trained. Respond to accidents sensitively. Children don't want to feel like they have failed when they're learning a new skill. Simply clean the child and the floor and go on with the day. In an hour ask them if they need to do a wee. If they are successful, say "well done, you did a wee on the toilet". Don't use rewards for sitting on the potty. They will want to sit there all day. Especially avoid using rewards for producing something on the potty. If they don't need to go, they don't need to go!
(Don't agree - no problem! I just want to encourage you to reflect on your practice :)
I've often heard people say, "It's time for you to go to the toilet now" or "come and sit on the potty". The child doesn't want to sit on the potty. He/she knows that they don't need to go. Forcing them often results in crying, screaming, kicking, the child being forced to sit on the toilet with no result, and often an accident occuring on the floor half an hour later. The child starts to hate the potty which delays his/her toilet training.
Toilet training means teaching children to recognize their own need to go to the toilet and to be able to physically hold it until they get there. First of all don't start before they are ready. They need to have developed the particular muscles and the ability to control them. They need to have the cognitive capacity to understand the cause and effect involved. They need to be emotionally developed enough to want to take care of their own physical needs rather than relying on having them taken care of the way a baby does.
After you've introduced them to the potty or toilet and they've shown that they understand how to use it, ask them if they need to go to the toilet. Ask them every hour if necessary. If they say "no" don't insist that they sit anyway. Respect their ability to recognize their bodily needs. Soon they will be telling you when they need to go.
This is toilet training, so expect accidents. If there were no accidents it would mean that they were already trained. Respond to accidents sensitively. Children don't want to feel like they have failed when they're learning a new skill. Simply clean the child and the floor and go on with the day. In an hour ask them if they need to do a wee. If they are successful, say "well done, you did a wee on the toilet". Don't use rewards for sitting on the potty. They will want to sit there all day. Especially avoid using rewards for producing something on the potty. If they don't need to go, they don't need to go!
(Don't agree - no problem! I just want to encourage you to reflect on your practice :)
Saturday 17 November 2012
Toddler Biting
Have you thought about how you're handling children who bite?
Being a toddler is frustrating! Toddlers want to try everything. They are up and moving and finding out what their bodies can do. They want to try to do things that may not be safe or that they are not yet capable of. They want to try over and over again until they become competent. Sometimes their physical limitations stop them and sometimes we stop them. Frustration builds inside and they need to release it. Other children are available and before you know it they have reached for the arm, leg, or whatever body part is closest and left teethmarks.
Although not all toddlers bite, biting is a normal behaviour. Toddlers don't want to hurt anyone. Their biting doesn't necessarily have an agressive motive. Their focus is on achieving competence and spending quality time with adults. They want to feel secure while they are going through so many changes. They may not want to have a lot of other children around them all the time. They don't want to have to compete for adult attention. They want acceptance and structure and boundaries.
Try spending as much time as possible with the child. Don't legitimize biting by referring to it by name. Love and laugh, and encourage gentle and caring physical behaviours. Provide a safe environment for the child to test his/her physical capabilties without having to share the space too much. Give a little assistance if the child is becoming frustrated when trying to achieve his/her physical goals.
(Don't agree - that's okay :) Try googling 'toddler biting' and make an informed decision for yourself)
Being a toddler is frustrating! Toddlers want to try everything. They are up and moving and finding out what their bodies can do. They want to try to do things that may not be safe or that they are not yet capable of. They want to try over and over again until they become competent. Sometimes their physical limitations stop them and sometimes we stop them. Frustration builds inside and they need to release it. Other children are available and before you know it they have reached for the arm, leg, or whatever body part is closest and left teethmarks.
Although not all toddlers bite, biting is a normal behaviour. Toddlers don't want to hurt anyone. Their biting doesn't necessarily have an agressive motive. Their focus is on achieving competence and spending quality time with adults. They want to feel secure while they are going through so many changes. They may not want to have a lot of other children around them all the time. They don't want to have to compete for adult attention. They want acceptance and structure and boundaries.
Try spending as much time as possible with the child. Don't legitimize biting by referring to it by name. Love and laugh, and encourage gentle and caring physical behaviours. Provide a safe environment for the child to test his/her physical capabilties without having to share the space too much. Give a little assistance if the child is becoming frustrated when trying to achieve his/her physical goals.
(Don't agree - that's okay :) Try googling 'toddler biting' and make an informed decision for yourself)
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