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.
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