Early Childhood Education Series Pt. 8: Home Preschool Curriculum

@prestonwb Will Preston @wbpreston

Early childhood education at home in the time of social distancing can be restricting and confining, however it does not close off opportunities to provide your students with enriching and vital educational opportunities. There are many resources available to parents looking for academic activities for their preschool age children to engage in. Though some are more time consuming for the parent in terms of setup and materials, there are many activities that can get your student to work quickly and require little of the parent’s time. The key to a solid activity is one that engages the student’s motor skills and hand eye coordination while also laying the foundation for future academic lessons. For example, drawing letters or numbers, coloring shapes, and cutting and pasting, when combined these activities activate the most important elements in the education of a preschool age child.

There are a few examples here that are great activities for students of this age. There are other less academic activities that are in some cases more important and engaging while also providing vital foundational life skills for the student. Allow daily tasks around the house to become learning opportunities for everyday life skills. Children have a tendency to mimic the routines performed everyday by adults. Utilize this need in your student for learning from watching to learning by doing. Turn daily chores into a fun way of taking care of the house and students will not only learn how to complete these tasks, they will also associate these tasks with positive memories and experiences. Though it may take more time, allow the student the extra time for sweeping the floor, or for meal prep, or making the bed. Though these seem like small tasks and the time needed for a preschool aged student to accomplish them may seem wasted, these learning moments are invaluable to the growth and development of the student.

When cooking allow the student to use cleaning and cooking utensils that fit into a child’s hand. This provides an opportunity for the student to accomplish real work on a smaller scale and will boost the student’s confidence and give them real experience and solid groundwork for advancement in the skill. Working with food that is healthy and fresh provides an opportunity to teach the student about diet and the process and place for food in the health cycle. Through their experience in the cooking process students are working with numbers and math whenever they are using a measuring cup or getting the right number of ingredients. During a cooking activity students are introduced to science and chemistry in the form of the transformational process between ingredients to meal, as well as the chemical change that takes place when cooking.

There are natural ways in which the student learns and explores their world that facilitate the development of mental faculties that are incredibly important but can be difficult to access from the position of teacher or parent. These imaginative capabilities are utilized and sharpened whenever the student is at play with their imagination. When they are in the play zone, for example playing with a bucket of toys and talking or singing, the student is working through problems or scenarios that the adult mind does not consider, but with which the mind of the child must engage in order to make sense of the world in relation to their perception and experiences up to this point. Though the problem or scenario be imagined, the work that the mind of the child is doing to solve the imaginary problem is concrete and necessary for the healthy development of the mind.

Early Childhood Education Series Pt. 7: Practical Homeschooling

@prestonwb Will Preston @wbpreston

August is here and with it arrives back to school time. With no clear guidance or plan from leaders and government and no end to the pandemic in sight, parents and teachers alike are wondering what exactly school is going to look like for their children and students. Fear and confusion is natural in times like these, especially with teacher unions threatening to strike, one way to combat this chaotic situation is to take matters into your own hands. You can turn every moment of everyday into a learning experience for you and your student. 

Learners in early childhood education settings are learning basic life skills and foundational elements of academic concepts. Life skill learning can be implemented through daily chore activities, such as having your child clean up a messy playroom. Academics can be emphasized by having the student count and name each item as they take it from the floor and return it to its proper place. Learning and reciting household rules, brushing teeth, combing hair, and clearing the table can all be educational and a part of the everyday routine for the student.

On the topic of routine, ensure that a daily time is set for starting the day, and that the morning routine is completed in a similar manner each day as to help with the memorization and learning process taking place in the growing student in early childhood education. All of this should be interspersed with rest, breaks, or nap time in order to allow for periods of relaxation throughout the day. 

The basics of academic concepts should be reinforced during the day, and these can be made into fun tasks or games that emphasize learning. For example, the alphabet can be learned through locating items in the house that start with each letter. Story time can become learning time when students are asked certain questions that call upon the student’s memory and analysis of the story that they just heard. Students should practice writing their name, the letters of the alphabet and as many numbers as possible in preparation for the next grade level. Students should try to write the names of objects that they drew or colored and write the names of shapes and colors. A beneficial daily practice includes taking turns speaking, and speaking in complete sentences as well as following instructions. As much as possible try to incorporate motor function skills in a daily routine that includes cutting and gluing in the exploration of the topics above. For example, a sheet of paper with the shapes printed on it and within each shape the name of a different color. Have the student identify the correct color that each shape should be and color in that shape with its designated color. Then have the student cut the shape out and glue it onto a lined sheet of paper and beside them write the name of the shape and its color.

These activities should be extended out to include learning the different forms of the weather, the days of the week, the months of the year, the seasons, identifying different animals, usually beginning with domesticated, and the continents, and really any aspects of the physical and natural world that you feel the student is capable of identifying. Physical activity is also important, so getting outside and running, climbing, jumping, playing a sport, cycling, even early exposure to self defense are all healthy and beneficial to the growth and education in these early stages of the student’s development. 

These are all ways in which education can be implemented and accessed in a very loose and informal manner, that parents can use on a day to day basis to enrich and lay critical foundational structures in place for their child’s education. However there are more formally planned and structured activities that can also be utilized in a home setting, which will be explored further in Part 8 next week.

Regulating Emotions: Early Childhood Education Series (Pt. 4)

@prestonwb Will Preston @wbprest0n

One of the key aspects of emotional intelligence is the ability to regulate one’s own emotions. Development of the understanding of language in the process of emotional maturation is vital to children in the early childhood educational setting. The evolution of the ability to communicate is directly connected to the progress of the emotional regulation ability. Once the child has developed the language with which to identify and describe emotions, the ability to assess effective methods of handling emotionally charged situations. The language connection to emotional awareness, emotional intelligence, and emotion regulation, is the point where culture intersects with practice. Different cultures have different ways in which emotion is processed, where emotion is felt, how emotion is felt, when emotion is felt, and to whom emotion is expressed. So it is critical that early childhood educational practices within a multicultural setting take into account the varying relationships to emotion that different cultures possess. 

Socialization in early childhood educational settings is directly connected to the ability of a student to navigate relationships with peers and teachers, and is a signifier of the level of emotional competence the student demonstrates. When a child cannot regulate their emotions properly, or in accordance with societal norms, their judgment and decision making become compromised. One area where emotional regulation is important is in transitioning from one stage of life to another. In early childhood education a major milestone for the student is also an opportunity to assess which students can transition from preschool to kindergarten successfully. The successful transition is an indicator of the ability to regulate emotions, while a difficult transition may be an indicator that the student may need more support in the area of emotion regulation. However the goal should be to provide students with the tools necessary to have a successful transition to kindergarten, as this is directly correlated to the ability to access academic information. 

The ability for adults to perform cognitive tasks is connected to their ability to regulate their emotions. This is true for children as well, as planning, memory, and attention are inhibited in the student unskilled in emotional regulation. The ability to be successful in the early academic setting is tied to this skill, lacking this, students are less able to be present for and retain the information being presented. Emotional regulation is also connected to behavioral regulation, and impacts the student’s ability to complete academic tasks and assignments. 

So what does this all mean? The key takeaway is that students need to be able to respond instead of to react. A response requires forethought and planning, whereas a reaction can take place without thought and lead to undesired consequences. Once a student is equipped with the tools of forethought or emotional awareness, they can more readily attend to the various academic requirements that they may face for the rest of their lives. This is an example of the old saying, fix a big problem while it’s small. In this case while the student is small, if we can teach them to identify their emotions as well as the emotions of those around them, and then provide them with the tools for regulating their emotions, then that is one less obstacle in their path towards academic success. 

Of the categories above: emotional awareness, behavioral awareness, and social awareness, all can be placed under the umbrella of self regulation, which will be the topic next week in part 5 of this ongoing series exploring early childhood education.