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Blog Post #1: Day 1&2

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Role Gap in a Classroom Setting: Teacher vs. ECE in FDK- Collaboration or Continued Disagreement?

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      For years, Registered Early Childhood Educators primarily worked in daycare settings. In 2010, the province of Ontario began implementation of the Full-Day Early Learning Kindergarten Program (FDK). “A critical component of this program is the co-teaching structure, with one Ontario-certified teacher and one registered early childhood educator (ECE) who share responsibility for each kindergarten classroom. This blended staffing model was articulated as the preferred model to “add to the strengths of the professional preparation and skill sets of both teachers and ECEs” (Langford, Santo, Underwood & Valeo, 2016, p. 36).

      However, the model has an inherent power imbalance in the educator partnership. One factor in this imbalance is the difference between a teacher’s and an ECE’s qualifications. Kindergarten teachers are required to have an undergraduate degree and a minimum of one year of teacher education, and teachers have had a professional college since 1997 (Ontario College of Teachers, 2014). ECEs have either a two-year diploma or a four-year degree in early childhood education, and have a long history of working to identify themselves as a professional group.

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Defining Roles

“Full-day kindergarten programs can benefit children with respect to their holistic development, transition to the primary grades, and academic development (Early Childhood Learning Division, 2011; Pascal, 2009; Ryan & Date, 2014). These programs provide universal opportunities for children and families to access quality early learning environments. Collaboration can be defined as, “the action of working with someone to produce or create something great”. In my honest opinion, I believe that having an certified educator, alongside an individual who’s background is based on child development is something so important- as the partnership should be strong because together with their acquired knowledge will do amazing things. However, if the Teacher and ECE don’t seem to collaborate on the basis of their different beliefs and philosophy, then not only will the environment be affected; the children will lose out on valuable experiences.

In addition to qualification differences, teachers have historically worked independently in classrooms, whereas ECEs have often worked in collaboration with other ECEs in childcare settings.

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Challenges for ECEs

"Working in schools puts ECEs into a new system, not the one they were trained for — bigger organizations, bigger groups of kids, more staff people, new acronyms and new kinds of expectations around curriculum and assessment" (Ontario College of Teachers, 2014).

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The following is based on a Certfied Ontario Teacher and a Registered Early Childhood Educator's Experience Working Together:

One major challenge for early learning teams is how and when to plan. “Teachers get prep time every day,” notes Roome-Smith. “I get it once a week. It’s hard to plan what we’re doing right now let alone do advance planning.”

“I’d like to get Nicole more involved in the planning,” says Wosik. “But she works a six-hour day, and the children are here for almost all of that. It has been hard to find the time to plan during her working day, and I don’t feel that I can ask her to work outside of her paid hours.”

Although they say planning time is still a challenge, Instead and McLaughlin have found ways to plan together over the three years they have been a team. “We talk during set up and cleanup,” says McLaughlin. “We debrief from the day and talk about what we will do the next day. Then once a week we have a longer meeting for a half an hour after the children go home, but within my workday. That’s when we share our documentation and plan for the following week.”

Instead then sends McLaughlin a weekly email that includes the day plan for the next week and also some notes that reflect their shared observations and reflections about the class’s progress. They also exchange emails at other times to share programming ideas and deal with “housekeeping” items.

One thing that has helped Instead and McLaughlin with planning is that they have become more efficient about sharing their observations. “Our planning is based on our observations so the two go hand-in-hand.

(Ontario College of Teachers, 2014)

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Blog Post #2: Day 3&4

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Sensory processing disorder is a condition in which the brain has trouble receiving and responding to information that comes in through the senses; which in turn leads to inappropriate motor and behavioral responses (Stars Institute, 2014)

 

Signs

“A person with SPD finds it difficult to process and act upon information received through the senses, which creates challenges in performing countless everyday tasks”. Signs include; motor clumsiness, behavioral problems, anxiety, depression, school failure, and many other problems may impact those who do not have effective treatment (Stars Institute, 2014).

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Examples of SPD

Sensory Processing Disorder can affect people in only one sense–for example, just touch or just sight or just movement–or in multiple senses. One person with SPD may over-respond to touch sensation and find clothing, physical contact, other tactile sensory input to be unbearable and/or they may respond to visual or auditory or another sensory input.  Another person might under-respond and show little or no reaction to stimulation, even pain or extreme hot and cold or just may be slow to respond to sensation.

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Who to Contact?

An individual who would come in to assess children with SPD is known as an Occupational Therapist.

"If you suspect your child has Sensory Processing Disorder (SPD), if he or she has already been diagnosed, or if you are an adult seeking a sensory evaluation or treatment, you will need to locate a qualified occupational therapist (OT). Depending on the diagnosis, you may also work with a pediatric speech-language pathologist, physical therapist, or other health care professional" (Stars Institute, 2014).

 

What to look for?

Finding and selecting an occupational therapist to help your child, yourself, and/or your family is an important decision. Like all professionals, OTs differ in training, philosophy, and personality. The best choice is an OT who is a good "fit" for your child and yourself – someone you and/or your child likes and with whom you feel connected.

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You will also want to look for an OT who follows methods known to be associated with effective treatment. These include:

  • Provides direct 1-to-1 treatment in a sensory-rich setting that has unique equipment that provides a wide range of sensory opportunities

  • Includes a diagnostic evaluation before you begin treatment and delivers it in easily understandable, written form

  • Provides written goals for treatment before you begin treatment to assure that everyone is "on the same page" about priorities

  • Provides intensive treatment (at least twice times a week and preferably three) over a shorter time duration rather than once-a-week treatment. Weekly treatment can produce behavior changes, but research suggests that intensive treatment produces lasting neurological changes as well as changes in behavior.

  • Uses play and success to produce change and foster self-esteem. In good, sensory-based OT, children think they are playing. If a child is crying during treatment sessions, the OT may not be skilled in providing challenge with success, which is a keystone to treatment effectiveness.

  • Uses purposeful sensory stimulation to work on "occupations" such as eating, dressing, playing with others, social participation, self-regulation, and self-esteem.

  • Asks questions that will lead to effective understanding of you, your child, and your family. Don't be afraid to ask questions yourself either!

  • Listens to you, believes you, and fully believes in the potential of your child to change. The outcomes of OT are functional changes – differences that you, your child's teacher, and others can see. If you can't tell if your child is improving, he or she is not improving enough!

(Stars Institute, 2014)

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Where do ECE’s come into play?

The role of Early Childhood Educators take matters into their own hands when they notice certain behaviors; therefore it is their job to jot down notes. The number one thing I was always taught in my studies, is the fact that ECE’s are to talk with the parents of the child first in order to be on the same page. If the parent’s agree, the Occupational Therapist would be scheduled to observe the child in their natural setting; therefore the classroom, and observe the different behaviors she/he displays. However, on the other hand, if the parent’s disagree, it is our responsibility to respect their wishes, even if we don’t agree.

 

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Visit the Website for moree on SPD

What is a Sensory Processing Disorder?

Blog Post #3: Day 5&6

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Emotional Development

How Does the Use of Technology affect Emotional Development in Young Children

Today's blog will discuss the affects technology has on young children's emotional development in both positive/negative ways. As an Early Childhood Studies student, the topic of 'Emotional Development' is something in which comes up a lot in every course I have taken thus far, as it is essential in maintaining and fostering positive experiences for life.

 

What is Emotional Development?

"Emotional development is the emergence of a child's experience, expression, understanding, and regulation of emotions from birth through late adolescence. It also comprises how growth and changes in these processes concerning emotions occur".

 

How has technology impacted Emotional Intelligence, especially among digital natives?

 

      According to Daniel Goleman, author of several books on the subject, states that “the expanding hours spent alone with gadgets and digital tools can lower Emotional Intelligence due to shrinkages in the time young people spend in face-to-face interactions. On the other hand, there are others who believe that the digital revolution can motivate students to get work done".

 

      Many teachers have found noticeable increase in the level of engagement students exhibited with their projects when they were encouraged to use digital media and share what they have to say on the web. For younger aged children, Facebook, Twitter, etc are not so much of interest as they have their set computer games; however for adolescents who want to use digital media to show off or grab attention instead of using it for educational reasons- are not fully gasping the concept of self-awareness when related to technology. However, we can't primarily blame these young adolescents as the media plays a huge role in the emotional development of young girls- soon to be teenage girls.

      As the use of these technological devices divert our attention away from what’s “real” or what really “matters” in our lives, there exists the danger of disconnect that in turn can potentially lead to a decrease in one’s overall Emotional Intelligence. Emotional Intelligence can be defined as dimensions of:

 

  • Self-awareness

  • Self-regulation

  • Motivation

  • Empathy &

  • Social skills

 

      In today’s time, it is said that technology-induced distractions are a common complaint among parents and teachers. The ability to focus is a very important life skill that must be taught from a young age, as it is very closely related to the emotional health of an individual. An important quote I found interesting in this article states "What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It's about using the devices smartly but having the capacity to concentrate as you need to, when you want to."

I found this quote powerful for the reason of the truth hidden behind it. Being able to set limits and teach children of today’s generation when enough is enough; will be crucial to their overall emotional development in the future.

 

How does this relate to my future career as an ECE/Teacher?

 

      In my current role as a student studying to become a teacher, I see how the use of technology does indeed have an effect on the children in my placement setting. When the teacher asks the children to make sure they play with at least 3 centers throughout the day, majority of them are just fixated on playing on the tablets for most of the day. When asked to take turns, or get off the computer to transition into a lesson or snack/lunch time; their ability to self-regulate how they feel is uncontrollable in a sense; as they try to make up excuses of how they haven’t had enough time- when they’ve been on for 20+ minutes. In addition, something that I found concerning is how these children’s eyes look like deer’s looking into bright headlights after they get off the computer; due to how concentrated they are into the “digital world” as they zone out reality. However, not to say that all children are this way, children’s ability to self-regulate their emotions can be well maintained from the beginning based on how their parents teach them. If for instance at home, child A is always on the computer and is never monitored nor looked after; as parents seem to use screen time as a “pacifier” these days,  then when they are at school, they are still be stuck in this unrealistic reality of life. They will lack in social interactions with peers, and even more so with their teachers, as they are not exposed to anything but a screen.

 

      I think overall, the key is for parents to set the time limits/rules from the start, thus children will then be able to self-regulate and understand when enough is enough without making a big fuss. If children of today’s generation are not monitored in the ways they should be, it’s simple; their emotional development will be effected and individuals in my position will have to be well-educated on how to deal with situations like these.

 

      To conclude, it is important for children to have a connection to the real world; singing, laughing and dancing their way through learning. If children are spending all their time on a screen, where is the educational, hands-on learning happening? From ages 0-6 years of age, children are rapidly changing, as this is where the most development occurs, so it is important we as educators and parents monitor their time in an efficient manner in order to protect their overall development; as Emotional Development is one of the more important types.

 

To further read on this topic...here's the link!

 

http://www.danielgoleman.info/topics/emotional-intelligence/

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Technology vs. Nature

Blog Post #4: BLOCK WEEK- Days 7-10

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Two different worlds that collide in the early stages of child development

 

      In a world full of technology and the World Wide Web, children are spending less time outdoors, resulting in playing with less natural open-ended materials. Early Childhood Educators play a vital role in the healthy development of our youngest aged children. Growing up in a generation where everything is technology-based, creates a barrier between being able to balance both indoor& outdoor routines. As a future educator, I myself realize how important Nature is, as I spent most of my days as a young child either playing soccer, hanging off monkey bars at the park or just going for long walks with my grandmother, embracing the fresh air. On the other hand, being introduced to technology as a young teen defiantly had an impact on me, as it can be seen as a distraction towards what's really important.

 

      By staying indoors, teachers use technology as a second educator in the environment which closes them off from interacting with other children and different centers around the classroom. However, although technology is constantly seen as a negative in the eyes of many, it all depends on the balance parents and educators provide between the two. Technology defiantly has it’s positives. Throughout my Children& Technology course, some of many benefits technology provides for young children can include; making lesson plans more engaging, enhancing teamwork skills, enhance problem solving skills and simply making learning more fun! However, this all depends on the type of program used; it must be educational for children.

 

Perspective of Children's Experience with Nature throughout History

 

      "Throughout most of history, when children were free to play, their first choice was often to flee to the nearest wild place—whether it was a big tree or brushy area in the yard or a watercourse or woodland nearby. Two hundred years ago, most children spent their days surrounded by fields, farms or in the wild nature at its edges. By the late twentieth century, many children’s environments had become urbanized. But even then, as recently as 1970, children had access to nature and the world at large. They spent the bulk of their recreation time outdoors, using the sidewalks, streets, playgrounds, parks, greenways, vacant lots and other spaces “left over” during the urbanization process or the fields, forests, streams and yards of suburbia. Children had the freedom to play, explore and interact with the natural world with little or no restriction or supervision". (White, 2005).

 

Perspective of Children's Experience in 21st Century

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      The lives of children today are much different. Children today have fewer opportunities for outdoor free play and regular contact with the natural world. Their physical boundaries have shrunk due to a number of factors, some of which include parent's fear of their children getting "hurt", parent's bubble wrapping their children in a way where everything is structured according to what they believe is right for their children, strict rules/regulations according to the Ministry of Education and the Child Care of Early Years Act and lastly MEDIA has a huge influence.

 

      "Today, with children’s lives disconnected from the natural world, their experiences are predominately mediated in media, written language and visual images. The virtual world is replacing the real world. TV, nature documentaries, National Geographic and other nature TV channels and environmental fundraising appeals are conditioning children to think that nature is exotic, awe-inspiring and in far, far away, places they will never experience. Children are losing the understanding that nature exists in their own backyards and neighborhoods, which further disconnects them from knowledge and appreciation of the natural world. Not only does the loss of children’s outdoor play and contact with the natural world negatively impact the growth and development of the whole child and their acquisition of knowledge, it also sets the stage for a continuing loss of the natural environment.

 

      The alternative to future generations who value nature is the continued exploitation and destruction of nature. Research is clearly substantiating that an affinity to and love of nature, along with a positive environmental ethic, grow out of children’s regular contact with and play in the natural world. With children’s access to the outdoors and the natural world becoming increasingly limited or nonexistent, child care, kindergarten and schools, where children spend 40 to 50 hours per week, may be mankind’s last opportunity to reconnect children with the natural world and create a future generation that values and preserves nature" (White, 2005).

 

Incorporating Nature& Technology into Curriculum

 

      As Early Childhood Educators, it is our responsibility to balance out indoor experiences with technology while still incorporating outdoor learning experiences. Neglecting either one of these methods of learning into children’s everyday routines is unrealistic. From a 21st century point of view, incorporating technology into learning is a must as they need to develop skills to keep up with the world, so therefore the question stands- Why can’t ECE’s brainstorm different ways to incorporate both technology and nature at the same time? Depending on different age groups, there are many different ways to incorporate technology with nature. For example; instead of putting on a video in the classroom, the smart board on wheels that are found in many classrooms can be moved outside so that the children can dance, sing, and follow along in the fresh air! Another way includes placing the children in groups, giving each group an iPad and allowing them to explore/find different objects on a list the educator made for them.

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Furthermore...

 

      Although these are all cool ideas in which I hope for in the future, some schools just don’t have the resources/money to provide such a quality experience. At the elementary school I am completing my placement at, the children have the luxury of being able to incorporate both the natural and tech world into their everyday routine. So overall, if educators can’t mix the two, it’s crucial to at least try and incorporate an equal amount of time in the children’s schedules for both, as it will be beneficial for their overall development.

 

      I believe all ECE’s should want to become more knowledgeable about facilitating early learning outdoors, as it is key to maintaining children's healthy development. In addition, I believe it is important for ECE’s to understand how their must be a balance between both technology and nature- as technology should not be taken for granted or used in replacement as a “distraction” tool. By increasing levels of activity, by using more loose parts (open-ended materials) and by decreasing levels of down time in front of screens, will make a huge change in children’s lives.

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Visit this website: Nature Collaborative Center- which is an organization that focuses on getting children outdoors- without the focus of technology!

http://www.yrnature.ca/

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This is DOT. Listen along to the story and watch this little girl show you how she incorporates both the use of technology and her imagination!

Blog Post #5:  Day 11& 12

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Considerations for Parents in the Digital Age

Technology& Media Plan

In my Children& Technology  elective class, my professor gave a lecture on ‘Considerations for parenting in the Digital Age’, which included reference to something called a Technology and Media Plan.  A technology and media plan provides ways in which both educators, but mostly parents can learn to balance young children and technology.

 

What should a Technology and Media Plan consider?

 

The American Academy of Pediatrics (APP) provides nine (9) tips to help parents manage the digital landscape they’re exploring with their children. The 9 steps state the following;

 

  1. Treat media as you would any other environment in your child’s life

  2. Set limits and encourage playtime

  3. Families who play together, learn together

  4. Know the value of face-to-face communication

  5. Keep lines of communication open

  6. Be a good role model

  7. Create tech-free zones

  8. Don’t use technology as an emotional pacifier

  9. Do your homework

 

      Below I will offer my opinion on a variety of these tips provided, acting as if I was a parent/educator having to implement them. By creating some sort of plan, parents/educators are creating strategies to implement, in which will help in the child’s overall development.


1. Treat media as you would any other environment in your child’s life

 

      By treating the technological world as if they would treat other environments such as school, or family time at home; things must be seen as natural and treated equally in regards to how it is all balanced out. Children work best on a consistent schedule, so by providing a schedule in which incorporates different things will help foster their overall development. For example, if the child is asking to play with their iPad, parents should allow it by set rules/limits. If made a big deal that the child cannot use it, the child will then in turn make the issue larger then it is. By allowing your child to play with their iPad for the same time that you allow them to play with their Lego’s or read them a book, will slowly allow them to pick up on how to balance their time.

 

2. Set limits and encourage playtime 

 

"Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning".

                                                                                                                - Mr. Rogers 

 

      Play is the number one way children grow and learn prosperously no matter what environment they are in. More schools are implementing play-based full-day kindergarten amongst our youngest youth. Child-directed activities, meaning children have full control over what and how they play an activity, as well as the process over product of whatever they create; turns out- are key characteristics in what ‘play-based’ learning actually means. With that being said, can technology programs fall into the category of play-based learning? Some disagree for the reason that they believe children are not learning any important skills in order to further their knowledge. I must say I disagree, children can benefit from computer games if they are educational and allows them to create something all on their own. For example, if they are playing a game such as flappy bird or pinball; they are not necessarily developing many skills at once as the games are primarily made just to have fun. However, if they were given a program such as Mindcraft- the children are given the opportunity from the start to make their own world and run it the way they want. In addition, a game such as this can expand the child’s imagination beyond the computer screen. When given a time limit on the computer, the child can then expand on that creativity in a more hands-on way and create the world they created in the game with blocks or whatever play materials they have at home. By encouraging this type of creativity can promote skills such as problem solving, exploring their imagination freely and help to maintain what we call the ‘whole child’.

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3. Families who play together, learn together

 

      Today, in the 21st century; things are always on the go. The typical family structure includes- parents working from 9-5, while children go to school from 9-4 and then afterwards have dinner and take their child to extracurricular activities. Although this lifestyle keeps families very busy, there is also little time for families to talk or reflect on each other’s day.

 

"At the end of the day, the most overwhelming key to a child's success is the positive involvement of parents".

 

Families who play together, learn together was a huge motto that my family followed as my sister and I were growing up. Children look up to their authority figures, which links to another step provided by the American Academy of Pediatrics ‘be a good role model’. What directly pops into my mind when I think of “being a good role model”, is the scene from the movie ‘The Jungle Book’; which states the following line "I want to walk like you, talk like you. it's true".

 

      As adults, whether as parents, family members or educators, children look up to us for guidance and when we provide these positive experiences for them from a young age- they will cherish and keep the memories they share with their adult figures as they continue to grow. Families who play together, learn together provides children with a sense of community, as they will grow up to understand that they will always have a support system to lean on and most importantly know that the important things in life are free.

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4. Keeps line of communication open& know the value of face-to-face communication

 

      From a young age, children’s social development is amongst of importance to a child’s overall development. Parents/ educators must practice the importance of face-to-face communication as many essential lifelong skills will come from doing so. The world is continuing to evolve& the way we as individuals decide to complete certain tasks are changing as well. From talking to one another face-to-face, to talking over the phone, to now constantly texting family/friends everything; creates a problem, as people are losing out of the essential skills that go along with talking to someone face-to-face. If we as individuals are losing out on these important skills, then what hope is there for our children? It is important we emphasize to children how important face-to-face interactions with family and friends really are, by modelling just that. If a child sees their parent constantly texting on their phone and not engaged in conversation with anyone; they will start to believe that this is the acceptable way to act-so when they are playing a video game or a computer game, they will slowly begin to isolate themselves from everything else. As a parent/educator it is important to want the child to share with you want they’re doing on the computer, share their experiences; which will in turn build on their vocabulary. In addition, being able to share with others what they are doing, increases the child’s sense of emotional development as they won’t necessarily just have to always hold in what they are thinking; instead they are able to share how they feel.

 

“In a world where children are ‘growing up digital’, it’s important to help them learn healthy concepts of digital use and citizenship. Teachers and parents both play an important role in teaching these skills”.

 

      Overall, whether in a classroom setting or home environment, parents/educators must work collaboratively in order to maintain a balance of both technology and hands-on experiences for all children. If limits are set from the beginning, children will be able to understand the value of learning both ways, which in turn will lead to an overall healthy development.

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Reference:

https://www.healthychildren.org/English/family-life/Media/Pages/Tips-for-Parents-Digital-Age.aspx

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Blog Post #6:  Day 13& 14

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A New Way To Think About Early Childhood Education

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“One of the biggest issues in education is that there is a lack of funding, and emphasis, on the early years. Local authorities have limited budgets, and choose to focus their work on older children and those who are approaching college age. This means that younger children simply do not get the care and attention they need, and they miss out on the chance to learn early in life, when their brain is still forming and they have the ability to absorb knowledge at an impressive rate” (Fioriello, 2016)

The lack of early years education is a serious issue because it means that there is a big gap in the skill levels of children entering K-12. Some children are taught at home before they enter a mainstream school, and others are enrolled in private pre-K programs or have access to engaging childcare. Those children start K-12 far ahead of their less fortunate counterparts, and this leaves teachers in a difficult position.

 

Some questions that are on the rise include;

1) How can they bring the less-fortunate children up to speed without leaving the more advanced students feeling frustrated or bored?

2) What are teachers supposed to do when half of the class has never had to cope with being around large groups of their peers, while the other half is well socialized through full-day kindergarten?

 

These questions will try to address one of the most critical issues in education – the importance of early childhood education for all children.

 

Top Issues in Education of Early Childhood Students

  • - Improvements in Funding

  • - How Schools Improve their offerings

  • - Low Pay of ECE’s in both School Setting/ Daycare Centers

  • - High Quality Childcare= Parent’s paying lots out of their pockets

  • - Low Quality Childcare= Parent’s pay less, but environments are not as pleasant

 

The Future of Early Childhood Education

“If we want to see more options for early childhood education, then we need to start inspiring educators early on. This is one of the biggest issues in education today. The more young teachers who choose to take an early childhood education degree, the bigger the skills pool will be and the easier it will be for childcare facilities and kindergarten organizations to offer high quality education to younger children. Another option might be to explore the possibility of offering tools for early childhood education online so that parents are empowered to educate their children”. (Fioriello, 2016)

We cannot expect the education system to take sole responsibility for the development of every child from birth up to the college years. The more information parents have, the better. However, knowing that the person taking care of your child at kindergarten has an early childhood education degree is comforting, and children who spend their time in full-day kindergarten services that have engaging, focused and educational programs.

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My Role as an Early Childhood Educator

As a soon to become Registered Early Childhood Educator, I will be able to face these controversial problems first hand, and raise my voice in the matter in order to have a say. Registered Early Childhood Educators are so much more important then people understand. Individuals trust us to care for their children; it is our job to  provide a safe, nurturing and inclusive environment to provide for all children's needs and abilities. I hope to see a time where individuals stop seeing daycare workers, or us ECE's, as "babysitters". I hope to be apart of a time where we are seen as equals with other educators in our role and even in our pay.

Blog Post #7:  READING WEEK: Day 15, 16 & 17

Make-Up Days: Previous PA Day (Feb 3rd) & 2 days for March Break on (March 16th & 17th)

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What is ADHD?

Attention-Deficit/Hyperactivity Disorder (ADHD)

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Background

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People with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. Although ADHD can't be cured, it can be successfully managed and some symptoms may improve as the child ages.

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Facts about ADHD

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  • ADHD is one of the most common neuro-developmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood.

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Signs and Symptoms

It is normal for children to have trouble focusing and behaving at one time or another. However, children with ADHD do not just grow out of these behaviors. The symptoms continue and can cause difficulty at school, at home, or with friends.

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A child with ADHD might:

  • daydream a lot

  • forget or lose things a lot

  • squirm or fidget

  • talk too much

  • make careless mistakes or take unnecessary risks

  • have a hard time resisting temptation

  • have trouble taking turns

  • have difficulty getting along with others

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Types of ADHD

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There are three different types of ADHD, depending on which types of symptoms are strongest in the individual:

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1. Predominantly Inattentive Presentation: It is hard for the individual to organize or finish a task, to pay attention to details, or to follow instructions or conversations. The person is easily distracted or forgets details of daily routines.

 

2. Predominantly Hyperactive-Impulsive Presentation: The person fidgets and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the person to wait their turn or listen to directions. A person with impulsiveness may have more accidents and injuries than others.

 

3. Combined Presentation: Symptoms of the above two types are equally present in the person.

Important to Note: Because symptoms can change over time, the presentation may change over time as well.

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Diagnosis

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Deciding if a child has ADHD is a several step process. There is no single test to diagnose ADHD, and many other problems, like anxiety, depression, and certain types of learning disabilities, can have similar symptoms. One step of the process involves having a medical exam, including hearing and vision tests, to rule out other problems with symptoms like ADHD. Another part of the process may include a checklist for rating ADHD symptoms and taking a history of the child from parents, teachers, and sometimes, the child.

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How does this relate to ECE’s in the field? How and what can ECE’s do to become more knowledgeable to support these children’s needs?

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Treatment

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In most cases, ADHD is best treated with a combination of behavior therapy and medication. For preschool-aged children (4-5 years of age) with ADHD, behavior therapy is recommended as the first line of treatment. No single treatment is the answer for every child and good treatment plans will include close monitoring, follow-ups and any changes needed along the way.

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It is important to log down and document signs that are seen in the child’s day to day actions. The next step would be to talk to the parents, have a meeting and see if they see what you see. It is important for the parents to be on board before seeking extra help and examination.

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Managing Symptoms: Staying Healthy

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Being healthy is important for all children and can be especially important for children with ADHD. In addition to behavioral therapy and medication, having a healthy lifestyle can make it easier for your child to deal with ADHD symptoms. Here are some healthy behaviors that may help:

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Most, if not all of these can be followed by ECE’s for the children in their care. It is important to have a constant communication with the parents to follow-through in both environments for the child so there day to day actions remain consistent throughout. Inconsistency is what causes major problems, as children need routine and structure to function successfully.

 

Reference-

https://www.cdc.gov/ncbddd/adhd/facts.html

ADHD 
Fact Sheet

Blog Post #8:  Day 18& 19

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Loose-Parted Materials

How to Facilitate Inquiry-Based Learning

      "In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it."

 

Background on the term 'Loose-parts'

      In 1972, architect Simon Nicholson developed the Theory of Loose Parts; the idea that loose parts, materials which can be moved around, designed and redesigned, and tinkered with; create infinitely more opportunities for creative engagement than static materials and environments. Basically, the more materials there are the more people can interact.

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      As an architect, Nicholson was talking mostly about playground and school design and rethinking the static play equipment and environments, proposing instead one incorporating loose materials to engage children’s natural creativity and inventiveness.

Nicholson also believed that creativity was not for the gifted few, that all children are born as creative beings, curious about the world and keen to experiment and discover new things.

 

      Children learn most readily and easily in a laboratory-type environment where they can experiment, enjoy and find out things for themselves.’ I think what Nicholson is saying here is, an environment which is rich in open-ended materials and real materials,  invokes children to experiment, engage, construct and invent; invites them to tinker, to manipulate and to play.

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Purpose-

      The purpose of "loose- parted materials" It allows us to see a child's need to be creative, to think "outside the box," to experiment and to control their play and learning while adapting it to their own interests.

 

Through the use of loose -parts. children are able to develop their skills over all the domains of development. These include;

- Social Development

- Cognitive Development

- Physical Development

- Language Development

- Emotional Development

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In addition to the children developing in all domains, the children will also have an opportunity to expand on specific skills within the domains. Some of these skills can include  and are not limited to;

- the enhancement of their fine/gross motor skills

- practicing their ability to receive/express their ideas& thoughts

- enhance their ability to problem solve

- practice their ability to collaborate, cooperate and work together in a functional manner

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Relation to my placement setting

      For my implementation project, the gap I decided to fill within my classroom setting was implementing the idea of loose-parted materials. I love the whole idea of loose-parts because they provide children with an open-ended experience where they put themselves in roles of a leader. They are able to use their imagination and problem solving skills to build something from scratch with materials they would not usually use to build/create with.

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How can ECE's introduce the idea of loose-parts into their classroom? 

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      The idea of loose-parted materials can be introduced for children of all ages; starting as low as 1 year of age. Of course, the ECE's must use their own critical thinking and judgement in what pieces they choose for the children to play around with. One idea I would like to implement as a soon to become RECE in the current daycare that I will be working at in the summer- is a "loose-parts activity day". I want all the classrooms to be able to participate in a science experiment type contest- where they will be given a certain amount of materials and the idea is to see what the children come up with. 

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      By growing through with this particular idea, the children will learn a variety of valuable skills including; their ability to problem-solve, cooperate with their peers, enhance their social skills and further more use their imagination in thinking outside the box.

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References:

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http://www.learnwithplayathome.com/2014/03/using-loose-parts-for-play-learning.html

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http://www.aneverydaystory.com/2013/03/05/the-theory-of-loose-parts/

Blog Post #9:  Day 20& 21

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Fairy Tales in Early Childhood

The Importance of Fairy tales

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How introducing Fairy tales to children is beneficial

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This week on Monday, March 6th- the Kindergartners had the opportunity to watch a play called ‘Pig Mania’ based off the original story; The Three Little Pigs. Based off their experience, I wanted to look further into the idea of how the idea behind fairy tales can be beneficial to young children.

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“If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.” 
― Albert Einstein

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According to an article written by Imagination Soup (Reading, Writing, Learning), there are 8 reasons why fairy tales are essential to childhood;

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1. Fairy Tales Show Kids How to Handle Problems -

We learn from the characters in stories, even as adults. They help us because we connect to our own lives, dreams, anxieties, and consider what we would do in their shoes. Fairy tales help children learn how to navigate life.

 

2. Fairy Tales Build Emotional Resiliency -

Fairy tales show real life issues in a fantastical scenario where most often the hero triumphs. Children need to discover in a safe environment that bad things happen to everyone. Because guess what? No one in life is immune from challenges — so we need to build capacity in our children.

 

3. Fairy Tales Give Us a Common Language 

 

4. Fairy Tales Cross Cultural Boundaries -

Many cultures share common fairy tales like Cinderella, with their own cultural flavor. We read the versions and know we all share something important, the need to make sense of life with story, and the hope for good to triumph over evil.

 

5. Fairy Tales Teach Story -

Fairy tales are understanding the basics of story — setting, characters, and plot (rising action, climax, and resolution) as well as the difference between fiction and non-fiction. Once a child understands story, it supports his ability to make predictions and comprehend other stories he’s reading.

 

6. Fairy Tales Develop a Child’s Imagination 

 

7. Fairy Tales Gives Parents Opportunities to Teach Critical Thinking Skills 

 

8. Fairy Tales Teach Lesson -

Use fairy tales to teach morals and lessons. What can you learn from Goldilocks? How about Cinderella or Jack and the Beanstalk?

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Based off ‘The Three Little Pigs’, the children will have the opportunity to be first time audience members at a play and listen to an old classic. Along the way of seeing the wolf knock down the stick and straw house- they will see that the brick house stands strong against the villain. The valuable lesson to show the children is that there is always away and to never give up.

 

A few things to take into consideration;

  • You need to consider a child’s age and developmental stage

    • Using judgement as a parent on which stories to read/share with your child

    • Giving the child a chance to use their own judgement as well- they’ll be able to say if they think the story is too scary or not 

 

  • You need to consider time of day to read the fairy tales

    • Don’t just read fairy tales for bedtime, there are many to choose from

    • Don’t ban fairy tales from your child’s life because some as scary or politically incorrect- find modified versions that work better for your child and your family

 

How can the topic of Fairy Tales relate to ECE’s in the field?

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      As previously mentioned, the idea of fairy tales open up children's imagination and allow them to enter another world. If choosen with good judgement; can teach children a lesson, as ECE's can turn a fairy tale story into a full on lesson with different themed centers. For example; 'The Three Little Pigs', I can have different props to go along with the story line in order to interact the children and interest them. I will then have a variety of centers displayed in which relate to the book. I would have the drama center open; where the children can have the opportunity to be in the roles of the characters and act out the play. Another center I could have out is the children making the different houses that the little pigs built n the story at the art center.

 

      Like any type of story or idea, an ECE will be able to turn it into an amazing experience for children. Fairy tales if picked appropriately and read with enthusiasm, can teach children very valuable lessons- and in the end spark their creativity in wanting to become the characters in the story they were read. In addition, a great idea for the children of today's generation could be to show the children the new version and then have them watch the older versions and allow them to compare the differences and similarities they saw throughout.

 

Reference-

http://imaginationsoup.net/2012/02/22/fairy-tales-are-essential-to-childhood/

'Pig Mania' - Play Promo 

Blog Post #10:  Day 22& 23

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Importance of Science Exploration

Why is early childhood science education important?

     

      For young learners, science is just an extension of their everyday world. We don’t have to teach young children how to wonder, discover, and explore through play because they do it naturally. The myth is that we have to convince children that science is fun. Science has always been fun for children… if it’s presented in the right way.

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      When people say they don’t like science, it’s most likely because of a bad experience they had as a child. It was the experience that shaped their negative opinion. That’s why it’s so important to focus on working with early childhood educators to learn how to create amazing experiences that encourage discovery through play, asking questions, exploration and using creativity to solve simple problems. It’s next to impossible to erase bad experiences. On the flip side, amazing experiences turn into unforgettable learning experiences that can inspire and motivate children to want to learn and explore more on their own.

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      When it comes to teaching science, early childhood educators have tremendous impact and influence on shaping the thoughts and opinions of children. Research shows that most children have formed an opinion (either positive or negative) about science by the time they reach the age of 7. That puts a tremendous about of responsibility on early childhood professionals, especially with all of the emphasis being placed on STEM education. Teaching science is not an option for the early childhood educator… it’s a MUST! We as teachers have the opportunity to create amazing experiences that will have a lasting impact on our students throughout their entire school experience.

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      Our actions today in the area of early childhood science education will have a greater impact on growing next generation scientists than any other STEM initiative currently being discussed at the state and national level. Early childhood educators have far more impact and influence on a child’s potential to seek out a career in science or engineering than any other grade level. Yet, all of the money is being poured into middle and high school STEM initiatives.

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Good teachers teach us how to do something, but great teachers teach us why.
Good teachers share the facts while great teachers weave facts into real-world applications.
Good teachers may do “activities”, but great teachers create unforgettable learning experiences.

 

 What are your thoughts on building a bridge in science between home and classroom? 

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      One of the attributes of an amazing science teacher is to watch how he or she uses a cool science demonstration to grab the students’ attention and stimulate their natural curiosity. Great science teachers use demonstrations in such a way that they invariably precipitate the question, “How did you do that?” Open-ended questions are what allow students to use their imagination and use their own thoughts.

There is evidence to show that students retain science concepts much longer when they are shown an engaging demonstration that provokes an inquisitive response and that challenges them to figure out why. If the science demonstration served its intended purpose, the students will come alive with a stream of questions, and it’s the job of a great teacher to help the young scientists turn their questions into an unforgettable learning experience.

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       Just by being curious, observing and asking how things work, you can peek a child’s natural curiosity and create a desire to want to learn more. Ask your children lots of “why” questions. Even if you don’t know the answer, asking the question helps to develop critical thinking skills. It’s not so much that you don’t know the answer, it’s that your child asked the question in the first place. Encourage children to solve problems. Learning how to find answers is a lifetime skill.

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How can parents be involved in their child's schooling?

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1. Visit your child’s science class. By visiting the classroom, this shows both your child and the teacher that you are interested in science. If you are unable to personally visit the class, make it a point to inquire about what your children are learning about in science.

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2. Ask questions about science programs at the parent-teacher conferences or PTA meetings. Find out if students are doing inquiry-based experiments and hands-on activities as part of their science curriculum. Inquire about science assemblies, guest speakers, and programs that have been successful in other schools. See if there are activities you can do at home to supplement class instruction.

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3. Seek out ways to help your child’s teacher and school. Volunteer to help with science related field trips, find materials and equipment, start an after-school science discovery club, or assist with classroom science projects.

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4. Check homework and don’t expect that all homework will be easy. Look at completed work regularly. If you had a bad experience with science when you were in school, don’t expect that your child will have a similar experience. Be positive in your comments.

Keep past math and science homework, notes and tests. Put all materials in a binder so your child can check earlier work when he or she needs a refresher. This binder is actually a portfolio that shows your child’s progress from the beginning of the school year.

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5. Challenge your child to “prove it!” The job of a scientist is not to just arrive at a stab-in-the-dark answer but to prove what he or she believes to be true using good scientific reasoning. Whether or not your child comes up with the correct answer to a problem, play the devil’s advocate and challenge them to “prove it.” Questions like, “How do you know that?” help to develop critical thinking skills and help the child to analyze his or her own reasoning.

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6. Show how science relates to the real world. Try to relate science to real-life situations, such as understanding the concept of air pressure to predict the weather, or how recycling helps the environment.

 

Why children aren’t the only ones that should be learning and exploring

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      Teachers are required by the ministry to continually take workshops to learn about new ideas and broaden their own ways of teaching. In order for the children to have an open mind, teachers must continually grow and learn as an individual. Personal growth and reflection helps teachers to be successful professionals and open-minded individuals.

 

“Over the past few years we’ve had a number of educators and administrators ask us for an online version of our hands-on science workshops in an effort to work around travel and budgetary restrictions,” says Spangler. Going virtual requires the trainer to use new strategies and instructional methods to keep the long-distance learner constantly engaged and committed to the learning experience.

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Virtual Science Workshop

Story Time Slime Online

 

Five Facts About Steve Spangler’s Virtual Science Workshop

#1: NO travel required! This is a fully online training experience that brings the interaction and fun of a Spangler workshop experience to your home, school or any place you can find an Internet connection.

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#2: You’ll have access to more than 6 hours of science instruction that’s easy to access on the Spangler Online Learning platform. Bring the interaction and fun of a Spangler workshop experience to your home, school or any place you can find an Internet connection.

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#3: FedEx will bring the workshop materials to your home. As soon as you register for the workshop, we’ll put the wheels in motion to send you the same workshop kit you’ll see being used in the online training. Be prepared to perform dozens of amazing science activities with all of the necessary materials to get your students excited about science the very next day.

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#4: Participate in more than 30 eye-catching demonstrations and hands-on activities that help children pursue the why-factor of wonder, discovery, and exploration. Explore a number of great science ideas that encourage children to “play with a purpose.” By the end of the day, your head will be filled with creative ideas that you can put to use immediately. You’ll leave this seminar with the knowledge, presentation skills, and tools to make science the favorite part of your teaching day.

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#5: Take the fear out of teaching science. Steve Spangler will help you take the fear out of teaching science and become a more effective science teacher using simple and inexpensive materials… guaranteed!

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Reference-

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=409

Storytime Slime Online

Blog Post #11:  Day 24& 25

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Catholic Education

Learning about Easter and why it is celebrated?

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      Easter is the celebration of Jesus Christ's rising from the dead (His Resurrection) after His crucifixion which took place on what we now term Good Friday.

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Why do we celebrate Easter?

 

       Many Christians celebrate Easter Sunday as the day of Jesus Christ's resurrection, which is written in the New Testament of the Christian bible. According to the Gospel of John in the New Testament, Mary Magdalene came to the tomb where Jesus was buried and found it empty. An angel told her that Jesus had risen. We celebrate Easter to remember the great sacrifice that Jesus made for us in order to save us from the sins we commit so we can go to heaven. More importantly Easter Sunday helps us to remember that Jesus came back from the dead. Although he is not physically among us, He is still present in our hearts.

 

How do you celebrate Easter?

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     Many churches hold special services on Easter Sunday, which celebrate the Jesus Christ's resurrection after his crucifixion. Many people also decorate eggs.

 

What is Easter all about?

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      Easter, which celebrates Jesus Christ's resurrection from the dead, is Christianity's most important holiday. It has been called a moveable feast because it doesn't fall on a set date every year, as most holidays do.

 

What is the history of Easter?

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      According to an article…..Easter eggs represent Jesus' resurrection. However, this association came much later when Roman Catholicism became the dominant religion in Germany in the 15th century and merged with already ingrained pagan beliefs. The first Easter Bunny legend was documented in the 1500s.

 

Easter around the World

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      In some countries, like England and Germany, kids roll eggs down hills on Easter morning - a game that is kind of like the rolling of the rock away from Jesus Christ's tomb when He was resurrected. Even the President gets in on the Easter fun. At the White House in Washington, DC, kids under 12 get to roll hard-boiled eggs down the hilly lawn. Lots of families, around the world, have Easter egg hunts. And of course, there's always the big Easter dinner.

 

      Different Easter Traditions Around the World In most of North America, Easter is a national holiday. We celebrate it by going to church, followed by a special family meal, Easter egg hunts, and giving gifts of colored eggs and chocolate. In Russia and other parts of Eastern Europe, people create very intricate designs on their Easter eggs. Lamb or a large ham are common for the Easter meal. In England, it is customary to eat hot cross buns and roll colored eggs down a large hill. In most Christian countries, the church bells ring out loud and merry on Easter Sunday morning to mark this joyous event!

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  • Easter in the UK – Follow Toby to see how British children celebrate Easter.

  • Easter in Different Countries – Learn about Easter traditions in other countries such as Spain, Brazil, Germany and Mexico.

  • Easter at the White House – Every year, the U.S. President and First Lady hold a special Easter celebration for kids in their garden!

  • Egg Hunts – Play an online game and learn about Easter egg hunts.

 

What do Eggs and Rabbits Symbolize during Easter?

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       A lot of the symbols of Easter represent new life and new beginnings. We use eggs because they represent a brand new life inside the shell. Since ancient times, rabbits have been used as a symbol of rebirth. Easter also coincides with spring. These symbols are also linked with the season and help us to welcome new life after the darkness of winter.

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  • Easter Symbols – Candles, eggs, rabbits, and lambs are common symbols of Easter.

  • Easter Eggs – Some Easter eggs are simply decorative while others can be eaten!

 

Various Easter Crafts and Activities

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  • Easter Basket Craft – Make an Easter basket to store Easter eggs as a gift for someone.

  • Easter Story Eggs – Create the story of Jesus on Easter eggs and use them in different games or displays.

  • Easter Bingo – Learn how to play a fun Bingo game with yummy treats and learn more about the Easter story.

  • Paint an Egg – Paint a virtual Easter egg to plan your design before trying it on a real egg!

  • Easter Coloring – Download and print some free Easter drawings for plenty of coloring fun!

 

ECE’s and Teachers Role in the matter

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      Working in a catholic centered daycare, and growing in catholic school, I have been taught all different subjects with relation to God. Being an Ontario Certified teacher in a catholic school setting, or working as an ECE in a catholic setting- it is important to be able to continually practice your faith by going to church and being able to teach in his

 

With relation to activities and lesson plans- it is important for teachers/eces to be able to connect the concept to the popular phrase "what would Jesus do". It is also for educators to be able to teacher their students different ways on how to connect each new experience to God.

 

Interesting Facts

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