Pre-K CLASS

Natalie Grebe

Its 9:00am in a preschool classroom. Two teachers have successfully orchestrated their class of 17 children to clean up their morning centers. One of the teachers calls out 9 names and asks those children to join her on the reading rug. The other teacher tells the remaining eight children to sit at their table seats for an activity. As the children get into their appropriate groups, they clumsily sit down, chatting and laughing, some poking their friends, others complaining they wanted to play longer. The teacher on the reading rug holds up a silver bell and rings it a few times. Almost immediately, many of the children quiet down and settle into their chairs or their space on the rug. A few continue to talk, but a gentle hand on their shoulder and one last ring of the bell tells them it is time to listen. For a moment, it is quiet and each teacher can use a soft voice to briefly tell their group what task they will be doing for the next few minutes.

Kelli Harris

National Friendship Day was originally founded by Hallmark in 1919. It was intended to be a day for people to celebrate their friendships by sending each other cards. By 1940, the market had dried up and the holiday fizzled. It was first proposed in Paraguay in 1958. In 1998, Winnie the Pooh was named the world’s Ambassador of Friendship at the United Nations. In April 2011, the General Assembly of the United Nations officially recognized July 30^th as International Friendship Day, although most countries celebrate it on the first Sunday in August. This year, it will be celebrated on Sunday, August 1^st. The exchange of small gifts like flowers, cards, and wristbands is a popular custom in some countries.

By: Lisa Mulliken  

Think about yourself as a child. Most likely, much of your time was spent exploring natural materials in your environment: digging for worms, lifting rocks in the creek to find salamanders, climbing trees, playing with your dog, building a snow fort in the backyard. These experiences engaged our senses, helped us construct knowledge about our environment and taught us to love and respect the world we live in.  

by Beth Simon

“All you need is love. But a little chocolate now and then doesn’t hurt.”
― Charles M. Schulz

White, milk, dark, frozen or hot, in bars, drops, chips or chunks, chocolate has long provided us with comfort and joy. It soothes the soul and lifts spirits in difficult times, and it complements celebrations and parties in its own sweet way through cakes and cookies.

World Chocolate Day or International Chocolate Day is celebrated each year on July 7^th. It’s said that Europe was first introduced to chocolate on July 7, 1550, which was then brought to the Americas. Can you even imagine living in a world without chocolate? Lucky us! We will never have to know such horror

By Lisa Mulliken

Barney the purple dinosaur, Wilson the volleyball, Snuffleupagus (my favorite!) and the Wild Things. What do all of these have in common? They are all imaginary friends. Imaginary friends can be invisible or a personified object, such as a doll or even a child’s fingers.

Aimee Currier

How many of us have pondered the thought of “just where did half of my socks go?” I read a funny quote that said lost socks come back as Tupperware lids! May 9^th has been designated as “National Lost Sock Memorial Day.” It is quite a unique “holiday” and one that you can easily make into a fun day of learning in your classroom.

Amy Hoffman

A few weeks ago, a friend commented that her 5-year-old had been “feeling all the feelings” earlier in the day. He was reacting to those feelings by crying when she left his sight, yelling at his younger sister, and refusing to follow directions. And how did my friend react to this? She set aside her agenda and devoted time to him. She cuddled with him and gave him her undivided attention until he chose to leave her lap and resume his day. And guess what? He was able to cope with his feelings in a positive manner for the rest of the day.

Feelings can be huge and can be difficult to deal with – and not just the feelings that we consider to be “negative.” Young children often don’t have the vocabulary to talk about how they’re feeling, so they express those feelings in other ways. A huge part of an early childhood educator’s job is to show children how to manage their feelings in constructive ways. This can lead to positive experiences later in life including a strong sense of self, resiliency, and good relationships.

So, what can you do? How do you teach feelings? Here are a few ideas (and see the links below for more!):

• Use words to name the feeling before, during, and after the child is experiencing it. This helps to develop an emotional vocabulary so children can talk about feelings. It also lets them know that it is okay to feel those emotions.
• Identify feelings in others. Using books or pictures to guide children to discuss emotions will help them to learn empathy and to learn the names for feelings (see above).
• Be a role model. Children learn a lot by how they see you responding when you’re dealing with strong emotions.
• Acknowledge the legitimacy of children’s feelings instead of dismissing them or trying to make huge feelings go away. Encourage them to express how they’re feeling.

Here are some other strategies to use in your classroom to help children to release their emotions in positive ways:

• Teach them to take deep breaths. This video from Mindful Schools includes a deep breathing practice (especially from 1:30 on).
• Coach them to use the actual words for how they are feeling.
• Provide a space for privacy so children can have a quiet place to calm down and escape the stress of the situation or the classroom. Encourage them to use it.
• Encourage them to hug a teacher or to self-hug. Check out this video from Sesame Street about self-hugs.

What are some ways that you help children who are feeling all the feelings? Leave a note in the comment box.

And check out these links for more information:

CSEFEL Website (many great resources from the Center on Social and Emotional Foundations for Early Learning)

Helping Kids Identify and Express Feelings (an article for parents that is relevant for teachers)

Lessons from Inside Out (for adults and older children about Pixar’s “Inside Out”)

NAEYC Resources

Erin DelRegno

As teachers, you won’t learn anything about the children in your classroom or about their developmental needs if you are going to do all the talking. You are there to guide children’s learning, not to give them all the answers, or ask them questions that they already know the answer to. As assessors, we hear teachers ask more close-ended questions to children when we are observing in classrooms. There are times when the children have been asked what color or shape something was so many times in a 3-hour period, but nothing else was ever asked to them. Children are learning so much more than just these simple concepts.

So, what is the difference between close-ended and open-ended questions and how can you practice and expand how you talk to children on a regular basis?

Leah Zabari

Cold weather creeps up, leaves begin to change, and pumpkin everything enters the stores. This is my favorite time of year when I get to decorate with pumpkins, cornstalks, and hay bales and when holidays like Sukkot and Thanksgiving leave my heart full of gratitude for friends and family. The Fall season always reminds me that all too often during the year I forget to stop, take a breath, and give thanks. As a parent and teacher, it’s my goal to model gratefulness in my daily life and teach my children how to express their gratitude throughout the year- not just remembering to do so around the holidays. Here are some ways I incorporated thankful spirits and grateful hearts in my classroom (and in my home):

Aimee Currier

I love my GPS! No other device can predict with near certainty just how long it will take me to get somewhere. It’s nice to be able to listen to some music or a podcast without having to really think about when I need to make my “next move.”