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Can do this for each individual child or groups of 2

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Of course using the items lying around our house rather than heading off to the shops to regularly buy new toys is not a new concept.

"The theory first came forward in the 1970s. It was realised that having an environment with a variety of flexible materials offered loads of potential for creativity," Nicole says.

As any generation that didn't have access to the disposable income or manufacturing we do today will know, in those environments you have to be more creative. My own parents said they had about three toys each," Nicole says.

"As today's parents we [usually] go for toys or specific items for children, but we find they go a lot better with items that can be used for anything," she says.

Household items like fabric, buckets, crates, boxes, flowerpots, ice cube trays and kitchen items and utensils are all good fodder for loose parts play. But so are objects we'd usually throw away.

"Before we put old bottle lids or containers into the recycling bin they can actually have a whole new life as children's play objects. We may not think of them as such, but they are simple, cheap, everyday materials that in a child's eyes offer limitless potential to make it into whatever is in their head," Nicole says.

Loose parts play is intriguing for most children right through primary school. (Let's face it, even some creative adults still find it enjoyable.)

Over the last few years, schools are catching on - motivated partly by money and partly by an attempt to engage children beyond screens - they are adding loose parts "pods" in their playgrounds.

"Primary schools are finding these pods get children to be more creative and active, as they can manipulate their environment," Nicole says.

How loose parts play helps our children

The benefits of loose parts go well beyond budgets and reduced screen time.

Experts believe there are both social and educational advantages inherent to the concept.

"At school, children who aren't athletic won't engage with a game involving balls. But with loose parts play, because it mixes in creativity, children who are more creatively developed are on an even playing field with children who may be more physically developed," Nicole says.

There are also important cognitive skills involved.

"Part of it is about design, and part of it is problem-solving. A child might have material that doesn't quite work the way they wanted to so they need to figure out how to change it. They might use tools like scissors, tape or cardboard saws to manipulate those materials, so there is physical development involved as well," Nicole says.

University of Canberra's Dr Cathy Hope is the Coordinator of the Play, Creativity and Wellbeing Project.

The Project explores play as a mode of engagement, as a driver of creativity and innovation, and as a facilitator of individual and community wellbeing.

She agrees there's been a recent return to all kinds of unstructured play in educational settings.

"Teachers and child care providers are becoming more aware of the benefits of this type of play. As one example, there's a wonderful after school service in my neighbourhood that is dedicated to loose parts play," Dr Hope says.

"Every time I visit there, the children are inventing all manner of fantastical things. I have never in my life seen such happy, active, engaged and enlivened kids after a long school day!"

Dr Hope says there are now multiple studies emerging about the negative impact of risk aversion and too much structured play on children and this impact has also become apparent in classrooms.

"This kind of open-ended and unstructured play has certainly been eclipsed in the last few decades by a complex set of cultural factors including the rise of risk aversion and (largely unwarranted) concerns about children's safety in public spaces, as well as the commoditisation and privatisation of play and the growth of the manufactured toy industry," she says.

How to start with loose parts

To get started parents can begin by diverting everything destined for the recycling bin.

"Wash it, keep it for a bit and see what your kids do with it," Nicole says.

Although the move to introducing more loose parts play at home is mostly positive (particularly in that it cuts down the need to continually head to the shops and buy the latest, greatest toy your child "needs"), Nicole admits there is one downside.

"Be prepared for mess. You don't have to give them free range to mess up the whole house, but allow them the creativity and start seeing all that mess is fantastic play. They get so much out of it. And it won't last forever!"

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Boost imagination with 'loose parts' play

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It's easy to define toys as objects with a distinct form: a car, a doll or a toy train. However, if we broaden our definition of playthings to include everyday

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Let's talk loose parts! When I was in the classroom, loose parts were one of my favorite elements of the Reggio Inspired approach to implement! My hope is after reading this post, you will need no explanation as to why that was.

Loose parts are materials that can be moved all around the room and used in endless ways. There are essentially no limits to what can be used, but I have created a Loose Parts Guide that you can download here loose-parts-guide-1 if you wish to have a list to get you started.

The versatility of these materials provides children with virtually endless ways to create. Access to a variety of transient materials during play and exploration aids in the following:

Problem Solving

Engineering

Creativity

Concentration

Hand-eye coordination

Fine motor development

Gross motor development

Language and vocabulary building

Mathematical thinking

Scientific thinking

Literacy

Social/emotional development

The list goes on and on...

You may be thinking, "Well that sounds great, but I don't have the funds to gather all of these materials." That's the beauty of loose parts, they don't have to be purchased at the store! Most items you already have lying around your house. If you don't, someone in your family does or your students' families! Also, most of the local hardware stores are willing to donate materials such as pvc pipe they have cut but can't use or old wire spools. Don't be afraid to ask!

One of the biggest challenges I hear most teachers face or worry about is managing loose parts. My tips for this are simple:

Start small - offer limited materials to begin with and slowly add throughout the year

Modeling - show and practice how to get the materials out and how to put them away

Labeling - take a pic of the material in the basket it belongs in and tape the picture where ever it is you want that basket to stay (Don't forget to take a new pic if you change materials out)

This is where the magic happens! You will find in your observations that each child will use the same material in a different way. A stick to one child might be a flag pole added onto their construction site, but to another it might be used to stir a pot. The beauty lies in allowing the children the freedom to explore the materials, use them as they wish (as long as they are being safe), and take them to any area of the classroom they feel the need to.

During the time the children are exploring loose parts, the teacher's role is to serve as observer and researcher as well as to provide language. Loose parts play is a wonderful time to observe and assess what the children are playing with and how they are playing. I kept a stack of post-it notes with me and would jot down important observations during this time. Later, I could go back and record on the Student's Observation Checklist. You can download yours here student-observation-checklist-1

I have added a short video clip of a 3-4 year old class deeply engaged in loose parts play with clay. You can watch it here.
After watching, comment with what you noticed about the learning taking place!

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Loose Parts - What Do Children Learn From Loose Parts Play?

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Loose parts are a key element in the Reggio Approach, but why? What can be learned through loose parts play? Let's look deeper into loose parts play.

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In a world in which we are preparing our youngest generation for professions still unknown, it is imperative to fuel children's curiosity and appetite for learning. This love of learning, along with the skills to communicate, problem-solve, and self-regulate, will lead to life-long success no matter the profession. Some might say that learning these skills will only happen behind a desk in a typical classroom, but Dimensions Educational Research Foundation's research tells us that children who spend time in well-designed, nature-filled outdoor classrooms develop skills across all learning domains (Miller 2007).

This finding is based on over a decade of Dimensions Foundation research in Nature Explore Classrooms across the nation. It also adds to the growing body of evidence that substantiates that, for young children, play is learning, and intentionally designed outdoor spaces provide powerful contexts for children's growth and development. What makes an outdoor classroom different than the traditional classroom? For one thing, the availability of nature's loose parts.

Nature's Loose Parts Support More Complex Play

Architect Simon Nicholson used the term "loose parts" to describe materials with varied properties that can be moved and manipulated in many ways. He theorized that the richness of an environment depends on the opportunity it allows for people to interact with it and make connections. Early childhood educators have found this to be true and have documented the vast learning that can occur when children are able to invent, create, explore, and rearrange loose parts.

With no specific set of directions-and powered only by a child's imagination-an assortment of shells might become a collection to sort, scoops to move sand, or saucers placed for tea. Further illustrating that the materials we provide children should be open-ended, Joan Almon, former director of the Alliance for Childhood, suggested that a good toy is really only 10% toy and 90% child (cited in Linn, 2008).

When children are encouraged to use loose parts and try their own ideas, they are driven to learn. They are driven to not only ask their own questions, but also discover their own answers and create new possibilities. A child's play with loose parts even begins to match their developing skill level (Daly and Beloglovsky, 2015), providing opportunities for divergent and creative problem solving.

The natural world in all its simplicity and complexity affords children a rich allure of play and learning experiences. Nature organically produces a spectrum of loose parts that exhibit patterns and sequences not easily replicated in man-made materials. Consider the intricate patterns of a pinecone or the spirals of an unfurling fern. Notice the diversity and textures of tree bark and the way it provides a home for insects. These relationships can be discovered, tested and understood hands-on, the way children learn best. With a higher level of complexity and variety, nature offers the materials that support longer and more complex play (White and Stoecklin, 2014).

A Natural Environment for Loose Parts

For many of our children-especially those with little experience outdoors-a wild, untouched natural environment might seem overwhelming at first. A more organized and accessible natural environment can allow children to feel safe, as they use nature's loose parts to understand the world. And let's face it; completely wild areas are not readily available where most children spend the bulk of their day. Creating a nature-filled outdoor playspace that children can access daily transforms both their behavior and their attitudes about nature at the same time.

Dimensions Foundation examined the optimal characteristics present in an outdoor space to support early childhood development. The results indicate that the natural world serves as a unique and powerful setting for learning. We found that children regularly engage with each other and develop holistically when the space is:

1. clearly delineated to support multiple skill levels and interests,

2. organized in a way children can understand,

3. equipped with nature's loose parts and tools to explore, and

4. accompanied by nurturing adults to scaffold those experiences.

Through direct observation of children's work in Nature Explore Classrooms, enhanced skill development in science, math, language and literacy, music and movement, art, visual spatial, and social skills were documented. This research was conducted in Nature Explore Classrooms at sites around the country, representing different environments, populations, and demographics with remarkably similar results. Two of the key themes that emerged from this research over time included the importance of well-designed nature-filled spaces and the value of nature's loose parts.

In Dr. Samuel Dennis' post-occupancy study of natural outdoor classrooms (2014), he notes that children in outdoor classrooms find their play to be supported both through the natural and the structural environment. He states, "Nature provided far more play props and open-ended play opportunities than sites with fixed equipment set in large areas of safety surfacing." Dennis concludes, "Children in natural settings were reported to be more relaxed, focused, engaged, cooperative, creative, nurturing, and happy compared to children in indoor classrooms or on traditional playgrounds. Nature-based early childhood learning environments provided opportunities for children to experience the changing seasons and observe the life cycles of plants, animals, and insects, while providing natural materials for exploration and play."

To make further sense of the environment and materials used by children in the Nature Explore Classroom, it is helpful to think about the ways in which children's play was affected by the properties of natural materials. These properties have been referred in the context of affordances. For example, "If a rock has a smooth, flat surface, it affords a person to sit; if a tree is well branched it affords the opportunity for a person to climb it" (Lester and Maudsley, 2007, p. 27). In essence, affordance allows children to match material properties to their own behavior (Bohling, Saarela, and Miller, 2010).

Skill Development with Nature's Loose Parts and Teacher Support

Dimensions Foundation research suggests that the combination of intentionally designed spaces and ample natural materials allows children to demonstrate their knowledge of the world in unique ways. In our studies, we found that the access children had to a large amount of diverse natural materials allowed for a broad range of skill development. Children used many open-ended loose parts in the Nature Explore Classrooms. This supported problem solving, imagination, and creativity in ways that would not likely have occurred on a traditional playground or indoors. Sophisticated critical thinking occurred as children intentionally selected natural materials to serve as their props during their pretend play. How different their play would have been if they had not had these materials or, for example, if teachers had provided them with pre-formed props so they did not have to engage in this kind of intellectual and imaginative thinking.

In Nature Explore Classrooms, outdoor play is no longer a time when staff stand back, detached from the action, and supervise from a distance. Rather, the outdoor classroom becomes a purposeful space for teaching and learning across the curriculum, as has been documented at other sites (Thompson & Thompson, 2007).

In well-designed outdoor classrooms, children have the power to transform simple objects into complex objects for a variety of uses. Why is this kind of symbolic thinking (i.e., creative representation) so important? Hirsh-Pasek and Golinkoff (2003) believe that it is crucial because children need to develop the ability to think beyond the objects that are concretely in front of them if they are going to learn to combine new ideas in creative ways. "Treating objects as though they were something else is the beginning of that important ability. And being able to use objects symbolically, to stand for something other than what they really are, is related to children's language progress" (p. 209). Researchers Talbot and Frost also suggested that "when an object or environment is open to many interpretations and uses," children "hold the power to tell it what it is to be or do" in lieu of being given one "preconceived 'correct' way" to view something (cited in Hohmann & Weikart, 1995, p. 111).

Dana Miller (2007) sums up what Dimensions Research says about the value of natural loose parts in this way:

Our research presents compelling evidence that providing children with open-ended natural materials fosters imagination, creativity, and symbolic (abstract) thinking. When they are working with open-ended materials children get to decide what those materials will become, explore interesting ways to manipulate the materials, and how their use of those materials may change during a dramatic play scenario. Children get to search for just the right material or object to represent something in their minds, and through that use and the functions they assign to those materials, children display their brilliance.

As we educate our children for an unknown future, we can feel confident in supporting them daily in organized outdoor classrooms filled with loose parts and curious, caring adults ready to learn alongside them.

To learn more about Dimensions Foundation's research, visit www.natureexplore.org .

Works Cited

Bohling, V. Saarela, C., & Miller, D. (2010). This never would have happened indoors: Supporting preschool-age children's learning in a Nature Explore classroom in Minnesota. Dimensions Educational Research Foundation.

Daly, L., & Beloglovsky, M. (2015) Loose parts: Inspiring play in young children. St. Paul, MN: Redleaf Press

Dennis, S.F., Wells, A. & Bishop, C. (2014). Children, Youth and Environments, Vol. 24, No. 2, Greening Early Childhood Education, pp. 35-52

Hirsh-Pasek, K. & Golinkoff, R.M. (2003). Einstein never used flashcards. Emmaus, PA: Rodale.

Hohmann, M. & Weikart, D. (1995). Educating young children. Ypsilanti, MI: High/Scope Press.

Lester, S., & Maudsley, M. (2007). Play, Naturally: A Review of Children's Natural Play. Los Angeles: National Children's Bureau Enterprises Ltd.

Linn, S. (2008). The case for make-believe: Saving play in a commercialized world. NY: The New Press.

Miller, D.L. (2007). The seeds of learning: Young children develop important skills through their gardening activities at one Midwestern Early Education Program. Applied Environmental Education and Communication, 6, 49-66.

Thompson, J. E., & Thompson, R. A. (2007, November/December). Natural connections: Children, nature and social-emotional development. Exchange, pp. 46-49.

White, R. & Stoecklin, V. (2014). Children's outdoor play and learning environments: Returning to nature. Accessed 2015 at www.whitehutchinson.com

©2015 Dimensions Foundation/ Nature Explore

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Early Learning Professionals (Better Kid Care)

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Loose parts

is a wonderful term coined by architect Simon Nicholson, who carefully considered landscapes and environments that form connections. Nicholson believed that we are all creative and that "loose parts" in an environment will empower our creativity. Many play experts and early childhood educators adapted the theory of loose parts.

How can I provide loose parts?

Loose parts can be natural or synthetic. It is helpful to think of loose parts as something that will help children inspire imagination and creativity on their own terms and in their own unique way.

Giving meaning to loose parts

Giving meaning to loose parts requires us to think about the possibilities of how a child learns and consider the materials and environments she uses. Loose parts create endless possibilities and invite creativity. For example, if a child picks up a rock and starts to play, most likely that rock can become anything the child wants it to be. Imagination, creativity, curiosity, desire, and need are the motivation of loose parts.

Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. Loose parts can be used alone or combined with other materials. There is no set of specific directions for materials that are considered loose parts. The child is the direction.

Loose parts encourage open-ended learning

A term strongly connected to loose parts is open-ended. Open ended materials, environments, and experiences encourage problem solving and are child centered. Children involve themselves in concrete experiences using loose parts, which lead to explorations that occur naturally, as opposed to adult directed. However, adults do play important, intentional roles in preparing, guiding, and documenting open ended learning experiences.

Consider how often children enjoy bringing materials from one area to another and making connections, such as the child who brings pretend food from the dramatic play area into the block area or the child who offers a plate of rocks and grass and shares his recipe for spaghetti; how creative! When children are encouraged to integrate play materials and areas in their own creative ways, they are experiencing open ended learning.

Examples of loose parts in...

*When working with loose parts, be sure not to disturb living things.

a natural play area:*

water * sand * dirt * sticks * branches * logs * driftwood * grasses * moss * leaves * flowers * pinecones * pine needles * seeds * shells * bark * feathers * boulders * rocks * pebbles * stones

a playground

balls * hoops * jump ropes * tires * sand * water * dirt * straw * boulders * rocks * stones * pebbles * buckets * cups * containers * digging tools * chalk * scarves * ribbons * fabric

an indoor environment

blocks * building materials * manipulatives * measuring * pouring devices (cups, spoons, buckets, funnels) * dramatic play props * play cars, animals, and people * blankets * materials * floor samples * water * sand * sensory materials * recycled materials (paper tubes, papers, ribbons, caps, lids, wood scraps, wire, foam, cardboard) * plastic gutters * small plungers * tools * art materials (buttons, spools, natural and colored popsicle sticks, beads, straws, paints, brushes)

Children choose creative, loose parts over fancy toys

During a holiday gathering, two young children were fortunate enough to receive holiday gifts and toys. The parents noticed that the children spent the most time doing three things: eating, playing with their aunt's long necklace of large beads, and pouring water from cup to cup and floating carrots in the water. Yes, the toys were played with, but the most time and joy came from the eating, playing with the beads, and experimenting with the water.

It is in this free exploration and creation from the children that adults can see their concrete ways of thinking and doing, or as the famous psychologist Eric Erickson put it, adults can see their "natural genius of childhood and their spirit of place." The cleverness and connections to formal learning that unfold from loose parts is amazing and is a motivation to make sure practitioners include loose parts in early childhood environments, whether it is home care, center care, or group home care.

Choking Cautions

Young children can choke on small objects and toy parts. All items used for children under three years of age and any children who put toys in their mouths should be at least 1¼ inch in diameter and between 1 inch and 2¼ inches in length. Oval balls and toys should be at least 1¾ inch in diameter. Toys should meet federal small parts standards. Any toys or games labeled as unsuitable for children under three should not be used.

Other items that pose a safety risk and should not be accessible to children under three include, but are not limited to: button batteries, magnets, plastic bags, styrofoam objects, coins, balloons, latex gloves, and glitter.
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Loose parts: What does this mean? (Early Learning Professionals)

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Ideas for adding and using loose parts for activities in a child care program.

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Children are natural mathematicians. Numbers matter. How old you are. How big you are. How many things you can hold in your hand. Who had a longer turn. Who got a bigger piece of cake. What shape the pasta is. How many more minutes there are until bedtime.

Sound familiar?

These common challenges with our children involve number sense, time, spacial awareness, geometry, fractions, operations, and more. Numbers matter.

Loose parts play is an incredible tool for teaching early math skills in a way that will promote the types of critical thinking and inquiry necessary for more advanced computation.

Math and Loose Parts Play

An environment rich in loose parts naturally encourages math skill development. In , a teacher shares how students collected and brought in loose parts from home to carry out math lessons in the classroom. When we teach math skills using direct instruction, it is usually a solo experience. You may include the use of manipulatives, but there is a specific skill set being targeted and a specific route to achieve it. this article at from Teach Preschool Combining math and loose parts play takes the isolation of formal instruction out of the math scene and introduces experimentation and collaboration. There are many ways you can encourage children to think mathematically as they explore with loose parts.

Counting with Loose Parts:

Loose parts can be used to encourage number recognition, counting and one-to-one correspondence. One of my favorite ways to introduce numbers with young children is to provide a visual of the numeral as it is written along with a variety of loose parts for exploring that value.

This can be as simple as providing nine toy cars with the number nine or as complex as providing a tray with a variety of small loose parts to see how many ways your child can make the number nine. You might send your mathematician on a scavenger hunt to collect 9 objects.

Very young children can begin to explore the concept of one-to-one correspondence as they fit one object into each section of a muffin tin.

Sorting with Loose Parts:

As children group and sort items, they learn mathematical concepts of size, ratio, and classification. Given a collection of plastic lids from food pouches, beads, mosaic tiles or even objects found outside, children will naturally explore sorting them by color or size or material.

Cerriation is the process of lining up items from tallest to shortest, darkest to lightest, and so forth. Children will often explore this skill using loose parts like logs, river rocks, or even velcro hair rollers!

We inherently desire the order and predictability that comes from sorting and categorizing objects in our environment. Providing a set of similar objects that differ in size or color can promote this. Asking provoking questions, like "is there another way you can group these?" invites children to explore a variety of ways to classify objects.

Patterning with Loose Parts:

Loose parts in a variety of colors, textures and shapes naturally lend themselves to the creation of patterns. Objects like sea glass or pom poms begin to inspire simple patterns and progressively more complex ones.

You can encourage a child who is beginning to explore patterns by starting off a pattern with loose parts and asking him/her to continue it. Perhaps you might create a pattern and leave one blank spot in the middle.

If you notice your child working a pattern in one way, can he/she create another type of pattern using the same materials?

Here we used mini apples to create patterns with play dough.

Beginning to Explore Simple Operations with Loose Parts:

As children develop stronger number sense, you can set up invitations with loose parts that encourage basic operations.

One wonderful thing about using loose parts for math is that the same materials can be used to cultivate multiple skills. Once a child has mastered counting out a set of loose parts to correspond to a number (as in the counting crowns shown above) he/she might be ready to use the same materials to find the sum of two numbers.

Recycled cardboard tubes and sticks collected from outdoors helped to create this addition game in which children grouped the appropriate number of sticks in each tube to find the sum.

Pom poms can be used to play a scoop and add game for exploring early addition.

Use small toys to model early addition problems like in this duck pond addition activity.

Using Loose Parts for Geometry and Shapes:

Another way to combine math and loose parts play is to explore concepts of symmetry, spatial awareness (how things fit in front, behind, next to or underneath something) and geometric shapes. River rocks, pom poms or craft sticks can be used to "trace a shape".

Shapes can be explored in isolation and in combination. Invite kids to see what happens when they combine shapes by placing similar magnetic shapes on a vertical surface.
Building On Early Math Skills with Loose Parts:
Building upon early math skills can lead to building! Using objects to measure, explore weight, volume and engineering are all ways that children gain mathematical concepts through loose parts play. A collection of craft sticks and pom poms can be used atop a recycled cardboard tube to test how many apples a tree can hold.

Loose parts can be used as a measurement unit in seeing how tall or wide something is. Make it meaningful to help the learning stick! We recently used measured how many square magnatiles tall my older son's baby brother! Measure and compare objects like shoes, pants, or everyone's height in the family.

See if kids can build a tower taller than another object of choice.

A variety of early math skills are put to work in combination to build and test this fun Build and Break Math Game.

More Tips About Math and Loose Parts Play

At its heart, loose parts play is child-led and maintaining this in balance with adult involvement can be a balancing act. We want to support emerging skills while allowing a space and pace for self discovery. Some of the activities above show a more "structured" approach that includes the use of loose parts.

However, an environment with access to meaningful loose parts and no specific agenda will still naturally lend itself to the development of mathematical concepts. When you observe children in the act of counting, sorting, patterning and more, you can follow these three simple steps to support their natural learning process:

1. Notice: Without qualifying it (with praise or judgment), state your observations. "I notice you have a pile of pink pom poms and a pile of green pom poms." This allows an opportunity for children to tell us about their process and experience.

2. Ask a Thoughtful Question: "What are you going to do next?" "What do you notice about this line of glass gems?" "What can you tell me about this?"

3. Expand on Their Ideas: When I notice children interested in a particular activity with loose parts, I try to offer opportunities for expanding on those play themes. A child very interested in exploring with triangles and building might love a book about Egypt and the pyramids. A child fascinated by measuring with loose parts might love an opportunity to measure in a new way-perhaps a scale to observe weight.

Math for many children and adults alike can invoke feelings of dread. When we shift the focus from direct instruction toward embracing the natural tendency of children to think mathematically, we can shift the paradigm altogether.

An environment rich in loose parts invites children to develop math skills led by their own curiosity. When we catch them in the act of thinking like mathematicians, we can encourage them to take it deeper while simultaneously fostering a lifelong love for a subject often loathed. Join me next time as we explore the use of loose parts in literacy!

See All of the Posts in the Loose Parts Play Series

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Math and Loose Parts Play - Fantastic Fun & Learning

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Combining math and loose parts play takes the isolation of formal instruction out of the math scene and introduces experimentation and collaboration. There are many ways to encourage children to think mathematically as they explore with loose parts. Try these loose parts play activities in preschool or kindergarten.

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Art and loose parts play open up a whole set of learning and play experiences for little learners. What is art? Many people have different ideas about what constitutes art, but most probably envision a process that is a means to an end-hopefully a masterpiece! Art with young children is often divided into two categories: "projects" and "process art." There are benefits to both. Projects encourage following directions, spacial awareness, fine motor development, problem solving skills and more. Process art encourages many of these skills while fostering independence and creativity.

One of the first things I noticed when introducing children to loose parts was how they seemed at play! Children have a keen eye for aesthetics. Given the time, space and opportunity to explore loose parts, they naturally lean toward intentional and meaningful creations. I am so excited to be back today to introduce some ideas on encouraging art with loose parts.

Creating Art with Loose Parts Play

What will I need for art and loose parts play?

Art materials and loose parts can mingle in all kinds of creative and exciting ways. One of my favorite places to find great treasures for art with loose parts is the recycling bin! When it comes to art materials in general, I love to use the "real thing" whenever possible. Children have an inherent respect for "grown up" art supplies and can treat them with great care. A few high quality art supplies are often better than a large amount of lower quality ones. And you can use a bit of both! High quality does not need to be expensive. Thrift stores can be a great resource!

Here are a few specific items I might suggest:

Recycled picture frames with the back and glass insert removed

Frameless mirrors

Interesting mosaic tiles and pieces, glass gems, stones

Rocks, pebbles, pine cones, seeds and pods

Colorful wire, pipe cleaners, feathers

Beads,buttons, string

Scraps of paper, even cut from old art projects

Scraps of fabric, yarn, ribbon

Potters clay

Nuts, bolts, large screws

Wooden craft sticks, scrap wood, spools

How Do I Get Started?

Some children are keen to spend hours mass producing artwork almost like an assembly line. Others spend a good long while on one piece. Still others may be less drawn to drawing and leave the scene after a quick scribble. There are those who fill a page and those who are minimalists. Art with loose parts meets all of those needs and introduces mediums to artists of all kinds that will inspire and provoke creative thinking. I love to have a child accessible art area stocked with a variety of supplies and loose parts. I rotate items in and out as needed. If this is not practical for your space, you can set out materials as you're ready to use them.

Beginning to Explore Design with Loose Parts:

When I set up an art activity with loose parts, I may simply set out a sectioned tray with a few small materials and a frame, mat, paper or mirror as a work space. Your small materials can be flat like scraps of tissue paper or fabric or more three dimensional like mosaic tiles or glass stones. In this scenario, children can arrange and design and work as long as they wish. They can even leave the work space and return to it later. In a home or classroom with more than one child, this can encourage the idea of collaborative art, which is a fascinating way to watch children work and create! In this setup, the "product" is not permanent but can be revisited repeatedly. My older son spent a week repeatedly designing with frameless mirrors and a few small tins of buttons, glass gems and rhinestones on his art shelf. You can also encourage a more specific theme for creations as in this playful Monster Art Invitation.

Glue and Tape, the Great Debate:

In the beginning, the idea of non-permanent art can be quite different for artists of all ages. Loose parts play does not generally implement the use of glue or tape as that would inhibit further exploration with the materials. There are times, however, that an artist want to create a more permanent work. I like to simply increase the space between materials and access to glue and tape. I keep our art center stocked with both, but I do not necessarily set out the glue alongside an art invitation with loose parts.

Recycling Bins and Resourcefulness:

One of my personal pet peeves is waste in the art center. This is an area I have had to truly work on in myself. Some artists are genuinely done after a small design in the middle of a big white page. Some artists genuinely churn out 37 projects in a day. All artists can learn to be mindful of caring for materials so that they last for a long time and intentional setups can encourage children to access, use and return materials properly. I like to keep my shelves well stocked but not overflowing. I also love to provide a collection of recycled containers and sushi trays for small loose parts to be easily transferred to the table for collage; think of it as portion control. A question like "what would like to do with this now?" almost always works better than stating that something does not look finished or needs an addition.

Another way to encourage resourcefulness with materials is to model their value. My favorite way to do this is with the items collected in our recycling bin. In my home and my classrooms, one of our favorite activities of all time is when I set out an invitation to create with recycled materials. I am always amazed and impressed with what the children create and new life is given to items that would otherwise be thrown away!

Beyond Paper and Paint:

Incorporating loose parts into more "traditional" art activities is a great way to add that third dimension. I love the way this Planting a Button Rainbow from Inspired by Play combines drawing with loose parts! Combining three dimensional materials takes artistic exploration with loose parts to a new level. This is one reason I love clay so much! It is a forgiving material that can be worked and reworked-a particularly beneficial factor to young artists who may get frustrated by errors with drawing or painting. It takes time to work with clay and that inherently puts the emphasis on the process. You can introduce it on its own and gradually add in tools and loose parts. For more wonderful ideas, read "Clay: Don't Forget the Explore Stage " at the Fairy Dust Teaching blog.
Related Post: Decorate a Tree Loose Parts Play
Adding Unique Elements to Interesting Mediums:

By now we have combined the use of a variety of work spaces and small loose parts. We've added in some glue or tape and even three dimensional elements. To take it up a notch, try out art with loose parts outdoors. Turn on the light table and explore the element of light. If you don't have a light table, perhaps you'd like to explore art with the lights turn off using glow sticks or with loose parts in black light.

General Rules:

There are no rules! There are benefits to simply stepping back and allowing children to naturally explore or and exploring with them. Less is often more and it is generally easier to add something in than to remove something from the scene. I have also found that if something additional is needed, children will ask for it or get it themselves! One area that I grapple with is whether and where to place my own writing of a name or caption on children's art. I love using sticky notes for this so that my artists' work is truly their own. Sometimes children will ask an adult to add, draw or otherwise contribute something to their work. I say, go with your instinct. Collaborative work even with mixed ages and levels can be fun! At other times, adult "examples" can lead to frustration or inhibit young artists.

To Continue Play or Put Away?

As I wrap up this post and series on loose parts play, I want to touch upon a frequently asked question in the world of loose parts play. Do you clean up after you play or leave out items in use? This particularly applies to the world of art as we see how intentional children's creations are with loose parts. I do not have an easy answer One option is to offer a camera to preserve a memory. Children can even be given access to a camera for this purpose and capture their own photos! If you have a space conducive to leaving something set up for later, you can do so and put it away when a child truly refrains from returning to it.

As an adult, I never thought I had an eye for aesthetics or design. I have learned by watching they way that children explore aesthetics and design through loose parts play. It is my hope and my belief that an environment rich in these open ended play opportunities will nurture children's sense of curiosity and creativity as they grow. It might just reignite our own sense of wonder as well!

More of the Loose Parts Play Series

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Art and Loose Parts Play - Fantastic Fun & Learning

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One of the first things I noticed when introducing children to loose parts was how artistic they seemed at play! Given the time, space and opportunity to explore loose parts, they naturally lean toward intentional and meaningful creations. Here are some tips for combining art and loose parts play in preschool.

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68140dcac712b838dc3cc300d22e2d46.jpg 560×762 pixels | Preschool writing, Preschool sign in, Preschool names

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Perfect for morning tubs, early finishers, centers, or busy boxes, these fine motor activities target development of fine motor skills in young children.
These Fine Motor Skills Task Boxes are part of a bundle.
This set includes ideas and printable materials for 18 fine motor bins. These simple crafts, task cards, and activities are designed to promote the development of fine motor skills in young children. Simple enough to be completed independently, these task boxes can be used in the mornings when children first come to school, as a quiet break later in the day, or by individual students as they finish their other work. Each task includes a printable label, picture directions, and other materials (such as pattern cards to be laminated or craft templates that are consumable). Many activities require the inclusion of other classroom items such as math manipulatives or craft supplies. Please see the included materials list.

Each of the 18 included fine motor tasks is designed to fit into a standard plastic pencil box. This allows for easy storage and organization. To prepare, print and laminate the activity label and instructions as well as the printable activity materials. Tape the activity label to the outside of the box and the illustrated instruction card inside the lid. Place all listed materials inside the box.

When preparing these boxes, consider how you want to use them. If you want your whole class to work with them at the same time (and you have more than 18 students), choose some boxes to make two of until you have enough for all of your students.
This set includes:
Clip Cards (colors and shapes)

Pompom Numbers

Pattern Blocks

Dot Pictures

Cube Building

Link Patterns

Write & Wipe Mazes

Playdough Mats

Lacing Cards

Bead Lacing

Letter Punch Cards

Number Punch Cards

Scissor Practice

Make Something! (cut and glue activity)

Silly Hair Craft (cut and glue activity)

Stencil Tracing

Tissue Paper Pictures

Torn Paper Letters
Additional Materials List (not included in purchase):
copy paper, card stock, laminator/film

clothespins (approx. 5)

craft pompoms

child's tweezers (1)

pattern blocks

¾" circular counters

red, yellow, green, blue, purple

connecting cubes (approx. 30)

math links (plastic chain links)

red, blue, yellow, green

dry erase markers/erasers

playdough (small container)

shoe laces (at least 2)

pony beads

hole punches (2)

child's scissors (3 pairs)

glue

tag board or one file folder

tissue paper

construction paper
Why practice fine motor skills?
Research shows that well-developed fine motor skills in young children are a predictor of academic success. It makes sense that children with dexterity and hand strength would be more successful in a classroom that requires writing and drawing, but researchers have found that the connection goes beyond that. Through a series of studies using longitudinal data that tracked students from kindergarten through eighth grade, researchers determined that strong fine motor skills in the early years of life help form connections in the brain that lead to greater academic achievement throughout the school years. Unfortunately, advances in technology have led many families away from traditional activities that promote fine motor development. The time that many children spend using computers, tablets, and smart phones is time that they are not spending building, drawing, and manipulating objects in the world around them. Many children are beginning school with a deficit of motor skills, both gross and fine. It is important for schools to give children many opportunities to build those skills.
These boxes can be used alone or as supplements to my other fine motor task boxes.
You may also be interested in my Geoboards Task Cards or Homework Choice Boards.

Please see the preview file for more detailed images. If you have any questions, you can use the "Ask a Question" feature on my store page or email me at MyHappyPlaceTeachingProducts@gmail.com. I am always glad to provide more information before you purchase or to answer question or fix errors after you purchase!
I would love to have you as a follower! Click the green star to be the first to know about new products and freebies!
Thank you for shopping!

Susan Jennings (My Happy Place)

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Fine Motor Skills Task Boxes (work bins, morning tubs)

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Perfect for morning tubs, early finishers, centers, or busy boxes, these fine motor activities target development of fine motor skills in young children.These Fine Motor Skills Task Boxes are part of a bundle.This set includes ideas and printable materials for 18 fine motor bins. These simple crafts...

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Are you clenching your teeth just thinking about center time management?… [Video] (With videos) | Preschool classroom organization, Classroom management preschool, Preschool center signs

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Mar 5, 2019 - Are you clenching your teeth just thinking about center time management? ​ Inhale everything is going to be OK.  Grab the system for FREE

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These classroom management strategy songs are available from a variety of albums:

Songs for Teachers to use for Classroom Management and
Establishing Classroom Procedures
The Assembly Song - Kathleen Wiley
Attention Please! - Music 4 Preschoolers™
Clear Your Desk - Kathleen Wiley
Go To the Library - Kathleen Wiley
Here's What You Do Do and You Don't Do When You Go to Use the Bathroom
- Jack Hartmann
I've Got a Question - Cathy Bollinger
I've Got Self-Control - Ben Stiefel
In the Audience - Skip West
It's Time To Do Something New - Cathy Bollinger
Listen To Those in Authority - Sharon Luanne Rivera
Music Time is Over - Margie La Bella
The Nicest Classroom - Kathleen Wiley
Never Be Afraid to Ask Questions - Ben Stiefel
Our Classroom Rules - OK! - Keystone Creations
Quiet in Line -- Quiet in the Hallway - Ben Stiefel
Quiet Voices/Quiet Feet - Music 4 Preschoolers™
The Raise Your Hand Rap - Ben Stiefel
Raise Your Hand Song - J. W. Snyder
Rules - Vitamin L
Rules, Rules, Rules - Ben and Elizabeth Stiefel
Self-Discipline - David Woodward
Super Student - Tuned in to Learning
Wall of Fame! (Writie Your Name on Your Paper) - Cherry Carl
We Don't Talk Loudly In Corridors - Songs For Positive Schools
When Words Don't Work - Peace Pals
Whisper, Please - Kathleen Wiley
The Wigglies - Peace Pals
You're Not Allowed to Chew Gum in Class - Ben Stiefel

See also: Songs that Teach Social Skills and Good Manners

Songs for Starting the Day
Brand New Day - Jack Hartmann
Glad I'm at School - Debbie Clement
Good Afternoon - Ron Brown
Good Morning - Kiboomu Music
Good Morning - Ron Brown
Good Morning - Skip West
Have a Great Day - Jack Hartmann
Hello Song - Mary Flynn
Little Hands - Jack Hartmann
People Like It When I Say "Hi" - Cathy Bollinger
Ready for School - Jack Hartmann
Start the Day - Jack Hartmann Start this Day with a Song - Jack Hartmann Start The Day Off Right - Gary Rosen
Way Over There - Colleen & Uncle Squaty

Lining-Up for Recess and Gathering for Circle Time
Center Time - Music 4 Preschoolers™
Circle Song - Kiboomu Music
Circle Time - Music 4 Preschoolers™
Don't Push in Line - Mrs. Kate
Everybody Have a Seat - To the tune of "Shortnin' Bread"
Going Outside - Music 4 Preschoolers™ In the Line - Kathleen Wiley Line Up! - Ron Brown
The Line-Up Song - Colleen & Uncle Squaty
Recess Song - Mary Flynn
Time for Circle - Mary Flynn
Where I Stand in Line - Miss Jenny
You'd Better Run - Colleen & Uncle Squaty

Lunch Time Songs
Lunch - Kathleen Wiley
Lunch or Snack Time - Music 4 Preschoolers™
Lunchtime - Fred Gee
Lunchtime is Time to Eat - Jack Hartmann
Time to Eat - Jaycie Voorhees

Music to Say Good-Bye and End the Day
Bye Bye in the Car - Cathy Bollinger
Goodbye Song - Kathleen Wiley
Farewell a la Pachelbel (Round) - Jim Rule
It's Time to Go - Hap Palmer
See You Later Alligator - Jack Hartmann
So Long Now - Kiboomu Music
Taps - Traditional

Songs for Clean-Up Time
Clean Up - Music 4 Preschoolers™
Clean Up Rap (Art Room) - Sharon Luanne Rivera
It's Cleanup Time - Jack Hartmann
It's Time to Clean Up - Cathy Bollinger
Jump Down, Turn Around - Adapted by Sharon MacDonald
Pickin' It Up - Colleen & Uncle Squaty

Naptime Transitions for Preschool and Kindergarten
Counting Piggy Tails - Jack Hartmann
Everyone Needs to Rest - Jack Hartmann
Show Kindness Every Day - Jack Hartmann
Wake Up - Music 4 Preschoolers™

Art Classroom Management
Art - Kathleen Wiley
Clean Up Rap - Sharon Luanne Rivera
Get in Line Rap - Sharon Luanne Rivera
Get Your Supplies Rap - Sharon Luanne Rivera
These Are the Rules - Sharon Luanne Rivera

See also:
Character Education Songs
See our recommendations for encouraging positive classroom behavior.
Using Music to Build Positive Attitudes
See our recommendations for promoting upbeat and confident dispositions.
Etiquette Songs
See our recommendations that teach students good classroom manners.
Classroom Transitions Songs
Keep your classroom humming all day long.
Fun Songs, Games, Dances and Fingerplays for Circle Time
Circle Time Songs

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These classroom management strategy songs are available from a variety of albums: Songs for Teachers to use for Classroom Management and Establishing Classroom Procedures The Assembly Song - Kathleen Wiley Attention Please!

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Sensory Strategies to Help Kids with Self-Regulation in the Classroom

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Self-regulation is the ability to calm yourself down when you are upset and cheer yourself up when you are down. In the classroom, students may need help with self-regulating their emotions and managing their behaviors. The ability for students to learn how to manage their own emotions and behaviors can be vital for them to be able to learn in a school environment.

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Sensory Bin Ideas- just watch with the food items not to use in the classroom

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Sensory Bin Ideas- just watch with the food items not to use in the classroom

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I know sensory activities can look intimidating...and messy

But sensory doesn't have to equal messy.

Kids can learn to play without making a giant mess, inside the rules of the activity, and keeping the sensory bin area (relatively) clean.

It just takes some good ol' fashioned firm, clear, and consistent boundaries.

Set yourself up for success and set your child up for success - a little pre-planning and extra thinking before starting a bin is paramount to it's success.

It's time to start your sensory bin journey!

Remember: sensory bins don't have to be messy.

Sensory bins don't have to cost an arm and a leg to set up.

Sensory bins don't need to be anything fancy.

It's all about providing your child with a bin that sparks their imagination and captures their attention. Have fun with it!

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Sensory Activities for Toddlers & Preschoolers - Busy Toddler

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I know sensory activities can look intimidating...and messy But sensory doesn't have to equal messy. Kids can learn to play without making a giant mess, inside the rules of the activity, and keeping the sensory bin area (relatively) clean. It just takes some good ol' fashioned firm, clear, and consistent boundaries.

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This week's round-up includes classroom management resources, sensory activities, and buildable activities to help maximize learning time and student engagement. You'll find classroom economy bundles, simple sensory bin resources, African animal lapbook activities, and so much more! Welcome your students into the new year by stocking up on these resources. Half of them are free!

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Resource Round-Up: Classroom Management Resources, Sensory Activities, and More! | The TpT Blog

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This week's round-up includes classroom management resources, sensory activities, and buildable activities to help maximize learning time and student engagement. You'll find classroom economy bundles, simple sensory bin resources, African animal lapbook activities, and so much more! Welcome your students into the new year by stocking up on these resources.

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When I was in the classroom, I had no idea what "sensory needs" were. Sure, I knew that every child had 5 senses. I knew that I needed to teach using different learning styles and modalities. I even knew I needed to teach to address the multiple intelligences. Unfortunately, never in my 12 years in the classroom, did I learn about how to support children's sensory needs, let alone, what sensory needs even were.

Disclosure: Affiliate links included below.

Sensory Needs

Did you know that children have more than five senses? Maybe you already knew this. I, however, was never taught about this in any of my teacher training. It was not until I co-taught in a blended preschool classroom with children diagnosed with sensory processing disorder that I began to be exposed to these systems. Even then, it was never quite clear to me that all of the students that I taught had sensory needs that needed attention.

What are Sensory Needs?

Would you believe me if I told you that there are anywhere from 11-24 sensory systems that our bodies use on a daily basis? Crazy, right? Out of those systems there are 8 systems that our bodies need to function, attend, organize, and synthesize information.

Many of us already know of the basic five senses. However, let's do a quick review.

Tactile ~ Sense of Touch

Visual ~ Sense of Sight

Olfactory ~ Sense of Smell

Auditory ~ Sense of Hearing

Gustatory ~ Sense of Taste

You might be like I was and wonder what these have to do with the classroom. In this series on addressing sensory needs in the classroom, I will dig into the difference senses. However, for today's post I'd like to focus on how each of these senses actually affects the children in your classroom. From the child who prefers messy play to the child who gets overwhelmed in a busy and bright classroom, all of your children have sensory needs and use each of their senses while they are in your classroom (yes, even gustatory or oral motor)

But, wait, you might be wondering about those other senses I mentioned. These two important sensory systems often get over looked, yet are so important in the classroom.

Proprioceptive ~ Sense of Balance/ Body Awareness

Vestibular ~ Sense of Movement / Spatial Awareness

Think about it.... movement and body awareness! Can you see just from those two words how these affect the behavior of children in the classroom?

These two senses can be confusing to understand, which is another reason we've decided to turn this into a mini-series about supporting sensory needs in the classroom.

If you are interested in reading more about sensory needs and the different sensory systems, I have an extensive resource of articles and posts that you will want to check out.

How Can You Support Sensory Needs in Your Classroom?

I could go on all day about the best ways to support sensory needs in your classroom, but I know you don't have all day to read this, so I will pick three quick things you can try today in your classroom to support the needs of all the children in your classroom.

I also put together this free, printable list of 100 Classroom Sensory Strategies to help you get started.

Incorporate Movement
I know you are an excellent teacher, or you wouldn't be reading this to learn more about your students. It is not a new idea to add movement to your classroom and meet the needs of your active learners, right? What you might not realize is that you are actually giving your children vestibular input and proprioceptive input through the movement activities you choose.

One thing to remember is that supporting sensory needs doesn't always mean DOING more. In fact, you might have a child that avoids many activities/sensory input. For these children, it is important to think about ways to help them gradually receive input that is too overwhelming to them.

We love using the Handee Band for classroom brain breaks and for independent centers. The kit comes with 15 simple and easy to follow exercises that are in the cutest little tri-fold book. The book has a handy chart, dry erase marker, reward stickers, and a zipper bag to house everything including the Handee Stretch Band!

Fidgets and Tools
Many of your students might have a difficult time focusing or staying still during seating activities. These children could be active or tired, or they could be seeking input for their sensory systems.

Our favorite tools during center time are hand fidgets such as the Tangle and wacky tracks. The wacky tracks can be a tad noisy, so many teachers prefer to use these when students are in small groups or in centers. However, the Tangle and a stress ball can be held in a child's hands when they are focusing on a story or listening to the teacher. They are discreet yet engaging for children, which is a plus as well.

Heavy Work
Heavy work can be done through a variety of activities. One misconception is that heavy work involves something "heavy". Think of it as heavy weight bearing activities on ANY of your joints and muscles. This can include chewing, cutting, writing, squeezing, pushing, carrying, and pulling.

This can be done through simple chores, yoga moves or even through oral motor exercises. One of our favorite tips is to take a backpack and fill it with a 2 pound bag of rice. Put the backpack on your active child and run the stairs. They find it fun and it gives them weight bearing pressure on many of their joints. Then, during circle time, place the backpack or weight on your child's lap.

You can download a free printable of Heavy Work Chores for the classroom, home, and outside.

So what do you think? Do you think you can add these to your daily routines to meet the needs of all of your children? What are you currently doing in your classroom that is working? I would love to hear all about it!

BIO: Dayna is a National Board Certified teacher, with over 12 years of experience in early childhood education, who now homeschools her 3 children, one of which struggles with Sensory Processing Disorder. She is the author at Lemon Lime Adventures and owner of Project Sensory, where she is dedicated to sharing real life stories with parents and educators about the pretty and the not so pretty days involved in raising children. Want to learn more about Sensory Processing? Check out her new book: Sensory Processing 101. You can connect with Dayna over on Facebook, Twitter, and Instagram!

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Sensory Support in the Preschool Classroom

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When I was in the classroom, I had no idea what "sensory needs" were. Sure, I knew that every child had 5 senses. I knew that I needed to teach using different learning styles and modalities. I even knew I needed to teach to address the multiple intelligences.

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Sensory Hacks to Focus a Fidgety Child (That don't involve a Fidget Spinner) | Sensory integration, Teaching, Classroom

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(Inside: Do you know a child who seems to always have something in their hands? They're always touching something? These hacks for a fidgety child might be just what you need!)

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5 Tips to help with Classroom Management

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5 Tips to help with Classroom Management

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Preschool teachers know that when you're faced with a room full of 3- and 4-year-olds, clear expectations and routines are vital if teaching and learning are going to happen. Implementing preschool classroom management techniques can be a challenge, however, when you're dealing with 30 high-energy kiddos.

Recently, we spoke with Vicki Gibson, educational consultant and the author of the "We Can" early literacy curriculum.

Here's what Gibson says are the keys to classroom management in an early childhood setting:

1. Divide and conquer.

Students should spend the majority of their day working in small groups, says Gibson. Dividing students makes it easier for them to stay on task and for you to work on skills one-on-one. Gibson finds that four small groups often work best in a preschool classroom.

2. Rotate, rotate, rotate.

Once you've divided students into groups, you can create a rotation chart that shows where each group will be at each time of day and what group members will be working on.

3. Make it visual.

Use students' pictures in your rotation chart, along with images of your classroom, so that even pre-readers can understand when and where they are supposed to be. It's "the predictable order from knowing what's going to happen when...[that] helps kids settle down and get into the groove of learning," says Gibson.

4. Set up a "teaching table."

This should be one of the areas in your classroom through which students rotate, says Gibson. The "teaching table" is a place for you to work with children one-on-one on the focus skills of the week. By making this table your home base, students will always know where to find you and when they can expect to have your full attention.

5. Keep learning centers simple.

You don't need a dozen separate activities to keep students focused and on task. In addition to your teaching table, suggests Gibson, you might have one other table or center where a teaching aide can work with students, and then two more centers for independent activities.

Want more preschool classroom management tips, lesson plans, and tricks? Check here.

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5 Keys to Successful Preschool Classroom Management - WeAreTeachers

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Preschool teachers know that when you're faced with a room full of 3- and 4-year-olds, clear expectations and routines are vital if teaching and learning are going to happen. Implementing preschool classroom management techniques can be a challenge, however, when you're dealing with 30 high-energy kiddos.

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The Creative Curriculum® balances teacher-planned and child-initiated learning, emphasizing responsiveness to children's strengths, interests, needs and learning styles. It is a forward-thinking, comprehensive approach that enables teachers to establish a content-rich, developmentally-appropriate learning environment that supports active learning and promotes children's progress in all developmental areas.

The Creative Curriculum® requires the physical space of the classroom to be structured into 10 interest areas: blocks, dramatic play, toys and games, art, library, discovery, sand and water, music and movement, cooking, and computers. Time is also allotted for outdoor activities.

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The Creative Curriculum® balances teacher-planned and child-initiated learning, emphasizing responsiveness to children's strengths, interests, needs and learning styles. It is a forward-thinking, comprehensive approach that enables teachers to establish a content-rich, developmentally-appropriate learning environment that supports active learning and promotes children's progress in all developmental areas.

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What children learn does not follow as an automatic result from what is taught, rather, it is in large part due to the children's own doing, as a consequence of their activities and our resources.
-Loris Malaguzzi, The Hundred Languages of Children

The author of these words, Loris Malaguzzi, was the founder and director of the renowned municipal preschools of Reggio Emilia, Italy. Malaguzzi passed away two decades ago, but we hope he would be pleased with the progress early childhood educators in North America have made toward understanding his pedagogical lessons. His philosophy-a blend of theory and practice that challenges educators to see children as competent and capable learners in the context of group work (Fraser & Gestwicki 2002)-differs from the widely accepted Piagetian perspective that views child development as largely internal and occurring in stages (Mooney 2013). Malaguzzi emphasized that "it was not so much that we need to think of the child who develops himself by himself but rather of a child who develops himself interacting and developing with others" (Rankin 2004, 82). As such, at the core of the Reggio Emilia philosophy is its emphasis on building and sustaining relationships.

Much like Vygotzky, Malaguzzi believed that social learning preceded cognitive development (Gandini 2012). He emphasized that the environment plays a central role in the process of making learning meaningful. So important was this notion, that Malaguzzi defined the environment as the third teacher (Gandini 2011). Malaguzzi's third teacher is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art, it is an environment that reflects the values we want to communicate to children. Moreover, the classroom environment can help shape a child's identity as a powerful player in his or her own life and the lives of others. To foster such an environment, teachers must go deeper than what is merely seen at eye level and develop a deep understanding of the underlying principles and of children's thinking, questions, and curiosities.

A little more than a decade ago, Pinnacle Presbyterian Preschool, in Scottsdale, Arizona, began implementing a program directly influenced by the schools of Reggio Emilia. Inspired by the writings of Lella Gandini, we began a fond relationship with the author and educator, inviting Gandini to visit our school with regularity.

Lella Gandini is best known in North America as the leading advocate for the Reggio Emilia approach to early childhood education. Her numerous publications include writings on early childhood education and folklore, and she is coauthor or coeditor of such works as Insights and Inspirations From Reggio Emilia: Stories of Teachers and Children From North America and The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. It is through our friendship with Lella Gandini that we have implemented strategies that empower teachers to use space and materials to ignite learning. For example, teachers notice in early autumn that the children are taking an interest in spider webs on the playground. Several 4-year-olds discover the strands reflecting the sunlight on a fence post. The teachers know the finding has sparked the children's curiosity when the children ask to photograph the web. Classroom teacher Keri Woolsey describes her response:

We try to integrate the writing and prewriting skills with the children, so I told the children, "Oh my gosh, I don't have my camera; could you draw it for me?" They ran inside the classroom and got clipboards, paper, and markers and hurried back to the playground. And then they began to draw. Some of these kids typically don't really want to try to write or draw, just because they are not confident with those skills. Yet here they are jumping at the task because it was meaningful to them. No matter what the drawing looked like, it was a total celebration of what they were learning.

Creating a flexible, relationship-driven learning environment

Relationships are at the very heart of the Reggio Emilia philosophy. That philosophy is reflected in an environment that encircles the child with three "teachers," or protagonists. The first teacher-the parent-takes on the role of active partner and guide in the education of the child. The second is the classroom teacher. Often working in pairs, the classroom teacher assumes the role of researcher and intentionally engages children in meaningful work and conversation. The third teacher is the environment-a setting designed to be not only functional but also beautiful and reflective of the child's learning. It is the child's relationship with parent, teacher, and environment that ignites learning.

Children construct their own knowledge through a carefully planned curriculum that engages and builds upon the child's current knowledge, recognizing that knowledge cannot simply be provided for the child. The curriculum, often emergent in nature, is based on the interests of the children. When learning is the product of the child's guided construction rather than simply the teacher's transmission and the child's absorption, learning becomes individualized. Most important, teaching becomes a two-way relationship in which the teacher's understanding of the child is just as important as the child's understanding of the teacher.

Emergent curriculum is not a free-for-all. It requires that teachers actively seek out and chase the interests of the children. This kind of teaching environment demands a high degree of trust in the teacher's creative abilities, and envisions an image of the child as someone actively seeking knowledge. It is a perspective that turns structured curriculum, with predetermined outcomes, on its head. A standardized curriculum that is designed to replicate outcomes often eliminates all possibility of spontaneous inquiry, stealing potential moments of learning from students and teachers in a cookie-cutter approach to education in the classroom. Given the diversity of the children we teach, accepting a canned recipe for teaching, evaluation, and assessment is problematic at best. Each child we teach is unique, requiring us to use our own judgment, instead of rules, to guide our teaching practice. To teach well, educators must ensure that creativity and innovation are always present. Although good teaching requires organization and routines, it is never inflexible and rarely routine. It dances with surprise. It pursues wonder. It finds joy at every turn.

Flexible environments allow teachers to be responsive to the interests of the children, freeing them to construct knowledge together. This is apparent in our example of the spider investigation. The teachers could simply leave behind the children's interest in spiders, limiting the activity to the playground. Instead, they encourage the children to draw what they observe and to share those observations and drawings during class circle time. To be sure, the teachers already have an activity planned for the daily circle time; they set it aside to pursue knowledge on a subject that has sparked the children's imaginations. One of the classroom teachers, Kristine Lundquist, describes what happened next.

We asked the children what they knew about spiders and spider webs. Living in the desert, spiders of all shapes and sizes are common. So we were not surprised when the children bubbled forth with ideas about how webs are created or stories of brave dads removing spiders from rooms in their homes. We wrote down the children's comments and included them in the daily journal email to parents. The very next day on the playground the children were at it once again, finding and exclaiming, rather loudly, that another spider had been discovered.

The teachers take action, at first by seeking out spider storybooks in the school library and checking out non-fiction books from the local library. A chance conversation between one of the teachers and her neighbor results in the donation of a live tarantula-elevating the investigation to the next level. Parents, alerted to the spider investigation through daily email communication, begin talking and reading about spiders with their children at home. The construction of knowledge becomes apparent as children include egg sacs, spinnerets, and multiple eyes in their drawings; count off the legs of the spiders; and compare spiders to other insects found on the playground.

Creating environments that reflect our values

Surprisingly, in our efforts to define best practices, we seldom address the vision of how our values are communicated through our practice. Once we get beyond standards in literacy and numeracy, what do we hope to achieve? What kind of culture do we want the children to experience in our schools? A few years ago, our staff attended a conference at one of the local community colleges presented by Deb Curtis and Margie Carter. Titled "Reflecting With the Thinking Lens," the conference was designed to help teachers and schools cultivate creative and reflective thinking about their teaching environments (Curtis et al. 2013). Margie Carter suggested that as a teaching team we create a simple worksheet to help us consider how our values are reflected in our classroom environments.

When we evaluate the spider investigation, the worksheet reflects the learning occurring in our classroom, modifications needed to the environments, and introductions of new materials. Using evaluation tools like this, the teaching team at Pinnacle meets each week as a group and also several times during the week with classroom teaching partners. This time for teachers to learn from each other is scheduled into the week and never compromised. It is time devoted to discuss their work, their hopes and concerns, and their ideas with other colleagues. It is a recognition that learning to teach well rarely occurs during college instruction, but rather within the context of classroom experiences and discussions with colleagues. We believe that learning to teach well is a lifelong endeavor. As such, we define ourselves as colearners with our students. Behaving more as researchers, teachers provide meaning and demonstrate values as teachers and students construct learning together.

One thing we know for certain is that students will thrive in a school environment where the teachers themselves are thriving. The best schools nurture the teachers who work there as well as the students who learn within the walls. Learning from our colleagues deserves time and attention, as it opens up new ideas about what professional development should be. Changing outcomes in classrooms requires teachers to challenge what they know and what they think is developmentally appropriate, and to reach beyond pedagogical techniques. In our experience, this can happen only in an environment that is respectful of differences in viewpoint, supportive in trying something new, and mindful of the willingness of teachers to shed their sensitivity and isolation. Teachers who have grown accustomed to working alone transform their thinking into creating solutions as they share with their colleagues. This transformation in teaching practices can happen only in an environment where collaboration and discussion are highly valued.

Creating environments that foster creativity

Teaching for creativity involves asking open-ended questions where there may be multiple solutions; working in groups on collaborative projects, using imagination to explore possibilities; making connections between different ways of seeing; and exploring the ambiguities and tensions that may lie between them.
-Ken Robinson, Out Of Our Minds: Learning to Be Creative

There is much about the Reggio Emilia approach that distinguishes it from other efforts to define best practices in early childhood education. Much of the worldwide attention has been on the program's emphasis on children's symbolic languages, lovingly referred to as the hundred languages of children. George Forman and Brenda Fyfe (2012) describe the hundred languages of children as symbolic languages children use to express their own knowledge and desires through artwork, conversation, early writing, dramatic play, music, dance, and other outlets. Recognizing that at the very core of creativity is our desire to express ourselves, Reggio Emilia schools create environments that inspire and support creative thinking and invention. If building and sustaining relationships are to be the foundation of a learning community, then creativity must always be present. Creativity is the conduit-the instrument that allows us to communicate with and understand others.

At Pinnacle, every learning space has paper and writing instruments. In the imaginary play spaces within the classrooms and the playground outside, children are actively writing and drawing. It becomes a part of the culture of learning, a process that is internalized within the group. We have made a conscious effort to steer away from purchasing ready-made materials, such as pre-cut foam pieces or rubber stamps, and instead spend resources on paper, clipboards, and multiple forms of writing and drawing tools. Asking children to draw what they see and then revisit the subject later to add yet more detail is the very essence of scientific observation. When the tarantula joins the classroom, teachers place magnifying glasses, small clipboards with paper, and markers next to the terrarium. They place nonfiction books about spiders on the shelf near the terrarium and display close-up pictures of different kinds of spiders. Rather than instructing the children, the teachers set up the provocation and then take a step back.

In Reggio Emilia-inspired schools, teachers place great emphasis on using materials and activities that provoke investigation and group learning. As expected, being curious and inventive little people, the children are very excited about the new spider addition to their classroom. They closely watch the tarantula, using the magnifying glasses to see the details and then drawing what they observe. The conversation is lively and loud as they speculate about where the spider came from, what the spider eats, whether it is a boy or a girl spider, and how the spider compares to the other spiders in the photographs. When the children ask their teachers what kind of spider it is, the teachers seem uncertain and wonder aloud how the class might figure it out. "We don't jump at giving them the answers," explains Jane Barber, classroom teacher. "Our intent is to focus on the processes of discovery, to teach them how to learn by not only observing but also using resources such as books and the Internet. We act as guides in the hunt for information." In the weeks that follow numerous drawings of spiders are on display in the classroom, and the children count the legs and eyes, write their names on their drawings, and ask how to spell tarantula, spinnaret, and egg sac. The children want to write, because the writing is meaningful to them. The scientific inquiry, early literacy, and math opportunities naturally fall into place around the spider investigation.

Fostering creativity through investigations

Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known.
-Loris Malaguzzi, The Hundred Languages of Children

Just off the center courtyard of our school there is a lovely building called the atelier, a French word, meaning workroom or artist's studio. Historically, an atelier serves not only as a place where seamstresses, carpenters, painters, sculptors, and other artists could create their products, but also as a place that could offer inspiration and answers to their questions. Inspired by the schools of Reggio Emilia, we have created a special place, separate from the classrooms, where children use creative art as a tool to represent their ideas and feelings.

Though classrooms have a scheduled time each week to visit the atelier, teachers are welcome to bring small groups to the atelier to create at any time. The two teachers in our atelier have a close relationship with the classroom teachers. As colleagues, they communicate about the interests of the children and work going on in the classroom. Today, the children arrive in the atelier to find a shadow of a spider cast across the white tiled floor. They delight in this discovery and wonder how this can possibly be. Some reach down with hesitant hands to touch the dark shadow on the floor. Encouraged, they soon search out the source of the bright light. In the corner is an overhead projector with a spider photograph laying on the light tray. The teachers allow them to touch the equipment and investigate. They giggle at the discovery that the spider on the floor moves when the photograph moves. Some children ask if they can draw the spider. Anticipating this request, the teachers tear off a long sheet of butcher paper and the children sprawl out on the floor and begin to trace the shadow.

Although investigations often begin with children representing what they know through drawing, creating three-dimensional artwork is highly valued by teachers as a way to extend the learning. Clay, wire, wood, and recycled materials are used daily in the classrooms and the atelier to help children express what they know. As such, we ensure that the classrooms have many different kinds of materials that help the children piece it all together. Materials such as masking tape, packaging tape, wire, clay, and various kinds of glues and adhesives are available at easy access to the children. Again, we steer away from prepackaged materials. Instead we use open-ended, recycled materials, which are often donated by the parents. Children learn how to glue, cut, fold, tear, balance, and solve problems in the context of project work. Although the end product is deemed lovely, it is not the driver of the activity. Rather, it is the process of creating-the enjoyment of creating together-that is at the forefront of the endeavor.

An opportunity to move the children toward creating three-dimensional art becomes apparent during one of the class conversations. Ms. Woosley, the classroom teacher, explains, "It's really surprising to us that it is the spider webbing the children are most interested in. One of the boys expressed concern that they were having trouble remembering where all of the webs were on the playground. We suggested creating a map of the playground, mapping where the spider webs were located. The children liked that idea." A committee of students is formed to investigate how to make a map. Because the teachers are aware of another map project occurring on campus, they collaborate with colleagues in another classroom. The Spider Web Committee is invited to meet with the other classroom students to discuss strategies for mapping the playground.

In the weeks that follow, the two classrooms-using their individual drawings as guides-will create together one three-dimensional map of the playground. They label the spider web locations and create a map legend. Their knowledge of spider webs was extended to understanding maps, use of legends, and a compass, all within the context of group work.

Celebrating the child's identity

Those of us who have been fortunate to teach for years in early childhood know well the elation we experience when our teaching goes well-when everything clicks into place. Our students share this same feeling when they experience success. This sense and level of satisfaction children experience creates an appetite for learning, a hunger to do it again-and again and again.

This is never more evident than the moment a child understands that he or she belongs, that he or she is a member of the group. In the first week of classes, teachers quickly cluster 8-inch by 10-inch photographs of the children on the walls surrounding the classroom circle space. Their names are printed boldly next to their images. As soon as possible, drawings and other forms of artwork appear next to each child's photograph, with the child's name written in his or her own hand, and a quotation about something the child likes.

But this is just the start of building the child's identity. As you walk around the classroom space, you find family photographs donated by the parents and a basket of "All About Me" books that the parents have created using family photographs. These personal books are read over and over again as children seek comfort in sharing the names and faces of those most dear to them. There are individual mailboxes with their names and individual cubby spaces that belong only to them. It is an environment that opens its arms wide, surrounding children with a sense of who they are.

Project work and investigations easily lend themselves to fostering a child's sense of identity. With the spider investigation, the teachers suggest that the children create a Bug Club. The Bug Club meets on the playground each day and sets out to find bugs and spider webs. "There were some children who were not engaged in the spider hunts occurring on the playground. However, when we created the Bug Club, everyone wanted to join in," says Jane Barber, a classroom teacher. "We suggested that each child have a name badge to identify them as part of the club." Using simple card stock, with yarn as a lanyard, the children draw a picture of their favorite bug and write their own first name. In addition, the children create their own Bug Club Journal. They use these journals to draw the creatures they find and to write down new words. The Bug Club Journals have the child's name and photograph on the cover. To be a member of the Bug Club, you need your name badge, your journal, and a writing tool such as a marker, crayon, or pencil. As hoped, the children jumped at the chance to be a member of the club. "It just took off. We moved outside the playground, just beyond the gate, and the children were so excited. All they wanted to do was draw and draw. We were surprised and pleased at how they stayed on task, how careful they were with their drawings. Venturing out with the Bug Club became a part of our daily routine," says Kristine Lundquist, classroom teacher.

As all teachers and parents know, there is a big difference between what a child is capable of doing and what a child is willing to do. You cannot teach someone who does not want to learn or someone who does not believe he or she can learn. If we want to promote the hunger for learning, then we should create environments in which students and teachers feel safe to venture beyond what is already known-environments that reflect our values and celebrate students and teachers as uniquely creative individuals.

Author's Note: Transforming education happens only when we transform our teaching. My deep appreciation to Sabrina Ball, Jane Barber, Keri Woolsey, Kristine Lundquist, and the staff at Pinnacle for their leadership in creating playful and inquiry-based learning environments.

Photos courtesy of the author

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Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments

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To promote the hunger for learning, create environments that reflect our values and celebrate students and teachers as uniquely creative individuals.

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Tips for thinking of how to create a schedule

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Tips for thinking of how to create a schedule

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Chore Charts for kids are an important addition to any home. To make my point, have you looked on Amazon lately? You will find dozens of pages of routine charts will pop up. It is shocking but not.

Parents are eager to find a way to implement routine in their every day lives. Plus a daily routine for kids is necessary to thrive in life, and visual charts help to achieve that goal. This post includes printable chore & routine chart ideas for toddlers, preschoolers, and kindergarteners.

(Don't worry I got your back.)
Who has searched for ways to make life a bit more simple?
(Raises hand.)

Plus the research is in - chores and routine are good for kids. Kind of common sense but it's definitely nice to have the research to back up those feelings. Chore charts teach kids responsibility and important life skills. The best part about this list of chore charts is that you can easily adapt them to the whole family.

Growing up, we did not have a fancy chore chart or routine cards. Looking back, I would have appreciated a visual schedule of my duties around our home.

Somehow my mom made it work.

We completed chores, earned a small allowance, and handled our daily routines as best we could. Motivating kids is tricky. Be careful with giving kids rewards such as sticker charts and other goodies! You want the motivation to come from working hard and taking care of themselves.

Kudos to my mom's amazing stuff. Now, as a parent, I realize how difficult achieving a routine and chore system is. So, I'll take all the help and use all the tools on which I can get my hands!

Why is Routine So Important?

I love the perspective from Lauren at Military Mom & Wife found within her article Boundaries, Routines, and Early Bedtimes: 13 Habits That Raise Well-Adjusted Kids:

"There's so much of childhood that is new and challenging for kids. Learning self-control and empathy. Learning how to be a friend and interact with others. These are all very BIG things for kids. Using something as simple as these printable routine cards can help kids feel grounded and relaxed. In fact, knowing what to expect at mealtimes, mornings and bedtimes can bring a sense of relief to even the most carefree child."

Why are Chores So Important?

Children are capable of so much. However, in today's busy world with overscheduled kids and parents with little to no capacity, adults often forgo that important fundamental fact. Furthermore, as we Montessorians know, giving kids responsibility and ownership develops confidence and independence, which leads to resilience, purpose, and focus. '

Yes, I know, I know, sometimes it is "just easier" to do the household work and not give the kids an opportunity to prove themselves. Let's make a pact. Let's stop rushing our kids and start giving them the space to do well and to mess up! Remember failure is key to truly learning and succeeding in so many areas of life!

Let me tell you this piece of information, first: there are a million and one ways exist to create a daily chore & routine for kids. I think a lot about this topic from a big-picture perspective.

I added a few ideas to chew on at the end of this post.

I work on our routine every day.

So, you can trust me, these daily routine charts for kids are the best out there. Your job is to find the best routine, whether it includes a chart or not, that works for your family. I found these amazing daily routine charts on a quest for my family. I thought you might be interested.

Why do you need kids charts?

My sons are 5 and 3.5 years old. So, these daily routine charts are fully vetted for the toddler, preschooler, and elementary-aged child in your life! I have never been great at establishing a daily routine. I have always been stuck between "going with the flow" and planning beyond necessity.

Over time I have come to realize that much like a Montessori classroom, at home we must provide a well-planned environment. There must be boundaries and structure, yes, but with a lot of freedom within those boundaries. Giving your child ownership of his responsibilities in the house is key. Telling a child he must do x, or clean up y, will not be nearly as effective.
You might want to start here: Toddler Bedtime Routine Charts
So, finding a routine and chore system that works for your family is the way to go. Now that we have three young children we see the crucial benefit of establishing a routine and, maybe even more importantly, slowing down. Kids chores are a part of that shift.

So, with that introduction, I have been doing a bit of research and, of course, I must share that research with you! Below are the BEST Routine & Chore Chart Ideas for Kids. Now, which one(s) shall we use? I'll soon let you know!

12 Amazing Daily Routine & Chore Charts for Kids

I appreciate the simplicity of the design of this printable chore template. As a result, the child will not be (as) overwhelmed using the simple icons and calm colors, which is perfect for the morning routine and evening routine.

The use of visuals is extremely important in my family. For example, these daily routine templates print nicely and are a great start for little ones.

Such a cool way to get kids involved using their little hands. The simple labels and ease of use with this routine chart is a big plus. In my home, we have to be flexible and this tool allows us to be flexible.

Routine Chart from Keeping Life Creative

The flexibility of this approach is a major bonus. Using a dry erase board and visuals that can be moved around is practical and realistic. Plus it gets kids involved in their day.

This DIY chore chart is too adorable. What a wonderful approach for introducing young children to a routine. Including the child in the image is brilliant as kids relate to, well, themselves! Kids will be determined to complete their chores!

This chart is so smart with the chores listed simply & visually appealing. In addition, I love the "flip over when you're done" aspect to the routine chart.

Such a cute set of routine cards, I couldn't resist. The design is approachable and kids won't be overwhelmed with it.

The use of real photos is key because kids can relate to real images much more than clip art!

Not only will the child get involved in this routine chart, he just might learn a bit of language too. You see connecting the visual with the words is smart because having the element of surprise with pulling down the velcro is the perfect way to hook a child.

This visual chart is too pretty not to check out. Plus the use of the clothespins is a great way to involve the child and include a bit of flexibility in the schedule.

I love the colors in these charts. The language and the colors are inviting and fun to kids and adults!

I am adding this amazing routine chart to this list recently discovered from Childhood 101. Why? Because of its simplicity and combines teaching kids about money!

Helpful Resources for Routine & Chore Charts

Related Reads

Marnie

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12 Daily Routine & Chore Charts for Kids

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Chore Charts for kids are an important addition to any home. To make my point, have you looked on Amazon lately? You will find dozens of pages of routine charts will pop up. It is shocking but not. Parents are eager to find a way to implement routine in their every day lives.

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Tips and Tools for Planning for Daily Schedule

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Tips and Tools for Planning for Daily Schedule

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Planning a daily preschool schedule is important and there is more to it than listing Circle Time, Activity Times, Snack Time, etc.

You need to consider many other areas such as transition times and balancing passive/active activities.

If you don't consider them, you'll spend your days (and year!) wondering why you are always running behind or why the children are not in the groove of school (aka behavior problems).

Let's look at the 9 tips you need to know!

1. You need to have a plan!

Having a daily preschool schedule is important. The predictability of knowing what comes next helps preschoolers to feel secure which leads to them feeling comfortable to engage and participate in activities throughout the day.

Preschoolers tell time differently than we do. They "tell time" by knowing what comes next. We are asked daily "When do we have snack? When do we go outside? For some children, the preoccupation with the question "When is Mommy coming?" limits the child's ability to participate.

The daily preschool schedule helps children to predict their day and therefore participate more as well as reduce separation anxiety:

We are washing our hands, so we are going to have snack.
We always go outside after snack.
When we come in, we read a story and then Mommy comes.

Another purpose for having a schedule is to help you to intentionally balance active/passive activities and teacher vs child led activities.

This helps to keep the children from "zoning out", getting bored or conversely, becoming overstimulated by too little direction.

Yes, your daily preschool schedule IS a fine balance, and one you will need to observe, assess and make changes to as needed throughout the year.

Set up your preschool schedule so it is balanced and then review it throughout the year and make changes as necessary.

2. Plan for Transitions!

Let's look at a sample portion of a preschool schedule for the morning portion of the day:

9:15-9:30 Circle Time

9:30-10:30 Center Time

10:30-10:50 Snack Time

10:50-11:20 Outside Play

11:20-11:30 Story Time

1130 Dismissal

Looks great right? But, there's a problem!

You haven't allowed time for clean up after center time, handwashing before snack or putting on jackets before going outside.

Inevitably, this will result in outside time being shortened from 30 min to 10 min or removed all together and just doing a teacher-led active game or a round of the Hokey Pokey as you play catchup.

The truth is, whether you plan for them or not, transitions are part of your day.

If you plan on snack being 15 minutes and it takes 8-10 minutes for all of your children to wash their hands, does that mean snack time is really only 5 minutes long? No, of course not, but what it usually means is that your activity after snack time (usually outside time) will be cut short because you didn't plan on hand-washing!

This has a ripple effect.

Your children will be frustrated.
If you are only able to stay outside for 10 minutes instead of 30, the children are not getting the time they need to exercise. They are also not getting the amount of time it takes to really get involved in group play with peers.
They may just be deciding they want to play tag and you're giving the cue that it's time to come inside.
They cannot "tell" time, but they can "feel" it!

You will be running late for the rest of the day.
For a half day program, it means shortened outside time and possibly cutting out Story Time.

For full day programs it means eating lunch late, therefore taking naps or rest late and needed to extend that time for the sleepers in your group, meaning late afternoon snack, late getting outside, late for activities in the afternoon. It's frustrating for everyone!

Moral: Plan for transitions! They happen whether you put them on the schedule or not! If you plan for transitions within your posted schedule, your day will run smoother, the children will not be frustrated with shortened activity times and you will no longer be running late at dismissal time!

In addition to helping children feel confident in their environment and knowing generally what will happen each day, having a daily schedule that is well-balanced will prevent many behavior problems in your program.

Click here for more information on Transitions as well as a free download with tons of transition ideas!

3. Consider Audio and Visual Cues to Transitions

How will you let your children know about the change from one scheduled activity to the next? Ideally, you want as few transitions as possible. You also want the transitions to be as natural as possible.

Audio Cues
One of our classroom jobs was "Bell Ringer". One of the teachers would give a 5 minute warning to the group that Center Time was almost over. When it was time, the Bell Ringer would ring a small hand bell and say "Clean Up Time!" and lead the group in a clean-up time song. It was THE most popular Job Helper position. And all the children responded well to clean up time because they all loved the job and knew what it meant!
Visual Cues
You can also have visual cues for those who need to see what will happen throughout the morning. Consider making picture schedule cards to either tape directly onto the wall or in a pocket chart.

Let's now set up your schedule. Get some lined paper, a pencil and let's go! The next 6 items are how-to tips!

4. List Preschool Schedule Non-Negotiables

List all of your daily "non-negotiable" times. These are times during your day that you can NOT change. It might be lunch (because it is delivered to your classroom at a set time) or scheduled times such as Outside Time for your classroom or Gym Time, etc.

5. List Your Activities by Name and Desired Time

List your activities by name and desired length of time you need for each.

Examples might be:

Circle Time: 20 minutes

Story Time: 15 minutes

6. Label Those Activities by Type

Next to each of the activities you want to do during your day, list the type of activity:

Is it Active or Passive?

Teacher Led or Child Led?

Remember #2 above: You need to have a balance. You do not want all passive, teacher-led activities to happen back to back.

7. List Transitions

Referring back to #3 above, transitions will happen whether you plan for them or not! So plan for them!

Plan the time the children will need to clean up from centers, wash hands, put on jackets, etc.

8. Map It Out!

Now that you have all your activities in writing, map them out into your time slots.

You might want to have a Circle Time and a Story Time in your day. You should have them both listed in the steps above. Now, knowing that both of these activities are passive, you should break them up rather than have Circle Time followed by Story Time. Perhaps you will have Story Time after Snack or after Outside Time.

Consider the balance of active/passive when mapping as well as including the transitions you listed.

9. Observe, Assess and Make Changes!

A schedule is NEVER set in stone! You may need to tweek it throughout the year!

When you notice behavior issues in your classroom, take notes to detect patterns. Many times it is due to the schedule needing a change.

Most of your children want to use the same 2 centers every day and seem to fight constantly about who will be in that center. Your other interest centers are avoided or neglected.

A. You may not enough of a variety of interesting materials or activities in the neglected interest centers.

B. You might have too much unguided time for the children during center time. This might be a good place to add a small group activity (a science activity or cooking activity in groups of 4-6 while the rest of the children explore the interest centers).

You've lost interest of 3 or more of your children during Circle Time! There could be many reasons for this. You can read more in my 6 Dos and Don'ts of Circle Time article.

Your children don't eat at snack time.......they play with their food and toss the pieces of cheese at each other calling them spiders!

A. The children have not had enough time during the day to interact freely with each (most of your schedule prior to snack time has been teacher-led, passive activities). You will need to look at the balance of those activities and have more interactive time for the children.

B. They are NOT hungry at snack time. Again, look at your schedule for the hours leading up to snack time. Have the children mainly been involved in teacher-led, passive activities? Has there been any type of gross motor or active part of the day (music/movement, interest center time, etc.)? Adjust your morning so they are more active.

C. They are not hungry because snack time is too early! When do most of your children arrive? Is it at 9:00 and you are having snack time at 10:00? It is possible that most of your children just ate breakfast at 8:20-8:30. They are simply not hungry by 10:00!

D. One more scenario-if the children seem to argue a lot by 10:30, or children are having meltdowns by 10:30, and 10:30 is your snack time, it may be too late! Try moving your snack time to 10:00!

3 Tools for Planning Your Preschool Schedule

1. Free Worksheet
I have put these tips into a worksheet for you to use! I've taken a hypothetical schedule idea and used the 9 tips above to show you how to put a schedule together. It includes blank forms for you to print and use to develop your own preschool schedule.
2. Visual Schedule Cards

I have created a set of schedule cards for you to use in your classroom. It includes 21 traditional times of day with pictures as well as a few blank ones for you to laminate and write in your own unique activities.

Click here to see my Preschool Schedule Cards Resource 3. Schedule Diplay Options
I've seen teachers use a clothes pin with this. They move the clothespin down the list as they go from one activity to the next. This allowed visual learners to come over to this chart anytime during the day and see "what time it is"!

Preschool Schedule Summary

When planning your daily preschool schedule, follow the 9 tips!

1. Be sure to have a written preschool schedule to post!

2. Think about (and try to reduce) transitions throughout your day.

3. Decide on audio and visual cues for transition times.

4. Plan around your non-negotiable time slots.

5. Add in the daily activities you want to have

6. Label the activities by types (active/passive; teacher/child led)

7. List the transitions you've determined will happen (based on #2).

8. Map It Out--Move your routines around to ensure passive/active balance.

9. Observe, assess and make changes as necessary.
Go to Preschool Plan It's Home Page
Other Pages You Might Be Interested In:

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9 Tips & Tools To Plan A Daily Preschool Schedule

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Planning a daily preschool schedule is important and there is more to it than listing Circle Time, Activity Times, Snack Time, etc. You need to consider many other areas such as transition times and balancing passive/active activities. If you don't consider them, you'll spend your days (and year!)

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Add this preschool morning routine chart to your collection of free preschool printables. Use the chart to help your students learn and practice the expectations you have as they enter the classroom each morning.

Even if your routine looks a little different, this gives you a good jumping off point. The visuals help your students double-check the morning schedule, which helps with independence and comfort level.

Be sure to get your copy of the morning routine chart at the bottom of this post. You can have it hung up in your classroom right away!

I recently put together a morning routine chart for my son and I, and I thought it would be great to do the same for my classroom. My students do well with visual reminders, especially when dealing with new routines at the beginning of the school year.

Preschool Morning Routine

I'm a firm believer in encouraging independence in children. No, I don't expect them to drive themselves to school or anything! I just know that kids are capable. Yes, they're learning and growing, but they're also capable of taking on age-appropriate tasks. It helps them build confidence, independence and a sense of responsibility.

When I share back to school tips for preschool parents, I always encourage them to let their children try doing tasks on their own. Being allowed to do so, both at home and at school, sets the foundation for later on.

Both environments are safe places where kids can learn and practice. Their parents and teachers are there to model, assist, guide, and encourage as they become more and more able. Give them responsibilities and they will shine!

The kids put their water bottles in one place so they can easily grab a drink.

What Does A Preschool Classroom Morning Routine Look Like?

To help my preschoolers do this, they have a morning routine when they come into my classroom. They need to:

Hang up their backpacks,

Set their lunchboxes on the shelf,

Place their water bottles in the appropriate basket,

Put away their daily folders, and

Sign in.

Whew, that sure is a long list when it's typed out! Yet my students are perfectly capable of going about this morning routine on their own.

Of course, I don't expect it to happen right off the bat. From the first day, I explain and model what they need to do. We do the same things every morning, and I help as needed. However, I don't just automatically jump in and do the tasks for the kids. I walk them through the process and encourage them to try each step on their own. If they need help, of course I'm there.

It may look a bit disheveled, but the children put their folders away all by themselves!

Use a Morning Routine to Support Independence

The morning routine chart is just a step in this process. It's there to give the children extra scaffolding as they learn about the classroom routines. Since it has picture cues, it enables the children to try each task on their own. It's a reference the children know they can consult if need be, and it's a reference for me as I'm walking them through the morning. I think making a chart WITH the kids in the future will be even more meaningful - they can help me write, and we can add real photos of them completing each task!

As the year progresses, the children better able to run through their morning routine with very few reminders or direct help from me. The preschool parents are often so impressed with how well their kids handle our morning jobs. And the children are so very proud to show their parents all they can do!

Do you have a morning routine chart like this at home or at school? How do the kids use it? If you'd like a free copy of mine, you can grab it at the bottom of this post.

More Ideas for How to Teach Preschoolers Responsibility

For more topics on teaching young children responsibility, check out these ideas:

Done-for-You Preschool Resources

Planning meaningful lessons for students week after week, all while balancing other teaching responsibilities and a personal life, can be a daunting task. That's where Preschool Teacher 101 comes in to save you time!

Preschool Teacher 101 is excited to share with you some amazing lesson plans, activity packs, and much more! We offer a wide variety of themes that are frequently used in preschool classrooms, as well as some less common (but super interesting) themes. Click on the image below to learn more about some other classroom routines in our preschool procedures product.

Join the waiting list for The Pack from Preschool Teacher 101 today for exclusive access to our amazing products. And we have multiple membership options to suit your needs!

Free Printable Preschool Morning Routine

This free printable is available to members of Fun-A-Day's free email community. If you're a member, fill out the form below and the download links will be sent to your inbox. If you're not a member, you can join us by entering your information in the form. Then you'll receive the printable as a welcome gift!

You can also see the form in a new tab if that's easier.

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Preschool Morning Routine Chart for the Classroom

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Add this preschool morning routine chart to your collection of free preschool printables. Use the chart to help your students learn and practice the expectations you have as they enter the classroom each morning. Even if your routine looks a little different, this gives you a good jumping off point.

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Preschool Daily Schedule and Visual Schedules

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Schedules and routines are so important for our little learners (and teachers too). Routines help students feel safe and secure because they know what is coming next and what is expected. Another helpful side effect of scheduling is that fewer problem behaviors occur when a schedule is consistentl…

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Preschool Daily Schedules for at Home Play and Learning | Daily schedule preschool, Preschool schedule, Preschool at home

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Not sure how to organize your preschoolers day? Here are 5 different preschool daily schedules from real moms of little ones.

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Q Wunder - Life Skills Entertainment & Curriculum

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Virtue may be its own reward, but throwing in a few stickers doesn't hurt. Although some parents worry that sticker charts teach kids to behave well only because they'll get something, used wisely they can provide the framework for kids to form long-lasting good habits. Tired of battles over doing homework, cleaning up toys, going to bed? Providing positive reinforcement for things that your kid has trouble with can help make the desired behavior routine so that eventually it comes naturally. Here's how to keep your kid's eyes on the prize and use a reward chart to get results:

Keep it simple.

Start with just one to three behaviors you'd like your kid to work on. If your chart is too complicated, it'll be too hard for you to stick with it and too easy for your kid to get overwhelmed.

Be specific on the behavior.

In other words, the behavior you're targeting should be clear to you and your kid (for example, instead of "be nice," try "share your toys").

Be specific on the prize.

Make sure they're excited about the prize, and let them know how many stickers they'll need to get to the prize (unless your kid loves stickers, in which case the sticker itself can be the reward).

Choose small prizes.

Rather than having your kid save up stickers for a tablet or scooter, choose prizes they can realistically expect to earn after a week or so. Little kids aren't good at delayed gratification, so frequent reinforcement is key. And make your prize a small toy or outing (a coveted stuffed animal or trip to the zoo, say) rather than sweets (which just makes sugary snacks seem even more desirable).

Be consistent.

When your child behaves the way you're aiming for, go to the chart and put a sticker on immediately, showering them with lots of praise as you do so. If you're out, keep a portable log, then transfer it to the chart as soon as you get home.

Keep it positive.

You want your chart to be for positive reinforcement, not punishment, so don't take away stickers for bad behavior. It's also best to set up the chart so your child gets a sticker every time they engage in the behavior rather than making it a daily yes/no chart. Unless your kid earns a sticker every day (which probably isn't realistic), it can feel like a punishment and actually make them less motivated.

Plan to phase it out eventually.

After a month or two, once your kid has mastered the target behavior, you can shift the chart to something new you want them to work on - or phase it out. Tell your kid how proud you are of them for all the hard work they've done and explain that they're so good at it now that they don't need the chart anymore.

Set your kid up for success.

A rewards chart can help you build good habits with your kids, but it's not a magic wand. Stick to a consistent sleep and meal/snack schedule to keep kids from getting too tired and/or hungry to stick with the program.
Stay tuned for the Q Wunder rewards chart printable, coming later this week!

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How to Use a Reward Chart So It Actually Works - Q Wunder - Life Skills Entertainment & Curriculum

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Virtue may be its own reward, but throwing in a few stickers doesn't hurt. Although some parents worry that sticker charts teach kids to behave well only because they'll get something, used wisely they can provide the framework for kids to form long-lasting good habits.

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Behavior charts are often used in early childhood classrooms with the hope of improving student behavior. Let's be honest, not all young children are angels and behavior problems can escalate quickly in today's over-crowded classrooms.

But what if the answer to better behavior in your classroom has nothing to do with that cute behavior chart hanging on your wall? What if that behavior chart is actually causing your students more harm than good?

Preschool Behavior Charts

Before we can discuss behavior charts, first we need to define exactly what they are. Typically, behavior charts are placed on the wall in a classroom and are used as a way to track student behavior. Often, these charts are color coded and assign certain colors to certain behaviors, such as green is good, yellow is so-so, and red is bad. They may also incorporate happy and sad faces or other emoji type images.

Classroom Behavior Charts

Many behavior charts use clothespins with student's names to "clip up" or "clip down" according to each child's behavior. The goal is to make good choices so your clip stays on the "good" color and to avoid moving your clip down. Are you with me so far?

Changing Behavior

If you've ever used a behavior chart in your classroom you'll understand this scenario; little Liam is on red almost every single day. If he gets on red at the beginning of the school day, that's it, he's out of control for the entire day. Then there's little Sophia who is always on green, she has never had to move her clip.

Do you see where I'm going with this? With a behavior chart, the "good kids" are always good, and the "bad kids" are always bad - nothing changes.

Behavior charts do nothing but humiliate the children who are caught being "bad" and cause others to focus on the chart. Even parents get caught up in the "Did you move your clip today?" scenario instead of focusing on the whole child.

The Key to Better Behavior

You won't find the answers to better behavior in a chart, or a marble jar, or any other cutesy method. Charts, marbles, and trips to the school store are simply methods of bribing and shaming children into being compliant.

To truly change behavior in your classroom you need to teach your students the classroom rules, routines, and procedures so they can learn how to self-regulate. Behavior is a skill that must be learned, just like learning how to tie your shoes or recite the alphabet is a skill that you learned when you were a child.

Rethinking Behavior Charts

While it may sound simple, teaching classroom rules, routines, and procedures is actually a lot of work. But the good news is that if done properly and with the right tools, it can work!

I created the following resources you can use to help teach your students the rules, routines, and procedures:

The secret to making it all work is continuous modeling and practice, all year long.

Are you ready to get rid of your behavior chart? You won't regret it - pinky swear!

The Teaching Tribe

Having successful classroom management skills is only one small part of a preschool teacher's job. The best place to discuss teaching best practices and get the support you need is in the Teaching Tribe. We have many printable lessons and on-demand video trainings to help you become the best teacher you can be! If you want to get on the waiting list for the Teaching Tribe, do it soon so you don't miss the next open enrollment period!

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Behavior Charts for Preschool Pre-K Kindergarten

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Behavior charts are often used in early childhood classrooms with the hope of improving student behavior. Let's be honest, not all young children are angels and behavior problems can escalate quickly in today's over-crowded classrooms. But what if the answer to better behavior in your classroom has nothing to do with that cute behavior chart hanging on your wall?

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https://www.facebook.com/watch/?v=2444063399238132

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People don't just stumble upon good parenting. Parenting well, like any other skill in life, is something we learn not just through what we were taught when we were growing up, but by expanding our strengths and skills when we become parents ourselves.

Instilling a sense of discipline in children is something few parents feel very comfortable doing. "I just want them to have fun and be kids!" the guilty parent says. But discipline, whether you like it or not, is the cornerstone for understanding values and responsibility - things all kids will need to learn sooner or later.

Effective discipline comes from the following five C's. Get these right, and you'll have far less problems with your kids as they age, as they've learned the rules and what breaking them means.
1. CLARITY: Be clear when you set rights, rules and limits.

Don't assume your children know family rules until you've talked about them.

Be sure your children understand why these rules are being made and the consequences for breaking the rules.

Involve your children as much as possible in making the rules.

Try writing out your family rules and posting them on the refrigerator.

2. CONSISTENCY: Be consistent in enforcing rules.

Stick to the consequence that has been established for a broken rule.

Discipline will be more effective if your children have been involved in establishing the rules.

If a change needs to be made in a family rule, talk about it before the rule is broken.

Be flexible - as your children grow, they're ready for expanded rights and changes in rules and limits.

3. COMMUNICATION: Talk about rights, rules and limits often.

Be willing to discuss the fairness of a rule and the reasons for it.

Help your children learn to talk with you about feelings.

Encourage your children to come to you when they need help.

Express respect and faith in your child through your words, gestures and tone of voice.

4. CARING: Use encouragement and support, not just discipline for broken rules.

Praise your children when they follow your family rules, especially when they do what's expected of them without reminders from you.

When a rule is broken, criticize the action and not your children.

Follow up swiftly when a rule is broken; stay calm and carry out the consequences your children expect.

Make sure the consequences are appropriate for the broken rule.

Respect your children's rights, such as the right to privacy.

5. CREATE: Instill a sense of social responsibility in your children.

Let your children know you expect moral behavior, like honesty and fairness.

Set an example of honesty, fairness and social responsibility for your children to follow.

Promote your child's sense of self-respect.

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The 5 C's of Effective Discipline: Setting Rules for Children

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People don't just stumble upon good parenting. Parenting well, like any other skill in life, is something we learn not just through what we were taught when we were growing up, but by expanding our strengths and skills when we become parents ourselves.

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by Aline Lindemann

Ah, the life of a preschooler: finger paint, playgrounds, puppets and picture books -- and rules. Yes, rules. Children thrive in an atmosphere that has clearly established boundaries. Preschoolers need to know what is expected of them and understand the consequences for acting outside of the boundaries. Introduce rules to preschoolers simply, clearly and in positive terms, and use a variety of means to communicate.

Teach new rules during calm, neutral times -- not when you're in a rush or distracted by other activities. If possible, begin talking to your child about rules before you need to enforce them and expect to repeat yourself a lot in the beginning. For example, don't introduce a rule about behavior in church as you're dashing out the door trying to find shoes and socks. Be proactive -- remind little people to wash their hands before sitting down for a snack rather than scold them about dirty hands after they dig in to their crackers and juice.

Rather than inundate preschoolers with repeated verbal direction, reinforce rules with visual images. Place labels with images in places where they only need a simple queue to remember the expectation. Affix a small label with a photo of you on it reminds them that they need to ask for permission before using that item; a picture of sudsy hands just above the door knob inside the bathroom door reminds them to wash up before exiting.

Sing! Teach a simple song to accompany rules for hand washing, cleaning up or walking the dog. Kids can't resist joining into a catchy tune with simple lyrics and before they know it, they're swept up in the momentum. Instead of hollering at your kids to clean up after themselves, begin singing "Clean up, clean up, everybody, everywhere. Clean up, clean up, everybody do your share!" to solicit their help tidying up after mealtime or a craft project.

Tips

Remember to keep a positive tone and take a deep breath now and then. Practice makes almost perfect.

Be consistent. If you enforce a rule one day but not the next, change the routine without warning or you hold one of your children accountable but ignore the inappropriate behavior of the other, your preschoolers won't take you seriously.

About the Author

Aline Lindemann is a health, food and travel writer. She has also worked as a social worker, preschool teacher and art educator. Lindemann holds a Master of Liberal Studies in culture, health and creative nonfiction writing from Arizona State University.

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Ah, the life of a preschooler: finger paint, playgrounds, puppets and picture books -- and rules. Yes, rules. Children thrive in an atmosphere that has clearly established boundaries. Preschoolers need to know what is expected of them and understand the consequences for acting outside of the boundaries. Introduce ...

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There is no single blueprint for success when it comes to teaching-instead, there are about a million different approaches to teaching. In general, no two teachers are alike. Each has their own teaching style and routine. But while there is no blueprint for teaching, there is a certain code that teachers must live by if they want to be successful.

The following list is a general set of rules that every teacher should live by. These rules encompass all facets of teaching, both in and out of the classroom.

Act in your students' best interest

Always do what you believe is best for your students because as are your number one priority. Whenever making a decision, ask yourself, "How does this benefit my students?" If you can't come up with an answer, reconsider your choice.

Build important relationships

Focus on establishing meaningful, cooperative relationships with everyone you encounter. Building strong relationships with your students, peers, administrators, and parents will ultimately make your job easier.

Be explicit about rules and expectations

Clearly establish rules, expectations, and procedures on the first day of school, then discuss and reference them often. Students cannot be expected to be held accountable for their actions if they do not know how they should behave. Be firm, fair, and consistent for a classroom that runs more smoothly.

Be fair and consistent

Your students watch for this and are quick to notice disparities. Do not undermine your own authority and the relationships you have worked hard to build by playing favorites or showing prejudice.

Be prepared

Take a cue from the boy scouts and always be prepared! Preparation will not guarantee success but lack of preparation makes it much less likely. Put in the time to engage your students, craft effectual lessons, and provide useful feedback.

Learn every day

Teaching is a journey that will provide you with many opportunities to learn but you have to be open and willing to take them. You should strive to improve your teaching each and every day, even when you've been in the classroom for years.

Leave your problems at the door

Never bring your personal problems or issues into the classroom-leave them at home. Your students should never know when something in your personal life is bothering you.

Involve families

Parents can make or break their children's education, and as such, teachers must do their part to engage even the most reluctant parents in the learning process. Provide plenty of opportunities for parents and guardians to become involved and feel welcomed into your classroom.

Protect your students

Protect your students at all costs. It is your job to ensure that your students are safe and secure at all times. Practice safety procedures frequently in class and never allow students to engage in reckless behavior. Discuss safe behavior outside of school too.

Protect yourself

A teacher must never put themselves in a compromising situation that will bring harm to their career or person. They should always be aware of their surroundings and never allow themselves to be too vulnerable or have their reputation called into question. Protect yourself from danger by maintaining self-control and staying alert at all times.

Get along with administration

Respect the decisions of administrators and understand that they have many responsibilities. Teachers that have great working relationships with their administrators enjoy a more relaxed and supportive work environment.

Get to know your students

Take the time to find out what your students like to do and incorporate their interests into your lessons. Establish a rapport and connection with them not only to engage them in class but also to show that you care about them beyond their performance in school.

Always be willing to listen to others, especially your students. Use their feedback to improve your practice. Responsive teachers take the time to learn from what others have to say because they know that they are not perfect.

Assume responsibility for mistakes

Own your faults and correct your mistakes-teachers are not expected to know everything. Set a positive example for your students by calling attention to your errors and showing them that mistakes help you learn.

Seek advice from other teachers

Fellow teachers can be one of your greatest resources. Take advantage of the experiences that others have had by working cooperatively, sharing stories and materials whenever you can. You are not alone!

Be flexible

Be willing to adapt and change. There is always going to be something new to try and things to improve. Some of the best moments in teaching are born out of spontaneity-embrace change rather than resist it.

Be encouraging

Be your students' biggest cheerleader. Never tell them that they cannot do anything. Help them accomplish their goals by familiarizing yourself with their specific needs and setting them on the path to success, nudging them gently back in the right direction if they need it.

Never embarrass your students

Never put down a student, especially not in front of their peers. If you need to discipline or correct a student, do so privately and thoughtfully. Your goal is to teach and guide them when they slip up, not make them feel guilty or bad.

Have fun! Enjoy your work and your students will take notice and follow suit. Teaching can be messy but it is better to embrace the chaos than take it too seriously.

Be involved in the lives of your students

Go the extra mile when you can. The best teachers go out of their way to attend student events such as sports and concerts to show their support. These small actions mean a lot to your students.

Provide meaningful and frequent feedback

Try not to fall behind in grading and recording and don't take shortcuts. When this task feels overwhelming, remind yourself that timely constructive feedback is worth the effort in the long run because students learn most when you check in with them about their performance.

Stay up-to-date

Always be aware of and adhere to local policies and procedures. If you are not sure about something, it is better to ask than make assumptions and mistakes. You must know and follow the rules of teaching just as you expect your students to know and follow yours.

Decompress after school

Find time to decompress outside of school. Every teacher needs to have hobbies and interests that allow them to distance themselves from the stress of school. Teaching may take up a large portion of your life but should not be all that you do.

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24 Simple Rules that Every Teacher Should Strive to Follow

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Teaching is a complex profession with many complex facets. These 24 simple rules can give all teachers a chance to maximize their effectiveness.

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By: Angela Fisher

Beginning on the first days of school, all teachers in preschool start to teach the class rules to ensure that students understand the acceptable or unacceptable behaviors. The vocabulary is simple so preschoolers can understand them.

Over the years, I have noticed one of the best ways to teach the classroom rules was by creating a book with pictures with our students. The students love to see themselves as the protagonists of the book, and this way, the rules are more meaningful to them.

We introduce each rule separately, not to overwhelming our preschoolers.

Our rules are:

Then we practice them throughout the day. We provide many opportunities for students to practice the rules (all year long). Throughout the year we try to have as many fun, hands on activities as possible to teach the rules. My favorite way of teaching social skills is by using books.

We also do small groups to help students practice the rules. For example, I may have 8 students do an art activity and only set out 5 glue sticks. Students can practice waiting and taking turns using the glue sticks. .

Then, another way of teaching our classroom rules is by modeling. We explain our students why we act in a certain way, for example: "I use a quiet voice inside because I do not want to hurt anybody's ears".

Giving praise and pointing out when students are following the rules are also a great way of teaching students the acceptable behaviors. In addition, praise is helping us develop positive relationships with students. The praise we use is specific! For example I may say, "Great job waiting patiently for a turn on a bike".

By the end of the school year, our students internalize these rules, and correct themselves. It is the most rewarding moment for a teacher to see how the community helps each other to be kind to each other and to interact in a positive way.

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Room One: Teaching Classroom Rules in Preschool - Jefferson Park Preschool

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By: Angela Fisher Beginning on the first days of school, all teachers in preschool start to teach the class rules to ensure that students understand the acceptable or unacceptable behaviors. The vocabulary is simple so preschoolers can understand them. Over the years, I have noticed one of the bes

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Ages & Stages: Helping Children Adjust to Rules & Routines | Scholastic

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0 to 2 Me Wash Hands! by Carla Poole Four-month-old Joey wiggles and whimpers as his teacher gently carries him to the changing table. "Is your diaper wet, Joey? Are you uncomfortable?" The pair make eye contact as the teacher quietly explains, "I'm going to take your wet diaper off."

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Ways to help children be successful in the classroom

I was recently asked by a colleague to suggest ideas for rules that should be posted in the preschool classroom. I had to pause because I realized that I have never actually had a set of rules written out and posted on my classroom wall.

Helping Children Make Sense of their World

Preschool age children are still developing their sense of right and wrong in almost every action they take. They are testing limits, exploring their environment, and discovering how to get along with others. Preschool age children are cognitively, socially, emotionally, and physically developing their sense of right and wrong in just about everything they do. It is when developmental understanding is present that young children are now ready to live by a set of formal classroom rules.

While preschoolers learn the boundaries of their behavior towards others and towards their environment, the teacher can best participate by consistently and patiently communicating teacher expectations (the rules) and then consistently guide children towards making positive choices.

Designing Classroom Rules

If I were to design a set of rules for the preschool classroom, I would focus on only 3 to 5 rules that the preschoolers would be able to understand and successfully apply. In addition I would...
Emphasize the action I want rather than the action I don't want!
Setting Clear Expectations

I do think that preschool age children need clear expectations defined for them so that they will understand limits and boundaries. However, in my experience, the best approach is to not depend on a set of rules, but rather make your expectations a part of your teaching process as you consistently provide gentle guidance and redirection. For more on this topic, see this article I wrote titled Teaching Children Expectations!

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Setting rules in the preschool classroom

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Ways to help children be successful in the classroom I was recently asked by a colleague to suggest ideas for rules that should be posted in the preschool classroom. I had to pause because I realized that I have never actually had a set of rules written out and posted on my classroom wall.

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When it comes to preschool classroom rules it's always best to keep them short and simple. The more rules you have, the more difficult they'll be for young children to remember. Use simple words for each rule so your kids can easily understand the meaning of the rules.

Having just a few simple rules in place in your early childhood classroom will help your school year go so much more smoothly!

Preschool Classroom Rules

Adding visuals (pictures) to the rules in your preschool classroom will help young children better understand the meaning of the rules.

You can also add hand motions to provide physical prompts. When you add picture cues and physical actions to your rules your preschool children will be more successful remembering the rules. They'll hear you say the rule aloud (verbal/auditory cue), see the picture (visual cue), and make the motion with their hands (physical cue) - all of which increases their rate of retention. It's a win-win for everybody!

Positive Rules

Vague or abstract classroom rules don't hold any meaning for young children. Abstract rules might includes words that young children don't understand or know the meaning of, like "respect," "obey," or "responsible."

You can post the easy to understand rules chart on the wall in several locations throughout your classroom. Remember to post it at the children's eye level so you can refer to it whenever necessary. The images used include diverse skin tones and eye colors.

Having a rules poster is great, but you'll also want your classroom rules available to your little learners in other ways. A book about classroom rules is another way you can introduce and reinforce the rules in your classroom.

It's also important to keep your classroom rules positive and avoid using negative words like "don't." When you focus on the positive instead of the negative, your classroom environment will also be a happier, more positive one.

Our Rules

Helping Hands (hold our your hands in front of you)

Listening Ears (tug on one earlobe)

Quiet Voices (put your finger to your lips)

Eyes Looking (point to your eyes)

Walking Feet (make a walking motion with the first two fingers of one hand)

I've used these simple rules with preschool children for more than 20 years and they work well because they're easy to understand and simple enough for young children to remember.

Printable Classroom Rules

I created a printable classroom rules packet that contains books, booklets, posters, and cards to help you teach the classroom rules to your students. Everything is in color and black and white.

How Do You Introduce Classroom Rules?

Many early childhood experts advise creating the rules with the children, and I agree that this is a very effective method for native English speakers. However, when your class consists entirely of second language learners or very young children this is not going to be a practical strategy.

At the beginning of the year, on the very first day and each day afterwards, we review the rules during our large group time. I begin by asking the children "Does anybody know why we come to school?" After a few responses I may prompt them and say "We come to school to learn."

You may want to introduce each rule separately, on a different day so the children don't become overwhelmed with learning too many rules all at once. You can focus on introducing a different rule each day the first week of school and by the end of the week you've introduced them all! Of course, you will need to review them all daily for the best results.

Explaining Classroom Rules

Next, I explain that learning is like "getting smart" (they usually understand this much better) and in order to learn we have to follow the classroom rules; this is when I introduce the rules chart with pictures. Explaining the rules in very concrete terms with visuals helps young children better understand the rules.

I explain that there are five very important things we must do to learn and I say the rules aloud as I point to each one on the chart. The next day, when I ask these questions a few more students will be able to answer them, and finally after several days everybody should be able to answer the questions.

After the first few weeks of large group daily review, I switch to having a class helper point to the rules on the picture chart and say them aloud for the class as we chant along. This process helps children learn to internalize and take ownership of the rules.

Behavior Books

Another way you can introduce your classroom rules is to read the series of books titled Best Behavior to your class. During large group time I like to read Listening Time, I read this book every day in the beginning of the year before every large group lesson. There are others in this series that address behaviors such as sharing, cleaning-up, kicking, hitting, biting, and unkind words, I have listed them all for you below.

Do You Use a Classroom Management System?

I use ideas from several sources including Love and Logic, Positive Discipline, and Conscious Discipline. Certain aspects of each one work well with young children and for me in my own classroom.

Love and Logic works by making the child responsible for his or her own actions, giving the child choices to make and then helping the child follow through.

Conscious Discipline by Dr. Becky Bailey creates a School Family and has many practical strategies for working with young children including alternatives to time-out.

Do You Use Time Out?

No, I have an area of the classroom where children can go if they feel the need to handle big emotions, instead of time out. If a child needs some time to regain control of his or her emotions he or she can go to the calming area and use the tools provided there to problem-solve and learn how to regulate their emotions.

Using a calm down or big emotions area helps young children regulate their own emotions instead of just punishing them for making poor choices. In the "Safe Spot" or "Calm Down" area you can help children learn how to problem solve and make better choices.
Here are some items you may want to have available in your Calm Down area

Soft stuffed animals for hugging if we are sad

Books from the Best Behavior series (listed above)

Calm down bottles (have a very calming effect)

Soft emoji pillows that kids can hug or squeeze

Emotion lotion

Do You Use a Behavior Chart?

No. Typically, these types of classroom management systems make more work for the teacher and are punitive, I believe in being positive and working smarter, not harder.

Behavior charts, stoplights, and card or ticket systems are a lot of work to keep up with and require lots of prep and complicated rules. None of these systems hold the child accountable or have any flexibility, they are all or nothing and they are also negative and out in the open for everybody to see. It is demeaning for a child to have his ticket pulled and everybody to see that he has been "bad"? What does that teach the child other than to be ashamed? Or maybe not get caught the next time?

Establishing a personal connection or relationship with a child and help them solve problems by giving them choices and empowering them, these are valuable life lessons that a child will be able to internalize and use in daily life.

Acknowledging a child's good behavior is far more powerful than acknowledging his bad behavior and goes a long way towards establishing a positive classroom environment.

Do You Use a Prize Box?

No, see the answer above. Rewards for prize boxes and treasure chests are expensive! I would much rather spend my money on instructional items for the classroom and not trinkets that will become lost or broken in a few seconds, often resulting in fights or tears. What are we teaching young children by giving them for good behavior? They're being rewarded for doing something that they should already be doing anyway. The biggest reward they can receive is the gift of learning how to make their own choices and the good feelings that come with choosing to do what is right for the sake of doing the right thing.

How DO You Get Them to Behave?

This is a question I am asked frequently and the answer is both simple and complicated at the same time. I spend lots and lots of time modeling how to make good choices and role playing different scenarios with the kids in the beginning of the year.

The modeling and role playing is very time consuming but really pays off in the long run. If you want your students to share then you have to invest the time in the beginning teaching them how to share. If you want your students to clean-up on cue then you have to take the time to teach them how to do that too. We cannot take simple things for granted, everything must be taught, modeled, and role played with this age group to ensure success.

What if they won't sit and listen?

Before beginning any group activity such as a read aloud I always review the rules first. You don't always have to use the rules chart, I also made individual cards for your pocket chart using the classroom rules packet. You can change up the rules a bit to fit with your read aloud time.
More Teaching Tips from Pre-K Pages

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When it comes to preschool classroom rules it's always best to keep them short and simple. The more rules you have, the more difficult they'll be for young children to remember. Use simple words for each rule so your kids can easily understand the meaning of the rules.

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Respect is admiring or looking up to someone because that person has done something extraordinary or possesses impressive abilities. It is also an act of giving attention or showing care.

You are at a restaurant. A woman sitting at the next table snapped her fingers and yelled at the waiter,

"Hey, you brought the wrong dish. Why are you not listening? Now go and get me the right dish. NOW."

What would you think of this person?

I don't know about you, but I would think that she's being very rude and disrespectful. Why does she think she has the right to talk down to him like that?

Most people I know would not do such a thing to others, whether it's their friends or someone they don't know.

However, some feel completely entitled to talk to their children that way. A mother would snap at her son,

"Hey, I told you not to do this. Why are you not listening? Go and take a time-out. NOW."

See the irony in these two examples? Why is there such a big difference in how we treat others compared to how we treat our children?

So, the meaning of respect goes deeper than just saying "Yes, Sir," "Yes, Madam," or being compliant.

The feeling of respect needs to come from within, and you cannot force someone to respect you.

It's easy to define respect for kids. But explaining respect to a child involves more than just telling them its definition.

We cannot teach respect by being disrespectful to our children.

How To Teach Kids Respect

Here are 6 things you can do to get kids to listen to and respect parents.

1. Stay calm and don't overreact when you think your child is being disrespectful

The other day, my daughter was eating cookies and wanted to enter my room. Crumbs came out of her mouth as she took every bite. I told her not to go into my room with the cookies.

I repeated that request at every step she took on the 14-step staircase. I said it one more time when she was at my door. She ignored it and entered my room with cookies in her hands and crumbs on my floor.

I was angry. I exploded and yelled, "Didn't you hear that I asked you not to come in with cookies?"

She looked at me, turned around, and left my room.

So what is the lesson?

That yelling and only yelling works with kids who don't listen, right?

Wrong.
She didn't listen to me because she couldn't listen to me. I was not in front of her, making eye contact and ensuring she was paying attention to what I said.
Instead, I just sat at my desk and shouted my command while she was fully immersed in tasting the yummy cookies.

Any leftover focus was spent on making sure she didn't fall down the stairs.

She simply couldn't pay any attention to me until she entered the room and saw me.

However, from my perspective, I thought she heard everything I said but ignored me. I thought she was purposely disrespecting me and my request.

So I was angry. My emotions took over. Instead of looking into why she acted that way, I yelled at her.
I was being disrespectful to her.
I was shouting to her from another room, not caring whether I was interrupting what she was doing or not.

And when she didn't meet my expectations, I acted rudely toward her.

I showed her that I only cared about my own needs. I showed her that when you were frustrated, you could be rude and disrespectful.

That was the wrong message.

I showed her an example of disrespect.
I was not a good role model in having empathy and self-control. I was certainly not a good example of respect.
Granted, there are often situations where disrespectful kids do outrageous or disrespectful things, but it could be because they don't know any better at that age or they miss the cue.

That's where we, the parents, come in to teach them.

Teaching respect to children cannot be done using a disrespectful manner.

To teach respect, first, we must stay calm and in control. Identify if this is a real "disrespect" situation, a misunderstanding, a toddler tantrum, or simply because the child hasn't learned the proper response in such a situation.

2. Identify the cause for disrespect and focus on teaching problem-solving alternatives

When genuinely disrespected, we must pay attention to the circumstance instead of going off on the child, "You are being disrespectful!"
Ask your child why they act that way.
Last weekend, my almost 4.5-year-old finally achieved a major "milestone."She called me a bad mom.

She had never called me that before; we had never called her a bad girl.

So she didn't learn to say that until she heard her friends say it recently.

For most parents, that is very disrespectful for a child to say.

Justifiably, many of them become upset or angry. They would reply, "How dare you! You are not allowed to talk to me that way. I'm your mother/father!"

These parents are upset. They are called names, and they are hurt.

You may see these words as signs your child doesn't respect you.

But what is the child's intention when they say that?
Disrespectful kids usually say that because they are angry. Someone and it's usually you, hurt them. So, out of instinct, they want to hurt you back.
It is usually not malicious because kids (and grownups) cannot think straight when angry. They just reflexively want to fight back to protect themselves; in this case, they use hurtful words.

I asked my daughter, "Why did you say that? Was it because you were angry?" She nodded.

"Were you angry because I didn't let you have more cookies?" She nodded again. I nodded sympathetically, too.

With my acknowledgment, I could see her seething anger start to dissipate.

"Well, I understand you are upset. But that doesn't mean I am a bad mom. If other kids are mad at you for something you have done, does it make you a bad girl?" She shook her head determinedly.

"OK, then you are not a bad girl because other people are upset. So I am not a bad mom because you are angry, right?" She nodded slowly, like she was trying to absorb my words.

At that point, I went on to address her needs.

She was angry because her needs were not met.

I asked her to think of other ways to get what she needed instead of calling me names.

I explained to her that hurting others that way couldn't help reduce her anger or solve her problem.
By naming and narrating my child's emotions, I helped her understand where her anger came from, taught her vocabulary to describe her emotions, and gave her tools to solve problems. I also showed her that even in conflict situations, you could stay calm, keep a clear head and respond respectfully.
Disagreement can take place without being disrespectful.

Isn't this much better than screaming, "How dare you!" which only addresses the parent's own needs to feel respected?

Check out How to Deal with an Angry, Disrespectful Child for more ideas on handling the disrespect issue.

3. Model how to be respectful by respecting your kids first
What better way to teach a behavior than modeling the behavior you want to teach?
Show them how to respect by respecting them.

I don't mean calling them sir or madam or bowing to them. Just treat your child as a person like you treat other grownups.
For example, respect their preferences.
I've heard a father yell at his son for eating the inside of a pie first before the crust because that was the wrong way to eat a pie. True story.

It is ridiculous how some parents want complete control over their child's behavior and preferences.

Most of us are not this extreme, but we still do some variations of preference policing. But if you want your child to respect you, start with respecting their choices.

Everyone has their preferences.

As much as I want my little one to be a mini-me and like the same things I do, she is not. My child has her own liking.

If I don't like what she wants, I will explain my rationale.

But ultimately, she has to learn to make decisions for herself.

As long as her choice is not dangerous to safety or health, is not (too) financially consuming, and does not hurt others, I honor it.

That is why I let her make her own choices in things such as her own outfits.

She often ends up going to her preschool wearing mismatched socks, pajamas under dresses, a shirt under/over a dress, etc.

Every person has the right to think independently and like different things. That should include children.

When children's differences are accepted, they feel heard and respected.
They see first-hand how to treat others who have different opinions. They learn that they should respect people despite their differences.
When the teenage years come, this understanding and tolerance for differences are how to get your teenager to respect you.

That's when everything Mom and Dad say will sound stupid to them.

You want your teenager to know how to tolerate differences and still respect and appreciate you!

Also See: How To Deal With Teenage Attitude

4. Use kind and firm discipline to teach, not punish

Discipline means to teach or to train. Discipline does not mean punishment.

It doesn't have to be punitive.

In fact, studies have shown that positive discipline is a lot more effective and longer-lasting than punitive strategies.

If we discipline using a menacing or stern tone when our kids have done something wrong, we are showing them how to be cruel and harsh to those who make mistakes.

Who doesn't make mistakes?

Imagine if you make a silly mistake at work and the boss talks down to you in a demeaning way. That must feel lousy, right?

Would any of us, therefore, have more respect for this boss?

No, right?

The same with children; being harsh or using punitive punishment will not earn us respect.

But positive discipline is different from being "soft" or permissive.

One can be firm and kind at the same time when disciplining. Setting firm boundaries and sticking to them are the keys to successful discipline.

5. Give respect to earn respect

Parenting is one of the hardest jobs in the world.

Parents spend so much effort, time, and money caring for their little ones.

Their entire lives changed and started to revolve around their children the moment they were born.

It is only natural that we expect kids to respect their parents.

But little children don't understand all this. And to be fair, they didn't ask us to do all this! We decided to take on these responsibilities.
We decided to have kids. Kids didn't decide to have parents.
If we don't respect them but at the same time expect them to respect us, that is just hypocritical. Think about a chain smoker telling his child not to smoke. How effective is that?!

Respect cannot be demanded. It can only be earned. So, earn it!

How to earn respect?...

Give your child real reasons to respect you by being a good role model.
Model good behavior, such as being respectful to everyone, including our children.
6. Apologize when you mess up

Not that I'm saying I'm never harsh to my child.

As mentioned, I do sometimes shout when I'm at my wit's end.

So I get it. I understand the occasional outbursts in the heat of the moment, especially when we're dead tired doing all sorts of grownup stuff, like working, housekeeping, and what else, parenting.

Despite that, I will never use it as the default way to treat my child, nor will I justify doing so as OK or necessary.

When I did lose it, I would give myself a time-out to calm down.

Afterward, I explained to her why I had been so upset before.

I taught her that having emotions was normal, but shouting was not OK. I felt guilty, and I said sorry to her.
A mature, respectful grownup accepts responsibility and apologizes when he or she makes mistakes.
Apologizing to your child does not undermine your authority as a parent.

On the contrary, you are reinforcing your authority and credibility. You are demonstrating integrity and building trust with your child through your parenting style.

Final Thoughts

Treating children disrespectfully will make them lose respect for us (think about the mean boss example above).

If you're lucky and your kids are not the stubborn type, you may get temporary compliance out of them, which may seem like respect.
But it is not.
Years later, when they're all grown up, you may wonder why your grown children don't have respect for you anymore.

They probably never did.

They were only being compliant when they were kids. And you have modeled the lack of respect well since their childhood.

Admittedly, I sometimes wondered if I should go the "easy" route to save myself some time and frustration after telling my daughter not to make a mess a gazillion times.

But every time I was tempted to take such a shortcut, I reminded myself how I hated it when I was treated like that as a child and how it would only earn me disrespect.

"Who says parenting is easy?"

With this thought, I took a deep breath, recomposed myself, and explained the gazillion-first time why it was not OK for her to do that.

It is certainly not easy to do everything I listed.

What helps is understanding why we parent the way we do. Only when we self-reflect on ourselves can we model introspection to our children.

Our childhood affects how we parent, no matter how much we want to deny it.

Even those who have had a happy childhood may still have unresolved issues that prevent them from being the best parents they can be.

Frequently Asked Questions (FAQ)

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What Is Respect? Definition for Kids and 6 Highly Effective Ways To Teach

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See the respect definition for kids and the 6 highly effective ways to teach them while building a strong relationship and happy family.

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CHILDREN-PLAY.JPG

Two sisters play during the 2012 Sunday Trailways event in Beaverton. Physical activity and outdoor play are one strategy for helping young children improve their self-control, says Oregon State researcher Shannon Lipscomb.
(Faith Cathcart/The Oregonian/2012)
The Daily Mail headline was written to grab attention:

"Don't blame poor parenting for tearaway kids - bad behaviour could be down to a child's GENES"

The story that followed cited research by Shannon Lipscomb, an assistant professor of human development and family science at Oregon State University-Cascades Campus. Lipscomb was the lead author of an article titled " Genetic vulnerability interacts with parenting and early care and education to predict increasing externalizing behavior" that was published in the Oct. 23 edition of the International Journal of Behavioral Development.

According to the Daily Mail article, "genetics explain why some children thrive at preschool while others develop behavioural problems."

Lipscomb said it's more nuanced than that.

Among the 233 children ages 1 ½ through 6 whom she and her fellow researchers studied, "what we really saw was that some children were predisposed to be more sensitive to their environment," Lipscomb said. "We didn't see a direct effect of the genetics on the behavior. We did see that when things in the environment weren't going well ... the kids who had a genetic risk were more likely to have an acting out."

"It was really an interaction between the genes and environment," she said. Researchers determined which children had the genetic predispositions by assessing their birth parents' self-regulation, or lack thereof, she said. The "environment" included children's homes as well as childcare and preschool settings.

Lipscomb offered these tips to parents for helping their children develop control over their behavior:

Set limits. Setting clear limits and enforcing them consistently is crucial, Lipscomb said. So is not "letting it go" when a child tests a boundary or breaks a rule.

Establish routines. This goes hand in hand with consistency. Lipscomb said routines help children feel more in control and know what to expect, which in turn helps them to behave appropriately.

Stay calm. "It's important to avoid overreacting or being harsh with children when they're testing" boundaries or rules, Lipscomb said. "They can only learn how to manage their behavior if they test the boundary and then they get a consistent message back from parents or teachers about what is OK and what isn't OK."

Yelling or spanking, she added, doesn't work in the long run and may in fact ultimately make things worse. "It may work immediately ... but it doesn't help them manage their emotions and behaviors," she said.

Play self-control games. Lipscomb recommended games that help children learn to control their bodies, such as Red Light Green Light and Simon Says. She also recommended teaching children how to pass the time when they're waiting. For example, if you're stuck in line, resist the urge to give the kids your smartphone to play with. Instead, "engage with them and talk with them," she said. Handing over the smartphone "helps solve the problem in the moment but it teaches children to expect to be entertained all the time," she said. This is also a good opportunity to try an activity that teaches delayed gratification - for example, "if you can find 10 things that start with the letter B, you can choose an extra bedtime story tonight."

Model stress management. "Manage your own stress so you can be a good role model," Lipscomb said. Make sure the kids see you going to yoga, walking around the neighborhood or just taking a voluntary timeout in another room to deal with frustration or anxiety.

Encourage physical activity and outdoor play. "Children actually do better with controlling their behavior if they have a lot of opportunities to get their excess energy out," Lipscomb said. That means curbing screen time, too.

For parents of children who are having a hard time with their behavior and self-control in preschool or at daycare, Lipscomb said, "the biggest thing is for parents to work on a way to communicate openly and regularly with teachers so they can problem-solve together and share strategies."

Lipscomb said she knows it can be difficult for parents to get a working relationship going with a preschool or daycare teacher - and not to get defensive. "But it's going to help the child better if we can really be open and hear what the teachers have to say," she said.

A smaller daycare or a shorter preschool schedule can sometimes be helpful, Lipscomb said, since big group settings for long periods of time can be distracting and stressful for a more sensitive child. But parents shouldn't rush to find a new setting, she said. Transferring doesn't always solve the problems and can actually create new ones by putting the child through an additional transition. Transferring a child makes sense primarily when the family is going through a transition anyway.

Lipscomb suggested these strategies for parents and daycare/preschool teachers to try together with sensitive children:

Give a heads up. Warn about upcoming transitions, such as going outside for recess. Transitions are often triggers for negative behaviors, Lipscomb said. "These children really often will do better if teachers can give them a warning so they know what to expect." On top of that, she said, it helps children to know what is expected of them during a transition.

Engage them. Give them a special job or make them a helper. At some daycares, for example, one child is appointed every day as the "door holder" to help prop open the door every time the children go outside or come back in.

Catch them doing well. Lipscomb recommended positive reinforcement when a parent or teacher sees a child succeed at behaving appropriately. In a group setting, she added, praise directed toward one child, such as "Thank you for being quiet and listening really nicely," will often have a group impact, indicating to the other children how they are expected to behave.

Play together. "Take opportunities to have fun with your children and build your relationship - that solid parent-child relationship really helps children feel safe and build their self-control," Lipscomb said. "Make sure to take the time to do it."

Lipscomb said parents who think their children have significant behavioral problems can seek out an evaluation by an early childhood specialist or early childhood interventionist. To find one, she recommended contacting the local school district, county health or mental health department, or local childcare referral agency. There might be fees for evaluation, but some families might qualify for waived or reduced fees.

Here are some examples of local resources:

Multnomah Early Childhood Program, a countywide service that partners with Multnomah County school districts: general line, 503-261-5535

Northwest Regional Education Service District

Clackamas Education Service District

Educational Service District 112

High Desert Education Service District

-- Amy Wang

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When preschoolers act out: Tips for teaching good behavior, self-control

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CHILDREN-PLAY.JPG Two sisters play during the 2012 Sunday Trailways event in Beaverton. Physical activity and outdoor play are one strategy for helping young children improve their self-control, says Oregon State researcher Shannon Lipscomb.

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All behavior is communication, especially disruptive behavior but when you are working with very young children that communication can be hard to understand. As a preschool teacher, you have to manage the behavior at the moment while deciding what that child is trying to tell you. Here are my tips for how to handle disruptive behavior in a preschool class. As you will see in this list, most of the advice is about you and your actions, not the child's because a child is an autonomous being, and no amount of fantastic teaching can change or prevent disruptive behavior 100%, but we can react to it appropriately, with love and kindness.

Before you can address specific behaviors look at your environment, have you set it up to be peaceful? Use these tips from this post I wrote about a peaceful classroom to create a supportive classroom environment for your students. When children know what to expect it's much easier to be calm and engaged, they aren't looking to control everything and everyone if they feel like they are in control. Using a class schedule like these visual schedules can help.

Remember that connection is key, you need to spend the time connecting with your students to build trust and a relationship with natural authority before you can expect to be able to get the best behavior out of the students with tactics other than fear. Anyone could make a preschool class behave with fear, but the consequences of that tactic are just not worth it. Have you ever noticed how children will act up for substitutes or after a few weeks of school the quiet, well-behaved child turns a corner and starts acting up? Those children need a stronger connection. Our first reaction after we manage the misbehavior should be to play with that child even more to build that connection.

But what about in the moment when a child hits, or just won't stop running around, or screams in the middle of group time?

In the moment stay calm. Even if the behavior rattles you, it's your job to keep control, and the best way to do that is to stay calm. This child may be throwing your classroom into chaos for a minute or two ( it can seem like forever ), but it will return to normal much faster if you don't raise your voice or show big emotions.

Tend to any child who has been hurt. Encourage the hurt child to use their words to tell the child who hurt them that they don't like it when they hit, bite, push... If the child who did the hurting can help you, have them get a tissue for the crying child, or some ice, having them help make the situation better is a much more productive action than saying sorry and running off to play.

When a child runs in my class I remind them to use slow walking feet in the class by saying something positive like this "Let's run when we go outside, inside we walk." if the behavior continues I walk up to the child and say " I see you are having a hard time walking in class today. Do you want to go play at the water table or with the play dough?" Often children who are running are just not engaged, helping them to find something to engage them can usually curb that behavior. I will also help them practice walking because for some children running is the default. Running is not defiance, it's usually excitement, be gentle and try to figure out how to engage the child to stop the behavior instead of punishing them.

Outbursts at group time can be addressed with proximity. If you have another adult in the room you can simply say ' Henry I see you need help sitting/ not touching your friends/ not talking at circle time, Ms.Robyn will help you." Make sure that when you do this, you are not then treating sitting with the other teacher as a huge punishment; we are offering scaffolds for good behavior. The other teacher should welcome the child and quietly support them. If you are without another adult, you can do the same with your lap, a spot right next to you on the rug, or try moving the child to another area with positivity.

What about destructive behavior? Throwing toys? Writing on walls?

If a child intentionally makes a mess like writing on a wall or pouring paint on the floor have them help you clean it up. This happens in our sensory area from time to time, and my go-to course of action is 1. Help me clean up. 2. You are done in that area for the day. I don't make it a huge punishment I simply say something like "You need to choose another area to play, maybe tomorrow you will be ready to play with the sensory table appropriately, we can try again tomorrow."

When a child is throwing toys calmly tell them that when you go outside, they can throw some balls, and ask them if they would like to play catch with you when you go out for recess. Then ask them to help you collect the toys they threw. If the toy throwing was aggressive, clear the space of other children, who could get hit by anything and then remove anything the child can throw from their reach. Calmly say " I can see you are really angry, I can't let you throw toys at your friends, it could hurt them, and I need to keep everyone safe." Offer the child an alternative outlet. The window for simply saying we can't do that here and expecting compliance is long since passed. We need to calm the child before we can get them back on track. Playdough, squeezy toys, calm down jars... this is a great time for those types of resources. Many years ago I had a student who struggled with angry outbursts, and after months of trial and error, we discovered that bubble wrap was calming for him. Just keep trying.

What about potty talk? Playing with their private parts?

Potty talk is an interesting one because every family has different levels of what's appropriate and what isn't. This is something I try not to get into power struggles over. If it's persistent usually going up to the child and simply saying " Do you need to use the potty?" They usually say no, and I return with "Oh I heard you talk about potty stuff so I thought you needed to go." This normally does the trick. Teachers need to be careful about who you say this to and how they say it. I never say it in a threatening tone; the potty is not a punishment. I say it like I really think that's why they were talking about poop with a positive tone of voice. Also, look at who the child is talking to, a solution could be as simple as separating two children for a little while until they have moved on from the potty talk. Never send a child to the potty as a punishment for potty talk, I have seen this and while parents can use this at home if they desire it's not appropriate behavior management for preschool.

The body is an amazingly interesting thing, and children have every right to explore their own bodies without shame. However, the classroom is not the place to do this. If a child is touching themselves I address it a few different ways; if they seem to be uncomfortable I ask them if they are ok, they could have had a small accident, or have a rash, etc... If they are simply playing, I will tell them that their private parts that are covered by underwear are private, meaning they are just for them to see and touch. They can go to the bathroom or wait until they are home to keep playing. Remember that a child's motivation for this behavior is very simple, it feels interesting and good to touch themselves. Try not to assign the same reaction you would have if it were an adult, stay calm and positive.

After the disruptive behavior is addressed

Evaluate what lead up to the behavior. Was there too much noise in the class? Is group time too long? Should we have our snack earlier? Is that child going through any big changes at home? Are the activities too boring? Too challenging? Does the child need help to establish friendships? Is there a pattern?

If the same child is acting out consistently start a behavior log. Jot down when and where their behavior takes a nose dive. This will help you look for patterns. If you know that Henry always acts out at the sensory table, you can make sure an adult is there to help him make positive choices from now on.

Keep parents in the loop. I don't suggest every time a child is defiant or acts out you call the parents but if you are seeing a pattern make sure you are communicating with the parents. When parents and teachers work together the child benefits.

What about special needs?

I have used all the tactics above in classrooms with children with special needs however when a child has special needs that affect his or her behavior you often need very specific tactics for behavior management, and even the day to day can be varied. This is where working closely with parents, any other professionals in the child's life, and of course, your administration is key. If you are in a public setting you should have a 504 or an IEP to follow but if you are a church, private, or daycare you may have to take the lead to advocate for the child's needs in your class. I will say this, when you know the child's needs surpass that of your school you must let the parents know, children deserve to be in an environment where they get their needs met and sometimes that is not our preschool classrooms. Part of our jobs as professionals is to find the programs that can meet our students needs even if they are not our, a great place to start is your state or provincial early intervention program.
What tips do you have for dealing with disruptive behavior at preschool? Tell me all about them in comments.
If you are interested in getting the best behavior out of your students it's more than just addressing behavior when it is challenging. Learn more with my FREE 7 day e-course. Learn more here.

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How To Handle Disruptive Behavior at Preschool - No Time For Flash Cards

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All behavior is communication, especially disruptive behavior but when you are working with very young children that communication can be hard to understand. As a preschool teacher, you have to manage the behavior at the moment while deciding what that child is trying to tell you.

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I often tell my children to use their words when they are upset. I assume they know what they are feeling and can verbalize it to me. Wrong! It's difficult for children to say what they are feeling because many times they don't know what to name the feeling they are experiencing. Instead, they show us how they are feeling by throwing temper tantrums and having meltdowns. We first need to teach children the words to express their feelings before we require them to "use their words."

Young children can be taught basic emotions such as happy, mad, sad, and scared as early as two years old. As they get older, you can explain emotions such as feeling frustrated, nervous, shy, etc. to them.

Here are some ways you can help your child learn the language they need to express their feelings:

1. Sing songs to help young children learn how to express their feelings. I came across this version of a preschool classic, If you are happy and you know it at Sunflowersstorytime.com. It goes:
If you're happy and you know it clap your hands. If you're surprised and you know it say "Oh my!" If you're sad and you know it rub your eyes "Boo hoo" If you're scared and you know it shiver and shake. If you're sleepy and you know it close your eyes. If you're angry and you know it stomp your feet. And always make sure end up with "happy" again.
They suggest having pictures of each emotion to show the kids as they sing the song.

2. Use games and activities to teach children about feelings.

Children like learning through playing and having fun. A fun game to help kids learn about feelings is Feelings Charades.

For this game you will need to make a feelings cube. Paste pictures of feeling faces on a tissue box. Have kids roll the box and whatever feeling face it lands on they have to act out.

You can find free feeling picture cards here.

You can also use the cards to play Memory. Simply print out two sets of Feeling Cards, shuffle them and then have your child find the matching Feelings Card.

3. Watch kid-friendly videos about feelings. Kids respond well to visual stimulation. Here are two videos I like to show kids to help them learn about feelings:

4. Get into the habit of labeling the feelings you believe your child is experiencing. For example, if your child runs up to you and hugs you as you walk through the door, you can say something like "someone is excited to see me" or "someone is happy I'm home." Labeling your child's feelings as they happen helps them to build their feelings vocabulary.

5. When you read to your child, discuss how the characters in the story are feeling.

Point out any clues that lets you know what they are feeling such as facial expressions or behaviors. Then explain to your child why the characters feel the way they do. If your child is able to, let them take a turn identifying how the characters are feeling and why.

I like to read The Way I Feel

to young children because it uses beautiful images to describe a range of feelings.

6. When your child does something that upsets someone else, let them know how their behavior might make others feel. For example, "When you called your sister names, she felt sad and her feelings were hurt. " This will help your child be mindful of what they say and do to others. You can follow up by asking how they would feel if someone did the same thing to them. Encouraging your child to put themselves in someone else's shoe teaches them how to be empathetic. Empathy is an important life skill that will allow your child to maintain positive relationships with other people.

7. Model appropriate ways to express feelings to your child. Children are always watching us and like sponges they soak everything up. Good and bad. If your child sees you expressing your feelings in a positive way, over time they learn to do the same. However, if they see you yelling and throwing things when you get upset, they are more likely to mimic this behavior.

8. Teach your child appropriate ways to express their emotions.

It's important that children learn that it is OK to have their feelings. What matters is how they express them. When your child is calm, discuss with them ways they can calm down when they are upset. The ABC's of Calming Down is a great resource that contains 26 alphabetized calm down strategies to help children calm down.

9. Praise your child when they use words to express their feelings. Having the self-control to express your feelings appropriately is no easy feat. There are many adults who are unable to do this. When your child tells you how they are feeling instead of having a complete melt down, praise them for doing so. Be very specific. For example, "I like how you told your sister that you were sad when she called you names. That was very mature of you." Praising your child for practicing good behavior makes them more likely to do it again in the future. It also lets them know that you are watching them and notice when they do good things.

It is important that children learn how to identify and express their feelings in an appropriate manner. Kids who are able to express their feelings are less likely to have meltdowns and temper tantrums. They also have an easier time making friends and getting along with others. For additional resources on teaching children about feelings, check out these Feelings Task Cards.

In what ways do you foster your child's emotional intelligence?

If you like this article you might also like these articles. (Click on images)

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9 Ways To Teach Children About Feelings - Kiddie Matters

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I often tell my children to use their words when they are upset. I assume they know what they are feeling and can verbalize it to me. Wrong! It's difficult for children to say what they are feeling because many times they don't know what to name the feeling they are experiencing.

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Learning to identify and express feelings in a positive way helps kids develop the skills they need to manage them effectively. Here are some tips on how to encourage your child to express their feelings.

Sometimes kids don't have the words to express how they feel and may act out these feelings in ways that are problematic

Your child might hit or throw toys when angry or frustrated. They might have a hard time settling down after an exciting day. Use this as a learning opportunity to teach your child to express their feeling in a positive way. Teach your child to act on feelings by:

Asking for help or support

Walking away and taking time out

Finding a different way to do things

Taking time to relax before trying again

Trying to solve the problem with words

Saying what they feel instead of acting it out

Talking with a grown-up about what is happening

Spending time with a loved one or asking for a hug or cuddle

Describing what they are feeling or reactions in their body

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Helping kids identify and express feelings

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Learning to identify and express feelings in a positive way helps kids develop the skills they need to manage them effectively. Here are some tips on how to encourage your child to express their feelings. Your child might hit or throw toys when angry or frustrated.

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Ideas on helping children with emotional issues

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Ideas on helping children with emotional issues

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Different Ways to talk about feelings through activities

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Different Ways to talk about feelings through activities

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When our little ones head off for school, they take their first steps in a lifelong journey of learning. Not only will they begin to build foundational skills that will pave the way for academic success, but they'll also learn social-emotional skills like kindness, sharing, empathy, and many more that will contribute to their overall success in life. Some research suggests that social-emotional activities might be the most important work children can do in their early years. In fact, one study found that social-emotional wellness in kindergarten correlated with success up until age 25. Here are some of our favorite social-emotional activities to use with your preschool and kindergarten students.

Teach students to identify their emotions

Identifying and labeling feelings (your own and others') is a valuable life skill that takes lots of practice. These social-emotional activities are not only fun and engaging for little ones, they spark essential conversations that lead to deeper understanding.

1. Read, read, read!

There are TONS of children's books featuring interesting main characters and story lines that teach social-emotional skills. Reading about characters they can relate to, in situations they can relate to, helps young children learn valuable lessons. Here are two book lists to get you started: Picture Books To Teach Students About Kindness and Children's Books for Teaching Social Skills.

2. Sing

Different emotions evoke different feelings in our bodies. Teach your students this song to help them learn to identify what is really going on. Also, find role-play scenarios and reflection questions.

3. Practice with emotions play-dough mats

Learning to read others' emotions is a valuable SEL tool. Children can explore and identify nuances of facial features that are paired with emotions by using play dough to draw faces on these free emotions play-dough mats from The OT Toolbox.

4. Play a monster-emotions match game

Download the free game cards here. This fun and engaging game helps kids learn how to identify emotions in other people. The game begins as students walk around the room making the feeling face that matches their card. As they walk, they look for another student who seems to be demonstrating the same feeling. Once everyone thinks they have found their matching feeling friend, let them check their cards to see if they are right. Play a few rounds to give kids a chance to try out different feelings.

5. Make emotion masks

These masks are a great tool for talking about feelings. And all you need is paper plates (cut in half), craft sticks, tape, and markers. The activity will focus on four emotions: happy, mad, sad, and silly. For each emotion (and each mask), make a face and then ask the class to identify the emotion it represents. Once they correctly identify the emotion, have them use the marker to draw that face on one of the plates. You can use these masks during read-alouds (hold up the mask that shows how the main character is feeling) or during class conversations to reinforce their understanding of what different feelings look like.

6. Start each day with a check-in

This chart is a fun one to help students communicate how they're feeling. Position it next to your classroom door, and have students point to the emoji that most closely matches how they're feeling as they enter. Social-emotional activities like this one help students get in the habit of monitoring their emotions and give you valuable information about your students' moods.

7. Draw helping hands

Encouraging students to think about others can make them realize how much control they have over the feelings of others. Have students trace or draw their own hands and reflect or write what their helpful hands can do for others.

8. Do an emotions sort

Linking Zones of Regulation activities to fun experiences helps kids make connections. For example, this simple Emotions Sorting Game inspired by Disney-Pixar's Inside Out helps kids learn and explore emotions. The game is a printable download available from Mom Endeavors.

9. Play emotions Jenga

Attach a collection of emotion words onto Jenga blocks-for instance, happy, sad, angry, frustrated, etc. You can either write on the blocks with a Sharpie or try these pretty labels from Collective Feelings. One at a time, pull one of the emotion blocks out of the stack. Ask for a volunteer to either tell you the definition of that feeling or share a story about a time they felt that emotion. Talking about emotions in a group, and hearing others' stories, helps kids make lasting connections.

10. Make an emotion spinner

If you're looking for engaging social-emotional activities to teach kids more about identifying their emotions, try these emotion spinners. All you need to make them are paper plates, brads, markers (or paint or crayons or colored pencils), and a large circle punch if you have one. For full directions on how to make and use emotion spinners, check out this blog from Meaningful Mama.

11. Play a round of emotions charades

Prepare a set of cards with emotion words and pictures of what those emotion looks like. Then play a round of emotions charades, which helps preschoolers read nonverbal cues, identify and regulate emotions, and learn how to express emotions in a healthy way, all of which are essential elements of emotional intelligence.

12. Make affirmation bracelets

Set out cups of colored beads. In front of each cup of beads, add a sticky note with a positive affirmation. Teach your students what each affirmation says and means. Give each student a pipe cleaner and help them create a bracelet by threading the beads onto the pipe cleaner. Optional: Each time they pick up a bead, have them say the corresponding positive affirmation out loud.

Teach kids strategies to deal with hard feelings

Being able to identify and label feelings is a great start. Knowing what to do when unsettling feelings come up is the next step. Feelings like anger, sadness, and confusion will undoubtedly arise from time to time in the classroom. Here are a few social-emotional activities to help your students learn how to cope in a safe environment.

13. Teach students to use I-statements

Encourage students to be mindful about how they're feeling by helping them practice how to articulate their thoughts without lashing out at others. Give them starters such as "I feel angry when ...," "I feel happy when ...," "I feel frustrated when ...," etc. Once they are able to articulate their feelings, help them strategize ways to handle their feelings.

14. Use strategy cards

These free downloadable cards offer 23 different strategies (with pictures and words) that kids can use to manage their emotions. Print them out, punch a hole in the corner of each card, and attach them to a ring.

15. Download these free posters

Use these posters to teach kids what to do when they feel their emotions escalating. Once they are familiar with the strategies, post the posters in your calm-down corner for kids to reference as they regroup. Included with the downloads are 30 great calm-down ideas like "I can count to 10," "I can blow a feather," and more.

16. Stomp out dinosaur-size feelings

Read Tony Mitton's charming story Dinosaurumpus aloud to your class. Then, play this easy-to-assemble dinosaur game that encourages kids to roar, dance, and stomp out their emotions.

17. Make calm-down jars

Make these mesmerizing calm-down jars for your classroom using just water, oil, and food coloring. Add glitter for a little extra pizzazz. When students are feeling overwhelmed or upset, give them a few minutes to focus on the jar as they turn it upside down and back. Focusing on the movement and colors will help students calm down so they can get back to work.

18. Put together a calm-down kit

Stock a plastic bin with tools to help little ones manage their emotions. Include things such as strategy cards, squeeze balls, calm-down bottles, putty, and breathing exercises. For more ideas, check out this awesome list of 40+ Things To Put in Your Calm-Down Kit.

19. Set up a calm-down corner in your classroom

Kids have a lot of feelings and emotions to process throughout the day. Sometimes it's all too much, and the result can be bad behavior. A calm-down corner gives kids a place to recenter and refocus so they can join the learning again. Check out this article to learn everything you need to know about setting up a calm-down corner.

20. Teach yoga poses ...

Teach your students simple yoga poses to help them get control of their bodies when emotions are running high. For best results, pair poses with deep-breathing techniques. The printable set comes with 50 different yoga poses (including simple descriptions) and suggested sequences of poses to use.

21. ... and breathing techniques

Deep breathing reduces stress and anxiety and helps kids learn to manage their emotions. Check out this source for lots of fun ideas for building breathing breaks into your day.

22. Teach coping strategies

In any social situation, conflict is bound to occur. That's why teaching kids how to peacefully solve problems is essential. Equip your students with the tools they need to manage uncomfortable situations with these coping strategies and free social problem-solving poster set.

23. Tell stories that help kids learn strategies

Conflicts happen, no matter how old we are. The key is learning strategies to help solve conflicts peacefully, and it's never too early to start! These picture books encourage solving disagreements through communication, compromise, harmony, collaboration, and forgiveness.

24. Make a rainbow road

Label six colored sheets of paper with statements like "I feel ___ (sad, happy, angry, frustrated, etc.) when ____." Tape the sheets on the floor to create a rainbow road. To play, have a student roll a die, then count and walk to that number sheet. Help them read their statement and then have them fill in the last blank.

Build in lots of opportunities for kids to work on social skills

Like everyone, little ones learn best by doing. Give them lots of opportunities to interact with peers one-on-one, in small groups, and as part of a whole class, ideally with as little adult interference as possible. As they play during social-emotional activities, they'll learn to navigate among other kids who may have different styles and opinions. Activities like creative play, building projects, board games, and partner reading are great tools to reveal kids' strengths and challenges as they begin to figure out how to manage school in the best way for themselves.

25. Do your homework

As children start learning more about their feelings and emotions, their social skills start to blossom. This social skills checklist is an amazing resource that describes in detail the social skills that children learn in their preschool years. Read the article for more SEL activities for preschoolers from The OT Toolbox.

26. Create a culture of kindness

Create a culture of kindness in your classroom. Read your students the story Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids by Carol McCloud. Then spread the love with a few of these activities.

27. Make kindness trees

Looking for social-emotional activities that provide an opportunity to talk about why being kind is important and how we can practice kindness every day? Draw a large tree trunk on a sheet of chart paper. Then pass out different-colored leaves made from construction paper and ask each student to write an act of kindness they can do on their leaf. After they've finished writing their kind acts, help them tape their leaf to the tree trunk as reminders of how they can show kindness and respect for others.

28. Engage in compliment circles

If you need social-emotional activities that don't require any prep work, hold compliment circles in class. They take very little time but yield powerful results. Create an environment of respect and kindness with this simple activity that teaches kids how to give and receive compliments. Read more here.

29. Play games

Playing interactive games with your students is a great way to start conversations about their feelings. It can make the conversation more centered around fun and less stressful. Read this article from The Art of Education for more SEL tips and a list of 10 Engaging Games To Play That Explore SEL.

30. Read about and practice sharing

In Mo Willems' adorable book Should I Share My Ice Cream?, Gerald the elephant has to make a quick decision about whether to share his ice cream cone with his best friend, Piggy. Read the story to your class and have a conversation about sharing.

Then try this fun game. Make "waffle" cones out of rolled-up sheets of construction paper, then have students practice passing their "ice cream" to a friend. Not only will students learn cooperation, but this game is also a great opportunity to use polite language such as "please" and "thank you."

31. Teach students how to partner share

There are many strategies that teach kids to work collaboratively with a partner. And it's important with little ones to teach these skills explicitly. Read this step-by-step tutorial written by kindergarten teacher Sarah Casady, How To Get Your Students Talking. Also, check out 10 Alternatives to Think-Pair-Share.

32. Use conversation starters

Get the conversation started with questions like "What is your favorite thing to eat at lunch?," "What was the funniest thing that happened to you today?," and the like. Be sure the questions are open-ended to avoid getting short yes or no answers. Here are 20 conversation starters from The Early Childhood Academy to get you started.

33. Hone listening skills

Learning to listen, not only to themselves but to one another, is a critical skill for preschoolers. Set aside time each day to sit quietly with your students and listen for sounds in and around the classroom for increasing lengths of time. Or ring a chime and ask students to see how long they can hear the sound it makes. Being able to signal your students when it is time to listen, and having them respond appropriately, is critical for creating a classroom environment that supports learning.

34. Play listening games

Gameplay is one of the best ways to engage young learners. Try some of these listening games, like Simon Says, Telephone, Freeze Dance and more.

35. Rehearse with role-play

Role-play is a wonderful way to teach your preschoolers and kindergartners social behaviors, rules, and expectations. Rehearsing these skills in a safe space, with a teacher's guidance, helps them learn social norms.

36. Play with puppets

According to Tanja Mcilroy, founder of Empowered Parents, playing with puppets is one of the most educational things you can do with your students. A puppet can be the voice used to correct classroom behavior and teach social skills. Many children will find this less intimidating and more playful than instruction coming from an adult. For more tips, check out The Amazing Benefits of Playing With Puppets in Early Childhood.

Learn about friendship

Learning to make friends is one of the most valuable skills we can teach our preschoolers and kindergartners. Friendships require a plethora of social skills such sharing, compassion, compromise, and honesty.

37. Watch friendship videos

Learning to get along with others takes a lot of practice. Here are our favorite friendship videos that use compassion, wisdom, and humor to tackle what it means to be a good friend. Use them to jump-start conversations with your students as you build your classroom community.

38. Read books about friendship

Friendships are one of the most important parts of childhood-and school. Classroom conversations about making new friends, supporting and appreciating friends, and navigating friendship challenges are always in season, and there's no better way to launch them than with a good book. Looking for books you can use for social-emotional activities? Here's a good place to start: Children's Books About Friendship That Give Us All the Feels.

39. Sing songs about friendship

Music is an amazing way to help your students feel connected and understood. And songs about friendship can definitely foster a sense of community in the classroom. Here, we've compiled 50 Fantastic Songs About Friendship for your students to enjoy and bond over.

40. Read poems about friendship

Poetry often speaks to our hearts in a way unlike any other form. And making friends is one of the greatest gifts in life. So why not combine the two and teach your students in a way they can really connect with? Here, we share 30 Heartwarming Poems About Friendship To Share With Students.

41. Make lots of time for friendship-building activities

Here is a list of 25 ideas to get you started.

Practice mindfulness in the classroom

Mindfulness is defined as a mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations. Mindfulness techniques help students handle big emotions (in themselves and others) and cultivate a sense of peace and calm.

42. Introduce mindfulness with children's books

Source: 15 Books To Teach Kids About Mindfulness

If you're looking for social-emotional activities that incorporate reading, there are dozens of brilliant books that teach the lesson of mindfulness for preschoolers. A couple of our favorites, just for little ones, are Peaceful Panda and I Am the Jungle.

43. Make gratitude rocks

Taking time to go inside and think about things you are grateful for is a powerful life skill. For this activity, bring a collection of rocks to class for your students to choose from. Then, using paint, markers, or crayons, give them time to decorate their rocks. Ask your students to take a few minutes and think about something they are grateful for and narrow it down to just one word. Have them write their word with Sharpie on their rock-be sure to give them help if they need it. When everyone is done with their rock, make time for those who are comfortable doing so to share their rock and explain it to their classmates.

44. Go on a nature walk

Take your little ones outside to indulge their five senses. Explore the changing color of leaves, different leaf shapes, pine cones, and more. Listen for birds and other critters. Lie down on the grass and feel the earth beneath you as you look up at the blue sky.

45. Practice progressive muscle relaxation

Most of us, including kids, aren't always aware of the muscles in our body and how they feel or move. But we can all carry a lot of emotions in our physical bodies. Progressive muscle relaxation (PMR) is a coping skill and relaxation exercise that can help us calm our body and mind by slowly and progressively tensing and relaxing our muscles, one group at a time.

46. Listen to music

It's not too hard to tell when young students need a break or need a few minutes to recharge. And you know the old saying "Music soothes the savage beast." Why not pop on this soothing video with gentle guitar music playing in the background for a few minutes? Music makes for fantastic social-emotional activities during snack time, as a brain break, or during transition times.

47. Play in water

Nothing is more calming to the nervous system than water. Set up a water table in your classroom and let students engage in free cooperative play. Include your water table as a station at center time.

48. Play in sand

Just like the water table, a sand table offers the basis for many social-emotional activities to rotate into your stations. Learn about the benefits and try some of these fun ideas from The Early Childhood Academy.

49. Make time for art

There are SO many reasons kids need to paint. Painting is one of the best social-emotional activities because most people find peace and relaxation in art. It focuses their minds and helps them look at the world around them in a much more engaged way.

50. Listen to a rain stick

There's just something so soothing about the sound of a rain stick. Help your students turn their thought inward by taking a few moments to stop and listen. Turn down the lights and invite your preschoolers or kindergartners to lie down on the rug and close their eyes. Turn the rain stick upside down and back again for a few minutes, leaving a few seconds of silence between each rotation.

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50 Fun SEL Activities for Preschool and Kindergarten

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SEL skills are crucial to develop in the early years. Check out our favorite social-emotional activities for preschool and kindergarten.

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The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

State Partnerships

Visit our states page to find more information about any of our state partners or new resources and information for all states.

State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.

Stay Connected to CSEFEL: sign up for our electronic updates

Pyramid Model

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

# data[].attributes.attachment_link.readable_text
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

State Partnerships

Visit our states page to find more information about any of our state partners or new resources and information for all states.

State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.

Stay Connected to CSEFEL: sign up for our electronic updates

Pyramid Model

# data[].attributes.attachment_link.title
CSEFEL: Center on the Social and Emotional Foundations for Early Learning

# data[].attributes.attachment_link.description
The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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https://www.teacherspayteachers.com/Product/Fine-Motor-Journals-5187612?fbclid=IwAR3C1CQ461uc_P2U6CIxb7EgwfyFc28wY_AB6_r4-U4L8RAhF05doTPWp_o

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https://www.lauracandler.com/behavior-reflections/?fbclid=IwAR3yCTrilg8mpRQ-46-IqmRzHUP3WdPucALhgSA0BTxxaR5bjozm5GDafRw

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https://www.facebook.com/watch/?v=231568514527301