# data[].attributes.attachment_link.title
Daily Routines and Classroom Transitions

# data[].attributes.attachment_link.description
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.

# data[].attributes.attachment_link.readable_text
It's a fact that children who have supportive and rich early educational experiences enjoy lifelong benefits. This benefit of preschool is supported by a daily preschool schedule that considers children's developmental needs, from proper nutrition to motor skills.

A day at preschool is all about balance: quiet time and play, flexibility and routine, and structured lessons and free choice. While finding the formula that works for you and your group may take a while, the basic elements of a daily preschool schedule will remain the same.

This article will cover the components of an effective preschool schedule and give ideas on managing day-to-day preschool activities. If you're looking for preschool daily schedule templates, head to the bottom of the article, where you'll find sample full-day and half-day schedules.

How to create a structured preschool schedule

A detailed, structured preschool schedule will help you, your staff, and the children in your program have productive, enriching days. Carefully plan your activities and breaks to help foster the children's development and growth.

Establish preschool schedule basics

The main objective of a daily preschool schedule is to structure the best environment for early childhood development. Since preschoolers can't self-regulate the same way older children can, your careful planning enables their growth. A positive preschool experience is essential to optimal early childhood development, and this growth plays out daily according to how well teachers plan and engage with children.

No matter how you choose to schedule your time, the activities you engage in each day, or what resources your center has, your daily schedule should include the following:

Routine: Children perform best when they have a regular schedule and know what to expect.

Play: Children grow and explore through play, and every preschool should build playtime into the schedule.

Regular meals and snacks: Preschool days require lots of energy, and children need to fuel their bodies appropriately.

Downtime: Adults often wish nap time was still a part of their daily schedule, and for good reason: nap time (or downtime) helps children recharge so their brains can absorb what they've learned.

Physical activity: Regular time and space to move around outside is widely regarded as a staple for any preschool schedule and is essential for developing motor skills.

Source
Incorporating all these elements into your daily schedule is necessary for promoting early childhood development and is often regulated by law. Check your state's regulations to see their requirements and ensure that your plans align with standards.

For example, South Carolina requires outdoor activity for children daily as weather permits, and Florida requires that snacks and meals meet USDA MyPlate guidelines. There may also be different required staff ratios for active time and down time, which should factor into your preschool's daily schedule and how you handle staff breaks.

Use flexibility to your advantage

Flexibility is an important part of your daily schedule. Early on, let your timetable be flexible as all of your children settle into a new schedule. Preschool is a time for growth and exploration that will manifest differently for each child, so you may face different challenges from one class to the next.

For example, one group of children might experience a relatively smooth drop-off, while another may need more time to prepare for the day. Maybe your last group was hungry long before snack time, and your next group isn't hungry during snack time at all. There's no way to know this ahead of time, but flexibility during the first weeks of school can curb staff frustrations about moving through planned daily activities.

The secret to a flexible preschool schedule is patience-and not just being calm if you run behind or have to adjust your day's flow. It's also about being patient with the children in your care. Starting preschool is a big adjustment; it takes time for children to trust their teachers and feel comfortable sleeping at nap time, eating new foods, listening to instructions, or socializing. Your patience and willingness to spend a few extra minutes to smooth things over is a major signal to children that you are trustworthy and on their side.

Another way to build malleability into your daily routine is to implement guided choice time, especially if you have a group of mixed ages and abilities. This will ensure that children are exploring and have "independent" time to socialize, take a break, or try something new at their own pace.

Manage transitions

Moving from one task to another as a group can be challenging for preschoolers. Managing your schedule's flow keeps your day and the children in your care on track. Approaching transitions with a firm, gentle hand will help you usher your class along more easily.

One key element of managing transitions comes before you even start your day. Post a visual schedule where everyone can see it. It's easy to make a child-friendly daily schedule using laminated paper or a whiteboard-no need to get fancy. As long as children know where to see the order of activities, the posted schedule is doing its job.

When it comes to transition times, use an audio or visual cue to signal the start of wrapping up. This could be a bell, a rhyme, a song, or anything else that works for your group. You can include children by making this a rotating classroom helper role, which will also instill a sense of the daily rhythm as each child assumes the role of "transition conductor."
Source
Use positive reinforcement and clear expectations to help your group transition smoothly. Set up rules around transition times, such as "Everyone does their share to clean up," and praise children following your classroom code each day.

Another good way to smooth transitions is to provide quiet options for those who finish their tasks early (e.g., finish lunch early, wake up from a nap early). Picture books, puzzles, pencil drawings, or making pipe cleaner shapes are quiet, solo activities that are easily set up. These help children occupy themselves, so you don't have to rush anyone and ensure that the whole group moves on from one thing to another together.

Preschool daily schedule example

7:00 to 8:30 a.m. - Welcome / Free play

8:30 to 9:00 a.m. - Breakfast

9:00 to 9:30 a.m. - Clean up

9:30 to 10:30 a.m. - Circle time

10:30 a.m. to 12:00 p.m. - Learning centers

12:00 to 1:00 p.m. - Lunch

1:00 to 1:30 p.m. - Clean up

1:30 to 2:30 p.m. - Nap time

2:30 to 3:00 p.m. - Storytime

3:00 to 4:00 p.m. - Outdoor play

4:00 to 4:30 p.m. - Snack time

4:30 to 5:00 p.m. - Clean up / Free play

5:00 p.m. - Close

Preschool half-day schedule example

7:00 to 7:30 a.m. - Welcome / Free play

7:30 to 8:30 a.m. - Breakfast

8:30 to 9:00 a.m. - Clean up

9:00 to 9:30 a.m. - Circle time

9:30 to 10:30 a.m. - Centers

10:30 to 11:30 a.m. - Nap time

11:30 a.m. to 12:00 p.m. - Lunch

12:00 p.m. - Close

Source
Preschool visual schedule

According to the National Center for Pyramid Model Innovations at the University of South Florida, visual schedules can prevent challenging behavior and help children learn to follow routines . Visual schedules associate pictures with each activity, so children can easily associate scheduled events with familiar objects. For example, children can associate an image of a bowl of cereal with breakfast time.

Visual schedules can also help young children understand the order of scheduled events. If an image of a swing follows the picture of a bowl of cereal, children can make the connection that time on the playground comes after breakfast. When children understand the order of activities, it can be easier for teachers to transition them from one activity to the next.

How to create a visual schedule

Take pictures of items in your childcare center that correspond with your scheduled activities

Print the photos

Arrange the photos to fit the order of your scheduled events

Write the name of each event on an index card and attach it to the photo of the event

Display the schedule in your classroom

Plan the best you can

The "perfect" preschool daily schedule doesn't exist. It depends on what works for you, your preschool set-up, and your classes. However, the framework of a good preschool schedule is made with building blocks that are tried and true, and classroom management can be all the difference in making a schedule work.

The routine you build with your preschoolers isn't just what order you do activities in; it is also about behavioral expectations and how you can set up your day to support each child. Your daily preschool schedule lays the groundwork for all the learning and development that occurs each day, so getting it right is essential for a functioning classroom.

# data[].attributes.attachment_link.title
Preschool Schedule Ideas to Structure Your Day

# data[].attributes.attachment_link.description
It's a fact that children who have supportive and rich early educational experiences enjoy lifelong benefits. This benefit of preschool is supported by a daily preschool schedule that considers children's developmental needs, from proper nutrition to motor skills. A day at preschool is all about balance: quiet time and play, flexibility and routine, and structured lessons and free choice.

# data[].attributes.attachment_link.readable_text
Learning environments are nurturing spaces that support the development of all young children. They include classrooms, play spaces, areas for caregiving routines, and outdoor areas. Learning environments are well-organized and managed settings. They offer developmentally appropriate schedules, lesson plans, and indoor and outdoor opportunities for choice, play, exploration, and experimentation. Learning environments include age-appropriate equipment, materials, and supplies. They integrate home cultures and are flexible to support the changing ages, interests, and characteristics of a group of children over time. In home-based programs, the learning environment includes the home, community, and group socialization spaces.

Explore Resources

Learning Environments

# data[].attributes.attachment_link.description
Learning environments are nurturing spaces that support the development of all young children. They include classrooms, play spaces, areas for caregiving routines, and outdoor areas.

# data[].attributes.attachment_link.readable_text
by Cathy Abraham

Identifying and validating of feelings

Asking open-ended questions

Talking with children - not at them

Speaking with the child at their eye-level

Using the child's name

Modeling social skills (not interrupting, saying "please" and "thank you", etc.)

Encouraging problem solving

Using descriptive praise and reinforcement

Stating directives in a positive way

Offering choices, and respecting their choices

Children are warmly acknowledged upon arrival

Talking with the child about what is of interest to them, with a balance of child-initiated and adult-initiated conversations

Each and every child receives positive attention from the teacher throughout the day

Awareness of the impact of the tone of voice, and utilizing it as a teaching tool

Adults admit mistakes, modeling for the children that mistakes and accidents are okay

Displaying appropriate affection with the children

Circulating throughout the classroom

Acknowledging children as unique individuals

Teachers are involved at times in the children's play

Enjoying and appreciating the children - smiling and laughing sharing in their discoveries and milestones

# data[].attributes.attachment_link.description
A list of ways to have positive adult-child interactions. Ideas for child care providers and teachers.

# data[].attributes.attachment_link.readable_text
Every child is unique. Children show off their individual personalities, preferences, and skills from the moment they're born. It's important for families, educators, and caregivers to track a child's development by ensuring they meet certain physical, emotional, and cognitive benchmarks at certain stages of their lives.

It can be hard to follow a child's progress-especially if you're around them every day-so it is important to track their development throughout the year using early childhood assessments. Preschool assessments will provide helpful information about how a child is developing and if they're hitting the right developmental milestones.

In this article, we cover everything you need to know about preschool assessments, including their benefits, how to administer them, and templates to use in your own program.

Source
What is a preschool assessment?

Preschool assessments are a great way to track how quickly a child develops key skills and determine school readiness. In addition, tracking children's progress throughout the year can give families and educators helpful information on the types of topics and skills they need to focus on so children are on track for developmental progress.

These assessments are also a great tool to check in on curriculum effectiveness. Without these regular check-ins, educators and families may have difficulty determining if their children are developing the right skills for their age. With brightwheel's progress report feature, you can easily measure progress by class or individual child to uncover any areas for improvement. The built-in assessment format also aligns with state standards or your own learning framework.

Educators can use formal and informal assessment methods to measure a child's progress. Formal assessments involve traditional methods of evaluation, like pre-planned questionnaires or standardized tests. While these methods are typically associated with higher education, where students receive letter grades like As or Bs, they can also be useful for early childhood education, allowing educators to identify if children's required skills are "present", "emerging", or "not yet emerging".

Informal assessments, on the other hand, are less rigid methods of evaluation. They involve more natural and ongoing processes that allow teachers to simply observe children and collect information-usually without the child even knowing they are being assessed. Examples of informal assessments include observation, one-to-one conversations, or samples of children's work that display their progress in certain skill areas.

Regardless of the approach you take, both formal and informal assessment methods can effectively inform educators and families about a child's progress in important areas of development.

Why are assessments important?

There are a few developmental milestones educators and other developmental specialists look for to see if a child is learning essential skills at the right pace. Since preschoolers are too young for tests in a traditional testing environment, educators rely on observation during assessments. The information learned during these assessments can help adults:

Figure out all the different learning strengths and preferences the children in their classroom have. This will help guide them on teaching techniques to use so the children can learn in their preferred style.

Measure how each child is progressing academically and in other key developmental skill areas. The previous observations will provide helpful information on what skills a child may need extra help with going forward.

Provide educators with examples for families on how their child is doing in the classroom. These assessments are great for educators to hand out during check-ins with families. Regular check-ins with a child's caregivers can help you gain their trust and keep everyone in the loop about their child's progress and needs.

Provide early identification of children who may benefit from early intervention or other related services. Keep in mind these informal assessments do not replace a professional diagnosis from a medical or developmental specialist. Screening for developmental delays early on is essential as early intervention services (i.e., speech, physical or occupational therapy) can make a difference in the trajectory and outlook of a child's development.

Get helpful feedback about an educator's classroom performance. These assessments can help educators and childcare administrators see how they can better support their children in the classroom and where there may be room for improvement.

How to administer assessments

Preschool assessments can be administered several times throughout the year. Ideally, there can be one at the beginning, middle, and end of the school year. Having previous assessments of a child's skill development will give educators and caregivers a better understanding of their class' progress and show areas they may need to focus more on in the future.

It's also important to carefully choose the people assessing the children. For smaller centers, the director may be the one to administer the assessment, observe the children, and make curriculum changes based on the results. If your center has a team of educators, it's good practice to partner junior educators with more experienced ones until they feel comfortable enough to assess the children accurately.

Most preschool assessments are made to be completed in 10-15 minutes. Keep in mind each child will complete it at their own pace since they're just observational tests. Make sure to keep the environment positive, relaxed, and stress-free for the children as you observe their progress to get the best results.
Source
Types of skills to assess at your center

There are different types of assessments you can administer depending on the skills you want to observe and track. The most common skills educators and childcare professionals want to keep an eye on throughout the year include:

Social and emotional skills: Assessments of a child's social and emotional development will examine their ability to make social connections, self-regulate when upset, and persist when learning new tasks.

It's crucial for educators to administer these assessments in the right environment and communicate with families about what a preschool assessment is for, when it will take place, and when the results will be shared with them. Few adults have positive memories of their own experiences with standardized testing during school. They might be a little uneasy about centers giving "tests" to their young children since tests are often associated with stress and anxiety.

You can reassure those family members that your assessments won't be a stressful experience for their children. Instead of giving the children grades or making an assessment pass/fail, these assessments simply observe a child's skills and will be used as a conversation starter to share with families about their child's development.

How preschool assessments can improve the quality of your program

When you start integrating preschool assessments into your childcare program, you'll quickly see areas of your business improve. Even though you're observing the children during the assessments, you're also getting feedback about the effectiveness of your educator's teaching strategies. This information can help guide you as you or your staff create new lesson plans, add new curriculums, or use different teaching techniques.

Putting together a formal assessment process at your school or childcare center will make sure your observations are helpful for everyone involved. The below strategies can help enhance the quality of your early education program:

Create a preschool assessment form

This foundational step involves designing assessment forms that accurately reflect the skills and developmental milestones appropriate for preschool-aged children. These forms are crucial for shaping your business, enabling a structured approach to early education.

Fill out your assessments

This stage emphasizes the importance of regularly evaluating each child's progress. By documenting and analyzing these assessments, educators can gain valuable insights into the strengths and areas for improvement of each student, ensuring that every child receives the support they need to thrive.

Use assessments to enrich the curriculum

The information gathered from assessments can be used to tailor and enhance your educational program. This data-driven approach allows for the curriculum to be adapted to meet the diverse needs of the children, making learning more engaging, relevant, and effective.

Talk to families about their child's development

Involving families in your assessment practice fosters a transparent and collaborative relationship between educators and families. By sharing assessment results and developmental progress with families, preschools can ensure parents are informed, involved, and engaged with their child's educational journey.

Together, these four actions create a comprehensive framework for using preschool assessments to improve program quality, drive child development, and strengthen family engagement, ultimately leading to a more effective and impactful preschool experience.

Preschool assessment templates

There are tons of ready-to-use informal preschool assessment templates you can download and modify to fit your program.

Speaking and listening skills template
Source
Pre-literacy and math assessment template
Source
Social and emotional skills assessment template
Source
Pre-writing assessment template
Source
Preschool assessment tools and resources

Your state may have its own rules and regulations around child assessments you'll need to follow, so make sure to check those out before you start. Download our template here, and check out these resources on how to develop your own assessment program:

Frequently asked questions about preschool assessments

What types of assessments are used in preschools?

Preschool assessments can be formal or informal. Formal assessments include standardized tests and pre-planned questionnaires that children complete to show progress in key areas. These are often graded or scored against a benchmark. Informal assessments are less intrusive methods used to collect information on children's development. These methods can include observation, one-on-one conversations, or samples of children's work.

Educators can use both formative and summative assessments when evaluating children's progress and identifying any learning gaps.

Formative assessments are generally informal and are integrated into daily lessons to collect data about children's progress during the learning process. Using formative assessments allows educators to adapt their lesson plans to address children's challenges as they arise.

Summative assessments are usually a bit more formal and are often completed at the end of a learning period or academic year. They evaluate cumulative learning and summarize children's comprehension based on a standard or benchmark. Summative assessments are less common than formative assessments in preschool because they are not considered developmentally appropriate assessments for young children.

What are the challenges involved in assessing preschoolers?

Preschoolers have short attention spans, and their classroom performance can vary daily. This can make it difficult to get an accurate, consistent assessment result, especially when testing children over multiple days.

How do I know if an assessment is formal?

Formal assessments are typically graded or scored against a standard or benchmark. In primary grades, these assessments often receive letter grades like As and Bs. In an early education setting, a formal assessment is typically given at the end of a learning period to evaluate a child's progress towards key developmental milestones. These assessments might identify a child's skills as "present", "emerging", or "not yet emerging".

The bottom line

Preschool assessments play an integral role in shaping a child's educational path. They provide valuable insights into a child's development, highlighting strengths and identifying areas where additional support may be necessary. More importantly, these assessments foster an environment of personalized learning and growth, ensuring that each child's unique needs and abilities are recognized and nurtured.

Brightwheel is the complete solution for early education providers, enabling you to streamline your center's operations and build a stand-out reputation. Brightwheel connects the most critical aspects of running your center-including sign in and out, parent communications, tuition billing, and licensing and compliance-in one easy-to-use tool, along with providing best-in-class customer support and coaching. Brightwheel is trusted by thousands of early education centers and millions of parents. Learn more at mybrightwheel.com.

# data[].attributes.attachment_link.title
Preschool Assessments 101: What Early Educators Need to Know

# data[].attributes.attachment_link.description
Preschool assessments help educators evaluate children's progress and provide valuable insight into curriculum effectiveness.

# data[].attributes.attachment_link.description
Find research-based resources, tips and ideas for families-from child development to reading, writing, music, math, and more!

# data[].attributes.attachment_link.title
DAP: Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals

# data[].attributes.attachment_link.description
DAP curriculum consists of the plans for the learning experiences through which children acquire knowledge, skills, abilities, and understanding.

# data[].attributes.attachment_link.description
Increase your understanding of young children's learning and development through our extensive selection of research-based books, articles, and journals (Teaching Young Children and Young Children).

# data[].attributes.attachment_link.title
Five Easy Ways to Build Authentic and Genuine Relationships

# data[].attributes.attachment_link.description
The easiest way to help support effective behavior management is through authentic relationships with your students. Here are some ideas you can use to build real relationships with children and families in your program.

# data[].attributes.attachment_link.readable_text
If you've been around kids for a while, or have your own, you know that transitioning between activities and locations can be challenging for toddlers and preschool aged children. Think about how many times each day children start an activity, stop an activity, clean up, wash hands, eat, go outside, come inside, and so much more!

Being asked to stop one activity and start another is a common trigger for challenging behavior in all children, especially when they are being asked to transition from a preferred activity (e.g., building with Legos) to something non-preferred (e.g., cleaning up). The good news is that we can help children be more successful during transitions with one or more easy-to-implement activities.

What are Transition Activities?

Transition activities are strategies and calming techniques used during times of lesson transition to help prevent negative behaviors by promoting self-regulation. Young children have not yet developed the skill to independently cope with frustration and disappointment. They are still learning to control their emotions and manage their behavior. The whining, negotiating, delaying, or full-blown meltdowns and tantrums that are triggered by transitions occur because children feel unable to control their routine and become overwhelmed by their emotions. They quickly learn that these behaviors often work to successfully delay or avoid the transition. With our help, and bit of forethought, children can learn to manage transitions successfully.

Why are Transition Activities Important for Preschool Students?

Transition activities and strategies promote self-regulation by helping children know what to expect and actively participate in their daily schedule. They also promote an understanding of the sense of time (i.e., past, present, future) and help with the development of social-emotional skills. We can empower children to maintain self-control even when transitioning away from a favorite activity.

Here are a few good opportunities to implement a transition strategy:

Separating from caregivers upon arrival to school

Moving from one activity, center, or location to another

Sitting down at circle time

Clean-up time

Lining up

Coming inside from the playground

Times of waiting for an activity to start or waiting for a turn

Preschool Transition Tips for Success

One major key to success when helping children with transitions is developing consistent schedules and routines. Most preschool classrooms already follow a set schedule, but some children continue to struggle. As you develop a daily schedule for your children and students, keep the following tips in mind:

Provide visuals. Include pictures or symbols in your schedule. Being able to point to what is coming next is powerful.

Give a preview. Review the schedule with children each morning. Consider having a helper demonstrate moving from one location to the next to model expectations for upcoming transitions.

Establish routines. Within each part of the schedule, establish a routine. Routines are comforting for children and promote independence. A daily arrival routine might include putting belongings in a cubby, washing hands, and then completing an attendance task like putting a magnet on their name.

Create rituals. Rituals help establish a connection between the child and the preschool. For example, use certain songs for specific transitions (e.g., hello song, clean up song, hand washing song) or develop a class-specific call and response clap pattern or rhyme for getting everyone's attention, such as this popular one: Teacher: "1-2-3, eyes on me" Children: "1-2, eyes on you."

Limit transitions. When possible, limit or combine transitions (e.g., plan the bathroom break on the way to the playground).

Make a plan. Pre-determine what children and adults will be doing during transition times, and allow time in the schedule for the transition activity. Will they sing a song, listen to a story, listen to background music, carry an item?

Be realistic. Many children struggle with transitions that involve stopping an activity before it is finished. Ensure you are providing children with adequate time for them to finish projects and activities, or explain ahead of time the specific time when they will be able to finish their work if they are interrupted.

Give advanced warning. Give a verbal or nonverbal warning to prepare children for an upcoming transition. A verbal warning might be "Five more minutes until we clean-up for snack!" A nonverbal warning could be turning the lights off as the five-minute warning. Because young children do not have a well-developed sense of time, a visual timer is a great way for children to visualize how much time is remaining. You can easily find free visual timer apps in your app store or purchase a physical visual timer such as the one from Time Timer (www.timetimer.com).

Be balanced. Try to alternate between non-preferred and preferred activities so children can be reminded of fun things to look forward to throughout their day.

Keep a few tricks up your sleeve. Sometimes the day doesn't go as planned or children need to wait for an unexpected amount of time. Keep a few special books on hand or memorize a few fingerplays. These activities can engage children during waiting times.

Prepare for children who need more assistance than others. Some children have more difficulty with transitions than others. For a child who continues to struggle, validate their feelings. Say: "I see you are sad. You love playing with the cars! You want to keep playing, but it is time to clean up and go to lunch. You can play with the cars again after rest time!" Redirect the child's attention to the visual schedule and upcoming fun activities. Offer choices when possible (e.g., "Do you want to put the cars on the shelf or in this basket?"), or give that child a special helper job during the transition such as "line leader."

Praise Success! When you observe children transitioning appropriately, acknowledge their positive behavior with specific feedback. Highlight children who transitioned properly to help all children better understand your expectations (e.g., "Sam and Beth did a great job cleaning up their snack and sitting down on the carpet!").

Transition Activity Ideas for Preschoolers and Toddlers

The options for transition activity ideas are endless. Be creative! Here are a few suggestions to get you started:

1. Use a fun song get children ready to line up.
On the Get Set for School Sing, Sound, and Count with Me album, the Line Up Time song is a perfect choice to add to your daily lining up transition ritual.

2. Use a transition object.
Children sometimes have more success during a transition when they can move an object from place to place with them. If it's a toy (e.g., small animal figure), Just make sure to explain how to "park" the object near them while they complete their work. One larger object can be used to help a whole group transition. For example, a hula hoop can be placed in the room or hallway for all children to jump in and out on their way to the next location. Or they could limbo under a jump rope!

3. Make the transition into a game.
When children are having fun during the transition, even those who typically struggle might have better cooperation.

During clean up time or another challenging transition, bring in a little excitement by asking children to do the task in a new way. Maybe they can pretend they are elephants and pick up toys with their "trunk!"

When moving from one area to another, incorporate movement! Hop on one foot, walk like a crab, or tip toe.

Sometimes adding a time challenge is just the motivation children need to initiate the transition. Set a timer and challenge them to clean up or line up before the timer goes off, or play a song and let the end of the song be the target for finishing the transition task.

4. Use a fun finger play during waiting time.
The Get Set for School Sing Along album contains two finger plays you can use to engage children anytime you find them having to wait for an activity to start. Five Fingers Play and Ten Little Fingers Play are both easy to memorize and fun! (They teach important fine motor and school readiness skills too!)

5. Involve the senses.
Consider incorporating olfactory cues into transitions!

Keep a bottle of air freshener made with child-safe essential oils handy. Teach children that when they smell it, it's time to transition! Using lavender essential oil to signify the transition to rest time might serve a double purpose!

Increase auditory stimulation with fun sound effects. Download a sound effects app and experiment with using different sounds to signify the end of an activity or the start of a new one. Maybe a gong sound could signify it's time to come to circle time and birds chirping means get your coats on to go outside!

6. Add an academic component.
Here's an idea usin g 1-2-3 Touch & Flip Cards that also challenges children to demonstrate their knowledge of number recognition and ordinal numbers. Randomly pass out the number cards to children at the end of an activity. Ask them to line up at the door in numerical order according to the number on their card, or the number can represent whose turn is first, second, third, etc. in a turn-taking activity. ABC Touch & Flip Cards can be used similarly with children organizing themselves in alphabetical order.

Making Positive Transitions with Learning Without Tears

Many preschool teachers consider the ability to transition independently and successfully to be one of the essential skills children need to learn prior to Kindergarten. Using a transition activity can increase success for your children and make the difference between a good day and a bad one. The tips and suggestions above are a great place to start. Experiment and find out what works best to help the children in your life transition successfully at home and school. To learn more about the Learning Without Tears activities mentioned above, visit .

# data[].attributes.attachment_link.title
6 Transition Activities for Preschoolers and Toddlers

# data[].attributes.attachment_link.description
If you've been around kids for a while, or have your own, you know that transitioning between activities and locations can be challenging for toddlers and preschool aged children. Think about how many times each day children start an activity, stop an activity, clean up, wash hands, eat, go outside, come inside, and so much more!

# data[].attributes.attachment_link.readable_text
Troubles with transitions are usually amplified at the start of the year, given that routines have not been established. Moreover, COVID-19 has likely impacted your typical classroom schedule and program closures may have dramatically altered children's routines, presenting even more challenges than usual. Even in the best of times, transitions can be difficult, but with a little planning and flexibility you can minimize the frustrations that commonly accompany transitions for both yourself and the children in your care.

Why are transitions so hard for some children?

Being able to independently transition from one activity to the next is a key aspect of getting children ready to start kindergarten. However, many young children struggle stopping one activity and moving to another. This can be for a variety of reasons. For children (and adults too!) it can be extremely frustrating having to leave something they are thoroughly engrossed in, especially if they are enjoying what they are doing or feeling that they have nearly completed the activity. Think about your own life. When you are in the middle of a task you may not appreciate being interrupted or pulled away from that task, particularly if it is an unexpected interruption. For other children, transitions can lead to confusion or produce worried feelings. This usually stems from a lack of structure or routine. While some children may be flexible and be able to adapt to interruptions in their routine, others will have difficulty in understanding why they are being asked to do something else, view the situation as unfair, or else feel unsure of what they should do next. Children respond to uncertainty in different ways. When transitions are unexpected or not clearly communicated, this confusion can lead to frustrated outbursts, increased anxiety, and impact how the child goes through the rest of their day.

What you can do to make transitions easier

While transitions can be challenging, there are a number of things that you can do to make moving from one activity to another smoother and minimize disruptions and outbursts. Here are some things to try in your own program:

Set up a schedule.

This is so important. Children tend to handle expected transitions very differently than unexpected ones. Establish a routine and refer to the schedule throughout the day. It can be helpful to start the day with some sort of morning meeting where you will go over what you have planned. Providing reminders about what comes next in the day can be helpful as well, as it would be a lot to ask young children to memorize the schedule. Keep in mind that the child's development, language spoken at home, and language skills can impact their ability to understand and follow a schedule. Try to incorporate a visual schedule along with a written one. For example, pairing the words "active play" with children playing outside will be more effective than only the written words.

Stick to the schedule but build in transition times.

Following your schedule will provide children a good idea of what to expect and help them develop routines. However, it is okay to be flexible at times. For example, if all children are actively working on an art project and fully engaged, it would probably be a better idea to give them a couple extra minutes to finish up, instead of trying to pull everyone away from the activity. Additionally, remember that transitions take time, even when everything goes smoothly. Building that time into the schedule will allow you to stay on track and not feel rushed or flustered. Think about how long it will take to clean up or get new materials instead of expecting one activity to start immediately after another.

Provide cues that mark the time to transition.

To minimize confusion and surprises in the schedule try to incorporate both verbal and non-verbal cues that signal that it is time, or nearly time, to move to a new activity. For example, providing ten- and five-minute warnings will help make transitions go smoothly. You can also incorporate an instrument or bell to signal that it is time for the next activity. Follow this up with a verbal reminder as well ("do we remember what the bell means?"). Another effective strategy is to incorporate some sort of transition song, like the clean-up song. Again, when children hear this song, they will have a better idea of what is expected of them and they will likely join in with the song and be more willing to help prepare for the next activity.

Transition in pairs.

For some children who struggle with transitions they may enjoy moving to a new activity with a partner. This can be done proactively by planning partner activities or reactively by asking a child who does not struggle with transitions to help another child get ready. This should be framed in a way that encourages supporting friends in the classroom and not as a punishment for the child that struggles with transitions.

Balance active and calm activities.

You have likely seen times in your classroom where it seems like all the children are getting antsy or fidgety. Physical activity and active play are so important for multiple reasons, including helping children make transitions. Try to remember this when you develop your schedule. If there are multiple indoor, quiet activities planned try to break these up with ones that allow children to run around, get exercise, and be louder than they would in the classroom. Similarly, if you are asking children to transition to an activity like getting ready to go home, it might be a good idea to provide them with a short, relaxing activity beforehand as opposed to expecting them to go immediately from something extremely active to something focused and calm.

Be positive!

Remember that transitions are tough, especially for young children who may not fully understand what you expect of them. Getting frustrated during transitions will only make the situation more challenging for the children in your care. Children will often mirror your own emotions. If you can remain calm and model appropriate behaviors and attitudes during transitions children will pick these up. Also, remember to provide positive reinforcement when you see children transitioning to activities appropriately. Acknowledging desirable behaviors when you see them will only increase their occurrence.

Transitions can be tricky. But with a little preparation and flexibility you can minimize the challenges that often accompany transitions and help prepare the children in your care to be successful in kindergarten and make your life a little easier too.

For more information on transitions strategies in your classroom check out the following Better Kid Care online modules:

# data[].attributes.attachment_link.title
Transition Strategies for the Early Childhood Classroom (News)

# data[].attributes.attachment_link.description
Transitioning from one activity to another in the early childhood classroom can be challenging. You may have children who become very upset when having to switch from one activity to another and this can derail your plans for the day.

# data[].attributes.attachment_link.authors[].name
Authored by Authored by: Nicole Petronglo

# data[].attributes.attachment_link.description
Increase your understanding of young children's learning and development through our extensive selection of research-based books, articles, and journals (Teaching Young Children and Young Children).

# data[].attributes.attachment_link.title
The Power of Playful Learning in the Early Childhood Setting

# data[].attributes.attachment_link.description
This excerpt from Developmentally Appropriate Practice illustrates the ways in which play and learning mutually support one another and how teachers connect learning goals to children's play.

# data[].attributes.attachment_link.readable_text
Coteachers Marissa and Kate are out for a walk around the block with a small group of 18- to 30-month-olds. The sky is a brilliant blue and there are bright green grass shoots and spring leaves to touch and smell. Two-and-a-half-year-old Aisha approaches Marissa, eyes shining, clutching a treasured object in her hand. She uncurls her fingers to reveal an acorn. "Look!" she says. "What dis?"

"Wow! That's an acorn. It fell from the tree last fall," Marissa answers. "If you plant it in the ground, it will grow into a big tree."

Aisha discovers two more acorns and shares them with Brady, who is 2 years old. Kate offers Aisha and Brady small bags they can use to collect more acorns and other interesting objects they find during the walk. The group's progress around the block is slow as the children find twigs, old brown leaves, new green leaves, and more acorns to bring back to the center.

It can be challenging to take young children outside-from naps to mealtimes and sunscreen to mittens, a trip outdoors might feel like too much hassle. Additionally, play outside may seem unruly, overwhelming, or lacking in learning opportunities. But outdoor play is worth the time and effort.

What are the benefits of outdoor play?

1. It invites children to learn science

As seen in the opening vignette, you don't have to plan for science lessons when you take young children outside. Children are natural explorers and discoverers, and you can bring whatever interests them back to your early childhood setting for further exploration. By turning their questions into group inquiry projects, you'll soon have several starting points for emergent curriculum. An acorn won't grow quickly enough to satisfy a curious child-it takes two months for the first shoots to appear! But there are faster-growing seeds (peas, green beans, corn) perfect for classroom experiments. Picture books like The Carrot Seed, by Ruth Krauss, and Growing Vegetable Soup, by Lois Ehlert, add early literacy to the mix while building children's vocabulary and knowledge.

2. It creates opportunities for social interaction and collaboration

One-on-one interactions, like the conversation between Aisha and Marissa in the vignette, help build a foundation for future teacher relationships that will occur when children enter school. Marissa's interest and delight in Aisha's discovery reinforce Aisha's knowledge that she's important and her ideas matter. Outdoor play also provides a chance to practice social and emotional skills with other children, including problem solving, turn taking, encouragement, self-control, safe risk taking, and following the rules of a game. And outdoor play provides opportunities to develop empathy; for example, imagine one child encouraging another to try the slide or a child comforting another who has fallen down while running.

3. It promotes physical health

The obesity rate for US children ages 2 to 5 is 14 percent, and it rises to over 40 percent for middle-aged adults, leading to an increased risk of health problems like diabetes and heart disease (Hales et al. 2017). That's one reason why the American Academy of Pediatrics recommends a "prescription for play" at every well-child visit through age 2 (Yogman et al. 2018, 10) and Nemours Health and Prevention Services recommends daily, supervised outdoor time for children from birth to age 5 (Hughes 2009). Specifically, Nemours calls for toddlers to have at least 30 minutes of structured (adult-led) physical activity and at least 60 minutes of unstructured (child-led) physical activity each day. Outdoor play is a great way to model the joy of physical activity. When children run, jump, climb, throw and kick balls, and ride toys that require balance, they also build gross motor skills and start developing a habit of being active.

4. It invites new contexts for learning

You can use outdoor spaces to create intentional learning activities that are difficult to execute inside. There's great value in looking at books about nature in the shade of a tree, pouring (and splashing!) water at an outdoor water table, building extra large structures in the sandbox or mud, collecting leaves, watching a parade of ants, and playing pretend on a playground structure. To make the most of your outdoor time, think about creative, joyful, engaging activities that capitalize on children's need to move and enthusiasm for doing so, while also achieving other curricular goals. For example, you might create a sorting game in which children have to find all the yellow balls and all the red balls hidden on the playground, then sort them into two groups.

5. It promotes better sleep

A study of 2- to 5-year-olds showed that children who play outdoors sleep better at night (Deziel 2017). This may be due to the physical activity, stress reduction, and exposure to natural light that come with playing outdoors (Coyle 2011). You may want to share this information with families-a tired, happy child is one who sleeps well!

6. It gives children a chance to take appropriate risks

Toddlers are all about challenging themselves to do new and difficult things-pet a dog, climb some stairs, venture a little farther away from a caregiver and then return. Playing outside provides opportunities to run faster, climb higher, jump farther, and more-all under the watchful eye of a caring adult.

7. It may lead to better learning outcomes once children return to other activities

Research shows that older children are more attentive and productive in the classroom when recess-indoors or outdoors-is part of the school day (Council on School Health 2013). If older children need a brain break, it follows that younger ones do too.

8. It supports STEM skills

Remember making mud pies and forts when you were a child? The outdoors is the perfect place for big (and messy) projects that support STEM (science, technology, engineering, and mathematics) skills, such as building, sand and water play, and investigations of the natural world. Almost any indoor activity can be brought outside for further exploration.

9. It anchors children to the real world

Talking with a child about an illustration of a bird in a picture book is good, but sharing the book and the experience in the real world is even better: "I wonder what that robin is looking for in the grass? Oh, look! It got a worm!" Children develop more comprehensive knowledge about their world when they have a chance to watch, observe, predict, and learn in the moment.

Conclusion

Playing outdoors has benefits for both young children and educators. It's a refreshing pause in the day's schedule-time set aside to look and listen, explore and observe, move and let loose. Time spent outside can lead to better physical and mental health, improved sleep, and cognitive, social, and emotional gains for young children. Ensuring that outdoor play is an integral part of your child care and education setting's daily schedule supports early learning across all domains and unleashes a whole lot of joy-for you and for children!

Think about it

Reflect on your feelings about being outside. What do you enjoy or dislike about being outdoors?

What are your goals for outdoor play? (These can differ from day to day, depending on children's needs, the season, and the spaces and materials you have access to for structured versus unstructured activities.)

What routines can you create that will assist you in getting children outdoors? (Some programs have outdoor time at the beginning and end of every day so they don't have to deal with coats and hats in the middle of the day.)

What classroom/programmatic roadblocks exist that may make it harder to get children outdoors? How might you tackle them?

How can you share children's outdoor activities and accomplishments with their families?

Mix it up: provide a balance of structured play (in which you choose the goals and initiate activities that will meet them) and unstructured play.

When the weather outside is frightful . . . dress appropriately and make it part of the adventure! For example, observe the sound and smell of rain, the splashes boots make in puddles, and the way rainwater collects on leaves. (If possible, have some extra outdoor gear on hand for children who are not adequately dressed for the conditions.)

The world is your canvas! Try drawing on the sidewalk with chalk, or use rollers or big brushes to paint with water.

Start a collection: have children collect specific objects-leaves, pinecones, rocks, or whatever interests them. Use these items for sorting activities when you return to the classroom. Items can be organized by shape, color, or texture.

Document discoveries: snap photos or take video of children's discoveries and experiments in the outdoor "classroom." Post photos or videos in a place where children and their families can see them. Create a classroom book that shows what children are doing and learning outside.

References

Council on School Health. 2013. "The Crucial Role of Recess in School." Policy statement. Pediatrics 131 (1). http://pediatrics.aappublications.org/content/131/1/183.

Coyle, K.J. 2011. Green Time for Sleep Time: Three Ways Nature and Outdoor Time Improve Your Child's Sleep: A Guide for Parents and Caregivers. Reston, VA: National Wildlife Federation. www.nwf.org/~/media/PDFs/Be%20Out%20There/BeOutThere_GreenTimeforSleepTi....

Deziel, S. 2017. "5 Reasons Why Every Kid Should Play Outside." Today's Parent. www.todaysparent.com/kids/kids-health/unexpected-benefits-of-outdoor-play/.

Hales, C.M., M.D. Carroll, C.D. Fryar, & C.L. Ogden. 2017. "Prevalence of Obesity Among Adults and Youth: United States, 2015-2016." NCHS Data Brief #288. Hyattsville, MD: National Center for Health Statistics (NCHS). www.cdc.gov/nchs/data/databriefs/db288.pdf.

Hughes, D. 2009. Best Practices for Physical Activity: A Guide to Help Children Grow Up Healthy for Organizations Serving Children and Youth. Newark, DE: Nemours Health and Prevention Services. www.nemours.org/content/dam/nemours/www/filebox/service/preventive/nhps/paguidelines.pdf.

Yogman, M., A. Garner, J. Hutchinson, K. Hirsh-Pasek, & R.M. Golinkoff. 2018. "The Power of Play: A Pediatric Role in Enhancing Development." Clinical Report. Pediatrics 142 (3): 1-18. http://pediatrics.aappublications.org/content/pediatrics/142/3/e20182058....

# data[].attributes.attachment_link.title
Rocking and Rolling. Fresh Air, Fun, and Exploration: Why Outdoor Play Is Essential for Healthy Development

# data[].attributes.attachment_link.description
Ensuring that outdoor play is an integral part of your child care and education setting's daily schedule supports early learning across all domains and unleashes a whole lot of joy-for you and for children!

# data[].attributes.attachment_link.title
From Circle Time to Small Groups: Meeting Children's Needs

# data[].attributes.attachment_link.description
Circle time is the perfect place to establish a classroom community as teachers and children take time to greet one another.

# data[].attributes.attachment_link.readable_text
Do you get the bad case of the hives every time you have to ring the bell for clean-up time?

The first thing you need to remember about clean up time is that it begins with YOU! What do I mean by that?

Don't have out your whole set of wooden blocks or it will be to overwhelming at the beginning of the school year when it's time to put the block away. Gradually add items to centers as children become more proficient at the clean up process.

The key is to think about what clean up time looks like for you so that you can teach the children each of the steps in the clean up . Knowing that you have a clear procedure of what is expected, it is time to teach children each of those steps and what it looks like. A good place to start introducing children to the concept of clean up time is during your morning meeting on the very first day of school. It's never too early to start the process of what it should look like during clean-up time.
​

There will be times throughout the year that you will have to pull items from the shelves and remind them of their use or switch said item for something new that has been role modeled at a group meeting or small group setting.

​Give a 5 Minute Warning- I like to walk around and give children a five minute warning. This allows children the time to wrap up what they are working on.
​

There are a lot of clean up activities for preschoolers that adults don't have to do. Like cleaning up after themselves at the . Children can also be responsible for cleaning up their own that they used at the easel so that they can be ready for the next child.
​

​No hives here with these tried and true clean-up tips and tricks you will have a smooth sailing transition that will leave everyone happy.

# data[].attributes.attachment_link.description
Transition time in the preschool classroom can be one of the most challenging parts of the preschool teachers day, but did you know that you can tame the chaos with just a few simple tips and tricks

# data[].attributes.attachment_link.readable_text
Development

Your child continues to develop in many ways-physically, socially, emotionally, in language and literacy, and in thinking (cognitive) skills. Teachers support her in all of these areas.

Physical development is the way your child moves her arms and legs (large motor skills) and her fingers and hands (small motor skills). Teachers help children learn these skills by offering different physical activities and equipment. Children run, jump, climb, throw, and catch. Using their hands, they explore materials like paints, playdough, puzzles, sand, and things to write with. By using their bodies actively both indoors and outdoors, children build healthy bones and muscles.

Social development helps your child get along with others. Teachers work with children on respecting others and working together. By playing and learning together, children build their social skills, language skills, and self-control. With support from teachers, children learn to resolve conflicts that may come up during play.

Emotional development lets your child understand his feelings and the feelings of others. Teachers help children recognize and manage their own feelings and behavior. They also teach children to show concern for others. To build your child's self-esteem, teachers encourage him to try new things and keep working at hard tasks.

Language and literacy development helps your child understand and communicate through listening, talking, reading, and writing. These skills are all connected. Teachers help your child use her growing communication skills to learn new concepts.

Thinking, or cognitive, skills develop as children learn to think more complexly, make decisions, and solve problems. As young children explore, ask questions, and create, they improve their thinking skills. Reflecting on and using information lets your child understand the world around him. The way children approach learning is also an important part of their thinking skills. For example, being able to focus or handle frustration helps him learn more easily.

Teachers help preschoolers develop their thinking skills by

Providing interesting materials to use and plenty of time to explore them

Offering suggestions that encourage more complex play and thinking

Asking questions that stretch your child's thinking

Early Learning Standards

Every state has early learning standards that describe what children need to know and be able to do at a certain age. Teachers use these standards to balance what children need to learn with their knowledge of how children learn best.

Subject Areas

In high-quality preschools, teachers focus on all areas of learning. They pay attention to what children are interested in, and they plan themes or projects that help children expand their knowledge and skills in different areas. Children get a deeper understanding of a subject when they can make connections across several content areas. For example, as your child works with a friend to make a birdfeeder, they use both math and science to measure and combine materials and make the feeder stable, language to describe their ideas and decide how to solve the problem, and reading (with an adult's help) to find out what kind of seed different birds like. This kind of deeper, interconnected learning helps prepare children for kindergarten.

Speaking and listening (language). Your preschooler's language skills develop when she has lots of opportunities to listen to and speak with others. Teachers talk with children throughout the day-while they play, at group times, and one-to-one. They encourage children to share information, ideas, and feelings with each other.

Teachers support children's language skills by

Using your child's interests to introduce new words and concepts

Encouraging your child to use longer, more detailed sentences by adding to what he says in conversation

Asking questions that encourage thinking and require more than a yes-or-no answer

Using rich vocabulary-unusual or difficult words that are new to children

Labeling shelves and bins in English and other languages children speak

Early reading. Most preschoolers learn to understand what reading is for and what rhyming sounds are. They listen to and talk about stories. Many preschoolers can read their own names and some simple words.

Teachers help preschoolers develop early reading skills by

Talking about the story's characters, setting, and plot, and connecting stories to what's going on in school or at home

Providing materials for children's play that encourage writing or show examples of writing

Helping children hear the differences in sounds and understand that letters stand for sounds

Playing rhyming games, singing songs, and reading books with fun language

Pointing out letters and words in books and other places

Helping children learn the alphabet

Early writing. Children's writing begins as scribbles and becomes shapes that look like letters. Over time, their shapes look more like actual letters, and they write words using their own spelling.

Teachers support children's writing development by

Giving children different kinds of paper and writing tools, like crayons, markers, and pencils

Encouraging children to write as part of their everyday activities

Showing children how writing works as they write down children's words about their creations or a story they make up

Encouraging children to spell words based on what they hear and what letters and sounds they know

Math. Children explore math concepts they will use later in school. For example, your child sorts materials in the makerspace area into things he can build with and things he can decorate with (classifying). He explores shapes and textures while making art (comparing, understanding attributes). He claps out the beats to a song (counting).

Teachers encourage math learning by

Providing materials-blocks, buttons, acorns-to count, sort, compare, and make patterns

Talking about math and pointing out numbers when children play, during snack time, and while exploring outside

Asking your child to explain what she noticed or how she solved a problem

Encouraging children to measure and compare objects

Providing tools for children to record data

Science. Most preschoolers ask a lot of questions about the world. Teachers encourage children to be curious, make discoveries, and think scientifically. Children observe, ask questions, and predict what might happen. Then they experiment and explain what they've found out.

Teachers support science learning by

Setting out materials for children to experiment with

Researching topics with children by reading books, looking up information online, taking field trips, and having experts visit the class

Asking your child to think about what is happening and why

Using new science words many times and in different situations

Encouraging children to record and share their learning

Social studies. As children learn to get along, make friends, and help with decisions, they are learning social studies. In preschool, your child also learns about himself and how he fits into his family, his class, and his community. Social studies also includes learning about the languages and cultures of other children in the class. Your child's teacher might ask if you want to share recipes, music, and traditions that your family enjoys.

Creative arts. Children express their feelings and ideas in unique ways. It could be through painting, dancing, and pretending. But creativity supports every area of learning and can be expressed in many ways, from writing stories to figuring out how to keep the snow in the water table from melting so fast. Teachers design an environment that supports your preschooler's creative abilities, and they provide a variety of open-ended materials (playdough, seashells, chalk) to challenge your child's ability to create.

Technology. Teachers use technology with preschoolers in many ways. Your preschooler might create art on a tablet, look at an ebook with another child, or watch videos of places the class is learning about. Using technology together encourages children to talk, cooperate, and help each other.

Preschool teachers think carefully about what technology can help children learn, and how. If your child is learning both English and his home language, his teacher might help him find music and stories in his language. A child who has special needs might use devices that help her play and learn. Teachers might use a smartphone, digital camera, or other device to record what your child is doing and learning and share it with you.

# data[].attributes.attachment_link.title
What Do Children Learn in a High-Quality Preschool Program?

# data[].attributes.attachment_link.description
Your child continues to develop in many ways-physically, socially, emotionally, in language and literacy, and in thinking (cognitive) skills. Teachers support her in all of these areas. Physical development is the way your child moves her arms and legs (large motor skills) and her fingers and hands (small motor skills).

# data[].attributes.attachment_link.readable_text
Everything we think, say, and do is processed through our own cultural backgrounds. But because culture is absorbed and passed down from generation to generation rather than explicitly taught, we're seldom aware of it.

Culture shapes not only our values and beliefs, but also our gender roles, family structures, languages, dress, food, etiquette, approaches to disabilities, child-rearing practices, and even our expectations for children's behavior. In this way, culture creates diversity.

Cultural diversity and teachers

For teachers, it is essential to see and understand your own culture in order to see and understand how the cultures of children and their families influence children's behavior. Only then can you give every child a fair chance to succeed.

Think about your own upbringing. How did your family's expectations affect what you did? Were your parents, siblings, and other relatives close or distant? Were they strict, lenient, or somewhere in between? Were your school's expectations any different? All of this, and more, plays a part in how you view the behavior of the children you teach.

These ideas lie at the heart of NAEYC's position statement Advancing Equity in Early Childhood Education. Its guiding principles include

Recognizing that "self-awareness, humility, respect, and a willingness to learn are key to becoming a teacher who equitably and effectively supports all children and families"

Developing a strong understanding of culture and diversity

Understanding that "families are the primary context for children's development and learning"

One major takeaway from the position statement is that early childhood educators must support consistently warm and caring relationships between families and their children, respect families' languages and cultures, and incorporate those languages and cultures into the curriculum, their teaching practices, and the learning environment.

Cultural diversity and young children

Children bring their own set of culturally based expectations, skills, talents, abilities, and values with them into the classroom. And they begin to develop their self-concept (at least in part) from how others see them. To form positive self-concepts, children must honor and respect their own families and cultures and have others honor and respect these key facets of their identities too. If the classroom doesn't reflect and validate their families and cultures, children may feel invisible, unimportant, incompetent, and ashamed of who they are.

Many people, including educators, have long believed it is better to act colorblind and/or "cultureblind"-that is, to not acknowledge color or culture. But research has shown that this artificial blindness keeps us from recognizing, acknowledging, and appreciating important differences. Worse, it may lead to unintentional bias toward or disrespect for those who are different from us.

We know now that acknowledgments of color and culture are essential for legitimizing differences. Color and culture make each one of us special and enable us to offer unique gifts and opportunities to groups we are part of. At the same time, color and culture help children learn about each other and the world. In short, color and culture enrich classrooms.

To appreciate what each child can contribute to the class, teachers need to learn about each family's cultural values. Helping children to see themselves in your pedagogy, curriculum, environment, and materials enables them (and their families) to feel welcomed and valued.

Take a look around your classroom.

Does the artwork on the walls accurately reflect the children's lives, or are the walls covered with store-bought, stereotypical images?
Why not have the children create their own posters with their own artwork, things from home, and photos families can supply?

Are labels (and other child-focused texts) repeated in each child's home language, or are they in English only?
Why not forge connections and support children's learning by asking family members to help children use their home languages throughout the room?

It's important to see cultural and linguistic differences as resources, not as deficits. As NAEYC's equity position statement puts it, "Children's learning is facilitated when teaching practices, curricula, and learning environments build on children's strengths and are developmentally, culturally, and linguistically appropriate for each child."

The difference between equitable and equal

Equal is not the same as equitable. Every child in your group has different needs, skills, interests, and abilities. Equal would mean giving all children the same activities, materials, and books. Equitable means ensuring that you consider each child's strengths, context, and needs and provide all children with the opportunities that will support them in reaching their potential.

It's crucial to recognize the inequities that children and their families face-in school and out. The position statement reminds us that "dominant social biases are rooted in the social, political, and economic structures of the United States. Powerful messages-conveyed through the media, symbols, attitudes, and actions-continue to reflect and promote both explicit and implicit bias." For example, research conducted by Yale University professor Walter Gilliam clearly shows that young African American boys are subject to higher rates of suspension and expulsion than their White European American peers.

How cultural diversity shapes behavior

Your culture and the children's cultures aren't the only cultures at work in your classroom. Every school and early childhood education program has a culture too. The cultures of most American schools are based on White European American values. As the makeup of the US population becomes more diverse, there is more cultural dissonance-which impacts children's behavior.

White European American culture has an individual orientation that teaches children to function independently, stand out, talk about themselves, and view property as personal. In contrast, many other cultures value interdependence, fitting in, helping others and being helped, being modest, and sharing property. In fact, some languages have no words for I, me, or mine.

Children who find themselves in an unfamiliar environment-such as a classroom that reflects a culture different from their home culture-are likely to feel confused, isolated, alienated, conflicted, and less competent because what they've learned so far in their home culture simply doesn't apply. They may not understand the rules, or they may be unable to communicate their needs in the school's language.

Rethinking challenging behavior

Because your responses to children's conflicts and challenging behavior are culture bound, it is all too easy to misinterpret children's words or actions. The next time a child seems defiant, ask yourself, Is that behavior culturally influenced? Could I be misunderstanding the child's words or actions?

For example, White European Americans tend to use implicit commands, such as, "Johnny, can you please put the blocks away?" Children raised in the White European American culture understand that they are being told to put away the blocks. But children raised in the African American culture may interpret this utterance differently. In their culture, adult commands are usually explicit: "DuShane, put away the blocks." To African American children, an implicit command in the form of a question may seem to offer a choice about how to behave.

Culture also defines personal space, including how much space feels appropriate in the block area, at circle/meeting time, and in the dramatic play area. In some cultures, children feel comfortable playing close to one another; in others, the same space may feel claustrophobic and lead children to hit or shove a playmate who seems too near. Similarly, you may stand too close or too far away, depending on children's cultures. For example, if Cadence doesn't pay attention to your request to keep the sand in the sandbox, you may be too far away to connect with her.

In White European American culture, teachers expect children to sit still and maintain eye contact to show that they're paying attention. But in other cultures, children might show their interest by joining in; they may learn through hearing or telling a story, watching others, or using trial and error. If they don't understand the lesson, they might have a hard time paying attention. Or they may be paying attention in a different way.

Culture counts

There are many rewards for teachers who take culture into account. You can form authentic, caring relationships with children and families; build connections between what children already know and what they need to know; select activities, materials, and instructional strategies that honor children's cultures and life experiences; and teach children the skills they need to succeed in a global society.

From the Pages of Young Children: Research on How Culture Affects Learning

For more examples of how culture affects learning, check out " Diverse Children, Uniform Standards: Using Early Learning and Development Standards in Multicultural Classrooms" in the November 2019 issue of Young Children. The authors, Jeanne L. Reid, Catherine Scott-Little, and Sharon Lynn Kagan, provide several examples of culturally influenced differences in how children pay attention, approach learning, seek guidance, and express their knowledge and skills. They also offer tips to help teachers address standards for early learning that are not sensitive to these cultural differences.

This article supports the following NAEYC Early Learning Program Accreditation standards and topic areas

STANDARDS 7: FAMILIES; 1: RELATIONSHIPS

# data[].attributes.attachment_link.title
Valuing Diversity: Developing a Deeper Understanding of All Young Children's Behavior

# data[].attributes.attachment_link.description
For teachers, it is essential to see and understand your own culture in order to see and understand how the cultures of children and their families influence children's behavior.

# data[].attributes.attachment_link.readable_text
Know

As discussed in Lesson One, environments send powerful messages. A carefully planned environment can help preschoolers feel calm and secure, while at the same time, engaged, and inquisitive. In the first lesson, we introduced general ideas to consider when designing environments for preschoolers, and key classroom interest areas that foster learning. However, when designing or redesigning your classroom space, it is also important to consider logistics, aesthetics, organization, and the needs of all children in the space.

Designing for Logistics

In your preschool classroom, you will need spaces for group activities, privacy, storage, and display. Consider how to set up your classroom with emergent inquiry in mind. Emergent inquiry can be described as learning that evolves as the interests of the children change and they make new discoveries about the world around them. This type of learning can be supported through learning centers with flexible spaces, open-ended materials, and a daily schedule.

Places for Group Activities

Places for Privacy

Places for Storage and Display

Preschool classrooms require many materials! Toys, books, games, and other resources are regularly rotated in and out of active use. It is important to plan for at least three kinds of storage in a preschool classroom: open storage for children to access, closed storage for teacher materials, and storage for personal belongings (Dodge et al., 2016). It is also important to plan for storage and display of children's assessment materials and artwork. Storing and displaying artwork and portfolios sends powerful messages to children about the value of their work and helps you do your job more effectively. The following video discusses these kinds of storage. Think about the ways your environment already addresses the suggestions and reflect on changes that could be made.

Video not available
Learn about spaces for group activities, privacy, and storage and display.

Aesthetics

In Lesson One, we addressed that high-quality preschool programs send numerous positive messages to children. One of the best ways you can communicate to children that your classroom is "a good place to be" is through the small touches you place throughout the room that express the personality of the group.

Homelike

Children are more likely to feel they can be themselves and have a sense of belonging when their classroom environment feels like home. "The ideal, connected approach is not to simply fill classroom spaces. Rather it is to create an environment that is meaningful to the children," (Duncan, Martin, and Kreth, 2016, p. 79). There are many ways you can add personal touches to your classroom to create this idea (we will address this more in Lesson Four). For example, you can include:

Soft furniture, such as a couch or large armchair

Nontoxic plants

Natural or soft lighting, through the use of windows or lamps

Throw pillows, cushions, and blankets

Other decorative touches, such as area rugs or repurposed furniture

Family photos of the children and staff

Inexpensive frames to hang children's artwork on the walls

Neutral paint colors

Creating a relaxing, homelike environment is critical for children who may spend several hours a day in your classroom. It can be overwhelming to spend eight or twelve hours in spaces with lots of bright lights or bright colors.

Including pictures of the children and their families, in conjunction with personal storage and displaying children's artwork, is another great way to communicate that the space belongs to the children. When displaying pictures or adding decorative touches, remember to hang or offer many photos or decorative items at children's eye level to reinforce that they are valued members of the classroom space.

Inviting Engagement: Provocations

Offering items of beauty or wonder in the classroom invites children's exploration and engagement. You can accomplish this by using provocations. A provocation is a picture, experience, or item that provokes thought, interest, questions, or creativity (Edwards, 2002). Provocations can help provoke children to use, think about, or see materials in new ways. When designing your classroom, it can be useful to think about how you will incorporate provocations. Your inspiration for what provocations to offer will often come from children's current interests and their learning goals. Provocations might include:

Pictures: Including pictures of children's interests can help extend exploration of certain concepts and sends the message that children's ideas are valued in your classroom. Use pictures of real items as much as possible. Also, when applicable, offer several different pictures. This allows children to recognize that not all trees look the same, or that some dogs have spots and others do not.

An Event or Experience: For example, go on a field trip or a nature walk outdoors or host a "tea party" in your classroom. You can also take pictures during the event to display later. Using pictures of the experiences with which the children engage with one another in the learning environment communicates that this space belongs to the children. It also provides them with concrete documentation to reflect back on the experience.

Books: Strategically placing books relevant to children's current interests around the room can change how they engage in the space. For example, offer a book on robots next to a bin of recycled materials.

Physical Items of Interest: Adding an authentic item as provocation can support what children already know about their world, or invite them to touch, smell, see or hear something new. This can include items from nature, such as leaves or nuts, or a vase of fresh flowers. Consider asking families to provide items from home, especially ones with cultural relevance like a piece of fabric or a paper lantern. Also, adding things like an old record player or piece of stained glass can elicit new discoveries.

Simple Changes in Display: Considering a different perspective or design can spark new ideas for preschoolers. For example, placing an architecture drawing on the writing surface, rather than taped to the wall may encourage children to trace, measure, or highlight on the drawing.

Consider the placement of your provocations. What concepts are you currently exploring and how might a provocation in certain areas help extend or focus children's play? Provocations are meant to be a guide or a point of inspiration for how children can engage with certain materials or spaces, but remember they are not meant to dictate what children are supposed to do in each area or with the materials. Children might be inspired or provoked to create ideas that take them in other directions. "The thinking and learning that emerge from the children as they engage with provocations will reveal potential threads of inquiry," write Broderick and Hong (2020, p. 28). If children consistently ignore certain provocations, that can be a sign they are no longer interested in that particular concept or idea.

Designing for All

When you look to design or redesign your classroom, you need to consider the needs and learning goals of all children. Each time a new preschooler enters your room, you should consider what changes need to be made to best support their engagement in the classroom as well as the individual's previous experiences. For children with developmental disabilities, it is important to speak with the child's family and your trainer, coach, or administrator so you know the child's particular needs and what supports will help them. As we will discuss in Lesson Four, ensuring that your classroom is welcoming to children from diverse cultural backgrounds is also critical to supporting the success of all children in your room. In terms of environmental design, you may need to consider the physical space within interest areas or pathways between interest areas to ensure that children with physical or mental disabilities can easily move around and participate. In addition, all children, but particularly children with social or behavioral needs or certain developmental disabilities, may benefit from a designated calming area, where they can easily access materials that help them soothe themselves and where they can spend some minutes alone. For children with autism or communication difficulties, it can also be helpful to provide multiple visual cues for how to use the spaces and materials. This could include providing a picture of children safely playing in the space within the entrance to each interest area or offering a small series of pictures showing, for example, how a child could pinch or roll clay with their hands or use the available clay tools next to the clay in the art area. Within the References & Resources section, you can find more ideas on how to support children with developmental disabilities in your setting.

Watch the video below for more information on creating environments to support all children. You can also see the Learn attachment for examples of environmental supports, adaptive equipment, and materials for children with developmental disabilities.

Video not available
Learn about cultivating spaces and experiences for all children.

Organization

Consider how you might feel if a familiar store has been completely rearranged when you walk in to make a quick purchase? Children can also feel frustrated when they cannot find what they need and when materials for play are unavailable. As a teacher, it is your responsibility to make sure materials are easily accessible and well organized. When organizing your materials, you should think about three goals: independence, easy use, and learning.

Organize for Independence

Organize for Easy Use

Materials should be organized so children want to interact with them. It is important to organize your materials so children can find what they need when they need it. This also helps children know, "I can do things on my own." Organized materials empower children to try out ideas and use new materials. When organizing for easy use, think about storing like materials together. Like materials are things that go together or materials that are necessary for certain activities. Think like a child: If I want to work at the writing center, what will I need or want? Placing pencils, crayons, markers, paper, scissors, stickers, stencils, stamps, letter cards, word cards, name cards and picture dictionaries all together in the writing area can allow children to get instantly involved in their ideas. This means you may have duplicate materials in many areas of the room. Pencils, paper and clipboards are also useful in the construction and dramatic play areas, so a set should be stored there for easy use.

Organize for Learning

As discussed previously, using provocations can help to spark or build upon children's interests. Displays should be at children's eye level and should contain their own work, pictures relevant to their interests, or pictures meant to help spark further exploration. They should reflect equity, diversity, knowledge, and experiences of the children in your classroom or families in the community. To maintain children's engagement in play and learning, you will want to rotate materials regularly, so children have the chance to use different kinds of materials.

You can organize your space so children encounter meaningful learning opportunities throughout the day. This means providing thoughtful and well-planned literacy, math, science, and social studies materials in interest areas. For example, offer a basket of menus, pads for taking orders, shopping lists, and cookbooks in the dramatic play area. Keep tape measures, clipboards, blueprints, and books about famous structures in the block area. The art area can include books, paintings, pottery, or other materials from a variety of cultures.

See

It is important to organize your space and materials for independence, easy use, and learning. Watch the following video and look at ways preschool teachers organize their materials to meet these three goals.

Video not available
Watch how materials promote independence, easy use, and learning.

Do

Classroom arrangement is an art and a science. It is an art for you to make your classroom feel welcoming and like a home. It is a science as you use knowledge of developmentally appropriate practice to plan your classroom's floor plan. While designing your indoor learning environment, always consider the following:

Make the classroom feel like home: Use suggestions in this lesson to make your classroom feel comfortable yet engaging including neutral colors, soft furniture, and framed art.

Consider the needs of all children: Recognize that children spend a lot of time in your program, and everybody needs a break sometimes. Provide a variety of ways children can take a little time for themselves; a quiet book area, a computer center, or the art area can all provide a brief break from the busy, social day. This can be especially important for children with special needs.

Plan ahead: Consider how you will use spaces for group activities, storage, and display. Then identify the resources you need to make those spaces work. List all the materials you will need in each space based on the activities, storage, and displays that you are planning.

Keep safety a priority: When designing your space, ensure you can supervise all areas, including private spaces. Make sure that you have secure storage for all items that are unsafe for children. A well-designed classroom will keep children engaged in appropriate play and help prevent undesirable, unsafe behaviors (e.g., jumping, running).

Remember your classroom sends messages to children. We want the classroom to help children say, "I can do things on my own here" and "this is a place I can trust." There are simple ways your classroom sends these messages. By organizing for independence, easy use, and learning, you can make your classroom a more effective space and prepare children for learning.

Make sure shelves and classroom materials are clearly labeled and materials are stored where they are easy to use. You can use drawings or photographs to make labels.

Store board games or puzzles close to the table or carpet at which they should be used.

Store play-dough and utensils together. If children use trays or placemats with the dough, store those underneath the boxes of dough and utensils.

Store art materials (beads, cotton balls, feathers, ribbon) in clear containers on a shelf near the art table. Keep glue, scissors, and paper handy.

Store all your outdoor toys in a large bag or basket near the door (if you do not have outside storage for these items).

Consider how children will access smocks for art, water, and other messy play. Store the smocks strategically, so children can get them when necessary.

Use trays to help organize materials and define each child's space. If children only need a certain set of materials for an activity or game, consider preparing a set of trays with the necessary materials and storing them on tables or shelves for the children.

Remove and/or rotate materials to avoid over cluttering and to support focused engagement, current skill level, and learning goals.

Broderick, J.T, & Hong, S.B. (2020). From children's interests to children's thinking: Using a cycle of inquiry to plan curriculum. National Association for the Education of Young Children.

Dodge, D. T., Heroman, C., Berke, K., Bickart, T., Colker, L., Jones, C., Copley, J., & Dighe, J. (2016). The creative curriculum for preschool (6th ed.). Teaching Strategies, Inc.

Duncan, S., Martin, J. & Kreth, R. (2016). Rethinking the classroom landscape: Creating environments that connect young children, families, and communities. Gryphon House, Inc.

Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori and Reggio Emilia. Early Childhood Research and Practice, 4(1). https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1001&context=famconfacpub

Erdman, S. & Colker, L.J. (2020). Trauma and young children: Teaching strategies to support & empower. The National Association for the Education of Young Children.

Farran, D. C., Aydogan, C., Kang, S. J., & Lipsey, M. (2006). Preschool classroom environments and the quantity and quality of children's behaviors (pp. 257-268). In D. K. Dickinson and Neuman, S. B. (Eds.), Handbook of Early Literacy (Vol. 1). The Guilford Press.

Greenman, J. (2007). Caring spaces, learning places: Children's environments that work. Exchange Press, Inc.

Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Brookes Publishing Co.

Kaiser, B. & Rasminsky, J. (2020). Valuing Diversity: Developing a Deeper Understanding of All Young Children's Behavior. Teaching Young Children. 13(2). https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behavior

McWilliam, R. A., & Casey, A. M. (2007). Engagement of every child in the preschool classroom. Brookes Publishing Co.

National Association for the Education of Young Children (2022). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). The National Association of Education of Young Children.

Nicholson, J., P.S. Driscoll, J. Kurtz, D. Marquez, & L. Wesley. (2020.) Culturally responsive self-care practices for early childhood educators. Routledge.

# data[].attributes.attachment_link.title
The Indoor Environment: Designing and Organizing

# data[].attributes.attachment_link.description
As discussed in Lesson One, environments send powerful messages. A carefully planned environment can help preschoolers feel calm and secure, while at the same time, engaged, and inquisitive. In the first lesson, we introduced general ideas to consider when designing environments for preschoolers, and key classroom interest areas that foster learning.

# data[].attributes.attachment_link.readable_text
Outdoor play helps children learn skills, develop physical strength, and benefits mental well-being. Time outdoors can also provide an opportunity to make friends.

Outdoor play comes in many forms. It could involve spending time in a backyard, a local park, or more rural spaces, such as forests and national parks.

However, some people may find it more challenging to spend time outdoors with their children than others. Having access to nature is an important aspect of health equity and can reduce the risk of numerous health conditions.

This article reviews the importance of outdoor play for children, its benefits, and the alternative options for people who do not have access to outdoor spaces.

Outdoor play is important for children for many reasons. A states that it is associated with healthy development. A describes some of its advantages. Outdoor play is often:

open-ended, allowing children to decide for themselves how to explore

unstructured, giving children more possibilities for play and imagination

less predictable than home or school, encouraging children to problem-solve

in natural environments, involving exposure to plants, animals, and sunshine

These characteristics make outdoor play uniquely beneficial in comparison to indoor structured play. However, despite these benefits, outdoor play has declined significantly in Western countries over the past few decades.

Less outdoor play to:

a more sedentary lifestyle

disconnection from the natural world

lower ability to navigate unfamiliar environments or deal with risk

As a result, it is important that children and caregivers use opportunities for outdoor play where they can.

Children can learn many skills while playing outdoors. For example:

Physical abilities: Outdoor play allows children to learn physical skills that may be difficult to practice at home. This could include jumping, climbing, cycling, skating, or team sports.

Autonomy: As outdoor play has less structure than indoor activities, children can direct their own activities, which encourages independence and decision-making.

Creativity: In less familiar environments than the home or school, children have to think creatively about playing. For example, when using new play equipment or climbing a tree, they need to think about how to use it. They may use their imagination to invent games that make use of the space.

Cooperation: When playing with others, children can also learn cooperation. For example, they may have to work together to decide which games to play or how to share the space.

Knowledge: Being in a natural environment can teach children more about the world.

Risk management: Although caregivers want to protect their children from all risks, it is important that they learn how to navigate minor risks, as this teaches them how to handle different situations and increases confidence.

Outdoor play provides several health benefits to children, including:

Physical strength and well-being

Outdoor play can improve children's physical strength. Physical activity can also help with maintaining a moderate weight and reduce the risk of developing weight-related health conditions, :

Mental well-being

Spending time outdoors may help lower stress and mental fatigue. This is because, while urban environments demand direct attention that can be tiring, being in nature can induce "soft fascination," which is a type of unfocused attention that some scientists believe can restore mental energy.

Outdoor play can be more beneficial to children than indoor play because it provides multi-sensory stimulation and requires children to be more dynamic, using their physical, cognitive, and social skills all at once.

In contrast, indoor play tends to have fewer elements, takes place in a smaller environment, and may have more rules limiting what children can or cannot do. The home is also more familiar and can stop being as challenging to children as they grow up.

A found that preschool children from five different child care centers who played outdoors were more active outdoors than indoors.

Despite the benefits, outdoor play is not accessible to everyone. According to a 2021 review, this is due to a combination of factors, such as:

increased urbanization

low availability of play spaces

poor urban planning that makes cities less walkable

increasing appeal of device-based activities

fear surrounding the risks of outdoor play

low social cohesion, as this reduces caregivers' perceptions of safety in the neighborhood

These factors can affect families from many backgrounds, but inequity compounds them. Additional obstacles some families face include:

Economic inequity: Neighborhoods with less investment may have fewer outdoor spaces and more crime, reducing how possible or safe it is for children to play outdoors. Families with lower incomes may also have less time for outdoor recreation due to working long hours or having multiple jobs.

Pollution: Even if outdoor spaces are available, they may not be healthy places to spend time in due to pollution.

Racism: Systemic racism adds to the deprivation of neighborhoods. Environmental racism may also expose children to high levels of pollution, and the potential for experiencing discrimination or police brutality may cause caregivers to keep children indoors.

Sexism: A 2019 review notes that previous research has found that girls play outside less than boys. Some studies have found that caregivers treat girls differently from boys when it comes to managing risk, encouraging boys to deal with problems by themselves more often. This may mean girls feel less confident playing outside without supervision. Caregivers can also restrict girls from playing outside due to fears of assault.

Whether or not children have access to outdoor space, caregivers can still encourage them to get similar benefits. Some ways to do this include:

giving children open-ended and unstructured time to play at home or in a backyard

creating a play space that engages the senses through color, textures, or smells

recreating activities children can do outdoors, such as races, scavenger hunts, or building forts

playing physically active games or sports together

allowing children to solve problems for themselves, where it is safe or appropriate

treating girls the same way as boys

inviting friends and schoolmates home for playdates

limiting the use of electronic devices

accessing outdoor play when possible, such as on trips or when visiting others

Outdoor play has a multitude of physical and mental health benefits for children. Spending time playing outdoors can promote creativity, independence, and problem-solving. Outdoor play can also improve strength, endurance, and mental health.

However, not everyone has access to outdoor spaces where their children can safely play. In this case, people can take several steps to encourage children to gain outdoor play benefits while spending time indoors, such as by playing physically active games.

# data[].attributes.attachment_link.title
Outdoor play and children: Benefits and why it matters

# data[].attributes.attachment_link.description
Outdoor play is beneficial for all aspects of health and helps children learn vital skills. Learn more about outdoor play for children.

# data[].attributes.attachment_link.title
Children’s Work -- Visibility Leads to Value | Education World

# data[].attributes.attachment_link.description
Classroom displays document children’s development! Learn what you can do to find and display your students’ best work.

# data[].attributes.attachment_link.readable_text
Thoughts on the Article | Andy Stremmel, Voices Executive Editor

Rachel Schaefer's inquiry focuses on the ways classroom materials influence learning and their role in investigations. Much of what we know about how children construct knowledge and understanding through the use of materials comes from the theories of Piaget and Vygotsky and the work of academic researchers. Here we have a teacher who uses methods of inquiry common to classroom teaching (e.g., conversations with other teachers, observations of children interacting with materials, opportunities for written and verbal reflection) and who involves a group of student teachers to study questions of meaning and to help her think through her research process. Rachel demonstrates how one goes about asking questions, hypothesizing, reflecting, gathering and analyzing data, and using what has been learned to think about her teaching and children's learning in new ways.

The addition of the parallel voice of Rachel's mentor, Kay Cutler, to provide a commentary on Rachel's learning, adds a critical and insightful perspective on the value of teacher research.

While considering teacher research topics, I became interested in project-based learning, an approach that emphasizes children's active participation as they investigate and study real-world questions and challenges. As I focused my research and worked with my early childhood education professors, I developed a definition that I, as an educator, felt described what an investigation entailed: An investigation is an inquiry that takes place over an unspecified amount of time, in which children and teachers act as protagonists in their learning to make discoveries of their own wonderings. After reflecting with my professors, I chose to concentrate my research specifically on materials and their role in investigations. I formed my research question: In what ways do classroom materials influence learning?

I hypothesized that as children manipulated the materials, becoming familiar with them through experimentation, they would participate in a deeper investigation. Using teacher research, I studied how different classroom materials influence learning.

Review of the literature

Sobel (2005), Smith (2002), and others, when describing placebased or science education, use the term investigations when real-world problem solving in the community occurs as the world becomes the classroom. Siry, Ziegler, and Max (2012) use the term investigations when describing young children's explorations of science-based inquiry experiences. The inquiry process offers a multitude of benefits to children as they engage in their own exploration and take ownership of their learning. Children develop their own questions, make predictions about possible hypotheses, examine ways to test their theories, find ways to represent their findings, and solve problems through trial and error (Clark 2006).

Schools following the Reggio Emilia approach rely on a type of investigation as well. They describe progettazione as a more global, flexible approach in which initial hypotheses are made by children about classroom work but are modified or have directional change as the investigation progresses, incorporating the "otherness" of those engaged in the work (Rinaldi 2006). Frequently, small groups of children work together to study, discuss, explore, and hypothesize about a topic (Project Zero & Reggio Children 2001).

Projects, as Helm and Katz (2010) call them, have been said to be the backbone of children's and teachers' learning experiences as they follow the inquiry learning process. Projects can take on many different forms, whether a day spent investigating bugs on the playground or a yearlong study of a tree changing through the seasons.

How children learn

Piaget (2000) proposed that children learn by actively constructing their own knowledge and creating their own theories. Children learn best when they are creating their own understanding of how things work. A child comes to know something by physically or mentally acting on it (Piaget, Henriques, & Ascher 1992). Projects, investigations, and a more encompassing term, inquiry-based learning, provide the opportunity for these meaningful, hands-on experiences to occur.

During inquiry-based learning, children apply their current understandings to new encounters in their environment. If their previous knowledge allows them to fully understand the event, new understandings emerge and the children progress to a more advanced cognitive level (Duckworth 2006).

Vygotsky stressed the importance of the internal process-that is, the thinking or internal dialogue that assists children in solving a conflict or creating an object rather than the actual solution or creation of an object itself (Wertsch 1985; Fernyhough 2008). When children work together using inquiry-based learning, they share the thinking and learning that happens during the investigation (Project Zero & Reggio Children 2001; Krechevsky et al. 2013).

Relationship between materials and environment in children's learning

According to Vygotsky ([1930-1935] 1978), the types of materials teachers choose for children to use mediate children's development of higher mental processes. In addition, how and where materials are placed in the environment influences how children can use those materials (Kozulin et al. 2003). Furthermore, experiences with materials shape the development of shared meaning between individuals, giving shared meaning to symbolic cognitive tools such as letters, numbers, or words.

Open-ended materials offer meaningful ways for children to deepen their understanding of a concept, build creativity, and heighten their cognitive abilities (Daly & Beloglovsky 2015). When children use different materials (clay, wire, etc.) to explore the same concept, they learn more about the concept because of the affordances that each medium possesses. Foreman (1994) defines affordances as "the relationship between the transformable properties of a medium and the child's desire to use that property to make symbols" (4). Some mediums are better than others when representing a concept, because of both the child's ability to manipulate the medium and the medium's potential to symbolize the concept.

The hundred languages concept, which originated in the early care and education systems in Reggio Emilia, Italy, takes the idea of affordances a step further in its assessment that the set of affordances a material has to offer "has the ability to take on expressive aspects and meaning comparable to a verbal language... [which is] foundational to the pedagogy of Reggio Emilia" (Schwall 2015a, 49). Materials can become inventive languages only as children develop relationships with the materials-relationships that develop over an extended period of time (Schwall 2015b) when the materials are intentionally placed in the environment.

Once children have developed a relationship with materials over time, they find new ways of using them (Hill, Stremmel, & Fu 2005; Daly & Beloglovsky 2015; Schwall 2015a). Children experiment, investigate, and form hypotheses about the materials' potential uses. In an inquiry-based learning environment, these hypotheses about materials' uses can then spur children on to make creative connections about their topic of inquiry (Cadwell, Geismar Ryan, & Schwall 2015).

Acting as a third teacher, the environment plays an essential role in inquiry-based learning. As explained by Reggio Emilia educators, the environment acts both as a "container" for experiences and as "content" for exploration and investigations (Abramson, Robinson, & Ankenman 1995). The relationship between materials and the environment is complex. The decisions teachers make about the placement and collections of materials in a classroom or studio space influence how children perceive and use the materials (Schwall 2015).

For the purpose of this study, I conducted a teacher research project over the course of three months that focused on the different ways classroom materials influence learning, as the children investigated faces and expressions. The children's investigation originated from their interest in a teacher-directed self-portrait activity.

I collected data from the afternoon classroom of 4- and 5-year-olds at a midwestern university laboratory school. There were 18 children in the class, 6 boys and 12 girls. In addition to myself as the mentor teacher, four student teachers worked in the classroom and rotated lead teaching responsibilities each week (creating lesson plans, setting out materials, etc.). Each student teacher continually observed and analyzed the influence of classroom materials on learning. The three professors I had worked with to develop my research question became an inquiry group that met with us to aid us in our analysis.

Throughout the study, I met with the student teachers daily to discuss our observations. To help us think critically, the inquiry group joined us during weekly meetings to review our observations and reflections. The inquiry group also read the teachers' daily anecdotal records, our teacher discussion records, and my own reflections and journaling. Our methods for data collection were as follows.

Individual teacher reflections. Teachers journaled their observations of children's interactions with the materials weekly.

Anecdotal records. Teachers recorded children's conversations about their experiences with the materials, discoveries they made while exploring, and conversations they had with one another while using the materials.

End-of-the-day meetings. At the end of each day, teachers met to discuss the day's events and our insights about the children's learning and use of materials. We, along with the inquiry group, recorded and analyzed these conversations for insights into recurring themes of how children used the materials throughout the week and the impact this usage had on their investigations.

Group teaching reflections. Teachers reflected during weekly meetings and dialogue with the inquiry group on the choices they made regarding materials, as well as other aspects of teaching, throughout the week.

While analyzing the data, we found five common themes, or findings.

1. The number of materials within an area affected the children's investigation.

2. The children's prior experience with materials influenced how they used them.

3. Teachers were able to influence the children's use of materials with commentary and questions.

4. The amount of time the materials were offered impacted children's investigation.

5. Integrating parts of a previous activity into a new activity helped children transition to the new method of investigating.

Findings from the investigation with an assortment of media

Self-portraits. As the children used colored pencils and paper to create self-portraits while looking into handheld mirrors, we observed many children drawing basic facial features such as eyes, mouths, and hair. Most children initially used colors randomly rather than using colors to accurately represent their eye or hair color. Despite this lack of attention, children had a high interest in the self-portrait activity. We extended this provocation by encouraging the children to create faces that expressed different emotions.

Collage faces-and the first finding. We replaced the materials for drawing self-portraits with magazines from which children could cut out different facial features and assemble them into faces. Our hope was that this activity would help the children pay closer attention to facial features. The materials we chose to support this activity included magazines, scissors, glue, multicultural construction paper, crayons, yarn, mirrors, and two referent images assembled by the teachers.

The children took the activity in a different direction by cutting out miscellaneous objects unrelated to faces and gluing them to the paper. Some children drew faces on the paper and then added yarn to represent hair, like that on a reference image, or cut out an entire face and glued it on a piece of construction paper. The children repeatedly left the area unorganized. At this point our first finding emerged: the number of materials in an area affected the children's investigation. We realized that if we put out too many materials, the children became overwhelmed and would not visit the area.

A return to self-portraits. Next, as a teaching team, we webbed possible directions that the children's investigation could take: we considered physical attributes and facial expressions in relation to emotions, and we considered children's previous knowledge about each of these directions, based on our observations. As interest continued, we replaced the magazine activity with the self-portrait activity and the materials from the previous week.

As we looked through the selfportraits to complete a class assessment of the children's individual knowledge of facial features, we noticed that the majority of the drawings had basic features but not much detail (i.e., children drew circles for eyes with dots in the middle but did not include eyelashes, irises, eyebrows, etc.). We also noticed that the children didn't use the mirrors as much as we had hoped.

Smaller paintbrushes and the observation booth. As the next step in the children's investigations, we introduced paint as a medium for self-portraits. For this activity, children used paint to draw over their reflections on an observation booth mirror that was a part of our classroom. Although children were familiar with paint as a medium, the observation booth mirror was an unfamiliar canvas. We hypothesized that because the mirror would be directly in front of the children, they would pay close attention to their own facial features (including the size) and draw the features to match their own.

The student teachers and I reflected on our observations about painting on the observation booth mirrors.

Teacher One: First, let's talk about what everyone observed from yesterday. Let's start with the painting.
Teacher Two: I don't think [the children] were really doing anything that we thought they would do ... They aren't really doing their reflection. Maybe if we wanted them to actually trace their face, we could find a way to use colored pencils because then they could add more detail.
Teacher One: I know this is something we talked about in the booth, too. The paint was so thick ... it was a lot harder for them to draw in those details.
Teacher Three: But they used small brushes, which helped. Teacher Two: It still would cover half of your face with one stroke.
Teacher One: I know that they didn't use the mirrors as we hoped. And just looking at the sizes of what they were drawing was not congruent with their faces.

The materials we chose to support this activity included paint, small paintbrushes, the observation booth window, smocks, garbage bags, and hollow blocks for children to use as a platform to stand on. We limited the amount of paint because we did not want the children to become overwhelmed. We chose multicultural colors and yellow and blue so the children could mix colors.

As we observed, we noticed that although the children could see themselves in the mirror, many did not paint themselves to scale. We wondered whether the paintbrushes and paint made it more difficult for children to draw details than the colored pencils and crayons they had been using for previous activities. The children included facial attributes, but they did not choose colors to match their features. Many children appeared hesitant to paint on the mirrors. We wondered what would happen if we left the activity out all week.

Light table. At the same time the children were painting, a light table was also available. We had taken photos of the children and enlarged them so that they could explore their eyes, noses, and mouths, using markers to trace around and color in their features. When observing the light table, I saw few children visiting. At the time, the light table was up high, sitting on top of another table, because its legs were broken, making it difficult to access. One child really struggled to reach the materials but still managed to trace around the eyes of her photo carefully. When she finished tracing, she scribbled in the rest of the eye. I wondered whether this was because she became frustrated or whether her intention was to color the eye's iris. We agreed it was important to make the light table more accessible and discussed using colored pencils instead of markers because colored pencils allowed for more detail.

Clay-and two more findings. During the first weeks of preschool, the art area had clay for the children to explore. The clay was hard and not easy to manipulate, so we had children add water to the clay to soften it. When we reintroduced more malleable clay during the investigation, we noticed the children still wanted to add water to it, despite the fact that it was softer and easier to manipulate. Upon evaluating this observation, our inquiry group noticed the second finding: children's previous experience with the materials influenced how they used the various media.

To further our research on how children were using the clay, we felt it would be necessary to post teachers in the area, dialoguing with the children about the processes of creating a selfportrait, expressions, and facial features. The next day, after asking children to join me in the clay area, I sat down and began talking about flattening my clay so I could "draw" on it. The children in the area with me asked if they could use a rolling pin to flatten their pieces.

One girl sitting at the table with me began to draw the same face I was drawing. We discussed the shape of noses and how to draw them. She added nostrils, something I had not added. Another girl created a silly face out of her flat piece of clay. She told me it was silly because of the way she had made the mouth (which was a straight line). From past experiences with her, I knew that when she made a silly face, she would put two fingers on each side of her mouth and pull, causing her mouth to go straight.

Following this scaffolding experience, our inquiry group continued to dialogue about our processes, which led to our third research finding: teachers can influence how children use materials through commentary and questioning (a form of scaffolding) while children use materials.

Inquiry group dialogue and two more findings

While the teachers and I were discussing our observations and reflections with the inquiry group, a fourth finding soon emerged: when integrating a new activity in the children's investigation, purposefully pairing parts of the "old" activity with the "new" activity scaffolded the children's confidence in exploring the new activity. For example, we would consistently use paint but change what the children would use as a canvas.

A fifth finding that emerged was that the amount of time the materials were in an area impacted the children's investigation. When the children explored the same materials for a long time, their representations became more detailed. We had tempera paint and an eye template in the art area for several weeks. As the children used the materials daily, they gradually added more details to their eyes, such as eyelashes. The children also began to mix paint independently to match their actual eye color.

Familiar materials promote detail

As the semester ended, we were curious to know what would happen if we asked the children to draw a picture of a friend. As a culminating event, we paired each child with a friend and asked them to draw one another. We provided familiar materials-colored pencils and paper. As the children drew their friends, we found that the children were very particular about how they were drawn. One girl said to another, "You don't have the right colors," referring to her hair. A boy said to his partner, "You need ears. See, I have ears." Many children paid attention to specific details such as the size of the mouth ("I'm only making it this big because her lips are small."). The children also began making comparisons to one another, saying things such as, "Rebekah has longer hair than I do. My hair is about to my shoulder." The children paid attention to the colors they chose, using yellow to represent blonde hair and blue to represent the color of the iris.

Limitations

There are limitations to this study. The study was conducted over a short amount of time (approximately three months). Because the study was completed in a laboratory setting, some student teachers may have been too immersed in learning the basics of teaching to be able to focus energy into the depth of this study. This was the first experience with a teacher research project for most of the student teachers.

Conclusion and discussion

Forming a question about the influence materials have on learning led to meaningful teacher research that changed the way I teach today. I am now a kindergarten teacher, and when I introduce new materials to my classroom, I give children time to explore and build relationships with the mate of materials evolves along with children's learning. My teacher research shaped this perspective.

New questions

Although I was able to find answers to my original question, I have developed more questions as a result of conducting my teacher research. I now wonder which of these themes had the greatest impact on children's investigation. I also wonder how the different themes influenced one another. For example, did the questions teachers asked children influence the way the children used the materials more than having materials available for a prolonged period of time? Moreover, what would have happened if we had allowed the children to take more of a role in choosing materials? Would they have visited an area more because they were part of the decision making?

Last, what other media could have been introduced? We focused primarily on materials for drawing and painting. While children became familiar with the affordances of these materials, what would they have done if we introduced them to something like wire? How much time would they have needed to become familiar with its affordances? What would be a sufficient amount of time for children to explore it? Is there such a timeframe? How do the children let you know that they are completely comfortable with a new medium?

While I continue to ask questions and reflect, I realize the importance of my study and the significance it can have on other early childhood educators and myself in future teaching endeavors. I understand the role that materials play in curriculum development and investigations. This newfound knowledge, as a result of my teacher research, is something I will carry with me for the rest of my teaching career. The process of teacher research has greatly enhanced my abilities as a teacher and continues to significantly impact my daily teaching practices.

References

Abramson, S., R. Robinson, & K. Ankenman. 1995. "Project Work With Diverse Students: Adapting Curriculum Based on the Reggio Emilia Approach." Childhood Education 71 (4): 197-202.

Cadwell, L., L. Geismar Ryan, & C. Schwall. 2015. "The Atelier: A System of Physical and Conceptual Spaces." Chap. 10 in In the Spirit of the Studio: Learning From the Atelier of Reggio Emilia, 2nd ed., eds. L. Gandini, L. Hill, L. Cadwell, & C. Schwall, 111-34. New York: Teachers College Press.

Clark, A. 2006. "Changing Classroom Practice to Include the Project Approach." Early Childhood Research and Practice 8 (2). http://ecrp.uiuc.edu/v8n2/clark.html.

Daly, L., & M. Beloglovsky. 2015. Loose Parts: Inspiring Play in Young Children. St. Paul, MN: Redleaf.

Duckworth, E. 2006. The Having of Wonderful Ideas: And Other Essays on Teaching and Learning. 3rd ed. New York: Teachers College Press.

Fernyhough, C. 2008. "Getting Vygotskian About Theory of Mind: Mediation, Dialogue, and the Development of Social Understanding." Developmental Review 28 (2): 225-62.

Foreman, G. 1994. "Different Media, Different Languages." Paper presented at the Study Seminar on the Experience of the Municipal Infant-Toddler Centers and Preprimary Schools of Reggio Emilia in Reggio Emilia, Italy. ERIC, ED375932.

Helm, J.H., & L. Katz. 2010. "Projects and Young Children." Chap. 1 in Young Investigators: The Project Approach in the Early Years, 2nd ed., 1-11. New York: Teachers College Press.

Hill, L.T., A.J. Stremmel, & V.R. Fu. 2005. Teaching as Inquiry: Rethinking Curriculum in Early Childhood Education. New York: Pearson Education.

Kozulin, A., B. Gindis, V.S. Ageyev, & S.M. Miller. 2003. Vygotsky's Educational Theory in Cultural Context. New York: Cambridge University Press.

Krechevsky, M., B. Mardell, M. Rivard, & D. Wilson. 2013. Visible Learners: Promoting Reggio-Inspired Approaches in All Schools. San Francisco: Jossey-Bass.

Piaget, J., G. Henriques, & E. Ascher. 1992. Morphisms and Categories: Comparing and Transforming. Trans. T. Brown. Hillsdale, NJ: Erlbaum.

Project Zero & Reggio Children 2001. Making Learning Visible: Children as Individual and Group Learners. Reggio Emilia, Italy: Reggio Children.

Rinalldi, C. 2006. In Dialogue With Reggio Emilia: Listening, Researching, and Learning. New York: Routledge.

Schwall, C. 2015a. "The Grammar of Materials." Chap. 6 in In the Spirit of the Studio: Learning From the Atelier of Reggio Emilia, 2nd ed., eds. L. Gandini, L. Hill, L. Cadwell, & C. Schwall, 49-62. New York: Teachers College Press.

Schwall, C. 2015b. "The Atelier Environment and Materials." Chap. 7 in In the Spirit of the Studio: Learning From the Atelier of Reggio Emilia, 2nd ed., eds. L. Gandini, L. Hill, L. Cadwell, & C. Schwall, 63-80. New York: Teachers College Press.

Siry, C., G. Ziegler, & C. Max. 2012. "'Doing Science' Through Discourse-in-Interaction: Young Children's Science Investigations at the Early Childhood Level." Science Education 96 (2): 311-26.

Smith, G.A. 2002. "Place-Based Education: Learning to Be Where We Are." Phi Delta Kappan 83 (8): 584-94.

Sobel, D. 2005. Place-Based Education: Connecting Classrooms and Communities. 2nd ed. Great Barrington, MA: The Orion Society.

Wertsch, J.V. 1985. Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.

Vygotsky, L.S. [1930-1935] 1978. "Interaction Between Learning and Development." In Mind in Society: The Development of Higher Psychological Processes, ed. and trans. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, 79-91. Cambridge, MA: Harvard University Press.

# data[].attributes.attachment_link.title
Teacher Inquiry on the Influence of Materials on Children's Learning (Voices)

# data[].attributes.attachment_link.description
Thoughts on the Article | Andy Stremmel, Voices Executive Editor Rachel Schaefer's inquiry focuses on the ways classroom materials influence learning and their role in investigations. Much of what we know about how children construct knowledge and understanding through the use of materials comes from the theories of Piaget and Vygotsky and the work of academic researchers.

# data[].attributes.attachment_link.readable_text
Dropping off a new preschooler can be an ordeal-for both your child and you. While some kids skip into their very first classroom and hardly look back, others cry, scream, or beg you not to leave them. These children might be experiencing separation anxiety: a common phase in which the absence or looming departure of a parent causes distress.

The good news is that there are things you can do to prepare your 3- or 4-year-old for the first day of school and help them develop coping tools for when they feel anxious at drop-off time. With a few strategies, you can help make preschool something your child looks forward to each day.

Preparing Your Child for Preschool

For children who are prone to separation anxiety, feelings of distress when a parent isn't near tend to surface around 8 months old and can wax and wane through age 4 or 5. However, some children who are perfectly content in your absence as babies might develop separation anxiety in the face of a big life change-like a new sibling, a move, or yes, the start of preschool.

If your child tends to cling to you in social settings or has been showing some anxiety about starting preschool, consider taking special steps to prepare them for the big first day. While you may think avoiding the topic of school will reduce jitters, kids who know what to expect in certain situations and practice routines to get through them are more likely to feel a sense of stability.

Visit School Before the First Day

In the weeks leading up to the start of preschool, talk to your child about a typical school day, from how they are going to get there in the morning to what they will do, see, and even eat once there. Ask for a tour in the spring or summer before preschool begins, frequent the playground if it's open to the public, and read a few books about starting preschool.

Give the Teacher a Heads Up

You probably have plenty of questions and could use some wise words from someone who has done this before. Your child's teacher is likely an expert in preschool separation anxiety and is sure to have advice to offer. Make an appointment to talk to the teacher about your concerns before school begins.

Research shows that skilled teachers can play a large role in making the transition to school easier for anxious kids. Your child's teacher may suggest research-backed ways to help ease your child into the day, including busying them with specific, pre-assigned tasks when they arrive and giving them rewards for school attendance.

Seek Out a Friend in Advance

Most grown-ups aren't thrilled with the idea of being left in a roomful of people they don't know. If possible, put some friendly faces in the crowd by scheduling play dates with some of your child's new classmates before the first day of school. If your child arrives at preschool and sees someone they recognize, they may be more likely to settle down and relax.

Plan to Bring a Transitional Object

The most important message to send your child is that you love them very much and you are thinking of them often. Together, pick out something that your child can bring to school that can remind them of that: a small stuffed animal, a photo, or even a smiley face drawn on their hand. Called a "transitional object" by child psychology experts, these familiar items ease separation anxiety and help your child feel closer to you when you are absent.

Practice Being Apart

Spending time apart will give your child practice at how to cope when you aren't in sight. This may be most important for children who don't go to daycare or have a regular sitter prior to preschool.

If your child is anxious, start with short intervals-even five or 10 minutes-in which you run an errand or take a walk while a family member, friend, or neighbor stays with your child. Build to play dates at close friend's houses and then maybe even a full day at a relative's house.

Establish a Goodbye Routine

Rituals are comforting to children. Talk to your child about a special goodbye ritual you will do when you leave them at school each day: Maybe it's a secret handshake, a silly or special saying, or three quick squeezes. Try doing your goodbye ritual when you are practicing time apart or even just when tucking your child into bed at night.

Handling Preschool Anxiety at Drop-Off Time

Once you've done your preschool preparation, it's time to face the start of school. The first few days or even weeks of preschool can be a little rocky, even for children who aren't prone to separation anxiety. Focus on these strategies to help you and your child get through the transition.

Stay Upbeat

Kids take their cues from us, and when we are stressed, they are more likely to act out. Try to not let your child see that their preschool separation anxiety is getting to you. Smile, remind them of what they can expect that day, and talk about how much fun they're going to have.

At the same time, don't minimize their concerns. Stories of your own childhood anxieties can help you connect with your child while also proving that fears about new things are, eventually, surmountable.

Make the Break

Say goodbye using the ritual you've practiced, tell your child you'll be back soon, and then walk out the door. It may feel insensitive to leave when your child is crying or begging you to stay, but lingering can backfire. Don't delay or give them "one more minute," as it can give children the misleading impression that you may be able to stay indefinitely or that you are worried about leaving yourself.

Don't Be Late for Pick-Up

It's easy to lose track of time when you have a few hours to yourself, whether you are running errands, working, or simply taking some time to relax. But make sure you or the person assigned to pick your child up is at dismissal on time-or even early. If you are late, it can cause your child even more anxiety and make dropping them off at preschool the next day that much harder.

When It Might Be Separation Anxiety Disorder

Many children go through phases of separation anxiety during their toddler or preschool years, often related to a new event or a certain stressful situation at home. But for other kids, separation anxiety persists for weeks or even later into childhood and adolescence. These children may be among the 4% of children who have separation anxiety disorder.

Separation anxiety disorder is often diagnosed when kids show one or more of the following behaviors for four weeks or longer:

Extreme distress at being away from parents or other loved ones

Excessive worry about harm to loved ones

Excessive worry about danger to self

Difficulty leaving the house, even to go to school

Difficulty sleeping

Feeling physically ill when away from loved ones

If this sounds like your child, it's a good idea to talk to their pediatrician or a psychologist. These experts can assess whether your child may have experienced some sort of trauma that's triggering this behavior and discuss cognitive behavioral therapy, which can help children develop tools to make being away from a parent or their home less scary.

A Word From Verywell

While it can be heartbreaking to drop off a tear-stained child at preschool, know that separation anxiety is very common at this age and it will almost always get better. Most likely, your child will rebound quickly once you are out of sight and get down to the important business of playing and learning. Anxious kids might take a few more days or even weeks to adjust, but with consistent rituals at drop-off time, their independence and confidence should grow a little each day.

As you navigate the challenges that come with starting school for the first time, be sure you and your child have allies. Talk to a teacher, reach out to other parents to schedule play dates, and consult a pediatrician if you think your child's separation anxiety is not improving. The wider your child's circle of caring individuals, the less likely they will be to need to rely solely on you for comfort.

# data[].attributes.attachment_link.title
How Can Parents Manage Separation Anxiety at Preschool?

# data[].attributes.attachment_link.description
Dropping off a new preschooler can be an ordeal-for both your child and you. While some kids skip into their very first classroom and hardly look back, others cry, scream, or beg you not to leave them. These children might be experiencing separation anxiety: a common phase in which the absence or looming departure of a parent causes distress.

# data[].attributes.attachment_link.readable_text
From learning activities to transitions, children's challenging behavior can influence every aspect of a classroom. This disruption often can overwhelm early childhood teachers, who report feeling concerned and frustrated about classroom management (Hemmeter, Ostrosky, & Corso 2012) as well as underprepared to address challenging behavior proactively (Stormont, Lewis, & Covington Smith 2005). These concerns are justified for several reasons. Children who frequently exhibit challenging behavior may have fewer friends or lower academic performance, and research links the persistent challenging behavior of young children to more serious behavior problems and negative consequences as they get older (Dunlap et al. 2006; McCartney et al. 2010). Young children who demonstrate difficult behavior are more likely to face persistent peer rejection and negative family interactions (Patterson & Fleischman 1979; Crick et al. 2006) and to be disciplined by school professionals (Strain et al. 1983). As high school students, these children are more likely to experience school failure and drop out (Kazdin 1993; Tremblay 2000) as well as encounter the juvenile justice system (Reid 1993; Dishion & Patterson 2006). But just as behavior can affect all aspects of a learning environment, all the aspects of a learning environment can be structured to promote positive behavior.

This article shares a teacher self-assessment tool-the Preschool Behavior Support Self-Assessment-that helps teachers of preschool children examine how their classrooms support children's positive behavior. The self-assessment aligns with the key features of positive behavior support (PBS), an approach grounded in theory (see Singer & Wang 2009 for a review), supported by research (see Dunlap et al. 2006 for an extensive review and synthesis of PBS in early childhood), and applicable to the values and needs of early childhood settings. PBS is a comprehensive process often applied as a continuum of increasingly individualized practices (Stormont et al. 2008; Fox et al. 2010; Horner, Sugai, & Anderson 2010). This continuum involves universal supports for all children that include building strong relationships and providing a high-quality environment, more targeted preventive practices for some children who may need more social-emotional support, and individualized interventions for children who need extensive support. The elements in the self-assessment address universal practices appropriate for all children during day-to-day classroom activities, so this tool is appropriate for all preschool settings, whether or not they have formally adopted PBS.

Overview of the self-assessment

Designed to be brief, the self-assessment can be completed by teachers in 10 to 20 minutes. The tool contains four sections aligned with preventive practices in positive behavior support:

1. Develop a predictable classroom environment

2. Define and teach expectations

3. Acknowledge appropriate behavior and respond consistently to challenging behavior

4. Use data to inform decisions about behavior (Stormont et al. 2008)

Combined, these features provide a fairly comprehensive picture of practices that teachers can use to address the behavior of all preschool children, not just those who tend to use challenging behavior.

The self-assessment was developed by the authors and adapted from the three assessment tools used for assessing the implementation of PBS practices: the Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms (Hemmeter, Fox, & Snyder 2014); the Preschool-Wide Evaluation Tool (PreSET) (Steed, Pomerleau, & Horner 2012); and the Positive Behavior Support Classroom Management: Self-Assessment Revised (Simonsen et al. 2006). General categories and items were modeled after the Positive Behavior Support Classroom Management: Self-Assessment Revised, a self-assessment tool designed for K-12 teachers. Language and key features specific to preschool settings were modeled on the TPOT and PreSET, both of which are designed for early childhood settings but are research tools used by outside observers.

Like all tools, self-assessments have limitations. When teachers assess themselves, they may not see their practices in the same way outside observers do. Similarly, teachers' perceptions about how they communicate with families, children, or colleagues may be very different from the way those individuals see the interactions. However, when used thoughtfully and carefully, this self-assessment can be a powerful tool for reflection. As one early childhood teacher who used this tool commented, "Self-assessments are only helpful if you find the time and see the purpose of using them. This form did both for me."

Creating a predictable environment

The classroom environment plays a central role in encouraging positive behavior. Thus, the first section of the self-assessment contains items that relate to creating a predictable, orderly learning environment. Items in this section focus on developing positive relationships with children and families, designing the physical environment of the classroom to maximize structure and predictability, developing clear and consistent schedules and routines, and implementing effective transitions.

Warm, responsive relationships build a foundation for positive behavior (Hemmeter, Ostrosky, & Corso 2012). Consistent and predictable classroom environments, schedules, and routines can increase children's independence, ability to anticipate change, and likelihood of using appropriate behavior. Transitions can be a particular concern related to young children's behavior and frequently impact how orderly the classroom environment is. Teachers can support positive behavior throughout transitions by planning for them ahead of time, alerting children before transitions occur, and providing a clear signal at the beginning of each transition. For example, when transitioning from free play to cleanup, rather than glancing at the clock and announcing "We have to clean up now," a teacher might plan with assistants where they will be positioned in the classroom during cleanup. Providing a warning and building in reminders of expectations can also be helpful, such as a teacher giving the reminder: "We have five minutes left to play. Can we start any new projects now?" (Children: "No!") When five minutes have elapsed, the teacher gives a clear audio and visual cue that the transition is beginning by playing a chime and switching off the lights or starting a song that incorporates hand motions. Teachers can also treat transitions as opportunities to discuss expectations for the next activity (e.g., commenting while cleaning up, "We're cleaning up now, and then we'll all sit together on the rug to read").

Defining and teaching expectations

The second section of the self-assessment addresses expectations. Taking an instructional approach to behavior gives children the chance to learn and practice how to behave in a learning environment. Adults often assume that children know how to act appropriately (Stormont et al. 2008). Teachers can avoid this pitfall by identifying a small number of behavioral expectations (e.g., be kind, be safe), defining specific examples (rules) of what those expectations look like across common settings or routines (e.g., circle time, centers, snack, bathroom, playground), and directly teaching children how to put those expectations into practice. For example, a teacher who has the classroom expectation "Be safe" may have decided that one component of this is that children must use "walking feet" when inside and on paved areas outside, but they may run on the grassy area of the playground. Teaching this specific example of what it means to be safe could involve a game outside in which the teacher holds up a picture of "running" or "walking" as children respond by moving to the appropriate areas of the playground. In the classroom, teaching this expectation could involve making a picture chart of places where children may run or walk during a group meeting.

Acknowledging appropriate behavior and responding to challenging behavior

The third area of the self-assessment involves practices that teachers use to acknowledge appropriate behavior and respond to challenging behavior. While teachers often comment on children's learning or academic behavior, they rarely give feedback about appropriate social behavior (Stormont et al. 2008). Providing children with specific, positive feedback helps them learn what appropriate behavior looks like. Verbally commending appropriate behavior as it occurs is an essential tool for classroom management, but teachers can create opportunities for more formal recognition of positive behavior. Teachers could, for example, send home a certificate when they "catch" children demonstrating positive social behavior.

It is important that teachers also take care to define for the classroom community what inappropriate behavior looks like and develop a plan to respond to it consistently and logically. For example, some behavior (e.g., biting and hitting) may require immediate intervention to ensure children's safety, while others (e.g., not participating during cleanup) may first lead to a prompt to use the appropriate behavior ("What are you going to clean up, blocks or puzzles?") and then a reminder ("We are cleaning up now to take care of our classroom. Let's work together on putting away these blocks.") if the prompt is ignored.

Using data to support positive behavior

Early childhood teachers can take simple steps to collect data in their own classroom and learn valuable information about behavior in their class (Krasch & Carter 2009). Using simple forms like tally sheets or checklists, teachers can document which times of the day children tend not to follow expectations, whether children are engaged or off task during free play, and how long transitions between activities take (Krasch & Carter 2009). Teachers can then use the data to make decisions that support positive behavior more effectively. For example, teachers can collect data to learn which expectations children find difficult to meet and to identify when and where challenging behavior is likely to occur (Krasch & Carter 2009). They can use this information to target an issue by revisiting an expectation, providing more practice, or making changes to a routine that is not working. Data may also reveal information about children's engagement, time spent in transitions, or individuals who need additional support to meet behavioral expectations.

Self-assessment process in action

To use the tool, teachers first rate how consistently (Always, Sometimes, Never) they implement each feature listed. Consistency in schedules, expectations, and consequences help children gain independence and learn that appropriate behavior works. Next, teachers review the features they rated Always to identify their strengths. Teachers then review features they rated Sometimes or Never and determine which of them are priorities for improvement. Finally, teachers create an action plan that outlines measurable steps they will take to achieve classroom management goals. The following vignette illustrates how a teacher might use the tool.

Sonia has taught preschool in a community-based center for five years. Her favorite part of teaching is connecting with her class; she learns a lot about the children and creates in-depth projects that relate to their interests. Six weeks into the school year, Sonia feels comfortable with her class of a dozen 4-year-olds. She has a sense of each child's strengths, and she has worked with parents to set goals for their child. Sonia would like to begin the class's first project, but she wonders if everyone is ready.

The class spends a lot of time moving from activity to activity, and problems such as pushing tend to prolong transition times. Sonia is frustrated by the need to remind children about classroom expectations several times each day. Sonia believes her class has the skills to follow the rules and routines, but she feels that the children are not as orderly as they might be. To investigate how she supports behavior, Sonia decides to take the Preschool Behavior Support Self-Assessment.

Step 1: Rating current implementation

Sonia began by evaluating how consistently she implemented each behavior support feature across the four areas on the survey. (See "Sonia's Completed Self-Assessment.")

Step 2: Determining strengths

After rating all the behavior support features, Sonia reviewed the items she marked Always. She listed summaries of several things she was already doing to support positive behavior: (1) "My strong relationships with children and families support engagement"; (2) "My classroom centers are well organized, nicely defined, and the right size"; and (3) "My class schedule is balanced, posted, and illustrated with photos."

Sonia had always taken pride in the relationships she built with children and their families but had never considered how they might affect behavior. Having strong relationships creates a foundation for social and emotional development and "provides a safe context for tackling difficult issues related to challenging behaviors, should they arise" (Hemmeter, Ostrosky, & Corso 2012, 35). That is, when teachers have strong positive relationships with children, they can be more effective in helping them to develop positive social behavior. Similarly, when teachers have strong positive relationships with families, they can be more effective in communicating concerns about a child's behavior and working collaboratively with families to address these concerns.

Step 3: Identifying priority areas

Sonia reviewed the items she rated Sometimes or Never and starred the items that represented major concerns. She noticed that several items relating to transitions had Sometimes or Never answers, so she made working on those a priority. She planned to create and post behavior expectations, since several other items on the self-assessment ("Classroom expectations are illustrated and posted at students' eye level," "I use our expectations to establish rules specific to our typical settings") stem from using these expectations. Sonia also felt it was important to provide more positive feedback in the classroom. However, since most of her priorities related to transitions, Sonia decided to focus on that area first.

Step 4: Creating an action plan

Once Sonia identified her top priority-smoother transitions-she created a plan to move from reflection to action (see "Sonia's Action Plan"). This step provides a method to help think through the changes needed to move from current implementation to the goal. Sonia decided that she needed to be more consistent in signaling upcoming transitions and making adjustments-precorrecting-during them.

Sonia first set a specific goal to address this need ("Build systems to increase consistency during transitions") and then outlined steps she could take to achieve this goal (create a "transition helper" job; add transitions to the lesson plan; and make cue cards for transition expectations, such as staying in your "bubble" in line, using whisper voices in the hallway, and staying with the group). In some cases, steps might include gathering information or talking to colleagues (e.g., brainstorming transition activities with a mentor teacher), as well as making changes in the classroom. By keeping her steps clear and observable, Sonia created a plan she could follow.

Sonia also included how she would monitor her progress. This step helps a teacher think through her plan so that she can easily track what she has accomplished. After finishing the plan, Sonia set a date to complete the self-assessment again so she could see her progress and possibly identify new areas to address.

GOAL: Build systems to increase consistency during transitions

Monitoring

Steps/Process

1. Create new "transition helper" job (set timer when five-minute warning given and turn off lights when timer rings)

2. Add Transitions section to lesson plan form

3. Create transition cue cards that list expectations for next activity (to encourage precorrections)

4. Later: Collect data on transitions (How often do I precorrect? Am I following my lesson plans? How long are transitions?)

Plan a date for your next self-assessment: 5/25/16

1. Job added to job chart

2.Form edited

3. Cue cards finished

4. TBD

Recommendations

Many teachers may find it helpful to use the tool as a self-check six weeks or so into the school year. Self-assessment at this time helps teachers reflect on what they have already established in the classroom, and it leaves a significant amount of time to make changes. Teachers can then self-assess at the midpoint or year-end and measure their progress. Positive change can serve as a personal motivator and demonstrate professional growth.

Teachers can use this flexible tool several ways. For example, they can collaborate with an assistant or peer. Partners can exchange feedback, provide support, and hold each other accountable throughout the process. Most of the features addressed in the self-assessment could be applied in settings other than classrooms, so any colleague who interacts with children could be a partner-bus drivers, cafeteria workers, or the school librarian.

Regardless of the way a teacher decides to approach the self-assessment, it is important to remember that change is gradual. An action plan that uses observable, measurable steps can help teachers focus on achievable outcomes rather than the number of things that could be done. When teachers complete one self-assessment, they can plan a date for their next to create a cycle of reflection and positive action. Along the way, teachers working toward change should take time to review their progress, celebrate their success, and remember not to get overwhelmed. (See "The Self-Assessment in Action-Teacher Feedback" to learn about four teachers' experiences with the tool.)

As a tool for teachers, this self-assessment outlines key features of classroom-wide positive behavior support and provides a framework for reflection and action. The self-assessment may lead to beneficial outcomes for children and teachers. When teachers work intentionally to build positive classroom environments, they also build strong foundations for social-emotional and academic success.

The Self-Assessment in Action-Teacher Feedback

"I learned that I do not collect data on the children's behavior and engagement with the same thoroughness that I collect data on cognitive, social and emotional, and academic skills."

Four teachers who completed this self-assessment provided feedback within six weeks of beginning their first action plan. They shared the changes that they made in their practices and in the classrooms, and the results of the changes. These teachers have had a variety of experiences with positive behavior support (PBS). Three teach in a setting with program-wide PBS at the Pearl Buck Preschool in Eugene, Oregon; one teacher works in a public school in Washington, DC, that did not use program-wide PBS.

The teachers who used the tool expressed their appreciation for reflection and said that it helped them direct that process. For example, one teacher said, "I am always looking to improve my practice. My hopes were that by assessing myself, I would come up with a better understanding of how to utilize my strengths and work on areas that needed improvement."

All four reported that they made concrete changes as part of their action plans. They made a variety of adjustments, but most focused on increasing the consistency of different daily practices. The practices included providing positive feedback, teaching expectations for transitions, and giving warnings before cleanup. They learned from the process, and the changes had an impact on the classroom environment. A teacher who chose to work on her ratio of positive to negative feedback said, "Since the number of negative pieces of feedback has mostly disappeared, there is some tension relieved-especially for the children who more often receive negative feedback."

Self-assessment also led the teachers to consider the role of data in documenting behavior. One teacher said, "I realized that while I see PBS in the classroom and see how much of my teaching style naturally aligns with it, I have very little data to support the growth and changes in the children as a result of the way PBS has impacted them." Another teacher shared these thoughts: "I learned that I do not collect data on the children's behavior and engagement with the same thoroughness that I collect data on cognitive, social and emotional, and academic skills." Both of these teachers said they would need more time and support to develop systems for data collection. However, with such a system, one teacher explained, "I expect more fundamental changes to take place."

The authors' self-assessment form includes content adapted, with permission, from the following sources: Hemmeter, M.L., L.K. Fox, & P. Snyder. 2014. Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms, Research Edition. Baltimore, MD: Paul H. Brookes Publishing Co., Inc. * Simonsen, B., S. Fairbanks, A. Briesch, & G. Sugai. 2006. Positive Behavior Support Classroom Management Self-Assessment Revised (7r). Storrs, CT: University of Connecticut * Steed, E.A., T.M. Pomerleau, & R.H. Horner. 2012. Preschool-Wide Evaluation Tool (PreSET™), Research Edition. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

References

Crick, N.R., J.M. Ostrov, J.E. Burr, C. Cullerton-Sen, E. Jansen-Yeh, & P. Ralston. 2006. "A Longitudinal Study of Relational and Physical Aggression in Preschool." Journal of Applied Developmental Psychology 27 (3): 254-68.

Dishion, T.J., & G.R. Patterson. 2006. "The Development and Ecology of Antisocial Behavior in Children and Adolescents." Chap. 13 in Developmental Psychopathology, 2nd ed., vol. 3, Risk, Disorder, and Adaptation, eds. D. Ciccetti & D.J. Cohen, 503-41. New York: Wiley.

Dunlap, G., P.S. Strain, L. Fox, J.J. Carta, M. Conroy, B.J. Smith, L. Kern, M.L. Hemmeter, M.A. Timm, A. McCart, W. Sailor, U. Markey, D.J. Markey, S. Lardieri, & C. Sowell. 2006. "Prevention and Intervention With Young Children's Challenging Behavior: Perspectives Regarding Current Knowledge." Behavioral Disorders 32 (1): 29-45.

Fox, L., J.J. Carta, P.S. Strain, G. Dunlap, & M.L. Hemmeter. 2010. "Response to Intervention and the Pyramid Model." Infants and Young Children 23 (1): 3-13.

Hemmeter, M.L., L. Fox, & P. Snyder. 2014. The Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms, Research Edition. Baltimore: Brookes.

Hemmeter, M.L., M.M. Ostrosky, & R.M. Corso. 2012. "Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies." Young Exceptional Children 15 (2): 32-46.

Horner, R.H., G. Sugai, & C.M. Anderson. 2010. "Examining the Evidence Base for School-Wide Positive Behavior Support." Focus on Exceptional Children 42 (8): 1-14.

Kazdin, A.E. 1993. "Adolescent Mental Health: Prevention and Treatment Programs." American Psychologist 48 (2): 127-41.

Krasch, D., & D.R. Carter. 2009. "Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions." Early Childhood Education Journal 36 (6): 475-82.

McCartney, K., M. Burchinal, A. Clarke-Stewart, K.L. Bub, M.T. Owen, J. Belsky, & NICHD Early Child Care Research Network. 2010. "Testing a Series of Causal Propositions Relating Time in Child Care to Children's Externalizing Behavior." Developmental Psychology 46 (1): 1-17.

Patterson, G.R., & M.J. Fleischman. 1979. "Maintenance of Treatment Effects: Some Considerations Concerning Family Systems and Follow-Up Data." Behavior Therapy 10 (2): 168-85.

Reid, J.B. 1993. "Prevention of Conduct Disorder Before and After School Entry: Relating Interventions to Developmental Findings." Development and Psychopathology 5 (1-2): 243-62.

Simonsen, B., S. Fairbanks, A. Briesch, & G. Sugai. 2006. Positive Behavior Support Classroom Management: Self-Assessment Revised (7r). Storrs: University of Connecticut.

Singer, G.H.S., & M. Wang. 2009. "The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development." In Handbook of Positive Behavior Support, eds. W. Sailor, G. Dunlap, G. Sugai, & R. Horner, 17-46. New York: Springer.

Steed, E.A., T.M. Pomerleau, & R.H. Horner. 2012. Preschool-Wide Evaluation Tool (PreSET) Research Edition: An Assessment of Universal Program-Wide Positive Behavior Support in Early Childhood. CD-ROM ed. Baltimore, MD: Brookes.

Stormont, M., T.J. Lewis, R. Beckner, & N.W. Johnson. 2008. Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings. Thousand Oaks, CA: Corwin.

Stormont, M., T.J. Lewis, & S. Covington Smith. 2005. "Behavior Support Strategies in Early Childhood Settings: Teachers' Importance and Feasibility Ratings." Journal of Positive Behavior Interventions 7 (3): 131-39.

Strain, P.S., D.L. Lambert, M.M. Kerr, V. Stagg, & D.A. Lenkner. 1983. "Naturalistic Assessment of Children's Compliance to Teachers' Requests and Consequences for Compliance." Journal of Applied Behavior Analysis 16 (2): 243-49.

Tremblay, R.E. 2000. "The Development of Aggressive Behaviour During Childhood: What Have We Learned in the Past Century?" International Journal of Behavioral Development 24 (2): 129-41.

# data[].attributes.attachment_link.title
Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-Assessment

# data[].attributes.attachment_link.description
From learning activities to transitions, children's challenging behavior can influence every aspect of a classroom.

# data[].attributes.attachment_link.readable_text
Early Childhood Education

Classroom management centered on kindness can help new teachers set their young students up for success in school.

ZUMA Press Inc / Alamy Stock Photo

Introducing pre-K students to the general school culture can be challenging for new teachers. There are lesson plans to manage and classrooms to organize, as well as quickly learning what your students are like and what their needs are. Of course, you can read about your new students in their portfolios, but there's nothing like getting to know them in real life. In addition to breaking the ice, it's important to find ways to integrate these first-time students into the world of grade school to set them up for success as they move on through the school system.

To help my pre-K students understand that school is a place where learning can be fun, that kindness matters, and that I care about them, I use the following strategies to help them get comfortable with the school environment.

Give Recognition and Encouragement

So, what do we do with these first-time students? Start simple and build up their confidence. Research shows that confident students are more receptive to learning. Pre-K students thrive on consistent recognition and compliments. If they hear encouragement throughout the day, their listening ears will always work.

I usually start the day during circle time by complimenting my students on highlights from the previous day. Early morning recognition sets a positive tone for the rest of the day and helps students look forward to the activities to come. Students who feel that they did not have a highlight from the previous day will gradually begin to engage more, as they will feel encouraged to do so after hearing many compliments given to their peers.
Courtesy of Raven Lyons
I celebrate even the smallest things, like being prepared for an assignment or a student raising their hand to speak. When they understand the finer details of class procedures and the benefits of following rules, students begin to feel good about themselves and develop a sense of belonging.

I also like to recognize acts of kindness by using a Kindness Tree, a tree that has been drawn, colored, and laminated, and has Velcro stickers on each branch. I cut out little red hearts and placed the other half of the Velcro on the back of each heart so that students can place them on the tree. Anytime I see an act of kindness, I recognize it and direct that student to go add a heart to the tree. The next morning during circle time, we count the number of hearts we got the day before and challenge ourselves to earn even more. Although there might be days where we only have one heart to count, my students absolutely love this activity. It helps them interact better and become friendlier with each other, and creates a positive learning community.

Smooth Out the Transitions

We all know how difficult transitioning can be for 4- and 5-year-old students. Constantly directing and redirecting during transition time can be a job in itself. Try a different route, and bring some new energy to the transition.

Give your students something or someone to compete with during this time. This type of redirection takes their mind off the routine, turns it into a game, and makes them focus more on completing the task. For instance, sometimes I turn on a cleanup song to help set the tone. Then I say, "OK, let's see whose area will be completely clean before the song ends." We even chant, "Beat the song," while they're cleaning. This creates a fun, stress-free environment and helps students look forward to the next activity. This way, I give less direction and my students don't push back.

Get Personal and Build Trust

Share a glimpse of your life outside of school with your students to help build trust with them. Once they're more familiar with who you are as a person, they will feel more comfortable with you. Use downtime-snack time, before and after school-to ask questions and play quick games with them to break the ice. Talk to them about their weekend plans, favorite games, and cartoon characters, and tell them your own. You'd be surprised by how much they are willing to share. My students have told me so much about their hobbies that I sometimes randomly ask questions about them.

One of my students loves to play Super Mario video games. He always shares when he passes a certain number of levels and he gets to switch to a different board. Remembering everything he has told me in recent conversations, sometimes I'll ask, "Hey, is it switch day tomorrow?" Kids respond really well when you make positive observations or ask questions about the things that are unique to them. Showing interest in your students encourages them to be more open to learning from you because they know you care about them.

# data[].attributes.attachment_link.title
Simple Ways to Create a Positive Pre-K Environment

# data[].attributes.attachment_link.description
Early Childhood Education Classroom management centered on kindness can help new teachers set their young students up for success in school. ZUMA Press Inc / Alamy Stock Photo Introducing pre-K students to the general school culture can be challenging for new teachers.

# data[].attributes.attachment_link.authors[].name
Kyla McRoy, Hope K. Gerde, Laurie Linscott

# data[].attributes.attachment_link.title
A Three-Step Approach to Help Children Navigate Conflict

# data[].attributes.attachment_link.description
Teachers can follow a three-step strategy to help children resolve conflicts and develop self-regulation skills.

# data[].attributes.attachment_link.readable_text
Words matter. They are packages of power that can harm or help. As Fred Rogers said, “The greatest thing we can do is let people know that they are loved and capable of loving.” This article offers activities and techniques centered on using positive words to make your classroom an encouraging place where children, families, and teachers feel the love.

Ideas to use with children

Use each child’s name frequently, and pair it with positive comments.

Sing throughout the day, inviting children to sing with you. Directions and transitions sound so much better when sung. Pick a favorite tune that the class can use to sing through necessary routines, like “We hang up our coats and wash our hands, wash our hands, wash our hands, / We hang up our coats and wash our hands before we go to circle” (to the tune of “Here We Go Round the Mulberry Bush”).

Set a goal to spend time with each child daily (or every other day) so you can build your relationship.

Broadcast children’s accomplishments by describing what they are doing as they play and learn. Be sure to do this with each child so that everyone has their strengths recognized.

Make class photo books together that highlight ways classroom members care for each other. For example, based on Bill Martin Jr. and Eric Carle’s book, Brown Bear, Brown Bear, What Do You See?, the children could create a book about being kind called Friend, Friend, Who Do You See?

Cut out paper hearts and use them to write down loving things children do for each other. Read these aloud at circle time and make a bulletin board to display them.

Give out weekly “happy grams” to each child. These are positive written messages (on fun-shaped paper) describing something a child did that week. Hand them out to your fellow teachers and to children’s family members once in a while, too—everyone can use a happy gram!

Play uplifting and calming music in the classroom. We play music from several classical composers, a calm-down album called Cool Bananas by Genevieve Jereb (a pediatric occupational therapist), and fun playlists we create ourselves (one of my favorites includes “All You Need Is Love,” by the Beatles, “I’m a Believer,” by the Monkees, and “Under a Shady Tree,” by Laurie Berkner). Aim for a variety of options so the songs don’t get too repetitive.

Ideas to use with families

Address parents and other caregivers by name.

Ask family members about their lives and interests so that you get to know them as individuals (and also get to know their children better).

Share positive information regularly about each child.

Make family members feel welcome whenever they are in the classroom. Encourage them to be involved in class activities, like field trips or class events, whenever they have time in their schedules.

Share photos of children’s activities on bulletin boards in the classroom, in newsletters, and at family conferences. A picture really is worth a thousand words.

Send out weekly communications to keep families informed about classroom happenings. Ask families how they prefer to receive these updates.

Provide difficult feedback in a supportive way. For example, discuss a child’s strengths at the beginning and ending of a meeting, even when the focal point of the meeting is a concern that needs to be addressed.

Ideas to use with other teachers and staff

Post comics, funny sayings, and joyful anecdotes in the staff room.

Pass on good comments about your coworkers that you hear from other people.

Put notes of encouragement and gratitude in staff mailboxes (candy is often appreciated as well).

Recognize staff accomplishments at every staff meeting.

Ideas to use with yourself

Take care of yourself. It is impossible to fill up others’ buckets with positive words and actions unless you are filled with love yourself.

Subscribe to positive, encouraging emails and blogs, like the What We Can Continue to Learn from Fred Rogers monthly e-newsletter, written by Hedda Sharapan of the Fred Rogers Center.

Create a “smile file” of cartoons, funny stories, and uplifting articles and books.

Start a gratitude journal. Each day or week, write down three to five things that you are grateful for.

Keep notes and pictures that children and families give you in a pretty storage box. Review the contents often.

Watch your self-talk and mind your mind. Even when reflecting on something you could have done better, use positive words and appreciate that you are growing.

Post positive affirmations around your classroom and home.

Adopt a role model—mine is Fred Rogers—and ask, What would _______ do?

A Closing Thought

We teachers have tremendous power to impact children and families with our positive words and actions. As educator Mary Anne Schwalbe said, “Each expression of friendship or love may be the one that makes all the difference.” Nothing we do or say is wasted. Shine on!

Photographs: © Getty Images

Deb Jones

Deb Jones recently retired from the Burrier Child Development Center at Eastern Kentucky University, in Richmond, Kentucky, where she taught preschoolers and student teachers for 21 glorious years.

# data[].attributes.attachment_link.title
Using Positive Words: Creating an Encouraging Classroom

# data[].attributes.attachment_link.description
This article offers activities and techniques centered on using positive words to make your classroom an encouraging place where children, families, and teachers feel the love.

# data[].attributes.attachment_link.readable_text
Having conversations with children who are learning English in addition to their home languages-referred to in this article as multilingual children -is an essential skill for early childhood educators. Such engagement has implications for multilingual children's developing identities as valued and knowledgeable members of their communities as well as for their language learning. Discussions between educators and children have been shown to facilitate language learning by providing children with models for use of language and responsive communication and by offering teachers frequent opportunities to check for comprehension (e.g., Mashburn et al. 2008; Ruston & Schwanenflugel 2010; Chapman de Sousa 2017). Conversations also contextualize topics, making topics relevant to multilingual children and potentially motivating them to practice using their new language just beyond their independent level-a practice that facilitates language development (Swain 2005).

Instructional conversations, which are small group discussions among children and teachers that focus on a learning goal (Tharp & Entz 2003), promote the language development of multilingual children (Institute of Educational Sciences 2006; Portes et al. 2017). Yet, to be effective, these conversations must engage multilingual children as active participants. Unfortunately, research indicates that in preschool classrooms serving culturally and linguistically diverse learners, interactions between educators and children are often in the form of giving and receiving directions, with limited opportunities for children to practice producing multiword sentences (Justice et al. 2008). Multilingual students who attended public schools in the United States have reported feeling "tongue-tied" and "silenced" (Santa Ana 2004). Early childhood educators can address these concerns by using pedagogy that facilitates and values all children's contributions and voices.

As an instructional coach, I have often been asked for tips on encouraging multilingual children to join classroom conversations. In this article, I offer five strategies that take into account the unique aspects of learning an additional language and capitalize on the social and interactive nature of early childhood classrooms: use children's home languages as a resource; pair conversations with joint activities; coparticipate in activities; use small groups; and respond to children's contributions.

The research behind these tips is grounded in the work of the Center for Research on Education, Diversity, and Excellence (CREDE). Instructional conversations are a central aspect of the CREDE pedagogy, which has been shown to promote diverse learners' academic achievement (Tharp 1982; Hilberg, Tharp, & DeGeest 2000; Doherty et al. 2003; Portes et al. 2017). This model emphasizes building relationships, and it supports teachers in helping children develop their complex thinking (Yamauchi et al. 2012) as well as their language and literacy skills (Saunders & Goldenberg 2007; Chapman de Sousa 2017).

The CREDE Hawaiʻi project partnered with the University of Hawaiʻi at Mānoa Children's Center, a culturally and linguistically diverse preschool on O'ahu. Administrators and teachers at the center helped refine the CREDE model for teaching in early childhood (for a full description, see Yamauchi, Im, & Schonleber 2012). The center serves an international community whose members speak over 30 distinct languages. While the primary language of instruction is English, the educators encourage inclusion of Hawaiian and the children's various home languages. The following engagement ideas include examples from observing and interviewing educators who have developed expertise in engaging diverse and multilingual children.

1. Use children's home languages as a resource

Even if you do not speak the home languages of children in your program, you can still include their languages in conversations. Get help from family members by inviting them to come teach you and the class important words; also ask them for recommendations on literature and songs written and recorded in their languages. Additionally, remember that it is always possible to respond to children's communications, regardless of whether or not you speak the same language. You can do so with body language and other ways to communicate, such as using pictures and objects. Responding to children's multilingual contributions sends the message that diversity is valued in your classroom. It shows multilingual children that they have important ideas and questions to contribute, and that all forms of communication are of value.

Responding to children's multilingual contributions sends the message that diversity is valued in your classroom.

To emphasize how deeply connected multilingual children's forms of communication are, scholars have introduced the idea of translanguaging- using children's full language abilities to encourage learning (García & Wei 2014). This is a conscious effort to alter the widespread concept of multilingualism as fluency in separate languages and instead emphasize that multilingual people have "one linguistic repertoire" (García & Wei 2014, 2). For early childhood educators, this concept may help reinforce the importance of encouraging children to communicate using their complete linguistic repertoires, including multimodal communication such as gesturing and drawing.

If you or other educators at your center speak additional languages, use those as another resource for creating a classroom ecology that celebrates diverse contributions. During my classroom observations in the center, I saw several examples of teachers capitalizing on their own and children's multilingualism during instructional conversations. The children consistently responded with increased engagement.

During one observation, Kisho, a 4-year-old boy who had recently moved with his family from Japan to Hawaiʻi, was painting using mashed-up berries with his teacher, Ms. Rheta, and 4-year-old Cody. Speaking Japanese, Kisho asked things like, "What is in here?," while pointing at the berry dye, and "Can you eat it?" Ms. Rheta, who understood Japanese, answered his questions in English and Japanese while also gesturing, pointing, and showing pictures on her camera. Later, Cody said, "Don't eat" and repeated the Japanese word for "can't eat" that Kisho had used.

This example shows how inclusive practices can benefit multilingual children and their peers: multilingual children have expanded opportunities to engage in learning, and peers discover there are numerous ways of describing the world. As was the case with Cody, peers are often are excited to hear and learn new words. The translanguaging during their conversation created opportunities for conceptual and linguistic development for both children-but they were particularly important for Kisho. Kisho could ask questions in his home language and engage with the nature and art concepts long before he became proficient in English. His engagement increased, and he heard new vocabulary being used in a meaningful way. Ms. Kristi, another educator at the center, said that translanguaging "helps children be part of the group, and it helps them feel knowledgeable . . . so they can share a piece of themselves and the others can learn from them. It brings up their esteem."

2. Pair conversations with joint activities

There are several reasons why joint activities in small groups promote conversation: a shared activity gives participants a common subject to talk about; the tools or props related to the activity can aid in communication; and educators can tailor the activity and, based on the interests of the children participating, guide the conversation, thereby increasing the children's motivation and the likelihood that they will share their ideas. Such learning, paired with activities, is a central component of the CREDE framework for instruction (Tharp & Entz 2003; Yamauchi, Im, & Schonleber 2012).

Ms. Alyson and children having a conversation as they make
bread pudding together.

The educators I observed consistently used relevant and meaningful objects-such as paintbrushes, puppets, spoons, and pictures-when they invited multilingual children to join activities. While pointing to or holding up an object, teachers often coupled an invitation with a question. During the activity, the children could see the topic of conversation and could contribute nonverbally by pointing to or moving the object (instead of trying to rely solely on words). This supported the children's participation and conceptual development, and their motivation to communicate and complete the task. Because there were multiple members in the group working together, communication was required to accomplish the goals of the activity.

A child pours ingredients to
make bread pudding with his
classmates.

Examples of activities I observed included jointly painting fabric, preparing food and cooking, and acting out pictures from a multilingual text. These types of conversations with activities supported by relevant objects have been shown to facilitate children's comprehension and engagement (Hamilton 2014; DiGiacomo & Gutiérrez 2016).

Relationships with family members are fundamental to the Children's Center's philosophy. Educators welcome family members to join classroom activities. The small group format lends itself to having family volunteers in class, sharing their expertise and aspects of their linguistic and cultural backgrounds. For example, during a multilingual book reading activity I observed, Ms. Kristi asked a child whose family was from Argentina how to say crab in Spanish. The child paused to remember, and Ms. Kristi suggested, pointing, "Ask your mom. She is right there." The child looked to her mom, who said, " Cangrejo," and the child repeated cangrejo, smiling and adding, "I have that music," referring to a song they listened to at home.

3. Coparticipate in activities

The educators participated in activities with the children for an extended period of time (15 minutes or longer). Coparticipating enabled the teachers to provide ongoing and responsive assistance as compared with briefly visiting groups while rotating around the classroom or engaging children in a whole group setting. Joining the activities increases opportunities for educators and children to provide feedback to one another, which is essential to the learning process (DiGiacomo & Gutiérrez 2016). Educators can listen to, assess, and assist children's developing conceptual and linguistic understandings. For example, I observed Ms. WenDee working with a small group of 2-year-olds to make pretzels. A multilingual child in the group confused the words for flour and sugar. In response, Ms. WenDee paused the mixing activity to have the children taste both ingredients and discuss the substances' similarities and differences.

Children's responses when teachers paint, draw, or cook along with them can be surprising. Coparticipating in activities with children naturally leads to modeling. It encourages more participation and helps teachers ask more open-ended and contextualized questions than when overseeing from the sidelines or just dropping in to ask questions. Multilingual children tend to watch their teachers and peers for nonverbal cues about what they are supposed to be doing and saying.

Coparticipating in activities with children encourages more participation and helps teachers ask more open-ended and contextualized questions.

When teachers and multilingual children coconstruct a product, they often also coconstruct a conversation. Such interaction constitutes "language learning in progress" (Swain 2013, 6). Collaborating on a joint product requires the contributors to discuss the steps using all of their language resources to negotiate meaning and arrive at mutual understanding. For example, a reoccurring joint activity at the Center is removing worm castings (to be used later in a classroom garden) from a composting bin. The activity requires separating the worms from the castings and then replacing the worms in the bin with fresh newspaper. I observed Mr. Raymond collaborate on this task with three 4-year-old children. Mr. Raymond started the activity by putting on plastic gloves and laying out newspaper. As he worked, three children came to observe him, and he invited them to help. They put on plastic gloves and listened attentively as Mr. Raymond described how to handle the worms gently and put them back in the bin with moist paper. While the children worked, they asked questions about the worms' habitat, the moistness of the paper, and how to care for living things. By being a part of the action instead of just observing from the sidelines, educators can serve as a bridge to the activity for multilingual children and promote their interaction with other children.

4. Use small groups

Encourage other children to join in activities, but limit group sizes to no more than six. Small group settings help make an activity more conversational, relieving some of the performance pressure children may feel when in a whole group setting or one-on-one with an educator. Also, peer modeling and support can promote multilingual children's language development and engagement (Ohta 2000). In the painting interaction described previously, Cody provided conceptual assistance to Kisho by making statements like, "That's how you dye colors." Small groups encourage multilingual children to take risks, such as verbalizing more often and asking questions, as was the case with Kisho while painting with Cody and Ms. Rheta. Language is learned through use, so children need ample opportunities to practice speaking and negotiating meaning (Gibbons 2015). Kisho was motivated to ask questions and to talk about the berries the dye was made from because he was curious and wanted to know if they were edible. He was comfortable verbalizing in this setting, and the group size allowed Ms. Rheta time to hear and respond to his questions. Multilingual children are likely to watch how you interact with others, and your responsiveness can help them feel valued.

Consider the seating arrangement when designing small group activities. Experiment with different arrangements and notice how the children respond. Some may contribute more to the conversation when they are right next to you. Other children may prefer direct eye contact from you to cue them to contribute, so having them across from you may promote their participation. Things like culture, family norms, personal preferences, and gender can influence how children engage in conversation. This is a great time to be a teacher-researcher and notice ways you can adjust the seating to encourage multilingual children's engagement.

At the center, the children are free to join and leave small group activities as they wish; however, the teachers will invite some children to join groups based on the teachers' learning goals. For example, it may be advantageous to have multiple children in the group who speak the same home language so they can support one another's conceptual understanding through use of their familiar language. At other times, it may be helpful to include peers with more advanced English.

All of the educators I interviewed emphasized the importance of establishing classroom values with the children at the beginning of the year that are reinforced daily. These values emphasize helping one another, accepting mistakes, and being kind. The educators embody respect through their use of an inclusive pedagogy that actively elicits children's contributions and builds on their interests and backgrounds; this promotes positive interactions and respectful behavior from the children.

5. Respond to children's contributions

The educators at the center were masterful at responding to the multilingual children's attempts to communicate. The table below summarizes the verbal and nonverbal responses to the children that teachers used frequently.

Responding to children's contributions promotes engagement and learning. For example, recasting during educator-child interactions can benefit multilingual children's language learning (Tsybina et al. 2006). During a pretzel-making activity, Dominic said as he rolled out his pretzel dough, "I rolling round." Ms. WenDee responded by recasting his comment as a question, "Are you rolling it?" That was helpful because it modeled a grammatically correct question; an even more helpful recasting would have also included the vocabulary word dough, as in "Are you rolling the dough?" Ms. WenDee also mirrored the children's gestures, communicating a shared understanding of the concepts in a nonverbal way. At one point, Dominic was counting the three ingredients on his hand; Ms. WenDee mirrored the gesture by holding up the same three fingers, touching them to the child's, and saying, "I have the same as you."

"Language learning is not just a cognitive struggle, it is a cognitive and emotional struggle" (Swain 2013, 11). Being responsive ensures that teachers build on children's thinking and communicates that the teachers value children's ideas, questions, and concerns. One way to study your responsiveness to multilingual children, including how you are communicating verbally and nonverbally, is to have a colleague videotape your interactions. Notice your facial expressions, gestures, eye contact, and tone of voice as you engage with the multilingual children.

Multilingual families and children should have opportunities to serve as experts and contribute to all of the children's learning.

Responding to the children's comments, questions, and body language (such as puzzled looks or gestures) will enable you to make links between the activity and what was interesting to the children. Being responsive helps make instruction relevant and meaningful. For example, during the painting activity referenced earlier, Kisho asked Ms. Rheta, "Kore nani ireta?," which means "What did you put in this?," regarding the paint. Ms. Rheta stopped and responded by gesturing and repeating the word "berries." She then elaborated, gesturing in a picking motion while telling Kisho that a group of children picked the berries from a nearby tree. Ms. Rheta brought out her camera and showed Kisho photos from the berry picking to support his understanding. During our interview, Ms. Rheta told me that the learning goal for the activity was to help the children understand how certain things, like dye, can come directly from nature. Ms. Rheta responsively used Kisho's questions as an opportunity to address the learning goal.

Conclusion

Research and observations of effective educators indicate that coparticipating with multilingual children in small group conversations centered on a joint activity, responding verbally and nonverbally to children's contributions, and using the children's home languages as a tool for understanding are ways to promote their engagement and learning. Instructional conversations give multilingual children opportunities to share their expertise and thoughts, promoting language development (Institute of Educational Sciences 2006; Chapman de Sousa 2017; Portes et al. 2017). Central to these strategies is creating opportunities for children to speak and share their ideas, solve problems together, and value diversity.

Bonus Strategy: Engaging Multilingual Families

To encourage the engagement of families from diverse backgrounds, educators at the center conduct home visits and have meetings with family members throughout the year. The initial family meeting is essential to relationship building. Educators ask important questions about the children and their preferences, and learn key words in the children's home languages. From that first meeting onward, the center communicates to families that family members have expertise and that the program welcomes their contributions. Teachers use families' unique knowledge and skills to develop the curriculum for the year. In addition to issuing in-person invitations, teachers send notes home asking families to come into the classroom and host activities.

During one of my visits, Ms. Amy, an educator at the center who worked with 2-year-olds, was having a conversation about butterflies with several multilingual children. She reminded a child that her mom would be coming into classroom to teach them songs in Japanese about butterflies. The child then said in English, "Mom is gonna bring us a song about butterflies," an important multiword utterance for a 2-year-old who is just starting to learn English.

This type of meaningful engagement of families from diverse backgrounds has been shown to positively influence educational outcomes (O'Donnell & Kirkner 2014). Effective engagement efforts go beyond the traditional methods of having back-to-school nights and communicating only during parent-teacher conferences or when a behavior issue arises. At the center, multilingual families and children have opportunities to serve as experts and contribute to all of the children's learning.

References

Chapman de Sousa, E.B. 2017. "Promoting the Contributions of Multilingual Preschoolers." Linguistics and Education 39: 1-13.

DiGiacomo, D.K., & K.D. Gutiérrez. 2016. "Relational Equity as a Design Tool within Making and Tinkering Activities." Mind, Culture, and Activity 23 (2): 141-53.

Doherty, R.W., R.S. Hilberg, A. Pinal, & R.G. Tharp. 2003. "Five Standards and Student Achievement." NABE Journal of Research and Practice 1 (1): 1-24.

García, O., & L. Wei. 2014. Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.

Gibbons, P. 2015. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. 2nd ed. Portsmouth, NH: Heinemann.

Hamilton, R. 2014. "Bedtime Stories in English: Field-Testing Comprehensible Input Materials for Natural Second-Language Acquisition in Japanese Pre-School Children." Journal of International Education Research 10 (3): 249-54.

Hilberg, R.S., R.G. Tharp, & L. DeGeest. 2000. "The Efficacy of CREDE's Standards-Based Instruction in American Indian Mathematics Classes." Equity and Excellence in Education
33 (2): 32-40.

Institute of Educational Sciences. 2006. "Instructional Conversation and Literature Logs." What Works Clearinghouse (WWC) Intervention Report. Rockville, MD: WWC. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_ICLL_102606.pdf.

Justice, L.M., A.J. Mashburn, B.K. Hamre, & R.C. Pianta. 2008. "Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils." Early Childhood Research Quarterly 23 (1): 51-68.

Mashburn, A.J., R.C. Pianta, B.K. Hamre, R.T. Downer, O.A. Barbarin, D. Bryant, M. Burchinal, R. Clifford, D.M. Early, & C. Howes. 2008. "Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills." Child Development 79 (3): 732-49.

O'Donnell, J., & S.L. Kirkner. 2014. "The Impact of a Collaborative Family Involvement Program on Latino Families and Children's Educational Performance." School Community Journal 24 (1): 211-34.

Ohta, A.S. 2000. "Rethinking Interaction in SLA: Developmentally Appropriate Assistance in the Zone of Proximal Development and the Acquisition of L2 Grammar." Chap. 2 in Sociocultural Theory and Second Language Learning, ed. J.P. Lantolf, 51-78. New York: Oxford University Press.

Portes, P.R., M. González Canché, D. Boada, & M.E. Whatley. 2017. "Early Evaluation Findings from the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School." American Educational Research Journal 55 (3): 488-531.

Ruston, H., & P.J. Schwanenflugel. 2010. "Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children." Language, Speech, and Hearing Services in Schools 41 (3): 303-13.

Santa Ana, O. 2004. Tongue-Tied: The Lives of Multilingual Children in Public Education. Lanham, MD: Rowman & Littlefield.

Saunders, W., & C. Goldenberg. 2007. "The Effects of an Instructional Conversation on English Language Learners' Concepts of Friendship and Story Comprehension." In Talking Text: How Speech and Writing Interact in School Learning, ed.R. Horowitz, 221-52. Mahwah, NJ: Erlbaum.

Swain, M. 2005. "The Output Hypothesis: Theory and Research." In Handbook of Research in Second Language Teaching and Learning, ed.E. Hinkel, 471-84. Mahwah, NJ: Erlbaum.

Swain, M. 2013. "The Inseparability of Cognition and Emotion in Second Language Learning." Language Teaching 46 (2): 195-207.

Tharp, R. 1982. "The Effective Instruction of Comprehension: Results and Description of the Kamehameha Early Education Program." Reading Research Quarterly 17 (4): 503-27.

Tharp, R., & S. Entz. 2003. "From High Chair to High School: Research-Based Principles for Teaching Complex Thinking." Young Children 58 (5): 38-44.

Tsybina, I., L.E. Girolametto, E. Weitzman, & J. Greenberg. 2006. "Recasts Used with Preschoolers Learning English as Their Second Language." Early Childhood Education Journal 34(2): 177-85.

Yamauchi, L.A., S. Im, & N.S. Schonleber. 2012. "Adapting Strategies of Effective Instruction for Culturally Diverse Preschoolers." Journal of Early Childhood Teacher Education 33 (1):54-72.

Yamauchi, L.A., S. Im, C.-J. Lin, & N.S. Schonleber. 2012. "The Influence of Professional Development on Changes in Educators' Facilitation of Complex Thinking in Preschool Classrooms." Early Child Development and Care 183 (5): 689-706.

# data[].attributes.attachment_link.title
Five Tips for Engaging Multilingual Children in Conversation

# data[].attributes.attachment_link.description
In this article, I offer five strategies that take into account the unique aspects of learning an additional language and capitalize on the social and interactive nature of early childhood classrooms.

# data[].attributes.attachment_link.readable_text
Guide Children's Explorations

Before watching this video, read the text below. When instructed, watch the video from the beginning to end.

As children investigate scientific phenomena (such as seeds sprouting) related to important concepts (a plant's life cycle), they need to explore on their own and talk about their work just as scientists do. This is how they process their experiences and develop deeper understandings. You can foster this exploration and help them begin to build their understanding of concepts with thoughtful guidance.

Work alongside children. As the children explore, so should you. Express what you are doing, what you are thinking, and what you are wondering about as you do it. This models scientific inquiry for children, and provides examples of how to explore, ask questions, and engage in discussion.

Watch and listen. Observe children to determine what they understand, what ideas they have, what they are wondering about, and what problems they are trying to solve.

Ask open-ended questions. Prepare and ask questions that draw children's attention to phenomena related to the science concepts you are introducing. When possible, ask questions that provoke their problem-solving abilities.

Encourage peer discussion. Learning for young children is a social process, so provide opportunities for children to explain their thinking to their peers. (What do you think might happen to the "goop" when we add more water? Turn and tell your partner what you are thinking.) Encourage children to compare their observations and ideas. (How was that different from what you observed?)

Inspire children to use the language of science. As you guide children's explorations, use the language that scientists use. (Let's observe the seeds. How many days do you predict it will take for the seed to sprout?)

In this video, you'll see center-based and family child care educators guide children in hands-on explorations. Though their environments differ, the educators use the same strategies to encourage children to think, predict, describe, and explain using the language of science. As you watch, look for effective strategies used by the educators in the video and jot down answers to these viewing questions in your Learning Log.

How do the educators guide children's explorations without directing them?

What kinds of questions do the educators ask children to support their explorations?

What other strategies do the educators use to support children's inquiry and exploration?

Review Why is it important for you to guide rather than direct children's explorations?

The best way to support children's science learning is to encourage, facilitate, and interact in ways that stimulate children's thinking rather than just reciting the facts. Questions and comments such as I wonder what would happen if... or Why do you think... can inspire children to make predictions, try things out, look closely, collect data, and draw thoughtful conclusions based on evidence from their own explorations.

Facilitating exploration rather than directing it promotes conversation that can deepen children's understanding of what they observe and experience. It enhances their ability to describe, explain and share observations and ideas related to key science concepts.

How can you guide from the side?

Ask questions that focus children in on the science phenomena they are observing related to key concepts.

Encourage children to use all of their senses and invite them to describe what they are doing and noticing. (What do you notice about these seeds? How do they look, feel, and smell? How are they the same or different from other seeds we've planted?)

Support problem-solving by asking questions beginning with What do you think would happen if... and How do you think we could...

Observe what children are doing and saying, and how they use the materials as they engage in exploration in order to:

Assess what they are learning, and how their ideas are changing as a result of their experiences.

Support children according to their individual needs.

Provide experiences that extend children's thinking. For example, if children are learning about seeds and plants, you might provide an opportunity for children to explore different kinds of indoor and outdoor plants at a nearby nursery or botanical garden.

Document what children are doing and saying by jotting down notes and/or taking photographs so that you can notice patterns in their thinking. For example, if you notice that most children think that big items sink and small items float, you can introduce a big item that will float to challenge their thinking.

Be a co-explorer. Come alongside children and dig in yourself. Talk about what you see, share your predictions and ideas, and talk about what you are wondering. Model the behaviors of a scientist.

Look for teachable moments. Keep your eyes and ears open to opportunities that may emerge, unplanned, during the regular daily routine that you may be able to connect to children's science explorations.

What are open-ended questions and why should you use them to guide children's exploration?

Open-ended questions have many possible responses. These questions encourage children to articulate their own observations and ideas rather than give "correct" answers. The questions may begin with words like how, what, what if, and why do you think.... Because they usually cannot be answered with just one or two words, open-ended questions are one of the most effective ways to encourage science talk.

Open-ended questions help to develop children's abilities to observe, describe, and explain their observations and ideas, and to extend their investigations. These questions encourage children to reason and to develop their ideas based on evidence from their observations. (What did you notice about...? Why do you think that happened? What do you think will happen if we...? How did you figure that out?)

In addition to open-ended questions, what other kinds of intentional conversation and language strategies help guide children's science exploration?

Use the language of science. Even very young children use the scientific process as they engage in exploration. Let them know it. Introduce science process words such as explore, investigate, predict, notice, observe, sort, categorize, measure, compare, represent, discover, communicate, and explain.

Name children's actions in context. Young children learn best when content is taught in context, so the best time to introduce the language of science is when children are actively engaged in a hands-on exploration. For example, when children are exploring things that sink and float, ask, What do you notice about what the rock does in water compared to the piece of wood? and Let's make a prediction. What do you think will happen to the plastic ball when you put it in the water?

Facilitate science talks and provide frequent opportunities for children to share their observations and ideas with one another. Communicating supports children's reasoning and problem-solving skills and helps them make meaning from their hands-on explorations. Some of this will happen during the exploration itself, but be sure to plan time for discussion before and after exploration, too.

Ask questions beforehand that draw out children's prior knowledge. (What do you think it means to sink? To float? What things have you noticed sinking? Floating?) Afterwards, encourage discussion with questions. (What did you observe at the sink and float areas today? What did you notice about things with holes? Did they float or sink? Why do you think so?)

Reflect
Think about the learning environment at your own program as you answer these reflection questions in your Learning Log.

How do you guide children's explorations?

What did you learn that you will put into practice in your own learning environment?

# data[].attributes.attachment_link.title
Leading Children in Hands-On Exploration

# data[].attributes.attachment_link.description
This site provides exciting, engaging media-rich learning opportunities for parents and educators of children ages 0-5. From detailed lesson plans to simple, everyday activities, you will find everything you need to help your children succeed.

# data[].attributes.attachment_link.readable_text
Group times are a hotly contested topic in the early childhood sector. Some people love them, others hate them; and both sides have deep pedagogical thinking supporting them.

Understanding why group times are included in the daily routine or ritual with children in your service matters. Ask yourself:

Why do I conduct a group time?

Whose needs does group time meet?

How could I do things differently to ensure all children are engaged?

Many services still have some form of traditional mat time; where children sit and listen while an educator reads a story, tells them some information, explains the activities for the afternoon, and so on.

Group times and intentionality

As a teacher working within a preschool setting, much of what I do is to ensure that the children are set up to succeed when they start their formal schooling journey. The majority of this school readiness focus is around building the skills of independence, confidence, regulation, and self-help skills. However, whether we like it or not, school readiness also includes a child's ability to cope in a more structured learning environment, and group times is one small facet of supporting this transition.

It's easy to fall into the trap of thinking that group times are what makes you an educator, and that these times in the routine are the only part of intentional teaching throughout the day. This is often something which parents believe to be true also. In my work, I advocate that my primary aim is to ensure that children come to love the preschool environment, and this will support them with a positive start to formal schooling. For me, intentionality is embedded in the way I respond to each child and their needs and a very small part of this occurs within group times!

Group times should be inherently linked to your deep knowledge of the children, their skills, interests, perspectives and needs.

Here are five ways to support children during group time:

1.Be skills and child-interest focused, not content focused

Often when we think of group time, we consider what we're going to "teach" the children.

Will our theme be sea creatures?

Or will it be the change of season?

Although this can sometimes be valuable (particularly when aligned with the children's interests), this is not always the most effective model.

Sometimes I can get carried away with our group times and they can become long, boring and arduous (for myself and the children).

When this happens, I try and strip it back and think about two questions:

If the goal is for the children to build a love of the classroom setting, then my primary aim needs to be in making the group time engaging, exciting and based on the children's interests.

If the goal is to build the skills of concentration, then I need to allow movement within the group time; perhaps by doing music and movement instead of reading a book.

If the goal is around building children's enquiry mindset, then perhaps I'll read a story and write the children's questions or thoughts down afterwards.

2. Find ways to include movement in group time

Research indicates that movement leads development ¹. To ensure that our group times are developmentally appropriate, educators can intentionally include movement to support children in developing their motor skills and engage in the appropriate amount of movement to help them regulate their bodies.

This will look different for each child, but a great place to start is having some go-to music and movement songs to use during your group times. At my service, we have our favourite "kinder songs" and we use these in place of a structured group time when the children have high energy levels, or when they ask! Don't forget to ask the children what their favourite music is. They will have some great ideas.

In my preschool setting, there are a few children who go outside for some "exercise" prior to joining the end of the group time. We've found that this lets those children let off some steam, and work towards achieving their specific goals of regulation. Some children need additional support within our group times and this may mean that I give them special jobs which allows them movement whilst they participate in the experience. For example, we regularly use clapping sticks during our group times, and the children who need additional movement are in charge of handing these out and collecting them at the end.

Another minor way that I bring movement into my group times is by including children in decision making over which songs we sing. We do this by voting on a song or story, giving the children agency over the experience. Each child gets handed a pebble and puts it on the cover of the book they'd like to read. This means that during group time, each child can get up and choose a book before sitting back down. Remember, some children need more movement than others, and you may need to be creative in how you support their needs.

3. Support the children to exert power over group times

At my service, we do a lot of voting during our group times. I will generally select two books (or songs) and call the children to the mat. I will read them the title of each book, the author, and sometimes the blurb. Sometimes I'll simplify it by labelling one book a "funny book" and the other "a book about families". The children then vote, and we count the number of pebbles for each book.

Not only does this tick the boxes of promoting numeracy and children's voices, it also gets the children actively involved in the group time from the beginning. When I used to work with infants and toddlers, I'd use visuals and encourage the children to point to which book or song they'd like to read.

4. Use group time to tell the children about things that matter to them

Often, we forget to tell children about the important things happening at the service, even when it might affect them.

Is there a new child coming to the service for orientation today? You could tell the children and have a discussion around how to support that child.

Are you going to stay inside this afternoon because of a hailstorm? Show the children the rain radar and explain why.

These simple strategies promote a sense of agency within the setting and support children in feeling a stronger sense of belonging.

5. Consider using physical supports to promote concentration

I am a fidgeter-always have been. This means in meetings I am often clicking my pen, jiggling my leg up and down, or drawing little pictures around my notes. It doesn't mean that I'm not listening, and it certainly doesn't mean that I have nothing to contribute. I simply fidget while listening and contributing.

Some children, like me, may need extra support to engage with group times.

Resources like fidget spinners, wobbly cushions, or even a heavy heat pack can support some children to be more regulated and actively involved in group times. Not all children need this, nor will this be a "magic fix" for those who do, but it's a great strategy to try when you're seeking to support children to engage more deeply in a group time.

Further reading:

https://www.playmoveimprove.com.au/blogs/news/whole-body-listening-how-to-support-children-to-focus-in-the-classroom

https://www.cela.org.au/publications/amplify!-blog/mar-2021/ethics-of-group-time

References:

1. Zarotis, G. F. (2020). The Importance of Movement for the Overall Development of the Child at Pre-School Age. Journal of Advances in Sports and Physical Education, 3(2), 36-44. Retrieved from https://saudijournals.com/media/articles/JASPE_32_36-44_c.pdf

About Meg

Meg is an Early Childhood Teacher in the eastern suburbs of Melbourne on Wurundjeri land. She has worked across a range of settings throughout her decade of work in the early learning sector, and is now pursuing postgraduate study in adult education. Meg is very passionate about advocating for the early childhood profession in a way that both challenges and empowers educators.

# data[].attributes.attachment_link.title
Five ways to support children during group time

# data[].attributes.attachment_link.description
Group times are a hotly contested topic in the early childhood sector. Some people love them, others hate them, and both sides have deep pedagogical thinking supporting them. ECT and CELA trainer Meg Anastasi shares five thoughtful and reflective ways to support children during group time.

# data[].attributes.attachment_link.title
6 Common Preschool Models | Wonderschool Resources Hub

# data[].attributes.attachment_link.description
If you’ve begun researching preschools, then you’ve noticed a lot of options exist. The sheer number of preschool models can seem overwhelming.

# data[].attributes.attachment_link.readable_text
How We Teach

In a HighScope preschool program, teachers ignite children's interest in learning by creating an environment that encourages them to explore learning materials and interact with adults and peers. We focus on supporting early learners as they make decisions, build academic skills, develop socially and emotionally, and become part of a classroom community.

Active learning is at the center of the HighScope Curriculum. It's the foundation of young children gaining knowledge through their natural play and interactions with the environment, events, and other people.

Adult-Child Interaction

Teachers act as partners, working alongside children and communicating with them both verbally and nonverbally to encourage learning. Key strategies for adult-child interactions are sharing control with children, communicating as a partner with children, scaffolding children's play, using encouragement instead of praise, and taking a problem-solving approach to supporting children in resolving conflicts.

Learning Environment

To create a predictable and active learning environment, teachers arrange and equip the classroom with diverse, open-ended materials that reflect children's home, culture, and language. The room is organized and labeled to promote independence and encourage children to carry out their intentions.

Daily Routine

A consistent framework for the day provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in small- and large-group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles. The most important segment of the daily routine is the plan-do-review sequence, in which children make decisions about what they will do, carry out their ideas, and reflect upon their activities with adults and other children. These higher-level thinking skills are linked to the development of executive functions, which are needed to be successful in school and life.

Assessment

Ongoing child assessment is also an underlying component of the HighScope Curriculum. Objective anecdotal observations of children collected throughout children's natural play allow teachers to assess child progress and plan meaningful learning experiences.

# data[].attributes.attachment_link.description
A comprehensive, research-based curriculum carefully designed to provide a rich academic foundation and foster child creativity and independence.

# data[].attributes.attachment_link.readable_text
What Is The Creative Curriculum?

The Creative Curriculum is an early childhood curriculum that builds children's confidence, creativity, and critical thinking skills through hands-on, project-based investigations. Trusted for decades by early childhood educators, our curriculum:

serves infants, toddlers, and twos; preschool, pre-K, and kindergarten children; and children in family childcare;

respects and nurtures individual skill progression for the whole child;

harnesses the power of play through studies that engage learners as young as 2;

seamlessly connects families to their children's learning; and

provides intentional support for every teacher every day.

Comprehensive Curriculum for Early Childhood Education

Nurture children's curiosity and promote development and learning in every area that is critical to their success as learners with these three components:

smart planning and teaching tools,

professional development, and

print resources.

Please note the image reflects The Creative Curriculum for Preschool, Guided Edition. Items included in other versions will vary.

Built by Educators for Educators

We know early childhood educators face new challenges every day. That's why we listen to educators' feedback and build our curriculum alongside them to ensure we meet your needs. The Creative Curriculum:

takes the guesswork out of planning,

harnesses the power of play to help children learn,

sets children up for success by meeting them where they are, and

provides teachers with day-to-day support paired with long-term professional development.

# data[].attributes.attachment_link.title
The #1 Early Childhood Curriculum - The Creative Curriculum

# data[].attributes.attachment_link.description
What Is The Creative Curriculum? The Creative Curriculum is an early childhood curriculum that builds children's confidence, creativity, and critical thinking skills through hands-on, project-based investigations.

# data[].attributes.attachment_link.title
10 Tips for Effective Co-Teaching in Preschool: A Harmonious Partnership

# data[].attributes.attachment_link.description
As a preschool teacher, you understand that teamwork is crucial to creating a nurturing and enriching environment for your young learners. When you have a co-teacher by your side, you have the opportunity to leverage each other's strengths and create a dynamic teaching duo. However, co-teaching comes with its own set of challenges.

# data[].attributes.attachment_link.readable_text
Record keeping in early childhood education is essential to supporting the complete growth of young minds. It entails keeping track of a child's development, successes, and milestones over the course of their educational journey.

Teachers, parents, and other caregivers can successfully adjust the learning experience to match each child's unique needs with the help of these records.

This article covers the importance of record keeping in early childhood education as well as the numerous ways to retain these records.

The Importance of Record Keeping in Early Childhood Education

Tracking Developmental Milestones

Understanding each child's growth trajectory requires paying close attention to and recording developmental milestones. These developmental milestones cover a child's physical, cognitive, linguistic, and social-emotional growth.

Teachers can quickly see any developmental delays or learning issues by keeping track of these milestones and implementing targeted interventions.

Personalized Learning

Each child learns at a different rate and in a different way. Maintaining records enables educators to modify their lesson plans and instructional resources to accommodate student learning preferences.

Teachers can develop individualized learning strategies that enhance academic performance and foster a love of learning by knowing each student's strengths and weaknesses.

Identifying Learning Gaps

Teachers can spot areas where a child needs more practice with particular abilities or concepts by keeping thorough records.

With this knowledge, they are better able to provide extra assistance and materials, making sure that no child is left behind in their academic endeavors.

Parental Involvement

Effective communication between instructors and parents is facilitated by record keeping. Sharing records with parents enables them to actively engage in their child's educational process, comprehend their progress, and offer insightful information on the child's growth and behavior at home.

Related: 10 Importance of Early Childhood Education in Nigeria

4 Effective Record-Keeping Methods

Notes on Observations and Anecdotes

Regular observations and anecdotal notes are one of the core record-keeping techniques. Teachers spend time watching and interacting with kids while they engage in different activities, noting noteworthy events, accomplishments, and areas for development.

Digital Platforms and Apps

Digital platforms and apps have completely changed record keeping in the current era. Teachers can enter observations, benchmarks, and progress using specialized software.

These websites or apps frequently have options for data analysis, tracking progress, and exchanging records with parents. Some great student management software includes Classe365 and Fedena.

Portfolios

Children's projects, written assignments, and artwork are all collected in portfolios. These carefully chosen collections offer a thorough overview of the child's development and accomplishments over time.

Progress Reports

A picture of a child's growth and academic performance is provided in progress reports at predetermined intervals, such as quarterly or yearly. These reports support setting goals for future development and monitoring long-term progress.

Overcoming Challenges in Record Keeping

Balancing Observation and Interaction

While keeping a record of observations is important, it is just as important for teachers to participate and actively connect with the students.

Finding the correct ratio between observation and involvement guarantees that each child's abilities and interests are accurately reflected in the records.

Ensuring Privacy and Security

The privacy and security of the kids and their families must always come first while keeping records. Teachers are required to abide by data protection laws and only provide information when it is necessary.

Integrating Technology

While technology makes keeping records simpler, some educators could have trouble adjusting to new tools and platforms. Providing instructors with the right training and support enables them to easily incorporate technology into their teaching methods.

Related: 15 Roles and Importance of ICT in Education

The Role of Teachers and Educators in Early Childhood Education Record Keeping

Creating a Positive Learning Environment

Teachers play an important role in providing a supportive and encouraging learning environment.

Teachers establish the groundwork for effective record-keeping and holistic development by fostering a safe environment where kids feel inspired to explore, take risks, and learn from mistakes.

Analyzing and Utilizing Data

A plethora of data produced by record-keeping can be used to guide instructional decisions. A teacher's capacity to effectively support the growth of each student depends on their ability to analyze the data to spot patterns, trends, and areas for improvement.

Collaborating with Parents and Caregivers

For a child to succeed academically, collaboration between instructors and parents is crucial. Teachers can provide a holistic approach to a child's development by involving parents in goal setting, progress tracking, and decision-making through effective record keeping.

Record Keeping and Regulatory Compliance

Obtaining the Required Licenses

Record keeping is frequently a necessary regulatory obligation for educational institutions. Maintaining compliance with licensing requirements and other legal duties depends on having accurate and current records.

Facilitating Assessments and Audits

Early childhood education frequently uses audits and assessments at regular intervals. The assessment procedure is made simpler by thorough record keeping, which also provides audits with proof of educational success.

Related: 10 Problems of Early Childhood Education in Nigeria and Solutions

How To Use Record Keeping for Holistic Development

Cognitive Development

Record keeping keeps track of a child's cognitive development, including language development, cognitive processing, and problem-solving abilities.

Teachers can create effective learning experiences by having a thorough understanding of cognitive development.

Social and Emotional Growth (Affective)

Fostering a child's social and emotional development involves observing and documenting social interactions and emotional responses.

These details can be used by teachers to address students' emotional needs and promote positive peer connections.

Physical Milestones (Psychomotor)

By keeping track of a child's physical development milestones, such as their fine and gross motor skills, teachers can ensure that their classrooms are suitable for physical growth.

How To Parent-Teacher Communication through Records

Sharing Progress and Achievements

In order to keep parents informed about their child's academic development, strengths, and areas for improvement, records are shared with them.

Involving Parents in Goal Setting

Teachers establish a united and encouraging learning environment for the child by incorporating parents in goal setting based on the child's records.

Related: 9 Goals of Counseling (Aims, Goals, and Objectives)

Addressing Concerns and Challenges

Records can highlight a child's difficulties or problem areas. Open communication between instructors and parents based on these records enables them to work together to discover practical solutions.

Related: 20 Most Common Issues Handled by Counselors in Elementary Schools

The Future of Record Keeping in Early Childhood Education

Advancements in Technology

Record-keeping techniques will advance as technology develops, allowing for real-time data analysis and individualized learning approaches.

Personalization and Customization

Record keeping will be even more integrated with personalized learning, giving teachers the ability to create individualized lesson plans for every student based on their individual skills and interests.

Data-Driven Decision Making

To improve teaching methods and educational achievements, educators will increasingly rely on data-driven decision-making.

Conclusion

Record keeping in early childhood education is a significant tool for fostering holistic development and goes far beyond simple documentation.

Teachers can establish a positive and stimulating learning environment by keeping track of developmental milestones, encouraging parental involvement, and using technology.

By embracing improvements in record-keeping procedures, we strengthen our ability to create opportunities for every child's achievement.

# data[].attributes.attachment_link.title
Record Keeping in Early Childhood Education (Overview, Importance, and Methods) - Self Discovery Blog

# data[].attributes.attachment_link.description
Record keeping in early childhood education is essential to supporting the complete growth of young minds. It entails keeping track of a child's development, successes, and milestones over the course of their educational journey. Teachers, parents, and other caregivers can successfully adjust the learning experience to match each child's unique needs with the help of [...]

# data[].attributes.attachment_link.title
Quick and Easy Notes: Practical Strategies for Busy Teachers

# data[].attributes.attachment_link.description
With so many required assessments, it’s understandable why the word itself may bring up negative feelings for teachers. But understanding the different types of assessment and how you can use them to support your reflection and planning is important.