For dual language learners, intentional teaching may include integrating visual supports, gestures, and real-life connections to reinforce vocabulary, as well as providing opportunities to use their home language as a bridge to English. For children with special needs, it can involve breaking tasks into smaller steps, using visual schedules, or incorporating sensory tools to ensure full participation.

For example, during a small-group story retelling activity, I can plan to use props, picture cards, and gestures to support comprehension. Dual language learners benefit from the concrete visuals and physical cues that help them connect new vocabulary, while also being encouraged to share responses in their home language before we translate together. A child with special needs who requires additional structure benefits from sequencing  (first, next, last) and they can place the cards in order. Support can be different. Children participate in the same activity and develop literacy and communication skills in ways that are meaningful to them.

My teaching approach has definitely changed over the years. Children’s abilities and needs have changed and new research has helped guide and support both their learning and my teaching. I’ve also learned so much from my colleagues, who have shared new ideas, strategies, and approaches.  Just like the children, my change to teaching has encouraged me to try different ways of teaching that encourages curiosity and a love of learning. These experiences have made me a more thoughtful and intentional teacher, always looking for ways to meet children where they are and help them grow into successful learners.

Instead of reacting quickly, I ask the child what they were trying to communicate, then model language and strategies they can use to express their feelings appropriately. I also guide both children to come together and have  the child who was hurt to express how they felt so the  other child understands what the child was feeling when they reacted in a certain way. This process supports emotional awareness, empathy, and problem-solving for everyone involved. These supports are a continued learning process in preschool all day/ year.

Before I arrive at school, things like a rushed morning, lack of sleep, or personal  stress can impact my emotional state. I have put strategies of arriving at school early, playing calm music, and having my classroom ready helps me be calm and ready for the day.

I also remind myself that students come into school with their own challenges before arriving, such as a tough morning, not enough sleep, hunger or separation from their family. Recognizing these stressors in my students and  knowing that their behavior often reflects how their day will begin and end.

One of my emotional triggers in the classroom is when a child is consistently aggressive, either being physical or using what I call “scary words” toward peers. It has taken time and practice for me to develop strategies to manage my own reactions in these moments. I’ve learned to pause, take a deep breath, and use a calm voice. I now focus first on checking in with the child who was hurt before I attend to  the child who was aggressive.

Instead of reacting quickly, I ask the child what they were trying to communicate, then model language and strategies they can use to express their feelings appropriately. I also guide both children to come together and have  the child who was hurt to express how they felt so the  other child understands what the child was feeling when they reacted in a certain way. This process supports emotional awareness, empathy, and problem-solving for everyone involved. These supports are a continued learning process in preschool all day/ year.

Before I arrive at school, things like a rushed morning, lack of sleep, or personal  stress can impact my emotional state. I have put strategies of arriving at school early, playing calm music, and having my classroom ready helps me be calm and ready for the day.

I also remind myself that students come into school with their own challenges before arriving, such as a tough morning, not enough sleep, hunger or separation from their family. Recognizing these stressors in my students and  knowing that their behavior often reflects how their day will begin and end.

0This post has 0 comments

14

20

To include these types of activities in my program, I make sure children have plenty of opportunities to be outdoors, running, climbing, digging, and exploring. I believe children don’t always need structured tools or equipment to be active; the natural environment and their own bodies can build both fine and gross motor skills. In our preschool program, we are fortunate to have essentials such as ECO, Art, Music, and PE, which all contribute to children’s physical development. I also incorporate movement through  games, yoga poses, and brain break activities on the Smart Board, along with classroom activities that develop fine and gross motor skills to keep children engaged and moving all day.

I have noticed a change in children’s physical development over the years. Many children are not spending as much time outdoors as they used to and are spending more time on screens than is recommended. I think this is largely due to families’ busy schedules. Both parents are working  and are often tired at the end of the day.  Since COVID, when children relied heavily on screens for learning and families balanced work-from-home it seems that many have not returned to outdoor play as a way of  entertainment for them and their children.  Developing  healthy habits will be beneficial for everyone's growth and development.

Friday, December 5 · 11:30am – 12:30pm

Time zone: America/New_York

Google Meet joining info

Video call link: https://meet.google.com/gcf-junr-ifc

Or dial: ‪(US) +1 402-862-6104‬ PIN: ‪948 839 011‬#

By connecting literacy to everyday routines and hands-on experiences, children build vocabulary and meaningful language in real ways. In all  content areas, art , fine motor, math, science, social-emotional learning, and during play offers opportunities for new words, conversations, and meaningful literacy interactions for  all children . Integrating this  approach helps children develop strong foundational skills while keeping learning engaging, developmentally appropriate, and exciting for learning for all my students.

Now that I am in my fourth/fifth year using the program, my comfort level with math has grown significantly for preschool age children. Through experience, I have learned how to adapt the curriculum to better meet the children’s abilities and developmental needs. Allowing children to explore manipulatives through play has helped reduce my own anxiety and has made math more engaging and meaningful for them. As the year progresses, I intentionally challenge the four-year-olds who are ready by incorporating math extensions and adding my own creative twists to support their learning and to be successful learners in kindergarten and beyond.

My attitude toward math directly affects how young children experience it. When I was anxious, I worried more about expectations than exploration. As I’ve become more confident, I now approach math as playful, flexible, and child-centered. Now that I am more comfortable with my perception of young children’s mathematical abilities I now recognize that, with play, hands-on materials, and  adaptations, young children are capable of understanding and enjoying math at their own pace. Rather than seeing limitations, I see math learning meaningful in both my teaching and the children’s learning experiences.