Sunday, April 23

MINDFULNESS AND PURPOSE IN CHILD CARE - A Minimalist Approach to Programming


MINDFUL  Attentive.  Aware.  Conscious.
PURPOSE – Intention.  Aim.  Reason.
MINIMALIST – Essential.  Moderation. Calm.

We hear so much about mindfulness, purpose and minimalism in relation to our adult lifestyle, but they can also be applied to child care and programming.
·         Mindful teaching.
·         Purposeful programming.
·         Minimalist play environments.

If you would like to be MINDFUL IN YOUR APPROACH to teaching and programming for children, think about what you're putting out (toys, materials and activities), and why.

Everything you put out for the children should be DONE WITH PURPOSE AND MINDFUL INTENT, not just for the sake of being out there or to fill space.  There should be a rhyme and reason to your choice of materials, a main purpose with a base – the children's interests, part of a larger blueprint for play.  

Children should have a vested interest in everything you set out.  All too often there are playrooms with a wealth of materials piled all around, yet THE CHILDREN'S PLAY HAS NO FOCUS; not that play need to be focused, but the children should not be moving aimlessly through the room, so overwhelmed by the materials and toys that they do not engage.

Take a walk around your playroom and ask yourself:

WHY DID I PUT OUT THOSE MATERIALS?  
WHY DID I PLACE THAT ACTIVITY THERE? 

Why have I chosen river rock story stones and why are they out this week?  Is it because the children are interested in storytelling, or because it's spring and part of a theme?  Did you see a Pinterest Pin where the idea looked great, but the children don't use them, or did you want the children to explore the rock textures, feel the smooth surface while exploring the little pictures, maybe handle the stones as part of greater SENSORY EXPERIENCE of oral storytelling?  

Whatever the motivation, there should be a purpose, and TEACHERS NEED TO BE MINDFUL of that purpose when creating and maintaining their child care environment.

Declutter.  

Think about what you're adding the environment.  Use care and purpose to keep things minimal.  Only add or keep out things that have meaningful.
 
Be Mindful.  Have Purpose.  Maintain Minimal. 

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Sunday, April 16

READ ME A STORY or AGAIN! AGAIN!

BOOKS AND CHILDREN ARE A NATURAL FIT. They are an adventure that children embark on readily and with joy.

Books are a FORM OF STORYTELLING, which in a way part of our DNA.
Oral storytelling is the original form for humans passing information on to each other. This form of the information highway can be found in all cultures.

With oral storytelling the LISTENER AND STORYTELLER ARE INTIMATELY LINKED together, and both experience similar emotions at the same time. Voice, face and body language are intertwined.

The storyteller has the luxury to be flexible when responding to their audience.
Books are a continuation and form of the STORYTELLING TRADITION.

Reading a story to a child forms a bond that is beneficial to both reader and listener. It is a positive experience for both. There is an intimacy to reading aloud that is a positive experience with give and take to reader and listener.

Reading to children has a practical and a beneficial aspect. Children hear spoken words and realize that WORDS HAVE FORM, SHAPE AND MEANING. Vocabulary is increased. Children see the printed word.

Children will experience that language has grammar and syntax for sentences. Children learn to separate the printed word from a picture as they hear the sounds of letters and words.

When children acquire THE ABILITY TO TURN PAGES SINGLY, they learn that books/stories have a sequence. A beginning, a middle and an end. Children learn the story by “heart” which facilitates the development of both short and long term memory. These two types of memories are on display when the children “read” the story back to another person.

Children LOVE HEARING THE SAME STORIES over and over and over again. It is beneficial in stimulating language.

Older children possess the ability to COMPOSE THEIR OWN BOOKS, as well as illustrate them. Next they can read their stories to others.

SOME OR MY FAVOURITE AUTHORS.
·       Eric Carle – The Very Hungry Caterpillar

·       Mem Fox – Ten little Fingers and Ten Little toes

·       Nancy Tafuri – Daddy Hugs

·       Helen Oxenbury – Say Goodnight

·       Rosemary Wells – Max and Ruby series

·       Bill Martin – Brown Bear Brown Bear What Do You See?

·       Margaret Wise Brown – Good Night Moon


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Article compliments of: M. Roslyn Walker, RECE
Toddler teacher.
Riverparkway Child Care Centre

Saturday, March 18

FOCUS ON HOW DOES LEARNING HAPPEN? Around the web with HDLH?

THOUGHTS * REFLECTIONS * RESOURCES



WHAT IS HOW DOES LEARNING HAPPEN?
Thoughts from: Amy Gibson, BCD, RECE
The new Childcare and Early Years Act is now following a new education component called “how does learning happen”. This curriculum is designed to have children learn through relationships, family and their environment. This pedagogy allows educators to focus on . . ."



THINK, FEEL, ACT: LESSONS FROM RESEARCH ABOUT YOUNG CHILDREN

"The Ontario Early Years Policy Framework describes how the experiences children have in the early years can have an extraordinary and long-lasting impact on children's learning, development, health and well-being. Central to this is a view of children as competent, capable of complex thinking, curious and rich in potential. To support educators working in early years settings in their continuous professional learning, the Ministry worked with leading experts in the early childhood field to develop the following thought-provoking resources."



HDLH? PROGRAM REGULATIONS Lynne Besner – Senior Policy Advisor, Ministry of Education

THE ROLE OF PROFESSIONAL ECES IN "HOW DOES LEARNING HAPPEN?The Ontario College of ECEs talk on the role of professional ECEs in "How Does Learning Happen?
MAKING THE HDLH DOCUMENT VISIBLE USING THE FOUR FOUNDATIONS OF LEARNING. The Halton Resource Connection staff supported the community by Expression. Engagement. Well-Being. Belonging

HOW DOES LEARNING HAPPEN WHEN WE READ WITH CHILDREN? A Newsletter for Early Learning Professionals from Toronto’s Early Literacy Specialists.




"THE HDLH PEDAGOGY SUPPORTS ME with my own reflective practice and gives me a valuable tool to support and inspire teaching teams to begin to make slight changes in how they are approaching children and families."
Rebecca Vosper Resource Consultant Team Leader Children’s Integration Support Services

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Happy Programming with HDLH?
From Tricia and 100 Days of Child Care Programming!