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Subscribe to this list via RSS Blog posts tagged in cognitive development
Math Principle #2: One-to-One Correspondence When teaching the math principle called “one-to-one correspondence”, it is important to involve physical development, fine motor skills, gross motor skills, and making it something they delight in – all at the same time! Then they will get it much faster. Count while Eating They can count each cheerio, or each green bean. Before they realize it, they are understanding subtraction! It gets the brain wired for math as a toddler. They may not know it, of course; but one day it will click. Tick Tock Game Also mentioned in our previous post on math, this game can be used to teach one-to-one correspondence. It involves the body and balance. When they say the number, lift a finger and have them jump. As a rule, only go as high as they are old (until the age of 5). Counting Steps Also, again, count when going up steps. Always go in order....
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Posted by on in Cognitive Development
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Children tend to not handle change well. Their brain has trouble shifting gears, similar to a railway car in need of assistance to shift tracks. Some children are better with change than others. This is based on personality or temperament. But regardless of their personality or temperament, there are ways we can help our children learn to deal with life’s inevitable challenges that come with change.       They need routines. If you can have a fairly stable routine (e.g. “This is what we do at this time of day…”), children tend to relax and exhale at the thought of knowing what is coming next.       They need rules/expectations that are consistent, that they can count on. Children need to know what is expected of them and that it is not going to change. If you make a rule, try your best to stick with it. Yes, new rules will happen at...
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If They Repeat It, They'll Likely Complete It When Kirby Worthington, co-founder of Growth and Giggles, was working toward her Master’s degree, she spent time as a director of a Montessori preschool. She had read research on repetition and decided to test it out. On a very cold winter’s day, after three days of freezing rain and no outside playtime at school, the sun came out and it was time to go outside again. However, under the swing there was a giant mud puddle full of the freezing rain. Before going outside she gathered the children and told them: “We’re going to get to play outside, and you can play on any of the equipment – except no swinging today”, and she explained about the puddle. As they went out the door, she stopped each child asking them, “Where are you NOT playing today?” And they would repeat back to her, “No swinging and no playing in the mud.”...
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Getting Preschoolers to Cooperate: A Tiny Change for Big Results Do you have trouble getting your preschooler to cooperate? (That was a joke…of course you do—they’re preschoolers!) One simple change you can make--without much effort, without discussing parenting philosophy with your spouse, without brainstorming rewards or meting out punishments— can make a significant change in how cooperative your preschooler becomes. And don’t tell, but it will probably work on the adults in your life, too. Let me show you the idea, starting with a personal example. I grocery shop once a week, and I go with a detailed list, which usually doesn’t include ice cream. But every week, as I walk through the coffee and tea section, I know I am coming up on “the aisle of temptation.” At this point, I might say to myself, “Don’t go down the ice cream aisle!” At which point, I involuntarily start picturing cold, sweet, chocolatey goodness melting around my tongue. My other option...
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How to Help your Preschooler Deal with Irrational Fears Three-year-old Jonathan would not go anywhere without wearing a hat. He called it his “helmet.” One day, Kirby and Jonathan were out walking in the woods, and Jonathan realized that he had forgotten his helmet. He started to get panicky. Kirby quickly offered him the knit hat she was wearing because of the cold, and he calmed down. After a while, Kirby asked him, “How do you like wearing my helmet?” Jonathan replied, “I like it. It keeps me from falling down.” “How does it do that?” asked Kirby. “Just fine,” answered Jonathan. Later, Kirby was able to figure out that Jonathan had observed his dad wearing a bike helmet, and had asked him why he wore it. His dad told him that it kept him safe. Jonathan interpreted that to mean that the helmet kept his dad from falling down while biking. Don’t you wish we could crawl into our...
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Posted by on in Learning Games
What do I do with a Sandbox? When my oldest daughter was 15 months old, her dad built a sandbox. I (Kirby) knew it was going to be perfect! I could hang clothes out to dry while my toddler blissfully discovered pouring and measuring and building and dumping. Montessori had come to my house! I gathered up my basket of wet clothes, led my little girl over to the new sandbox, and headed for the clothesline. But she just stood there, staring at the sand and looking puzzled. Then it hit me—she didn’t know how to play with sand. So I abandoned my laundry and we spent time making mountains together and filling up her dump truck, pouring water onto the sand, and digging holes. After that, she knew what to do, and she knew how much fun it could be. It’s not just kids who haven’t learned how to play with sand. Lots of parents don’t know...
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