Today we bring you "Playing With A Purpose" which is a video series made by Kirby Worthington and her colleagues. In this series you will be able to learn a variety of educational toys that are homemade and free as they come from recyclable materials. Enjoy and stay tuned for more to come!
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.
If a child is not understand math, you can play games to get the brain ready for math. If you need to start over with the basics again with an older child, just be aware of using materials that won’t belittle a child (sand, clay). The object is to get the information into the brain through auditory, tactile, and other methods. If the “highways” aren’t working, use “back roads”- it still gets you there!
Three Principles for Getting the Brain Ready for Math
- Stable Order Principle – When you’re counting, the numbers have to be said in a fixed order: “One, two, three, four, etc.” Not “Three, five, two, seven…” Preschoolers often don’t have this concept yet.
- One-to-One Correspondence – Each item you’re counting gets a number and only one number. You can practice this when going up stairs. Children may at first use many numbers per step. Have them step on one step when saying each number.
Seriation is putting things in size order, either big-to-small or small-to-big. Children need to learn this concept of looking at something and picking out which item is bigger or smaller. Be sure to go in the same order each time. (Always from bigger to smaller or the other way, but don’t go back and forth. Keep it clear for them.) When teaching seriation, it’s best to use all the same color items. When teaching size or quantity, lots of color can confuse the children as to exactly what you are comparing. If the items being compared are all the same color, the child is clear it is size that is being differentiated.
To prepare for the two steps in teaching seriation, you will need a big square and a little square. You can use a brightly colored cardboard box. (You may be able to get some free from a grocery store.) Cut out a big square and a little square.
The First Step in Teaching Seriation
Bubble Art
Stage 1: When teaching a child to blow through a straw, have them put it in their mouth and hold their hand at the other end so that they can feel the air come through the straw when they blow out (instead of sucking in).
Stage 2: Since children are more accustomed to sucking in than blowing out, use water in a glass to show the difference. Place the straw in the water and have the child blow bubbles in the water to practice blowing out.
There are many activities one can do with children while staying inside and getting energy out. Today, we’ll list a few ideas to get you through the spring showers that lead to summer flowers!
Obstacle Course
As with most of these activities, it’s all about using what you have on hand. An obstacle course can be constructed of anything like a rope laid out on the floor or some masking tape to make a tight rope to balance across. If you have unbreakable, sturdy bowls these could also be used for balancing on when turned upside down. Set out any kind of container that can catch bean bags (or rolled up socks) when they are tossed. Use a tunnel or box as an obstacle to crawl through, over, under, balance/climb on, or jump off of landing on a soft couch cushion. As long as the children are safe, there are many options available.
Contributing to the Family
Research that was done years ago came to show that cultures that allow children to participate in the normal activities of the home (e.g. tending to the goats, feeding the chickens) – that is, cultures that value the contribution of the children to the family – see a lot of success from these children in later years. They grow up to have a good work ethic, a higher sense of responsibility, hard-working practices, and a solid self-esteem.
Chores may be a thing of the past in many homes today. There are modern conveniences that one might hope would render chores obsolete – or that’s what the sales people suggest. Or the parents simply need to get things done in the limited amount of time they have in their busy schedules. And let’s face it, some in our generation may resent being made to do chores in our youth and do not wish to “put our kids through that”.
Children do not automatically know things. We wish they did. Sometimes we think they do. But often times young children – and all of us for that matter – do not know something that we think they understand or we think that we’ve communicated clearly… but did the message come through really?
They’re in doubt, so point it out.
Point out how they can communicate that they want or need something.
The holidays can give family a wonderful opportunity to share the deeper meaning behind these celebrations, whether it’s the birth of Christ at Christmas or the miracle of the light at Hanukkah. Hopefully the activities we introduce you to today can help get your kids to think beyond what they are receiving and get to a better perspective: this is a time to give gifts of love, which is a huge part of many holiday traditions.
Act It Out
Act out the story of the holiday using a set of unbreakable figurines such as a nativity set or menorah. Make sure every child has a part to play. One of the adults can read the story while the others act it out. This can be as long or short as you deem necessary depending on the age and attention span of the children. It is important that the children be involved in the story.
Anyone else having trouble getting your toddlers to not touch holiday breakables, power cords, Christmas trees and the like?
Small children (under 3 years old) don’t know their own strength. And they often drop things. But, as we all know, if such things break they could cut them. This becomes a safety issue. How can we protect our wee ones? Here are some very practical suggestions.
The first step is to move things up beyond the reach of the child. This changes when a crawler becomes a walker, who then becomes a climber. So get things out of reach and keep them out of reach.
Depending on our personality and energy level, we parents often stack the calendar to run the errands all at once. However, with young children in tow this can backfire and have knock-on effects. (Though remember, all children are different.) Their mood can change as quickly as a faucet turns on or off. A meltdown often comes without warning. Sometimes, though, there are tell-tale signs in their body language. The key is to stop before they crash, and the key to that is to know your child.
Know when your child’s energy is gone, or nearly gone. Some children’s metabolism may need a regular snack to keep them going. It is highly recommended to have some healthy snacks on hand wherever you go. When you are aware of your child’s needs, you will be able to pull out some raisins or pretzels in the car, or some cheese or “fairy sandwiches” at home. There’s fresh fruit, of course. And fresh vegetables such as carrots or celery sticks are good options as well. Hey, even canned cut green beans can work!
But not every case of the grumps is from hunger. Sometimes if they are not sure how long your errands will last they can begin to get agitated. As you may recall from previous posts, children thrive on routine, on knowing what to expect. So even if you are a more unscheduled kind of person, find some sort of balance for the both of you so your child has some sense of what’s coming next – or when it all will end. This will help you discern when their grumps are coming from a crazy schedule or simply from tired hunger (“tunger”? Which can make them “hangry”).
If you’ve been following our blog posts, you will have seen the last one on the topic of pretending. It was about when pretending might start in your wee ones, why, and some implications to consider. In this post, we’d like to list out some practical ways to increase the development of your child’s imagination. We will give concrete ideas and ways to play together.
First, though, a reminder: when your wee ones start to develop imagination, be aware that little brains work differently than adult brains. (Children are not simply like adults, but small; they are different.) Little minds do not have the experiences, memories, words, or even wiring to imagine what adults find easy to imagine. This one observation has at least two practical implications: One, when helping your child imagine something, it is helpful to engage and develop all of their senses as well as all the words that go with the senses. Two, rather than simply asking the child to imagine something, many times it takes the adult doing something the first time and giving words for it, then interacting with the child in an imaginative state.
One of our jobs is to help our children simply notice the sights, sounds, feelings, etc. that we take for granted. Pointing these out will help develop the various parts of their brain (e.g. the visual cortex). We also help the child interpret what they are seeing and help them to learn the words to describe these things. As they become increasingly aware of the world around, they begin to develop something very helpful in this world: “artist’s eyes”.
Out of Sight, Out of Mind – from birth to 6 months
Out of sight, out of mind. That’s what the brain of a baby from birth to six months will be processing when the baby sees something. At around seven months old, the brain and how it develops changes to be able to hold on to an image. So if you hide something from your child, they may briefly look for it. But then they’re on to something else that they can see.
These developmental stages are important to know about when we think about pretending with our kids. To be able to pretend one needs to be able to hold on to a picture or action in the mind.
Today’s post is a follow-up to last week's article on If you want your children to grow as they should, give less attention for bad, point out the good. As Kirby was reading George MacDonald’s book The Lost Princess this week, a few things came to mind about pointing out the good in our children. In fact, she would highly recommend the book as it brings to light the importance of humility as well as distinguishing between self-esteem and conceit. So today we’ll be mentioning a few take-aways she had as a child-development specialist reflecting on that story.
Point Out the Good
First of all, when pointing out the good in our children, we need to be sure we point out what is true. If a little one is experimenting with art, we might be tempted to say, “This is the best art I’ve ever seen!” But that is most likely an untruth. Rather, we could say something like: “Wow, look what fun you’re having!” The child may be gifted, but they have room to grow. Giving them the truth will enable them to grow in their talents and pursuits.
If you want your children to grow as they should,
give less attention for bad and point out the good.
It’s a simple fact: children do more of whatever they get attention for. This means that if it’s throwing a tantrum, or shouting, or whatever other behavior you want them to change, give less attention to it. And it means that if you point out their good behavior – whether a positive attitude, or listening well, or whatever other behavior you want them to continue – they will most likely increase the frequency of that behavior.
Courage to change comes from grace not from shame.
There is a type of guilt that can be healthy. It is there when you learn right from wrong, what is helpful versus what is hurtful. The healthy type of guilt says, “What I chose to do hurt someone. I want to choose to help people, to be kind and loving. I don’t want to hurt people.” This is saying what I DID was wrong. This implies that change is possible, because I can change what I DO.
Shame is different. Shame wounds, drawing energy away from someone. It says, “Who I AM is wrong.” This implies that change is not possible, because if this is who I am as a person, I cannot change that. Shame does not have healing capabilities. It deflates a person like a prick in a balloon, slowly releasing the air from inside it. (For more on this see our previous post here.)
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 different ages and these can be discussed ahead of time if there is a change coming. When this is appropriate, it is helpful to stop, get on the child’s level, look them in the eye, and describe the new expectation. Then have them repeat it.
