Almost Famous
This week the children of the Pre-K class became local media sensations as a picture of their epic walk made The Stowe Reporter. In case you hadn't heard, the kids trekked to the Rec Path, then continued on their way to the Swimming Hole, and back, with stops for both morning snack and lunch.
Upcoming Nutrition Issue
In the month of July, we will have entire newsletter that focuses on the topic of nutrition! Do you have any recipes that your children can't get enough of? Have a hot tip on where to get farm fresh fruits and veggies on the cheap? Share, share, share! We would love your thoughts, suggestions and questions for our upcoming nutrition issue. E-mail us: mountainvillageschoolvt@gmail.com, and of course, stay tuned!
Say What You Mean, Mean What You Say: Effective Communication with Young Children
Communication. When exactly did it become so tricky? In our working lives, or personal relationships we find ourselves decoding or trying to "translate" the messages others seek to convey. We turn into detectives; throwing all the sentences up on screen, viewing and reviewing them until we can successfully put the pieces together for an acceptable conclusion.
It's with language that we are able to pass through a day and get what we need and want, not to mention express of our thoughts and feelings. So it's no surprise that as parents and educators, we place a high value on the development of language acquisition. But sometimes when interacting with the youngest among us, we miss the mark. It can feel as if talking with young children means navigating uncharted territory; but it needn't feel this way. With clear, concise and respectful language, speaking to young children isn't tricky, it's a game changer.
So, when it comes to communicating with children, here are some things to think about:
1. Use your grown up voice: While the unbearable cuteness of babies tugs on our heartstrings, it's important to remember that our adult voices really benefit babies and toddlers. "Caregivers can foster language development in infants from the start. Talk to them long before they can talk to you. Use real, adult talk" (Mena, Eyer 122).
An example of this? When your child asks for more, "wa, wa" avoid the inclination to coo and repeat the phrase they have just laid out. Without correcting them, or imitating the word the child has chosen, say, "You'd like more water? Ok, let me get the pitcher." The child wants to know the correct word, and they are reaching for it! When we mirror back the "Oh, you want wa wa?" response, we aren't giving the child what they need develop their language skills. How are children to know what words to use if they are not demonstrated explicitly for them?
2. Be clear and respectful: To be sure, you need not "dumb down" your word choice, but instead clearly articulate just what the expectations are, while acknowledging the needs and wants of the child. Clearer communication makes for easier passage through challenging or difficult behaviors. For instance, imagine this bedtime:
Adult: "We are going to read one book, then it is time for bed." (Reads book).
Child: "Another book."
Adult: "I know you want to read another book, but remember, I said we would read one book. Now it is time for bed. Have a good sleep."
In this instance, the adult set the limit ahead of time, then acknowledged the child's desires, and referred back to previously set expectations. There is no confusion, just reaffirmation of the expectation, and a respectful understanding of what the child was seeking. Even when the answer is "no," empathy and understanding is another important part of communication.
3. Go slow and get low
Sometimes it's difficult to separate the fast paced world of grown ups from the "go-at-your-own-pace" of children. While the adult world may exist at warp speed, know that the world of a child, does not. It's in the quotidian moments that a child develops and hones her language skills. From snack time, to diapers, or getting dressed, these are the times when children expand their vocabulary and methods of understanding the world. So slow down, take them in, and understand their value. AND, as we have mentioned in the newsletter before, get low! Crouch down and speak to children at their level, it helps them focus on you and what you are saying.
4. Be quiet
You do not have to be talking all of the time to ensure your child develops his language skills. "Make sure to let your child explore his/her world “on his own” without narration sometimes and provide opportunities for your child to talk back to you" (Playing w/Words 365). Language is not just something adults teach children, but it is something that children teach children, and that children teach themselves. Listening and waiting can be just as influential, and it's certainly a communication skill that we could probably all use more of!
Ever read The Four Agreements, by Don Miguel Ruiz? If you have, you'll know the first of Ruiz's "agreements" is to "be impeccable with you word." Essentially this means saying what we mean and meaning what we say. That's a big gift to give to children: communication without baggage: clear, empathetic and respectful. Now, if the whole world did that, wouldn't it be for the good?
Nature Corner:
Activity: Take paper and crayons when we go outdoors. Have me make rubbings of different textures such as tree bark, leaves, shells, pine needles and rocks. Help me to hold the paper of the object while I rub the paper with the side of the crayon.
Why?: Vision alone does not provide the best learning. Using many senses gives my brain the chance to make the best possible connections.
Classroom HappeningsSincere apologies, as I did not make the rounds to check in with teachers in Infant I and Toddler II...blame it on a short week! Updates will be all the better next week, cross my heart! -Sam
Infant II: We welcome Melissa to our classroom as well as Amanda who is helping out downstairs in the afternoons. We have been singing loudly, and sing-whispering softly...with both methods of making music being full of joy. We are working on table manners, saying please and thank you instead of banging our cups or dishes. We have an incredible new climber this week which inspired "happy dances" of all sorts. We have been extending our politeness to the climber, as we practice taking turns and clapping for classmates that climb to the top!
Toddler I: We are thrilled to welcome Beth into the Toddler I classroom on Monday. This week we also enjoyed a new climber, better to see the big trucks with my dear... We have been busy with a lot of painting, work with a new set of wooden blocks, spirited dance parties, and of course, a Friday 4th of July parade to cap it all off.
Pre- K: In addition to Tuesday's big walk and generally just getting out of doors, we continue to work on "naming the problem" and building on that; essentially changing the words if our first attempt does not work. Ex: I don't like that/I don't like when you touch my face./I don't want your hands on my body. Please stop.
We've also made a lot of progress away from the " I don't want to be your best friend" talk to really thinking about consequences. The conversations the children are having are proof that they are thinking abut, examining and processing their own behaviors, as well as their classmates. These are true kindergarten readiness skills!
As Seen at MVS
Thanks for Reading!
And a very happy 4th to you all!
-Sam
This week the children of the Pre-K class became local media sensations as a picture of their epic walk made The Stowe Reporter. In case you hadn't heard, the kids trekked to the Rec Path, then continued on their way to the Swimming Hole, and back, with stops for both morning snack and lunch.
Upcoming Nutrition Issue
In the month of July, we will have entire newsletter that focuses on the topic of nutrition! Do you have any recipes that your children can't get enough of? Have a hot tip on where to get farm fresh fruits and veggies on the cheap? Share, share, share! We would love your thoughts, suggestions and questions for our upcoming nutrition issue. E-mail us: mountainvillageschoolvt@gmail.com, and of course, stay tuned!
Say What You Mean, Mean What You Say: Effective Communication with Young Children
Communication. When exactly did it become so tricky? In our working lives, or personal relationships we find ourselves decoding or trying to "translate" the messages others seek to convey. We turn into detectives; throwing all the sentences up on screen, viewing and reviewing them until we can successfully put the pieces together for an acceptable conclusion.
It's with language that we are able to pass through a day and get what we need and want, not to mention express of our thoughts and feelings. So it's no surprise that as parents and educators, we place a high value on the development of language acquisition. But sometimes when interacting with the youngest among us, we miss the mark. It can feel as if talking with young children means navigating uncharted territory; but it needn't feel this way. With clear, concise and respectful language, speaking to young children isn't tricky, it's a game changer.
So, when it comes to communicating with children, here are some things to think about:
1. Use your grown up voice: While the unbearable cuteness of babies tugs on our heartstrings, it's important to remember that our adult voices really benefit babies and toddlers. "Caregivers can foster language development in infants from the start. Talk to them long before they can talk to you. Use real, adult talk" (Mena, Eyer 122).
An example of this? When your child asks for more, "wa, wa" avoid the inclination to coo and repeat the phrase they have just laid out. Without correcting them, or imitating the word the child has chosen, say, "You'd like more water? Ok, let me get the pitcher." The child wants to know the correct word, and they are reaching for it! When we mirror back the "Oh, you want wa wa?" response, we aren't giving the child what they need develop their language skills. How are children to know what words to use if they are not demonstrated explicitly for them?
2. Be clear and respectful: To be sure, you need not "dumb down" your word choice, but instead clearly articulate just what the expectations are, while acknowledging the needs and wants of the child. Clearer communication makes for easier passage through challenging or difficult behaviors. For instance, imagine this bedtime:
Adult: "We are going to read one book, then it is time for bed." (Reads book).
Child: "Another book."
Adult: "I know you want to read another book, but remember, I said we would read one book. Now it is time for bed. Have a good sleep."
In this instance, the adult set the limit ahead of time, then acknowledged the child's desires, and referred back to previously set expectations. There is no confusion, just reaffirmation of the expectation, and a respectful understanding of what the child was seeking. Even when the answer is "no," empathy and understanding is another important part of communication.
3. Go slow and get low
Sometimes it's difficult to separate the fast paced world of grown ups from the "go-at-your-own-pace" of children. While the adult world may exist at warp speed, know that the world of a child, does not. It's in the quotidian moments that a child develops and hones her language skills. From snack time, to diapers, or getting dressed, these are the times when children expand their vocabulary and methods of understanding the world. So slow down, take them in, and understand their value. AND, as we have mentioned in the newsletter before, get low! Crouch down and speak to children at their level, it helps them focus on you and what you are saying.
4. Be quiet
You do not have to be talking all of the time to ensure your child develops his language skills. "Make sure to let your child explore his/her world “on his own” without narration sometimes and provide opportunities for your child to talk back to you" (Playing w/Words 365). Language is not just something adults teach children, but it is something that children teach children, and that children teach themselves. Listening and waiting can be just as influential, and it's certainly a communication skill that we could probably all use more of!
Ever read The Four Agreements, by Don Miguel Ruiz? If you have, you'll know the first of Ruiz's "agreements" is to "be impeccable with you word." Essentially this means saying what we mean and meaning what we say. That's a big gift to give to children: communication without baggage: clear, empathetic and respectful. Now, if the whole world did that, wouldn't it be for the good?
Nature Corner:
Activity: Take paper and crayons when we go outdoors. Have me make rubbings of different textures such as tree bark, leaves, shells, pine needles and rocks. Help me to hold the paper of the object while I rub the paper with the side of the crayon.
Why?: Vision alone does not provide the best learning. Using many senses gives my brain the chance to make the best possible connections.
Classroom HappeningsSincere apologies, as I did not make the rounds to check in with teachers in Infant I and Toddler II...blame it on a short week! Updates will be all the better next week, cross my heart! -Sam
Infant II: We welcome Melissa to our classroom as well as Amanda who is helping out downstairs in the afternoons. We have been singing loudly, and sing-whispering softly...with both methods of making music being full of joy. We are working on table manners, saying please and thank you instead of banging our cups or dishes. We have an incredible new climber this week which inspired "happy dances" of all sorts. We have been extending our politeness to the climber, as we practice taking turns and clapping for classmates that climb to the top!
Toddler I: We are thrilled to welcome Beth into the Toddler I classroom on Monday. This week we also enjoyed a new climber, better to see the big trucks with my dear... We have been busy with a lot of painting, work with a new set of wooden blocks, spirited dance parties, and of course, a Friday 4th of July parade to cap it all off.
Pre- K: In addition to Tuesday's big walk and generally just getting out of doors, we continue to work on "naming the problem" and building on that; essentially changing the words if our first attempt does not work. Ex: I don't like that/I don't like when you touch my face./I don't want your hands on my body. Please stop.
We've also made a lot of progress away from the " I don't want to be your best friend" talk to really thinking about consequences. The conversations the children are having are proof that they are thinking abut, examining and processing their own behaviors, as well as their classmates. These are true kindergarten readiness skills!
As Seen at MVS
Thanks for Reading!
And a very happy 4th to you all!
-Sam
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