Ladder of Early Learning

  As some of the most influential teachers of young children, families have the opportunity to “steady the ladder” of early learning as children gain new knowledge, one step up at a time.   This intentional teaching and learning process is called scaffolding and is like a ladder that supports children as they climb up each successive rung in a quest to build new skills and reach new heights in personal achievement and understanding.

  The ladder is an excellent way to imagine how to assist children in learning anything new from using a spoon to bike riding. Your role as teacher is to prop them up and encourage them to pursue a task while monitoring, coaching, and adjusting their steps along the way.  Although this may sound daunting, you probably do it all the time without even realizing it.

Tying Shoes

  Take, for instance, the task of tying shoelaces.  Obviously, you can’t teach your children to tie their shoes for the first time by simply telling them to do it or showing them only once.  Although they have seen you do it many times, it is unlikely that they will learn to do it on their own without some careful assistance from you.  That’s when you bring out the ladder, so to speak. 

  Many families wait until children are about five when fingers and hands are more able. Before that Velcro closures help avoid frustration for children and helpers.

"Kinderschuhe Romika 1884" by NobbiP

  First, prepare to break the skill down into very small steps.  Sit side-by-side rather than face-to-face so each step can be imitated more easily.  Use a marker to color one lace or use different colored laces so children can see how each lace moves.

"Kinderschoenen" by User:DimiTalen

   Some families like to use an adult shoe with longer laces. If it helps, tell a little story, song or rhyme to guide the process and help the children remember. Talk out loud together.  Most important, be patient, consistent, and encouraging. Although there are many creative ways to tie a shoelace like crossing “bunny ears” or “loop and swoop” you will probably be most comfortable teaching as you have been taught.  The key is repetition, little steps and stopping before to much frustration. Every child is different and learns skills at different ages even within families.

  Through this special shared experience, you are allowing children to gain confidence and build important new skills.  Soon you’ll soon glance up to see a confident child, displaying two floppy shoe bows and one very large grin.  You have steadied the ladder of learning to an early success a child will never forget.

Guest writer is educator Gail Juntunen. 

Photo: Mark Nowicki

"Kinderschuhe Romika 1884" by NobbiP - Own work. Licensed under Creative Commons Attribution-Share Alike 3.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Kinderschuhe_Romika_1884.jpg#mediaviewer/File:Kinderschuhe_Romika_1884.jpg

"Kinderschoenen" by User:DimiTalen - Own work. Licensed under Public domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Kinderschoenen.jpg#mediaviewer/File:Kinderschoenen.jpg

More Ideas and Activities....See the authors’ book “Learning Through the Seasons” at area bookstores and grandparentsteachtoo.org. For more help to prepare young children for success in school see the authors’ web site: www.grandparentsteachtoo.org. Also check our audio Podcasts WNMU Radio 90; Youtube video activities; and join us on Pinterest

Learning School Edu-Speak

Photo: Grandparents Teach, Too

 At the beginning of the school year, parents and other caregivers  receive information about rules, routines and special opportunities for students.  Sometimes educators use language that is unfamiliar.  Below are some words and ideas that may be new to parents of preschool and early elementary children.

TEACHER LANGUAGE

Developmentally appropriate:  activities that are just right for a child’s age and learning curve. 

Cognitive development:  the process by which we use experiences and thinking skills to build ideas and figure out solutions to problems.

Common Core:  an effort to develop nation-wide expectations for student learning at each grade level—especially in reading and math. 
STEM:  learning in the areas of science, technology, engineering and math. 
Oral language development:  activities related to listening and speaking and the building of a growing vocabulary. 
Motor skills:  Gross motor skills describe how a child uses his body to do large muscle body activities.  Fine motor skills relate to how children use their fingers and hands to do smaller movements like drawing, crafts, and printing. 
IEP:  a special plan for a student that includes objectives and how they will be accomplished.  This individual child specific plan is developed by school staff and must be approved by parents. 
ELL:  English language learners—Students who are learning English as their second language. 
LEARN THE LINGO 
Learning disability:  a student is identified when testing shows that there is a significant difference between intellectual ability and current achievement. 
Special education:  a term which explains that some children need extra help from teachers and flexibility in the school day in order to achieve their greatest learning potential. 
Homogeneous grouping:  Children are put together with others who are similar in developmental or academic level.

Photo: Grandparents Teach, Too

Heterogeneous grouping:  Children are mixed together with others who have various developmental, academic levels or learning styles. 
Learning centers:  a way of delivering instruction or practice where students go to a specific section of the classroom to complete activities. 
Cooperative learning:  Students work together in small groups. Each person within the group has a task to help complete a project or activity 
Specials:  Physical education, art, music, library time, etc. 
Standards:  descriptions of what students should know or be able to do at a specific level.

Teachers value parent interest and participation.   Do not hesitate to ask questions, to request clarification or suggestions about ways you can help your child at home. 

More Ideas and Activities....See the authors’ book “Learning Through the Seasons” at area bookstores and grandparentsteachtoo.org. For more help to prepare young children for success in school see the authors’ web site: www.grandparentsteachtoo.org. Also check our audio Podcasts WNMU Radio 90; Youtube video activities; and join us on Pinterest

Pressed Flower II -- Fun with Kids

Photo: fdarling fotos, Fran Darling

It doesn’t matter what activities adults choose to do with young children. It only matters that adults do them often and have fun and talk together.  Pressed (dried) flower projects are good choices in late summer.

  These glass luminary candles with pressed flowers are beautiful gifts.

Materials Needed:

  You’ll need glass votive candle holders, thin clear tissue or facial tissue, white glue thinned with a little water, small pressed flowers or leaves.

  Coat the outside of the glass with the glue and water mixture and cover with tissue.

Arrange pressed materials on the tissue covered votive and brush on another coat of glue. Cover the entire outside with another tissue and glue to hold the flower or leaf in place.

  Coat with 3 or 4 more layers of glue to seal it making sure you let it dry between coats. You can use a few coats of spray on acrylic sealer or other sealer that dries clear. The glass will have a frosted look. Dry thoroughly. When the candle is lit, the light shines through the pressed materials for a beautiful effect.  Young children can substitute tea lights lit by a battery for safety.

Frames, notes, and Bookmarks

 Framed pressed flowers make very delicate pictures that do not fade. Children can use watercolors to paint wavy lines and swirls on paper. Spatter some water on the paper or run through a dripping water faucet to blend the paint.  They can be used for thank you notes when dried and ironed on low.

Photo: fdarling fotos, Fran Darling

  While the paper is drying, children can choose some small dried flowers, dried ferns and burning bush leaves. Apply a few dots of white glue on the back of the foliage.  Wipe off any excess glue that may seep around it. Then place a heavy book on top and let dry overnight. Insert the picture in a small frame when dry.

  Pressed flower cards and bookmarks are made the same way. Use card stock paper so the paper will not flop around from the weight of the dried material. Place a heavy book on top and dry overnight.

  Search children’s poetry books for a few poetic lines or make up your own.

Use colored markers to make designs around the flowers or add a short quote or note. You can then write your message on the card and send it to someone special, or you keep it for future use to be given for occasion. Pressed flowers can also be used to decorate gift packages, rock paperweights, and magnets. Notes will not go through the mail because they are lumpy. Place inside a gift box.

More Ideas and Activities...

See the authors’ book “Learning Through the Seasons” at area bookstores and grandparentsteachtoo.org. For more help to prepare young children for success in school see the authors’ web site: www.grandparentsteachtoo.org.

Also check our audio Podcasts WNMU Radio 90; Youtube video activities; and join us on Pinterest.