On June 30, 2011, we were honored to have Dr. Ingrid Crowther present Creating Effective Learning Spaces for Early Childhood Cognitive Development. She shared strategies that our participants can use to effectively set up interest or learning centers that foster cognitive leaning and engage children in active participation. The participants were so enthusiastic about the information and experiences that Dr. Crowther shared, and a great exchange of information and ideas ensued. They were many questions and we were not able to get to every question, so Dr. Crowther has graciously answered those questions in writing and provided links to additional resources.
Answers to Questions Posed by Ingrid Crowther
The book, Smart Environments, was specifically developed to reinforce the topic of the workshops. The format of the book is:
Use of many photographs to illustrate points
Tables and bullet lists to make retrieval of information easy
Sections for easy reference
Easy to understand language with a glossary of terms at the end of the book
Overview of major cognitive milestones
Contact Information
www.lifelonglearn.com/
Changing Attitudes of Others
Some suggestions for moving toward a change of attitude:
Develop displays that document achievement (see example attached)
Post outline value of learning in each activity area
Use objectives/outcomes that have been imposed and identify how these have been met for activities within setting
Develop children’s portfolio of learning that identify skills and knowledge that have been achieved
Invite visitations
Offer workshops on the Power of Play by using documented learning of children in the program
Develop displays at major events in public places
Develop newsletters that highlight learning through play
Globe and Mail Newspaper on Play
http://www.theglobeandmail.com/news/national/toronto/kindergarten/eq-over-iq-how-play-based-learning-can-lead-to-more-successful-kids/article2059603/
Confidentiality
Q. “Would technology like facebook break confidentiality?” Answer from Dr. Crowther: You always need permission in writing to post any information – photos, names, and scenarios. You should include specific permission for use on web-based information sharing.
Creativity and Divergent Thinking
Adaptability is both divergent and creative.
Divergent thinking is thinking in many directions. Divergent thinking is open-ended and a variety of answers are not only accepted but also encouraged. Aspects of divergent thinking include:
Thinking outside the box
Being creative
Being able to solve a problem in more than one way (Page 6, Smart Environments)
Creativity is often confused with the creation of visual art. Mayesky (2009) defines it as a process that brings about something new. Schirrmacher and Engelbright (2009) give a much broader definition. They identify that creative thinkers are:
“Fluent thinkers who have many ideas and solutions,
Flexible thinkers who have different ideas that cross categories and break boundaries,
Original thinkers who have unique and unusual ideas, and
Elaborate thinkers who add details to ideas.” (Page 26) (Page 10, Smart Environments)
Copyrighted
The photos are my own and should not be used without permission. The power point slide show may be used as long as credit is given to the author,
Lifelong Learn has an enormous library of photographs. These photographs are used in any readings – newsletters and books to make the understanding of topics more visible and therefore easier. Photographs may be ordered. Since the size of the photo collection is so large, the individuals must contact Lifelong Learn directly. Presently photographs are available for purchase:
Order by size – up to and including poster size
By specific topic
Posters – May be developed with or without captions
Curiosity
One of the ideas expressed is that “kids bring in things they want to learn more about at the beginning of the year and use that to base certain lessons”. This is an excellent idea. I would, however, suggest that a year might be too long. Children’s interests change and new ideas constantly emerge. I would tend to make this a more ongoing activity.
Q. Should Food Items be used for Play Activities? Answer from Dr. Crowther: This is a highly debated subject. There are individuals who vehemently oppose any use of food items within childhood settings and others who do not see it as a problem. Most individuals fit somewhere in the middle.
Suggested Guidelines
I have developed a short list of guidelines that may help in making a decision on whether or not to used food items. Ultimately it is always an individual choice.
Some items, such as commercial play dough are made from the same ingredients that are used to make your own play dough. So these should not be a problem to use.
When food is scarce and children are often hungry, food items should not be used.
Since eating and good eating habits need to be modeled (especially for infants and toddlers), it is advisable that recognizable food not be used. Some children may refuse to eat the food, as it is associated with play.
Some cultural values may prohibit the use of food as a play item.
As with any activity, allergies must be checked before using any food items in play activities.
How To Make Pretend Play Food for Children
http://www.ehow.com/how_7698888_make-pretend-play-food-children.html
GAK
GAK is a substance that is slimy, stretches and flows. It will return to its original state if left after forming or drawing in it.
Websites - that provide recipes of gak and other similar substances.
http://www.sciforums.com/showthread.php?t=65060
http://www.stevespanglerscience.com/experiment/00000039
http://www.howtodothings.com/hobbies/how-to-make-gak
http://www.ehow.com/how_4987667_make-gak-borax.html
http://familycrafts.about.com/od/clayrecipes/Clay_Recipes.htm
http://www.ask.com/questions-about/Making-Gak
Integration
It is important to remember that although we have been talking about cognitive development, all areas of development are integrated and linked.
Labeling
The idea that labeling should be in the common languages within the setting is most appropriate. In fact, I used to label everything in French and English, as Canada is a bilingual country. Labeling should acknowledge and support various languages including signing.
When labeling is done appropriately, there is a support for a visually clean environment. Labels do not add clutter if the label is neat and fits on the shelf and container that the item is stored on.
Using children’s drawings is and excellent idea, as long as the picture and word is also there. Not all children will recognize the symbolization of another child. It also means that children’s writing efforts are appreciated and recognized.
Limited Spaces
Q. “What would you suggest that we do in a very small classroom with limited supplies to encourage this enthusiasm, willingness and commitment?” Answer from Dr. Crowther: There are many materials out there that are either free or cost little money. This is a great way to involve families to help you collect the materials for the room. A few ideas to give you a start:
Packing paper (Wrap delicate items, provide buffer for breakable items) – usually large and makes excellent drawing paper
Wrapping paper and cards – good activities for cut and paste and decorating
Shoeboxes, bottle boxes – Can be taped then painted. They make excellent building blocks
End of rolls from Newspaper production – Usually can pick up end rolls that still have a large amount of paper on them. Heavy rolls inside can be cut to be part of block play.
Used CD’s – great for displaying clay or play dough items
Used ribbons, bows, dried flowers – great for decorating
Plastic bottles – when cut can provide excellent storage containers or toys for sand and water play
Large plastic bottles can be cut to form a scoop for sand play
Small Space
Small spaces can be handled in a number of ways. However, you want to avoid becoming too congested. That can cause problems in trying to share space and materials.
Some ideas to get you started:
Rotation of activities such as sand or water; drawing or painting etc.
Move block play to another area such as hallway or outside
Use small containers for water play or sand activities that can be used on a table top
Share gathering space with activities that need spill out spaces such as blocks
Use storage fro children’s toys that are on wheels and can be moved from to increase or decrease size of areas as needed.
In order for the staff to be willing, enthusiastic and committed, I might start with the partial list and invite them to look at the list, identify what might work and add new items to the list. Then pick the items to stat with and follow through with the rest of the activities as identified in change section of presentation.
Multi- Age
“I have a small size daycare and 6 kids multi ages 6weeks to 5years. Often we do these activities, but unfortunately sometimes we can't because of 1 year olds tackling the work, or trying to put materials in their mouth. Sometimes these activities are limited to while babies are sleeping, which is often short... what do you suggest, I wish I could put open ended materials out all the time, but I have to keep it up high, and I have to bring it down when appropriate. Not so good for children's individual interests.”
Key concept in multi-age grouping is to look at your area and subdivide it. Some suggestions are listed below:
You might create an infant corner that is a soft area, protected by shelving and low barriers form the hustle and bustle of the older children.
Involve the children to help you solve the problem. Great activity for them and added benefit that they will be more aware of what the infants need in that area.
Establish a mouthing bin that children will put toys into when they see a toy that has been put into the mouth.
Use differential heights of shelving and tables for choices of activities for younger and older children. Younger children cannot reach top shelves.
Establish a project corner that has protection from intrusion. Encourage children to work in this area when they are using toys that are not suitable for younger children.
Establish storage of toys suitable for older children that they have to ask for. These should be used on higher tables or in protected area.
Older children can be a great help if they understand some critical factors such as toddlers not knowing how to share or knocking things down. Encourage older children to play games with younger ones such as building and knocking down.
Ratios
Ratios vary from jurisdiction to jurisdiction. I have seen both simultaneous responsibility and responsibility for a set number of children work well.
Simultaneous responsibility will give you the most flexibility to meet children’s strengths and needs. Sometimes some adults find it harder to share responsibility for the whole group of children.
Readiness
“Since so much is expected of children when they enter kindergarten today, i.e. alphabet, numbers, shapes etc. how do you find the time to do these types of activities? “
The activities themselves prepare children to a greater extent. You can set up activities and materials that will reach the goal of what you are trying to do. For example, if alphabet is a skill you want to have children gain you might:
Provide a large selection of alphabet letters to
Match – which ones are the same; match capital to small letters. Without this skill, later alphabet activity becomes useless.
Sort letters – requires sorting by more than two
Adults reinforce activity by providing labels to children. (Remember, we do not learn to read and write by knowing the names of the letters. We cannot read or write if we cannot differentiate one letter from another.)
Provide dictionary cards that have words and pictures on them, paper to write on, alphabet letters
Children create own words with letters
Print words
Trace letters
Adults reinforce activity by talking about what has been done
Art activities
Provide stamps of various letters
Use different types of materials for stamps such as foam, wood, or sponge
Adults reinforce activity by talking about what has been done
Observe
Record difficulties and make sure these materials are available for use
Rotate materials to maintain interest
Themes
“How can I make sure that each month's theme is meaningful to the kids and holds their interest?”
“I work at a center where teacher have to come up with themes each month—I personally am not sure if that holds any meaning to my kids as they aren't invested in these themes”
Theme-based learning can be very effective but often fails to meet the children’s needs because:
Based on adult concept of what children might be interested in
Does not take into account children’s interests
Does not take into account children’s skills and abilities
Assumes that all children like the same thing or like to do the same thing
Theme-based activities work well if:
Children are involved in making that choice and help plan activities
Choices of themes are available – you may have one group of children working on one them while another is working on a different one
Activities for the theme provide – choices, problem solving, decision-making
Materials and activities are provided that match the developmental levels of all learners
Emergent activities are encouraged – Allowing children to move in different directions during a particular theme. Children may become very enamored with one aspect and decide to pursue this aspect instead of what is currently happening.
Time
Q. “How much time should be allotted to learning centers. My sessions are 2 and 1/2 hours long and I have 20 students in this class.”
In the truest sense of problem solving and decision making, time should also be part of the decision a child makes. When children are confined to specific time frames, you loose the opportunity to:
Increase attention span
Allowing the child to practice the skill until he or she is comfortable
Extend activities
Acknowledge individual differences in times needed to accomplish tasks
Transfer Learning
Can you add relevant books in center? Like a book on drawings in the drawing area?
Definitely – great strategy and will reinforce transfer of learning.
