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Yeah, you can sing that to Aretha’s RESPECT and I won’t tell.
But DEAR and TCH really are not the latest in pop tunes. They are two great websites I discovered and wanted to pass on to you.
DEAR (Drop Everything And Read) has been around a while and is officially celebrated on Beverly Cleary’s birthday, April 12. But this video (1 minutes long) does a great job of showing how it can become a regular part of a school day–and the same can be done at home, of course!
Some of the things I love about this video are:
- it’s noisy: reading and storytimes do not need to be quiet; reading aloud and the conversation that goes with it is a noisy kind of learning;
- it’s wiggly: reading and storytimes do not need to be still; some kids like to sit and some like to move around or stand; they are all soaking it up;
- it’s fairly unstructured: while reading (and more so storytimes) sometimes need planning and care, just as often all it takes is to pick up a book; some kids are read to solo, some are in pairs, some are in groups and these “reading groups” are not assigned or planned;
- it’s easy: anyone can pick up a book and read to a child (and even if you can’t read, you can talk about the pictures or make up a story to go along with the pictures–it’s still “reading” for young children).
Finally, TCH Teaching Channel is one of the best sites for teaching and education ideas I’ve run across. Quality stuff! It’s worth exploring.
How could you adapt DEAR in your school, home, or library? Share your ideas with others!
But for those moment when you just have to come inside, and someone sits down at the computer, put them in front of the Scale of the Universe 2.
Oh my! There’s nothing like a visual to put substance to a bunch of facts! But be forewarned. The universe is a might large place and you can spend a lot of time exploring it here. 🙂
As with all sites I recommend for kids, remember: their visit to a website should provide opportunities for conversation. Scale of the Universe 2 is a case in point. Not only is conversation good for your relationship with your kids (we can all fall into the habit of just giving them commands and never really talking) but it also builds key literacy skills.
So when everyone’s too tired to play anymore, take a stroll around the universe, big and small!
You’re invited to a Book Look–anyone, everyone, the more the merrier! I will be highlighting books that are great for grandparents to give for birthdays, holidays, or any day you want to make a kid feel special. Forgo the toys that will break or get forgotten. Get a book for a gift that lasts a lifetime.
So join us this Thursday, June 28, at 5:30 p.m. at my house. Don’t know where that is? Email me at babette(dot)reeves(at)gmail.com for address and directions. No RSVP needed and come as you are. This is informal, fun, and I’ll do all the work for you. There are few things I love better than helping find the right book for a kid!
(And if you really, really, really can’t come, you can order online. Email if you have any questions.)
See you then,
The Children’s Librarian: A Necessity, Not a Luxury is one of those articles that urges me to declare: I couldn’t say it any better myself! Please take the time to read it and pass it on to those who might not quite “get” what a children’s librarian is all about.
A few comments:
- I love how Blackrose includes children’s librarian in the category of “Early Childhood Professionals!” That’s what we are and what we will continue to be more and more in the years to come (as long as communities keep us employed and library schools provide the proper training).
- Speaking of training, I want to brag on two of our library schools here in Denver, Emporia State University (where I teach the children’s services class and built it around child development) and Denver University, which just began an early childhood library fellows program within its MLS.
- And I can’t help but brag a bit more: Unlike in Australia, my class does include storytime and storytelling training, even down to how to use your voice properly so you don’t burn it out over the years.
And a wonderful quote from Blackrose:
“But public libraries are also about people. Statistics do not reflect the contentment of shared reading experiences, the satisfaction of successful social interactions, the excitement of appropriate group responses, the wonder of discovery, the joy of connected learning. These are what public library storytimes provide through the work of the children’s librarian. ”
In less than 24 hours, I’ve had two people thank me for my help: One was a young mom of five children who was so frustrated with homeschooling she was ready to quit. She brought the kids to the library that day, and while I don’t recall our time together, she says it made all the difference.
The other was a grandmother who has started a library of children’s books on death, dying, and grief in her nursing home for residents and family members (isn’t that a neat idea!). She asked me for suggestions. Today she came in with tears in her eyes to tell me about how one book was perfect for a grandmother and her grandchild who had had a school friend die.
We can make such a difference if we are given the time and support to do so!
Thanks to Morgan Schatz Blackrose for such a thoughtful review of what a good children’s librarian is all about!
Talk with you decision makers. Let them know what your children’s librarian has done for you and your family,
I’m generally not too much into lists of this sort. After a while, they all seem to say the same thing–again.
But this list for making reading fun is worth perusing.
I especially like the first one. Why? Because it works! It’s so simple–but it still works! It’s so enjoyable for everyone–and it still works. Trust in the power of reading aloud (and for more motivation check out Jim Trelease’s The Read-Aloud Handbook). It still works!
I do wish the list makers had clarified in the read aloud tip that reading aloud needs to continue even after a child learns to read.
Even once a child has “figured it out,” learning to read is hard work. It takes lots and lots of practice. And most of that hard work practice time is not much fun and not very motivating.
Reading aloud, on the other hand, is fun–because mom or dad or any fluently reading person can read anything! And that’s fun!
Hearing sentence structure and vocabulary that’s above a child’s current reading level also helps them later when they get to that reading level. It’s not foreign; they’ve heard it before. In fact oral vocabulary and comprehension is directly tied to reading comprehension.
So please, continue reading to your children! For how long, you ask? Well, there’s absolutely no reason to stop. 🙂 (Btw, I’m currently reading aloud Shelley’s Frankenstein to my 14 year old.)
I don’t like rap. Never have. Before last week I would have said never will.
Take a look and listen here to what Lin-Manuel Miranda has done with what could be a dry as dust history lesson about the US’s first Secretary of the Treasury. A four and a half minute rap about an economist? All we usually remember about him is his death–he was killed by Aaron Burr in a duel.
You’ll remember much more about him after you give Miranda a listen. You may even find yourself (along with your kids) wanting to know more.
So why am I posting this on a literacy blog? Here’s a few reasons:
- It involves language, lots of it, well chosen and carefully put together. Writing, communication, and creative expression don’t get much finer than this.
- It’s well done. It’s so well done, it looks easy. But what he has created here is difficult to do. Kids need to see and hear the good stuff.
- It demonstrates how the brain loves story. You learned most of this in school. How much did you remember before listening to Miranda? And how much do you remember now, now that you’ve heard about Hamilton through a narrative story, told in rhyme and rhythm? Quiz yourself in a few days. You’ll be surprised. Stories help us remember.
It’s an easy, fun history lesson as well. 😉
Watch it more than once. It actually gets better with each viewing.
I did better than average on this quiz concerning Google searches, but I also learned a few things I didn’t know.
It’s quick to take and would be handy for teachers, school librarians, and homeschoolers to use for a lesson on search engines.
Big messes are never easy to fix. But they are possible when we have the big picture in mind–and when that picture is accurate. Dr. Susan Engel does a marvelous job of refocusing the big picture in the NY Times today; click here. Take a few minutes to read it; she defines the issues just so, making it well worth the read.
We’ve known for over fifty years, through research and experience, what children need to learn. In many ways most children don’t need much; human beings are designed to learn. It’s like feeding them; basic nutrition is not rocket science or we never would have survived as a species. Learning is the same. Yet slowly and incrementally we have eroded that starting point. We have replaced what truly works with “stuff” that grows out of our attitudes. We, as adults, want to feel good and look good and we’ve used children as our props.
Our educational system is busted. It’s a mess and it needs fixing. Some honesty is needed, though, before any changes will matter. And most of this honesty involves attitudes:
More is not better. A malnourished child and a well nourished child do not need the same things. Neither does a “educationally” nourished child need the same things as the “educationally” malnourished child. Middle and upper class parents need to turn loose of this attitude. It strains resources and it harms children who do not need all that “extra” nourishment.
Earlier is not better. There is no research that supports that the earlier a child does something, the better they are at it later. Is your child better at using the toilet at age ten because he potty-trained 9 months before his cousin? Of course, not, how silly. The same principle applies to learning to walk, talk, read, or count. Doing it “early,” first off, does not last, and second, does not bear out later in “being better.” And when we push for earlier, we stress children, burn them out, kill the love of learning that’s built into them, and take away time from the learning “stuff” they would be doing–if they weren’t working flashcards, beginning readers, or worksheets. Earlier is better has been the mantra in the schools for over forty years–but in the same space of time, results have fallen and fallen. We need to make the connection. It makes us feel like we are “doing more” for children and that makes us look and feel good, but it is counter-productive.
Giving your child every “educational” advantage does not make you a better parent, give you status, or change how you feel about working full-time–or staying home full-time. We as parents need to separate what we claim we do for our kids “for their good” and what we are really doing because it makes us feel better. This is hard, separating our needs from those of our child, but it is essential to good parenting (and to any good relationship). When these get muddled, we sign up for everything “they” (marketers) tell us is needed and we pressure child cares and schools to “do more.”
I hope more people like Dr. Engel get involved in the conversation as NCLB gets revamped. But parents need to be involved also. Schools and legislators need to hear that this is “all right” with parents, that we will support them as they make these desperately needed changes. If you want further reading on this subject, I highly recommend Dr. David Elkind’s book Miseducation.
Read, think, watch your kids–and be honest! We can do what’s best for kids!
In previous posts (search early childhood education) I’ve been examining the difference between early education for children from deprived environments vs “good enough” environments.
Middle and upper class families tend to fall into the “too much, too soon” trap, pushed by marketers to sell a product and policy makers desperate for a quick fix to problems with our education system. Educationally “too much, too soon” is detrimental to children. It leads to stress and burn-out by around grade 3 and a lack of interest in learning and the world in general. (Read Dr. David Elkind’s book Miseducation).
Does that mean we can do nothing with our young children, either at home or in day care settings? Absolutely not. It simply means we have to select appropriate, thoughtful, and child-centered activities. We have to be honest with ourselves that we are not doing this to make ourselves feel better about staying at home with our children or sending them to day care, that we are not trying to prove something to the world about ourselves as parents. It really does not take much to raise a happy, healthy, curious preschooler.
So you have a toddler or preschooler who is awake and energetic and curious for about twelve hours a day? What to do? Here are some suggestions:
- Don’t let this blog title fool you: Early Literacy Counts. I’ve been following it for several weeks and it’s just a splendid example of how we can do things with our kids without overdoing. If my kids were still under the age of five and I wanted some age appropriate ideas, it’s where I would look first..
- One of the great books for life with preschoolers is The Mother’s Almanac by Marguerite Kelley. It’s been around for decades, has been updated several times, and most importantly, most parents who have owned a copy have worn it out.
- Some kids are clamoring for intellectual stimulation even at an early age. When you child seems interested, check out Peggy Kaye’s series of books on reading, math, writing, and books (Games for Math, Games for Reading, etc.). These work with ages 5-ish through 3rd grade and are great investment for only $11 each. Every page is a game–and the games do all the teaching! (In fact, if you start using the game to teach, you’ll spoil the learning). Pick and play as long as it’s fun! I used these for years with both my boys and with children I tutored.
Finally, whatever you plan for your child, doublecheck it meets these criteria:
- It interests them (in other words not you or someone else you’re trying to impress).
- It’s age appropriate. That means if it frustrates or bores, then it’s too easy or too hard. In other words, it’s not age appropriate.
- Make it sensory. Does it involve at least one of the six senses (feeling, hearing, seeing, moving, tasting, smelling)?
Other activities that you can always fall back on at a moment’s notice? (Yeah, we all have days like that).
- Going places & talking about them. Even a walk down the street counts if you have your eyes and ears open and think like a child for whom the world is new.
Finally here’s a list of “toys” that encourage solo play, side by side play, sharing play, imaginative play, age appropriate “learning” play:
- sand box (add cups, spoons, and other containers for pouring)
- rice box (ditto the above)
- pretend play props (kitchen, tools, dress up, etc.); these don’t have to be toys, real ones are great!
- water (indoor, outdoor, in the tub, in the sink, etc.)
- pots & pans, real ones!
- nature walks (that walk down the street counts)
- riding toys (no batteries, the push or pedal with your feet kind)
- large empty boxes
- blanket over a table
- paper, markers, glue or tape, scissors
- play dough
- nesting containers
- toy kitchen (both my boys loved this and when it had finished its “indoor” years, it became an outdoor toy near the sandbox)
- button jar (yeah, just a jar full of buttons, my grandmother had one and I loved playing with it)
And remember the mantra of all good teachers: “Curriculum” (in other words, anything you “use” to enrich your child’s life) is only a tool. It doesn’t have to “be finished” and if it doesn’t work, you can (and usually should) put it aside. It’s only a tool.
Enjoy having little ones around!
Last week I posted about my concern for children when adults try to do too much with them and too soon. (Read No Curriculum Needed here.) I also said that I would write more.
Actually I will probably write more about this topic many times. Today, let’s start with a couple points and then some recommendations.
First, these waters are murky because we pour everything about early childhood education into one bucket when there really need to be two buckets. One is early childhood education for children from environments where things are missing. The other is early childhood education for children from “good enough” environments.
Children from deficient environments need all the help we can give them. They are fighting an uphill battle and much of that fight is running against the clock. They do not have the nutrition they need to nourish their bodies and minds. They do not have the human interactions they need to stimulate attachment and language development. They do not have a safe environment to discover, explore, and experiment with. These children from deprived environments end up with deprived brains and stunted capabilities for human relationships if intervention does not happen at critical times in the years between birth and age 5. They are like the babies in Romania that David Elkind writes about here.
They are also like many, many children here in America who live in poverty, with homelessness, and within families devastated by violence and drug addiction. Don’t kid yourself. We may not have them locked up in orphanages, spending their days and nights in cribs, but their deprivations have the same effects on their brains.
The good news, though, is that in the 60’s with the war on poverty, the beginning of Headstart, and programs like Sesame Street, we discovered something amazing. Early intervention made a difference in the lives of these children! The emphasis, though, was on early. Why? Because that’s when a big chunk of brain development takes place including a full 85% of language development. (Most recently, numerous brain imagery studies have confirmed what that 60’s experience had found.)
So whence comes all the confusion? Well, middle and upper class families thought their children needed the same things. In a foundational sense, they certainly do. ALL children need proper nutrition, human interaction, and an enriched safe environment (to name just a few).
But in a practical sense these kids don’t need the same things. Why not? Because they are already getting them.
And giving them more doesn’t help. It hurts.
Think about it. We all want the best for all children. But we need to step back and clearly look at what each child and each demographic of children need.
If a child is deprived nutritionally and we intervene and get good food to them in the right quantities and they begin to grow and play and learn again, magnificent! But it does not mean that “good enough” parents, caregivers, and schools then need to give the same meals to kids in “good enough” environments. They are already being fed well. More is not better. It does actual harm, making the kids fat.
The child taken to the park, given blocks to play with, and read to every day simply does not need anything more to develop as he or she should. The child locked in the crib needs far more than he or she is getting. That child needs the trips to the park, the blocks, and the cuddles and books and reading aloud.
Can you see the difference?
I’ll be back with more.
I had a conversation yesterday with a very caring, very well intentioned mother of a three year old.
She wanted to know what curriculum she could use with her.
I’m afraid I got on my soapbox big-time. I’m not going to do that here and now (I may later :-)) but I do want to declare quite passionately:
Children between the ages of birth and five do not need a curriculum. Period. The end.
There are a few exceptions, but folks, those are exceptions, not the rule.
You didn’t need to teach your child to suck, to pick things up, to roll over, to walk, or even to talk. You don’t need to teach your child the other things his or her brain is wired to grow into and learn in the ensuing years before school begins either.
I am truly worried about the coming generation of children who are not allowed to be babies and toddlers and preschoolers, following their own interests and curiosities and timetables. What happens when we have children with no childhoods?
I’ll write more soon about why this is not just my opinion. And I’ll write more about what is and is not needed.
Remember, no batteries and no curriculum needed.
Here are some great tips, surprising statistics, and our favorite no-brainer from the editors of the East Oregonian to help your child do better in school. They put it right on the line: Parents, you are the most important factor in your child’s education. Not the teachers, not the schools, but you.
Read more here.
(Did you find the no-brainer? ” At the early stages, the best 20 minutes parents can spend each day is reading to their children.” Make it your homework assignment with your kids each day!)