A Play-Based Library and Peace Corner

It's official.

Summer is over!

My co-teachers and I have been working very hard (as I'm sure many of you have been) preparing for this time. 

Parent handbook? Check.

Operation: "Clean and Organize?" Check. 

Rearrange the classroom? Check. 

We got this!

We agonized about the room arrangement. I really wanted to create a bigger art studio, but my original plan meant we had to move the library. This just would not work! The only other corners in the room were near a bathroom or an exit (high-traffic areas), and we still wanted to preserve the peacefulness of the cozy area. We finally managed to come up with an arrangement that fit all of our needs.

 I am very pleased with how it turned out.  I expect it to change throughout the year. We will add photographs of the children, rotate books, and display art and documentation. I'm sure we may try twinkly lights, or perhaps add more soft things. 

Here is the beginning of a wonderful Library!

This is a commercially bought canopy  from Discount School Supply.

 This was originally a canopy, not an entrance way. I had to fold the fabric in the back in half three or four times, until it was tall enough for an adult to fit through. (I intended to create a child-sized entrance, but I plan on spending time reading to individual children in this center throughout the year. For this reason, I made it adult-friendly.) I safety-pinned the fabric to make it stay folded.

My classroom has a low, drywall ceiling (just under ten feet), so I used a screw-in hook to attach it.

I tied the sides with a bit of yarn, and taped the yarn to the sides of the adjacent shelves. The fabric covers the tape, so it is still aesthetically pleasing, but the children are less likely to pull it down. It has been two full weeks, and so far, so good. (Knocking on wood!)

The artificial plant, (see-through) lace, and authentic-looking couch add a cozy touch to our library. The children may read individually or in small groups (no larger than three or four).

The shelf with the lace curtain above was originally a piece of dress-up furniture. It has a shelf on top for storage, six hooks for hanging clothes, and four more shelves down the right side for more storage. It has a full-length mirror down the left, outer side, similar to this:

I've re-purposed it as a "Peace Corner." The Peace Corner can fit two or three children at the most. It is a space for "hiding," but, of course, we are still able to see who is in there for safety reasons. 

Behind the curtain there is a mirror, some pillows to make it cozy, and there are puppets for role-playing on the side shelves.

The following pictures are the resources I have printed and laminated for children. They are on the top shelf of the Peace Corner. 

The Peace Corner is a peaceful area for those children who need a quiet spot to calm down, or for a couple of children who need help solving a conflict.

This is not a space for "time-out." I am very firm about this. When I bring children to this area, I make sure to let them know they are not in trouble. This is a place of peace and problem-solving. For more information about my child-guidance philosophy, click here.

First the children may point to the picture that shows how they are feeling. If they are angry or frustrated, we read the Tucker Turtle story together.Tucker Turtle Takes Time to Tuck and Think is a free resource you can download here. It is a social story I use to teach children self-regulation.

After we read Tucker Turtle, the child or children may pick a solution from the Solution Kit. I organized the solutions by type of problem:

"If you want something someone else has, you may..."

"If someone else wants something you have, you..."

"If someone is bothering you, you may..."

The solution kit doesn't solve every problem out there, but with consistency it can become a means to teach the children that there are many ways to solve any given problem. Having three solutions available to choose from narrows it down for the children, and streamlines the process. 

You may now exit the Library/ Peace Corner.
:)

I will be posting more pictures of my classroom setup soon!

Happy playing!

Reggio Emilia: The Hundred Languages of Children

This photo came from the New York Times article, "The Art of Distraction", illustrated by Rutu Modan. 

     In the United States, the traditional classroom consists of a teacher who is the "Giver of Knowledge." The children are empty buckets, waiting to be filled with new information. They sit in desks, either loving school because they are good at memorizing information and taking tests, or hating school because they are not visual/auditory learners. 

     In the preschool setting, teachers plan themes based on holidays, seasons, and more recently, the new "cute" thing they found on Pinterest. (Guilty!) The children's interests and passions are of little importance. After all, the teachers are in charge, right? We also feel pressure from lawmakers, directors, and parents to get them KINDERGARTEN READY. Some preschools even proclaim to be "Getting your children ready for college!"

     The Reggio Emilia Approach has a different attitude about learning. The image of the child is that children are capable of extraordinary things! They are viewed as competent and naturally curious. The Reggio teacher understands that each child enters their classroom full of knowledge of the world around them. They are full of potential, and are able to construct  their own knowledge. They are active participants in their community of learners. (Gandini, 2010)

     Please watch this short video, entitled, The Hundred Languages of Children. You may read along below.  This poem, written by Loris Malaguzzi, is very touching. It reminds me that we as teachers are able to provide an environment where children can take the lead. Children can construct their own learning, and we are there as partners to facilitate this process!

The child

is made of one hundred.

The child has

A hundred languages

A hundred hands

A hundred thoughts

A hundred ways of thinking

Of playing, of speaking.

A hundred always a hundred

Ways of listening of marveling of loving

A hundred joys

For singing and understanding

A hundred worlds

To discover

A hundred worlds

To invent

A hundred worlds

To dream

The child has

A hundred languages

(and a hundred hundred hundred more)

But they steal ninety-nine.

The school and the culture

Separate the head from the body.

They tell the child;

To think without hands

To do without head

To listen and not to speak

To understand without joy

To love and to marvel

Only at Easter and Christmas

They tell the child:

To discover the world already there

And of the hundred

They steal ninety-nine.

They tell the child:

That work and play

Reality and fantasy

Science and imagination

Sky and earth

Reason and dream

Are things

That do not belong together

And thus they tell the child

That the hundred is not there

The child says: NO WAY the hundred is there--

Loris Malaguzzi

Founder of the Reggio Approach

I challenge you as an educator/parent to give children a bigger role in their learning. 

Happy playing!

Works Cited

Gandini, L. (2010, September 13). Learning Materials Work. Retrieved from Values and Principles of the  

          Reggio Emilia Approach: http://www.learningmaterialswork.com/pdfs/ValuesAndPrinciples.pdf

Malaguzzi, L. (2006). The Hundred Languages of Childhood. Retrieved from Reggio Kids Childcare

          Centres: http://www.reggiokids.com/about/hundred_languages.php

How Does A Play-Based Classroom Teach Social and Emotional Skills?

You can learn many things from children.  How much patience you have, for instance. ~Franklin P. Jones

Part 2:

     Welcome to the second in my series “How Does a Play-Based Classroom Teach…?” The first in the series was Making a Portfolio for a Play-based Classroom, which stated the reasons for making a portfolio and how to organize it. Now you are going to join me in my process of actually making a play-based portfolio! My objective is to create a portfolio that will demonstrate the standards we meet through play.

     There is a reason that Social/Emotional skills are the first in the series, and also first in the Arizona Early Learning Standards. Social and Emotional Skills are a means of recognizing and controlling our feelings and interacting with other others. Those skills include:

1. Self Confidence
2. Recognizing and expressing emotions
3. Self-control (stress management)
4. Cooperation (Turn-taking/sharing)
5. Respect for others (asking before taking)

     Children who have mastered these skills generally do better in a traditional classroom (and any social situation). However, as anyone who has experience with a 3-5 year old knows, these skills are difficult for many children! Yet these are the skills that--more than any other--will follow a child into every social interaction of his/her life!

     How scary is it to think that as parents and educators, we are responsible for teaching this ever-important skill set to each and every child we are responsible for?! It's not easy. There is no over-night fix. It will take time--and yes, extreme amounts of patience.

We take care of ourselves, first. 

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”  -Haim G. Ginott

     The first step a teacher can take is to take care of him/herself. That means we as role-models must effectively be able to handle OUR OWN stress. Easier said than done, right? Here are a few ways teachers can take care of themselves: 

• Know your limits. If you're feeling the stress knot building in your chest, it's time to take a potty break! Go in the bathroom and breathe in and out for a few minutes. It really helps!
• Carry around a stress ball.

• Make sure to get enough sleep each night. 
• Eat right.
• Exercise daily. 
• Take deep breaths. All day long. It's magical. 

Above all, remember this: We want the children to feel safe in their environment. A teacher who yells a lot, and becomes easily frustrated does not set a good example of self control, or maintain a positive, safe environment.

We discuss feelings and emotions every day.  

There are many tried-and-true ways of discussing feelings words with preschooler. I talk about how I am feeling all day long. When I'm happy, I tell them I'm happy. When I'm frustrated, I say, "I'm frustrated," and put myself in a quiet spot to take three deep breaths. I do this to:

     a) let the children know that is OK to have upset feelings (even teachers!), and 

     b) model an appropriate way of managing those feelings.

Other ways include:

• Discussing feelings "in the moment."
• Point to characters in stories during story time. "Uh-oh. Her fists are balled up, and she's stomping her foot. How do you think she's feeling right now?"
• Sing songs and recite poems about feelings. A very popular song is "If you're happy and you know it." There is a poem that I love that is very similar to Eric Carle and Bill Martin Jr.'s Brown Bear, Brown Bear What Do You See? book.
  
       "Happy face, Happy Face,
       What do you see?
       I see a sad face looking at me.
       Sad face, Sad Face,
       What do you see?
       I see a surprised face looking at me! (and so on and so on....insert any emotion. Use facial   pictures that match each emotion to go with the poem!)

• Use charts. This webpage has several free templates for you to download and print. I use them all the time, but you can always make your own! There is a feelings wheel, a feelings chart, and feelings posters. Why not use them all?

We help children to manage their stress.
Little ones get stressed, too! They have to share an environment with up to 20 other little humans, sharing toys, space, and attention with only 2-3 teachers. You also don't know what their home life is. The fact is, we don't know WHAT happens from the time they leave our doors to the time they are signed back in again, and it is our job to give them coping skills to deal with the situations life throws at us.

• We provide a cozy space indoors and out to "escape" to for awhile. 

• We model stress-coping mechanisms like deep breathing or finding a quiet spot. 

• We wait for them to calm down before approaching them about how to fix the situation. 
• We use tag-team approach when we find ourselves in a power-struggle with a child. 
• We give lots of hugs and kisses. 
• We tell them we love them, and it's okay to make mistakes. 
• We offer positive choices as alternatives to hurting others, screaming, or throwing a good old-fashioned tantrum. 

What do you do to help teach social and emotional skills in your home or classroom? 

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As promised, here is a sample of what our portfolio would look like. This is the first strand in the Social Emotional Standard of the Arizona Early Learning Standards. 

Arizona Department of Education

Early Learning Standards

Ages 3-5 Years Old

Social Emotional Standard

Strand 1.        Knowledge of Self

         Self Awareness
              a)Demonstrates self-confidence

The children frequently measure, pour, and mix concoctions that are used in the classroom. We stretch paint with liquid starch, make flubber, play-dough, glarch, goop, oobleck, and also do cooking projects once a week.

     b)Makes personal preferences know to others
 (children participate in class surveys, in which they are able to mark with stick, name plate, or felt-tip markers.)

The children often participate in group surveys. We do simple surveys to see what colors the children are wearing, to find out how many boys and girls there are today, and also to vote for preferences. 

     c)Demonstrates knowledge of self-identity

Children are given time with mirrors to create self-portraits. Children also pick favorite art work to put in their portfolios. The child's name is used to label his/her cubby, nap mat, nap shelf, and art.

d)      Shows an awareness of similarities and differences between self and others

·         Recognition and Expression of Feelings

a)      Associates emotions with words and facial expressions

b)      Identifies and describes own feelings

Veronica made a self portrait, and dictated to me: "I made it with those eyeballs, and this hair, and with a smile because I like to small all the time. I feel joy. I feel peaceful." 

c)       Demonstrates refusal skills by saying "No" to/in harmful situations
d)      Expresses empathy for others 

Peyton helps her friend dress in one of the dress-up costumes. She helps him put his arm through the hole, and even assists him in zipping the outfit.

Making a Portfolio For a Play-Based Classroom

This is the first post in a 8 part series of "How Does a Play-Based Classroom Teach...?" 

1. Making a Portfolio for a Play-Based Classroom.
2. How Does a Play-Based Classroom Teach...Social/Emotional Skills?
3. How Does a Play-Based Classroom Teach...Language and Literacy? 
4. How Does a Play-Based Classroom Teach...Math?
5. How Does a Play-Based Classroom Teach...Science?
6. How Does a Play-Based Classroom Teach...Social Studies?
7. How Does a Play-Based Classroom Teach...Health and Safety?
8. How Does a Play-Based Classroom Teach...Fine Arts?

     I am killing two birds with one stone by not only breaking down how children actually learn in a play-based setting, but by also organizing my ideas for my own classroom portfolio.  Documentation is an essential exercise for early childhood educators who follow a play-based curriculum. 

Why make a portfolio?

• Because there are still many parents, teachers, and directors who still differentiate play from learning.

• Portfolios tell your story. They document how you meet standards, your classroom routines, classroom traditions, the teacher's creativity, and the children's joy all in one place!

• Pictures speak a thousand words. 

• Portfolios demonstrate consistency in your curriculum.

• When teachers are prepared with a portfolio that is organized and up-to-date, the teacher gains credibility.

• When a parent comes in asking, "So what did they do today?" about their three year old, you can confidently say, "Play," with a visual portfolio showing how play supports learning.

• Portfolios serve as a great resource when accreditation assessors come a-knockin'! Nothing growing in the garden at the moment? No worries! It's all documented in the classroom portfolio.

• Maintaining a portfolio gives teachers feedback. What worked? What didn't? What were the children's interests? What are the program's strengths and what do we need to focus more on?

• You can take portfolios with you wherever you go. Hey. In this economy, it never hurts to be safe. If you end up in a situation where you need to find a new job (or even just want a raise!), a portfolio is the perfect resource to have on hand.

Tips for Assembling a Classroom Portfolio: 

• Know What Kind of Portfolio You Want To Make.  It might sound obvious, but before you start this project, ask yourself, "What do I want my portfolio to tell people?" In my case, my objective is to design a portfolio that portrays what standards we meet through play.
 

• Gather Your Basic Information. Make copies of your daily schedule, hand washing procedures, disinfecting schedule, daily reports, a sample of your planning, parent newsletters, class expectations, and whatever else you have on your Parent Information Board. 
 

• Take pictures throughout the year. I've found blogging to be the perfect excuse for me to take out my camera more often. Make it a habit to carry your digital camera around with you at all times. Technology has made it possible for some camera phones to have nearly equal quality to a digital camera.

• Organize as you go. As you take pictures, mentally organize what standard the activity meets. When you upload your photos onto your computer, sort them into files according to your needs. You might sort them by Early Learning Standards, by date, or by what type of activity it is. It's up to you. For a long time, I only had mine organized into only two folders: "Printed" and "Needs To Be Printed." :)

• Make neat, legible labels. Once you have the paperwork and photos organized, it's time to make labels. If you choose to write the labels with your hand, please make sure it is neat and legible. You also use a label maker, or type and print labels from your computer.
  
  This is important: if you decide to make an Early Learning Standards Portfolio, like me, make sure the labels are specific to each strand and sub strand.
  
  The Arizona Early Learning Standards read like this:
  
       "Strand 1: Knowledge of Self
             Concept 1: Self Awareness. The child demonstrates an awareness of his or herself.
                 Indicators: a) Demonstrates self-confidence."

• Assemble. By now, you have an objective in mind, your papers and photos organized, and labels are made. Now all you have to do is assemble! :)

Take your time! This is a huge undertaking, and I'm well aware of all the MILLION things that teachers already have on their plate. Do a little bit at a time, and you will have a killer portfolio to show for it!