Como parte de nuestro plan de estudios de aprendizaje socioemocional, leemos un cuento sobre un concepto socioemocional diferente utilizando la vista, el tacto y el sonido para implicar a los niños y solidificar el proceso de desarrollo de habilidades.

Siempre incorporo un peluche que se correlaciona con una necesidad social o emocional diferente.Por ejemplo, los unicornios para la creatividad, los osos para sentir amor, los perezosos para frenar, el caracol para sentirse valiente. Mi objetivo es contarles una historia o leerles un libro que encuentre sobre ese objetivo socioemocional y pasarles el peluche y ayudarles a creer en sí mismos y en sus capacidades.Para recordarles que podemos superar los momentos difíciles, y que no tenemos que hacerlo solos.

 

Diariamente trabajamos las afirmaciones positivas y la idea de que sus opiniones sobre sí mismos importan. También hemos hablado de cómo manejar situaciones difíciles y de cuándo pedir ayuda. Como profesora, hago todo lo que está en mi mano para ayudar a guiar a niños amables, empáticos y fuertes.

El aprendizaje socioemocional consiste en inculcar a nuestros hijos sentimientos de autoestima. Utilizamos afirmaciones en respuesta a muchas situaciones, como las necesidades de resolución de conflictos, las necesidades de autoestima y las necesidades de regulación emocional, por nombrar algunas. Y usando afirmaciones a diario noto que los niños sacan este tipo de dichos positivos por su cuenta, sin que yo se lo indique.

Las habilidades específicas que aprenden los niños incluyen

Como profesores, honramos la vida emocional de los niños y les permitimos encontrar las palabras para expresarse mientras se enfrentan a sus complejos sentimientos.

Provider Stephanie McKinstry’s preschoolers arrived one day to a challenge: could they build bridges for bears to cross? How about a bridge big and strong enough for all of their bears to stand on at once?

The children got to work constructing their bridges from cups and popsicle sticks, arranging different shapes and patterns.

During construction, some bridge builders sang variations of “Going on a Bear Hunt”, like “Going on a Fish Hunt” because they knew that’s what bears like to eat!

If you want to do this in your own home, you’ll just need the following:

(if you don’t have counting bears, you can use buttons, game pieces, pompoms– really anything that isn’t too tricky to balance!)

Indiana providers: can you spot the Indiana Early Learning Standards being addressed with this activity?

 

There are lots of common birds in Indiana that stick around for winter. Many of these are colorful favorites that evoke a winter feeling. Our two picks were Cardinals and Blue Jays.

Bird feeders are lively places during the winter months and their presence is important. Feeding winter birds can be a fun and educational activity for kids; they can learn about different species while also learning about their habitats, diets, and winter survival tools.

How We Explored Our Winter Birds:

  1. Create a bird observation center in your play area by setting up bird feeder stations. You can build your own from recycled materials such as milk cartons, recycled jugs or pinecones or purchase pre-made bird feeders.
  2. Next decide what type of bird seed you want to use. Investigate what types of food will attract which birds, and offer the children a choice of which they’d like to try– or fill one feeder with one type, and a second with another, and encourage the children to compare which birds they see around each.
  3. Placing feeders by a window for indoor viewing is an excellent idea for those cold winter days. You can create a chart on a whiteboard or large sheet of paper so they can check off birds they see on it.
  4. After a few weeks, compile your observations looking for patterns in birds observed at your feeders at different times of the day. Discuss the results.

For more bird-bassed fun, try these:

  1. Make bird seed play dough for your table activity or sensory table. Try picking up seeds with different shaped tongs and notice which is the most successful for different kinds of seeds.
  2. Go on a bird feather hunt and research to identify the bird it came from. Record children’s hypotheses and look for a live match!

Bring the mirrors outdoors and enjoy this simple and rewarding activity! During the early years, children are enamored with their own reflections. Providing this opportunity to study themselves, and create art, encompasses many different skill sets for young children.

 

Infants: Infants will enjoy simply looking at themselves in a mirror. Offer a hand mirror on a blanket where they can gaze and practice tummy time!

 

Toddlers: Help toddlers label their own features in the mirror. Encourage them to explore different art materials without concern about the final product. Focus on correctly holding utensils (pencil between fore finger and thumb).

 

Older Toddlers: Encourage older toddlers to recognize simple shapes in their features and transcribe those shapes on their drawing. Encourage correct handling of utensils, and help children write their names.

 

Pre-K: Encourage children to write their names and label their features when finished with their portraits.

 

Have you tried self portraits in your program?  Have a fun activity?  Share it with us info@townsquare.org

Check out the Learn, Share, and Grow series on Excursions.  In this three-part series providers will hear about benefits of outings and ideas for before, during, and after an outing to expand children’s learning and to make the excursion go smoothly. Explore this and many other series on our Professional Development page, under Learn, Share, and Grow section.

Excursions

Theo the Bear began as a way to welcome new children into the program. I introduced him as a friendly companion they could cuddle and rely on throughout the day. If they wished to take Theo home, they were welcome to do so, but they had to bring him back the next day for more fun. Theo helped children feel more comfortable and secure in the classroom, making the transition smoother.

After a while, we stopped using Theo because there were no new children enrolling. However, he remained a beloved member of the classroom and became the sharing bear. As a sharing bear, he is available for everyone to take home. I explain to the children how much Theo loves going on adventures and visiting their homes. To enhance his travels, I added some accessories to Theo’s small bag, such as clothes, a brush, and a book. During their birthday week, each child takes Theo home for a week-long trip. Families are then asked to help children record their adventures in the Theo book by adding pictures or drawings. At the end of the week, they share their adventures with the class.

 

Looking at the sky is a simple and relaxing activity that fosters observation and creativity skills. It can change your perspective of the world as you have to explore a broader view. Children can see different animals or flying objects, some we may have missed if we don’t look up. They can also observe cloud formation and shape. Develop their creativity in describing what clouds look like and the stories the clouds are telling us. Next time you are outside, encourage children to look up and explore the sky. You can invite them to this activity by simply laying down a blanket or, if available, providing binoculars!

 

One of our favorite and must exciting activities is exploring worms. To start, we first figure out where worms live; often, children have seen worms out on the sidewalk or crawling on dirt and have a good idea of where to search for more. Exploring all the places in our outdoor space where they can live—asking children where they saw them and where they could have crawled under. By taking on this approach to finding the worms, we set the groundwork to learn more about worms’ habitat. Plus, it is fun to look for clues.

Once we decide where to look, the fun and messy part starts, children can use their hands, or I provide shovels so they can dig in the dirt. Figuring out what children are comfortable with is key; some will love to touch the dirt, while others may not want to. The same can be said for when we find a worm. Some children are curious and want to pick them up immediately. Others may want to see them from afar. We give children space and allow them to go at their own pace in the exploration.

If they are touching the worm, we talk about kindness, responsibility, respect, and compassion for the worm. Years ago, when we saw a worm or bug, I would immediately say, “look with your eyes, we might scare it or hurt it”. Over time I have learned the importance of having children experience holding insects, animals, and materials. I had to shift my thinking, and instead of avoiding the touching. I began to trust the children. Talking with them about how we treat animals and how we want to make sure we are caring for nature. Allowing them to take responsibility and feel proud of how they care for others helps them develop a great sense of self.

 

Maple samaras or helicopters are winged seeds of maple trees; because of their shape, it is fun to see them fall and twirl in the air. Stephanie Mckinstry of My Caterpillar Clubhouse shares fun ways to utilize these seeds in your program.

Start by collecting the leaves, having children gather as many leaves as possible, and then setting them out so they can explore.

Get creative and encourage the kids to use their imagination!

 

 

Gardening has many benefits for young children, including developing responsibility skills , fostering a sense of community, and developing confidence as they care for the plant and observe the growth. To begin, all you need are a few materials, and gardening doesn’t need an ample outdoor space; you can easily create a small indoor garden to fit your program.

Stephanie Mckinstry from My Caterpillar Clubhouse, a Certified Nature Explore Classroom, shares more benefits of gardening, how she begins her garden indoor  and transfers the seeds to her outdoor garden. Watch below.