Easel Painting with twos in the preschool classroom

In this twos classroom, easel painting is part of the daily routine. The children know how to get their own paint smock, slip it over their head, and then they head over to an open easel where paint, brushes, and paper is ready and waiting for them.

Some days they paint on short paper and other days they paint on large sheets of easel paper. The teachers change the kind of paper routinely. As the children start to paint, the teacher places the child's name at the top of the paper.

The children like to mix the paint colors and many of them enjoy painting the entire page - reaching up high to paint the top seems to be a favorite.

Easel painting is something these two year olds have mastered over time and with a great deal of practice. By giving the teachers opportunity to explore the paint and practice painting on the easel, it has become a natural part of their day. A child who has never explored painting at the easel is likely to paint on everything but the easel the first few times but don't give up - instead continue to offer the opportunity to try and see the growth and development improve.

Puzzles and games in the preschool classrooom

There are many kinds of puzzles and games you can include in your early childhood classroom. Puzzles and games present great opportunities for growth and development.

Socially
Games provide time for children to learn to take turns, talk together, and learn to follow rules.

Emotionally
Games and puzzles provide time for children to work through their sense of fairness and allow children to feel accepted into part of a group as they participate with the others. Some games can also be played independently which allows children time to enjoy some time alone.

Cognitively
Games and puzzles present many challenges to a child's ability to concentrate and process information.

Physically
Games and puzzles increase a child's fine motor skills as they manipulate the puzzle or game pieces. Games provide large motor opportunities such as relay games, ball games, bean bag games, and even some board games encourage children to stretch and move.

Selecting Games

When selecting games for your class, be sure to look for games your children will be able to understand and play. They do not have to play the games correctly all the time. Some children will make up their own rules or activity with game pieces and this is fine too. However, teach your students how to take care of the game pieces. Teach them how to put them back in the box when they are done so they can play with them again on another day.

Introducing Games
When first introducing a new game, sit down with a group of children and play the game with them. Take time to teach the children how to play the games and be patient as they learn to process the rules of the game and the information on how to play the game. Introduce the game often and before long, they will enjoy playing the game on their own. Don't introduce too many new games all at one time. Build your game center slowly and keep adding over time so the children will be better able to play each game and enjoy the experience.

Introducing Puzzles
Have both table puzzles and floor puzzles available. Build on how many pieces a puzzle has over time as the children show their ability to complete puzzles becomes more advanced. Rotate puzzles rather than putting too many out all at once so the puzzle choices remain fresh and interesting. Sit down with the children and help them identify the different shapes for example, on a floor puzzle, look for puzzle pieces that have straight edges and see if they can form the outside of the puzzle and then fill in the middle. With all puzzles, teach the children how it will help them to organize all the pieces to one side so they can see them all and then try to put the puzzle together.

Give it time
If your students are not used to playing board games or with puzzles, it takes time for them to develop the skills involved. Be patient and persistent, don't just give up and get rid of the games. In time they will begin to catch on and enjoy the activities.

Hand-Made games
There are many terrific games you can purchase from stores but it is a great idea to introduce games you have made or the children have made with you. You and the children can use file folders to make all kinds of games. Children can collect items such as rocks, little toys, and pictures to add for game pieces. The process of making and using their own games will increase the children's knowledge and understanding of how to play the games.

A few links for file folder games that you can purchase or download for free.

Preschool Printables
File Folder Heaven
My File Folder Games
Giggly Games
File Folder Fun
PreschoolPrintables


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Preschoolers should go outside everyday

With the leaves starting to change, so too is the weather. Whether the weather is cold or hot where you live, it is important for preschoolers to get out of the building and go outside to exercise, explore, play, and enjoy some fresh air.


Outdoor play fosters positive opportunties for growth and development

• Cognitively: preschoolers are exposed to new words and ideas such as cold, hot, and warm; trees, leaves, flowers, and dirt; snow and ice; clouds, wind, and rain.
• Socially: preschoolers often use their imaginations and role play more actively when playing outdoors.
• Emotionally: preschoolers build self-confidence as they explore and interact with nature.
• Physically: preschoolers get much needed exercise and they get to release some of that pent up energy.

Decide to go outside
Once the weather starts to get colder, it is tempting to decide that outdoor time is not that important. Often times, this is because the cold weather bothers adults more than it does children. Put the needs of children first by making the decision to go outside. Bring a warm jacket and some gloves for yourself if needed, but don't let cooler weather discourage you from taking preschoolers outside.

Plan to go outside
Outdoor play should include time for freeplay and exploration but teachers can also include outdoor activities in their lesson plans. By including an outdoor activity, teachers will make sure their students get to go outside. Planned activities can include ideas like...

• Going on a leaf hunt or bug hunt
• Painting outside with leaves, tree limbs, rocks, or other items from nature
• Packing an outdoor snack pack or picnic lunch
• Bringing a paper bag outside and taking a nature walk to collect items from nature
• Adding interesting items to use during outdoor play like magnifying glasses, plastic bug jars, and rakes
• Adding interesting items that you wouldn't ordinarily think of as "out doorsy" like step ladders, paint brushes, easels, plastic dishes, and a variety of kid safe tools.

Educate your parents on the importance of outdoor play
Parents will often worry that outdoor play isn't appropriate for their child once weather starts to change. Take time to share resources with your parents as to the benefits of outdoor play. In this link ChildcareAware provides parents information about why outdoor play is important for preschoolers including infants, toddlers, and up.

Click here to See this innovative approach towards bringing preschool into the great outdoors. Once you see this video, it is hard to come up with excuses as to why most preschoolers shouldn't spend time outside.

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Going outside creates great teachable moments - see more about teachable moments.

Copyright ©2009 Deborah J. Stewart; All Rights Reserved!

Recognizing what children are learning through their play

Discovering what children learn through their play is not always as easy as one might think. Perhaps it is because teachers or parents get distracted by the mess or noise. Perhaps it is because one can get in the mindset that learning is supposed to be a 'sit down and focus' time.
To discover what children are learning through their play takes a little practice and understanding of developmental domains. Developmental domains simply describe the different types of growth and learning that unfold in preschoolers as they play. The four primary areas are social development, physical development, emotional development, and cognitive development.

The photos posted below are of two little girls playing with a plastic pumpkin bowl filled with pumpkin seed cards that have numbers on them.

Socially the two little girls are talking, sharing, taking turns, and building their friendship.

Emotionally the two little girls are encouraging and being kind to each other through their tone of voice which gives them confidence and reassurance that they are doing something good and fun.

Cognitively the little girls are reinforcing their number recognition, their ability to sort, count, and match.

Physically the little girls are using their fine motor skills to pick up the pumpkin cards and their large motor skills to reach down into the bucket.

A simple game and the freedom to explore and communicate through their play has brought about valuable learning opportunities. The key for teachers is to recognize what is being learned by observing and encouraging preschoolers to play.

Discover the teaching tools you need for circletime.

How can you create an environment for play?

Did you know play is a child's work?

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Designing for Play

Play is a natural part of a preschooler's learning process. To best facilitate this important part of a child's learning process, the teacher needs to consider...

The Environment: The environment should be rich with materials such as books, puzzles, blocks, cars, art supplies, dress-up clothes, toys, and other age-appropriate materials that children can freely explore while they are at play.

The Schedule: Preschoolers need an adequate amount of time for play. If young children are too rushed, then they will become discouraged and upset by the disruption in their process of play. If young children are given too much time, then they can get tired and irritable.

Peer Interaction: Preschoolers need time with others their own age or close to their own age to interact with. Playful interaction increases a young child's ability to develop socially and emotionally.


Adult Interaction: There are times when adults should interact with children as they play and there are times when adults should simply facilitate opportunities for children to play without adult interference.

When preschoolers are given the right environment, schedule, and social setting for play - the learning potential is at its best.

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What can children learn through play?

Copyright © 2009 Deborah J. Stewart, All Rights Reserved!

Play is a Child's Work

In preschool, play is more than just kids having fun. Play is also a child's work.

Through play, young children develop many important skills. It is important as an early childhood educator to recognize the role play has in educating young children.

• Play is an opportunity for young children to develop socially and emotionally.
• Play is an opportunity for young children to expand their imaginations and creativity.
• Play is an opportunity for young children to explore and examine their world.
• Play is an opportunity for young children to communicate their thoughts, feelings, and ideas.
• Play is an opportunity for young children to unwind, relax, and use up all that extra energy.

The next time your students are at play, don't be too quick to interupt. Take a minute to observe what they are doing and learning through their play.

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How can you design the play environment?

Copyright © 2009 Deborah J. Stewart, All Rights Reserved!