The roots of education are bitter,

but the fruit is sweet.
Aristotle (384 - 322 BC)

When your child creates using the Froebel Gifts, they are actually learning. Here are some tips on using the Froebel Gifts to help your child learn.

Gift 5

读书破万卷，下笔如有神——杜甫

图片说明:隋 智永 《真草千字文》

Is the Montessori Method for You?

byPaula Polk Lillard
Copyright © by Education in Focus 1990

Maria Montessori, the first woman graduate of the University of Rome Medical School, did not approach children's education with the traditional question "How can I give children the knowledge I know they will need to make a success of their lives?" The children she was given to care for as a young medical doctor in 1896 were the insane, shut away in the asylums of Rome.

How ludicrous to think in terms of education for success in the world. Rather, Montessori sought a means whereby she might reach the humanity hidden within these "poor idiots," as she called them. It was this open-minded approach to education that made possible a great discovery. The keepers of the children in the asylums complained that the children were so greedy, they would snatch up any crumb of food left on the floor. Montessori watched more closely and saw what others had failed to observe. The children did not eat these crumbs but began to manipulate and play with them. She regarded this spontaneous interest as a sign they could be reached on a sensory level. She traveled to France to study the work of two French doctors who had worked with deaf and neurologically damaged children in the early nineteenth century, Jean Itard and Edouard Séguin.

With their insights to aid her, Montessori began work with her children (now housed in the State Orthophrenic School which she directed) in 1898. For two years she labored day and night, developing her materials and methods. So successful were they that her children were heralded in the press around the world for passing Italian public-school examinations in reading and writing. This phenomenon upset Montessori for she knew her unfortunate children could not equal children of normal intelligence. Realizing something was radically wrong with traditional approaches to education, she returned to the University to study psychology, philosophy, and anthropology, becoming a Professor of Anthropology in 1904.

In 1907 Montessori was given her first opportunity to work with children of normal intelligence. She was to direct a day-care center in a housing project in the slum section of San Lorenzo in Rome. Montessori approached these children in the same spirit she had her mentally deficient children. She had not determined what she wanted to teach them; instead, she simply observed and recorded their responses to her special equipment. To her amazement, the children showed an incredible spontaneous repetition of certain actions and a concentration of the deepest level in response to the materials. These phenomena were evident to a degree not observable in the mentally deficient children at the Institute. Even more surprising, they appeared to be contented and rested from their labors, as though some great inner need was being satisfied.

As Montessori's children daily became more involved with the materials, other phenomena occurred. The children demonstrated they thrived on being free to choose their own materials and activities. Interestingly, they gradually ignored the dolls and other toys Montessori had put in the room, and she eventually removed them. They displayed a total disregard for either rewards or punishments in relation to their work. They appeared daily more self-confident, self-disciplined, and loving toward each other.

Many people understand that Montessori education involves a particular environment that is structured to meet the needs of children, that this environment includes materials to be manipulated, and that amazing benefits somehow accrue to the child. Common sense tells one, however, there must be more to it than merely placing children and materials side by side in the same environment. How, for example, do Montessori children learn to write and read? (In Montessori writing precedes reading.)

An indirect preparation for writing begins with Practical Life Exercises, which are presented to the children when they enter Montessori at age three. These are a series of carefully laid-out activities involving those tasks the children see accomplished daily in their own homes and which, therefore, they spontaneously seek to imitate: the washing of hands, ironing, preparation of food, etc. The purpose of these exercises is not to learn the particular skill involved, although this accomplishment undoubtedly will aid the children's self-confidence and independence. It is rather to enable the children to develop control of movement, concentration, self-discipline, and the ability to complete a cycle of activity. Without this early experience with the Practical Life Exercises, any further exposure to the Montessori materials is fruitless, for the children will be unable to control their own minds and movements even when they wish to.

A second series of activities in the indirect preparation for writing are the Sensorial Materials. These are materials the children spontaneously choose to work with because they fulfill their instinctive desire to touch, taste, and feel the world about them. Through the manipulation of a sphere or a cube, different lengths of rods, or fitting cylinders into holders, the children begin to order their perceptions of size and space. Muscular movement needed for writing is refined by the use of thumb and index finger to grasp tiny knobs used in much of the equipment. Control of a pencil is developed by tracing of metal frames with geometric insets such as a circle.

After Practical Life Exercises and Sensorial Materials have laid a solid background, the teacher begins to present sounds to the children. She may say "sss," "some, Susie, bus. Can you hear sss?" Because at age three the children are still in their sensitive period for language, they enjoy the game. One day, when the teacher knows a particular child is aware of distinct sounds, she says "Do you know you can see sss, you can even feel it!" She then takes a tablet with a sandpaper S on it, and very slowly conveying by her manner the mystery of the written symbol, traces the letter S with her index finger. She invites the child to do this also. After a number of the sounds of the letters -- but not all -- have been learned in this way, the Movable Alphabet is introduced. This is a box containing the letters of the alphabet sorted into compartments for easy usage. Sound and symbol are placed on a mat in left-to-right progression. "D-o-g" is sounded out by the teacher and placed on a mat in a left-to-right progression. In this way, the children also reproduce their own words, then phrases, sentences, and finally stories.

The time comes when the children do not want to put away their stories, as they must with the Movable Alphabet. Because of the early indirect development of the skills needed for writing (the muscular control for holding the pencil through the gripping of tiny knobs on the materials, the tracing of the metal insets, the muscle memory developed by tracing the sandpaper letters), the children now can pick up a pencil and write their own stories. Other materials follow which present the intricacies of nonphonetic spelling and grammar. The creativity in Montessori is apparent here, for not many educational methods make it possible for four- or five-year-olds to compose their own stories, in spite of the fact this is the time when they show a spontaneous and unselfconscious desire to do so.

Because they know what they have just written, the children come to reading by the back door, as it were. They read their own stories to themselves and others. When at last they select a book to read, they already know how. Our reading children may be anywhere from five to seven, but they are most likely six, no younger than their non-Montessori compatriots in the first grade. The point then is not early reading, but an introduction to reading so carefully programmed and well thought out in terms of the children's own needs, interests, and abilities that its success is guaranteed. When well done, Montessori education leads to self-confident, independent, and self-disciplined children who acquire a sound background for academic and creative skills and interests.

Is it for you?
The question is purposefully stated: "Is it for you?" not "Is it for your child?" The philosophy and methods Montessori developed are based on universal laws of child growth and can certainly be helpful to your child. Whether Montessori will be helpful to you, however, is another question, for the answer depends upon your conception of your function as a parent. Montessori viewed parents as guardians, not as creators, for it is the children who must create themselves. They are given special powers for this task which the parents must seek to understand and collaborate with. How are they to do this? First, they must develop their innate capacity to observe, enjoy, and empathize with their young. On a practical level this means a frequent willingness to suspend the adult's achievement-oriented view of life and to adopt the much slower pace of the child, a difficult thing to do!

Secondly, it means preparing a home environment in which the needs of the children are met. This means that as tiny babies the children must be accepted into the social life of the family and not isolated in a nursery, where their need to absorb the world about them is thwarted. As they grow, their need to crawl and eventually to walk must be accepted and encouraged. Montessori did not believe the extensive use of playpens, cribs, and strollers is necessary. Rooms can be made safe for toddlers; low beds are much safer than cribs, which the adventurous children sooner or later climb out of; walks can be set at a children's pace and distance.

As the children grow, they want to touch and handle the same objects in the environment they see others using. The parent must encourage this, for it is the children's innate understanding that they must eventually take their place in the world as adults that compel them to this behavior. Inevitably, the children will want to explore things in the environment which belong to others. Where possible, a substitution should be made. For example, it is not mother's pen but one like it of their own the children wish. Because "don't touch" is synonymous with "don't learn" for the young children, it should be saved for only those situations where there is no other recourse. There is no question here of abuse, however, of either material things or the rights of others. The children have no way of developing respect for their environment and the people within it if appropriate limits are not set.

Parents must so arrange the home that they help the children master their environments and become increasingly independent of the parent's help. The children's room should be simple and orderly. Everything in it should be appropriate for their size and ability: low shelves with a few well-chosen toys, a low table with brush and comb, mirror, a pitcher and bowl for washing and brushing teeth, low hooks to put their clothes on -- the latter to be chosen for the ease with which they can get in and out of them, an accessible place to put their soiled clothes, hang up their towels, etc.

It is the children's instinct and desire for work and serious accomplishment that enable them to develop a healthy self-concept and realistic self-esteem. Therefore, they should be allowed to observe and participate in their parents' activities at the kitchen sink or garage workbench. An appropriate stool helps them into the adults' world, and the parents have only to slow their pace and expectations for the children to join them in making their own sandwiches and Jello or birdhouses. An overabundance of toys and many hours of television rob the children of their opportunity for these accomplishments and create an unnatural passivity and apathy toward life.

If you accept the Montessori viewpoint of parenthood, you may want to send your children to a Montessori school to complement your approach to them at home. You should know, however, what to expect from their experience. For example, children in Montessori are free to choose their own activities with only indirect guidance from the prepared environment, older children, and teacher. Children of parents who tend to over-control and manipulate them, albeit unconsciously, often use the Montessori classroom for a much needed rest from the pressuring they receive at home. The Montessori environment is good for them, but they may not be reading by 5 or 6. This is nothing to be concerned about, of course, but anxious parents may create a problem where none should exist.

All this freedom of activity in the classroom is balanced with discipline and structure. The Montessori environment is orderly, and the limits of social behavior are strictly adhered to. Dr. Montessori believed permissiveness, far from leading to freedom for the children, made them prisoners of their own destructive feelings and acts.

Is Montessori for you? It is if you can raise your children knowing that they belong not to you but to themselves, and that your job as a parent is one of temporary privilege and responsibility: the aiding and observing of another life as it unfolds.

If you decide to select a Montessori school for your child, you should check carefully those available to you. There is no franchise on the name Montessori, and even schools run by certified directresses are sometimes of poor quality. The only way to determine whether the school you choose is a good one is to observe it for yourself. Reading a good introductory book on Montessori may help you to have more confidence in your decision. But whatever you do, don't let anyone talk you out of seeing for yourself where you are going to leave your three-year-old for several hours a day.

_______
Paula Polk Lillard is the author of Montessori: A Modern Approach, which has been published in seven languages and is internationally known as the standard introduction to Montessori education, and Montessori Today: A Comprehensive Plan of Education from Birth to Adulthood. She is also the head of Forest Bluff School (8 W. Scranton, Lake Bluff, IL 60044), a school which she co-founded in 1982 to provide Montessori classroom environments for children ages 18 months to 15 years.

Education is the best provision for old age.
Aristotle (384 - 322 BC)
Source: Diogenes Laeritius, Lives of Eminent Philosophers, book V

readalicious!!!!

have you read yet?

When your child creates using the Froebel Gifts, they are actually learning. Here are some tips on using the Froebel Gifts to help your child learn.

Gift 5

BORN TO PLAY.

GLOSSARY OF READING TERMS

Background Knowledge:
the knowledge and understandings of the world that students have acquired through their everyday experiences -- riding in cars or buses, playing and talking with other children and adults, that help them to make sense of the texts they read.

Choral Reading/Chanting:

two or more individuals reading aloud from the same text -- this can help students to develop oral reading fluency.

Concepts About Print/Conventions of Print:

the understandings an individual has about the rules or accepted practices that govern the use of print and the use of written language. For example concepts about print include: reading left to right, top to bottom, words are made of letters, use of spaces between words, use of upper case letters, spelling patterns, punctuation, etc.

Constructing Meaning:

a process of making sense of text; by connecting one's own knowledge with the print readers "build" an understanding of what the text is about.

Context/Context Cues:

information from the surrounding text that helps identify or gives meaning to a specific word or phrase, i.e.: "yesterday I read the book". The words surrounding "read" help us know how to pronounce it.

Conventional Spelling:

spelling that is in the standard or correct form for written documents.

Copy Cat Story:

a story that is written based on the structure, theme, or other feature of another story. A story that copies another story.

Cueing System:

any of the various sources of information that may aid identification of a word such as: graphophonics, semantic and syntactic information.

Cumulative Story or Pattern Story:

a story that has many elements or language patterns repeated until the climax; a predictable text.

Decoding:

analyzing text in order to identify and understand individual words. Figuring out the written code.

Echo Reading:

reading of a text where an adult or experienced reader reads a line of text, and the student repeats the line. A good technique for Emergent and Early Readers to build fluency and expression.

Emergent Reader:

a reader who is developing an association of print with meaning -- the early stages of learning to read.
Grammar Conventions:

the rules, or accepted practices, that govern the use of grammar in written or spoken language.

Graphophonics (Phonics):

referring to the relationship between the letters and the letter sounds of a language.

Guided or Supported Reading:

a method by which an experienced reader provides structure and purpose, and models strategies in order to move beginning readers towards independence.

Inference:

drawing meaning from a combination of clues in the text without explicit reference to the text. "The sky was dark and cloudy so I took my umbrella." We can infer that it might rain even thought the text does not say that.

Invented Spelling:

an attempt by beginning writers to spell a word when the standard spelling is unknown, using whatever knowledge of sounds or visual patterns the writer has.

Inversions:

reversal or "flipping" of letters either horizontally or vertically, i.e.: p - d, or d - b, m - w, u - n. Not unusual for Emergent writers or readers.

KWL chart (Know, Want to know, Learned) :

a pre-reading or during reading activity to support understanding in which adult and child develop a chart organized in three columns: 1) things the child already Knows about a specified topic, 2) what the child Wants to know about the same topic, and 3) what the child Learns about the topic after reading about it.

Language Experience Approach:

a method of teaching reading by using the reader's own dictated language.

Language Structure:

the organization of words (both spoken and written) into meaningful segments (phrases or sentences) using conventions of grammar and syntax.

Letter Recognition:

the identification of individual letters by name and/or sound in a variety of contexts.

Letter/Sound Association:

making a connection between individual letters and the sounds they represent (graphophonics).

Linguistic Approach:

a reading approach based on highly regular spelling patterns. Such as: Nat the cat sat on the mat.

Miscue:

any substitution of a word in a text that a reader makes.

Miscue Analysis:

an examination of reading errors or substitutions (miscues) as the basis for determining the strengths and weaknesses of students' reading skills.

Modeled Reading:

an experienced readers' oral reading of a text to aid students in learning strategies, understanding intonation and expression, and the use of punctuation, among other aspects of reading.

Pattern Story or Cumulative Story:

a story that has many elements or language patterns repeated until the climax; a predictable text.

Phonemic Awareness:

awareness of the sound system of spoken language including individual sounds, rhyming, components of words, etc.

Phonics:

the letter/sound relationships in language, and also the relationship of spelling patterns to sound patterns.

Phonics Approach:

teaching reading and spelling in a way that stresses the connection between letters and the sounds they represent, teaches the dissection of words into parts and then blending the sounds together again. Phonics can be taught directly or can be incorporated in ongoing reading and writing.

Picture Cues:

use of images that accompany and reflect the content of a text to help readers figure out words and understand the meaning of text.

Picture Walk:a pre-reading strategy:

an examination of the text looking at pictures to gain an understanding of the story and to illicit story related language in advance.

Prereading Strategies:

activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.

Print Conventions/Conventions of Print:

the understandings an individual has about the rules or accepted practices that govern the use of print in the use of written language: for example concepts about print include: reading left to right, top to bottom, words are made of letters, use of spaces between words, use of upper case letters, spelling patterns, punctuation, etc.

Reversals:

the result of reversing the order of letters in a word (tap/pat), or confusing similar letters such as d - b, or writing letters backwards. Not uncommon with Emergent readers and writers.

Self Monitoring:paying attention to one's own reading process while reading, and taking steps to reread or make corrections as needed to make sense of the text.

Semantics:

the study of the meaning in language; the analysis of the meanings of words, phrases, sentences.

Shared Reading:

when children are involved in reading a text with an adult in such a way that the adult models strategies and concepts such as predicting and noticing letter patterns. Helpful with very early readers in developing concepts about print such as "word" and directionality.

Sight Word:

A word that is immediately recognized as a whole and does not require word analysis for identification.

Sound(ing) Out:

using phonics to figure out words.

Story/Text Structure:

a set of conventions that govern different kinds of texts such as characters, plot, settings, or in an informational text, comparison and contrast.

Syntax:

the pattern or structure of word order in sentences, clauses and phrases; the grammatical rules that govern language.

The Writing Process:

a view of teaching writing as an ongoing process involving several steps such as: planning, drafting, revising, editing, publishing.

Trade Book:

a book published and made available, for sale, to the general public.

Visual Information:

information that is accessed through visual means such as the size and shape of a word, format, pictures, diagrams, etc.

Word Analysis/Word Attack Strategies:

the process of using strategies to figure out or decode unfamiliar words.

Word Families:

a group of words that share a common feature or pattern, for example: stay, play, day, hay are all part of the ay family, and stick, stop or stuff are part of the st family.

Education is the way to move mountains, to build bridges, to change the world. Education is the path to the future. I believe that education is indeed freedom.-- Oprah Winfrey

Reading Aloud to Children

Helpful Hints

Listening to literature read aloud is one of the most valuable and pleasurable experiences beginning readers and writers can have. It is so important to a child's developing literacy, that reading aloud to the child(ren) should be a part of every individual or small group lesson. Here is a chance to model good reading and thinking strategies and to expose young learners to the rich variety of literature that exists-- fiction, nonfiction; poetry, biography; humor, fantasy... Immersing young learners in various types of literature helps them understand the critical features of written language, and the varying structures of different genres. When this exposure is accompanied by supportive and relaxed discussions, children are able to extend their world view, and develop important critical thinking skills.

Plan enough time in each session (10 - 15 minutes) to read aloud, to enjoy, and to discuss a story, poem, or information text.

Choose stories or texts that respond to children's expressed interests and experiences. For very young children or Emergent readers/listeners choose books with vivid pictures, a strong story line, engaging characters and evocative language. Humorous and predictable books are particularly successful. (Visit our store)

Preview the book yourself, so you can anticipate questions or reactions. If possible practice reading it through so you can decide where to pause for emphasis or to elicit questions, predictions or reactions.

Introduce the book, pointing out the cover illustration, title and author. Invite some predictions or comments that help the listeners connect the book to their own experience or to other books heard or read. Or give a brief explanation about why you chose to read this book. "This is the story of a boy who goes on an unusual trip. I chose it because you just came back from a trip." Or "This is the story about a special friendship between a mouse and a whale. I have read this many times. I wonder what you will think about it."

Read with expression that reflects the tone of the story or the characters. And not too fast. Vary your pace so you can pause for emphasis, or to allow time for child(ren)to think about what's happening or what might come next.

Allow time for children to study the pictures as you read, and to make comments and ask questions about the story.

Encourage predictions, and then help children confirm or revise these as the story unfolds. Try to honor many ideas and interpretations, not just the "correct" ones. Instead of accepting or rejecting comments or ideas as right or wrong, use comments such as "that's one possibility, let's see what the author has in mind." or "Well that's an interesting idea. How did you think of that?"

Watch the children's expressions and body language and be sensitive to signs of boredom or confusion; you may need to change your reading plan, change the book or do more preparation.

Save time at the end of the story to get reactions. Ask open-ended questions that don't have right or wrong answers, and that can't be answered with a yes or no reply. For instance ask what the child liked (or disliked) about the book, and why? You may ask what s/he thought about the characters or how the problem was solved? Find out if the book made the listener think of any personal experience or other book heard or read.

Point out parts of the story you particularly noticed or liked -- special language patterns or phrases, or parts of texts that made you feel or visualize something. Ask child(ren) if they noticed other parts.

Vary the length of time you spend reading aloud. Don't be constrained by time. Some longer stories or chapter books can be read over several sessions, if the time in between is not too long, and if you plan good stopping places. Don't spoil a story by rushing to finish it. Children need to see that pleasurable reading involves time to savor language, ideas and pictures.

Remember that for some children, listening to stories is a new experience, and they need to develop that interest and ability. Start with short, interesting selections, with strong pictures. In some cases allowing active children to manipulate play dough or to draw while listening may help. Be responsive to facial expressions and body language, and if the book is not working, don't be afraid to stop, without being punitive. Next time you might find a better selection.

Encourage discussion about the story. Ask the child questions about what's going on, and encourage the child to predict what will come next -- but be sure not to turn a discussion into a quiz!

Most important: Have a Good Time!

书犹药也，善读可以医愚。
----- 刘向

图片说明:元 赵孟頫《行书二赞二诗卷》

Doing the best at this moment puts you in the best place for the next moment.

Oprah Winfrey

When your child creates using the Froebel Gifts, they are actually learning. Here are some tips on using the Froebel Gifts to help your child learn.

Gift 5

It is the supreme art of the teacher

to awaken joy in creative expression and knowledge.

Albert Einstein (1879 - 1955)

Why Read to Your Kids?

Here are 12 of the key reasons to start (or continue) reading aloud to your kids today.

1. Build a lifelong interest in reading.

2. Children whose parents read to them tend to become better readers and perform better in school.

3. Reading to kids helps them with language and speech development.

4. It expands kids’ vocabulary and teaches children how to pronounce new words.

5. Reading to toddlers prepares them for school, during which they will need to listen to what is being said to them (similar to what they do while being read to).

6. Reading to older kids helps them understand grammar and correct sentence structure.

7. Kids and parents can use reading time as bonding time. It’s an excellent opportunity for one-on-one communication, and it gives kids the attention they crave.

8. Being read to builds children’s attention spans and helps them hone their listening skills.

9. Curiosity, creativity and imagination are all developed while being read to.

10. Being read to helps kids learn how to express themselves clearly and confidently.

11. Kids learn appropriate behavior when they’re read to, and are exposed to new situations, making them more prepared when they encounter these situations in real life.

12. When read to, children are able to experience the rhythm and melody of language even before they can understand the spoken or printed word.

Article source: Sixwise.com

"By the time a man realizes that maybe his father was right,

he usually has a son who thinks he's wrong."

~~ Charles Wadsworth

“Sometimes the questions are complicated and the answers are simple.” ~~ Dr. Seuss

When your child creates using the Froebel Gifts, they are actually learning. Here are some tips on using the Froebel Gifts to help your child learn.

Gift 4

.... every gift matters ....
(more tips in next Sunday postings)

“To learn to read is to light a fire; every syllable that is spelled out is a spark.”

~~ Victor Hugo, Les Miserables

“We shouldn’t teach great books; we should teach a love of reading.”
~~ B. F. Skinner

kydzilicious!!!!

“Education is the most powerful weapon which you can use to change the world.”

~~ Nelson Mandela

Life is not meant to be easy, my child;
but take courage - it can be delightful.

George Bernard Shaw (1856 - 1950)

Toys and Materials for Preschool Play
by J.L. FrostS.C./ WorthamS. Reifel

Young children are strongly influenced by toys that are marketed on television. Many of these toys are related to cartoon shows, current children’s movies, or children’s television programs that feature violence and action figures. Unfortunately, these toys have little play value and can be related to aggressive play (Frost, 1992). They do not stimulate the imagination, dramatic play, or creativity. Over the past 50 years, the transformation of toys has included more technology and they are mass produced with unlimited variety. These toys contribute to a decline in the imaginative activities of young children (Elkind, 2005).

More appropriate choices are toys that are unstructured, diverse in playability, and simple in design. Frost (1992) provides points for toy selection that would meet these criteria for appropriate toys.

Parents, teachers, and caregivers can also consider play in developmental domains in their choices of toys and materials for preschool children. They will want to include a balance of toys for different types of play, as suggested in the following list:

Gross-Motor Play
Large blocks
Transportation toys
Climbing equipment
Tricycles, wagons, Big Wheels, and so forth
Woodworking equipment and materials (child-size hammers, workbench, vise, screwdrivers, scrap lumber, etc.)

Fine-Motor Play
Clay
Puzzles
Art supplies (finger and water paints, brushes, markers, crayons, scissors, etc.)
Beads for stringing
Construction materials (small blocks, Legos, Lincoln Logs, etc.)

Language and Literacy
Books
Writing materials (notepads, individual chalkboard, pens, pencils, old typewriters, sand trays, etc.)
Thematic props (teddy bears for “Goldilocks,” puppets, etc.)

Cognitive Play
Materials for water play (buckets, squirt guns, sieves, etc.)
Simple board games
Simple card games
Materials for science experiments (balance scales, eye droppers, animal cages, aquariums, terrariums, etc.)
Objects from nature (leaves, bird’s nest, feathers, etc.)

Sociodramatic Play
Dolls and stuffed animals
Props for dramatic play (hats, neckties, child stethoscope, eyeglasses with lenses, etc.)
Miniature life figures
Housekeeping equipment and props (child-size broom, dishware, table and chairs, etc.)

When your child creates using the Froebel Gifts, they are actually learning. Here are some tips on using the Froebel Gifts to help your child learn.

Gift 4

.... every gift matters ....
(more tips in next Sunday postings)

“You cannot teach anybody anything.

You can only help them discover it within themselves.”

~~ Galileo

“Spoon feeding, in the long run teaches us nothing but the shape of the spoon.”

~~ E.M. Forster

“Do not train children to learning by force and harshness,

but direct them to it by what amuses their minds.”

~~ Plato

“When schools flourish, all flourishes.”

~~ Martin Luther

Respect the child.

Wait and see the new product of Nature.

Nature loves analogies, but not repetitions.

Respect the child.

Be not too much his parent.

Trespass not on his solitude.

Ralph Waldo Emerson (1803 - 1882)

“As a child lives today, he will live tomorrow.”

~~ John Dewey

When your child creates using the Froebel Gifts, they are actually learning. Here are some tips on using the Froebel Gifts to help your child learn.

Gift 4

.... every gift matters ....

(more tips in next Sunday postings)

Left Brain, Right Brain in the Classroom
by Hannah Boyd

Left-brained or right-brained? No, it’s not a science fiction movie, and no, your child doesn’t actually have two brains. The human brain consists of two hemispheres connected by the corpus callosum, and we all use both spheres. Most of us have a tendency to lean on one more than the other, though, and which side your child relies on the most may influence how he or she learns and performs in school.

Researchers say that left-brained people tend to be logical and analytical, with strong mathematical and verbal skills. Left-brained students are usually able to work well on their own and focus in class, although they may prefer a quiet classroom. Modern schools, with their emphasis on standardized testing, have been accused of catering to left-brained students, since those are the kids who excel at research and memorization.

In contrast, right-brained kids are imaginative and intuitive. Because they see the whole, they tend to recognize patterns and be good at visual-spatial relations. Take a right-brained child and you’ll find an artist, a musician, or a writer – someone extremely creative who may seem disorganized and dreamy to teachers. Although these kids tend to do well in art classes, they may squirm during lectures, spell poorly, and have a hard time working independently. Put them in a group, though, and they’ll shine at working with others.

Having trouble fitting your child into either of these boxes? That’s because both sides of the brain work in tandem, and while we may have tendencies one way or the other, most of us are able to add 2 + 2 and paint a simple picture. We actually need both; while the right hemisphere absorbs whole nuggets of data, only the left hemisphere can break down and organize the information so it makes sense. Nobody is all “left brain” or “right brain.” In fact, some experts consider the whole debate overblown.

“In my opinion, much of the ‘left brain / right brain’ work is not of much value,” says Eric Chudler, Ph.D, a neuroscientist and Director of Education and Outreach at University of Washington Engineered Biomaterials. “For most complex functions, both sides of the brain are important. Also, it is impossible not to teach both sides of the brain.” So, while your child may be fidgeting and squirming in the “left-brained” classroom, she’s probably still learning.

Still, there’s no harm in rounding out your cerebral son’s education with art projects and collaborative experiments, and your dreamy daughter might benefit from help organizing her notes into outlines that she can study visually with you. Left-brained or right-brained, individual attention helps children thrive.

~ Our brothers and sisters are there with us from the dawn of our personal stories to the inevitable dusk. ~
Susan Scarf Merrell

TONGUE TWISTER

You've no need to light a night-light
On a light night like tonight,
For a night-light's light's a slight light,
And tonight's a night that's light.
When a night's light, like tonight's light,
It is really not quite right
To light night-lights with their slight lights
On a light night like tonight.

A Parent's Guide to Phonics
by Lia Freitas

What exactly is phonics? Many parents hear the term when their child is learning to read, but a lot of them have no clue what teachers are talking about--let alone how they might be able to help.

Plain and simple, phonics is the relationship between letters and sounds in language. Phonic instruction usually starts in kindergarten, with kids learning CVC (consonant-vowel-consonant) words by the end of the year. Words such as hat, cat, and pot are all CVC words.

But CVC is just the beginning. The bulk of phonics instruction is done in first grade. Students usually learn consonant blends (-gl, -tr -cr), consonant digraphs (-sh, -ch, -qu), short vowels, final e, long vowels, r-controlled vowels, and diphthongs. From second grade on up, phonics continues to build fluency and teach multisyllabic words.

Interest peaked, but don’t know where to begin? Here are some basic phonics rules to keep in mind as your child learns to read:

Short vowels: When there is a single vowel in a short word or syllable, the vowel usually makes a short sound. Short vowels usually appear at the beginning of the word or between two consonants. Examples of short vowels are found in the words: cat, pig, bus.

Long vowels: When a short word or syllable ends with a vowel/consonant /e combination, the vowel is usually long and the "e" at the end of the word is silent (this rule doesn't apply in all cases). Examples of vowel/consonant/e combinations are: bake, side, role. Here’s another rule with long vowels: when a word or syllable has a single vowel and it appears at the end of the word or syllable, the vowel usually makes the long sound. Examples are: no, she.

Consonant blends: When two or three consonants are blended together, each consonant sound should be heard in the blend. Some examples of consonant blends are: black, grab, stop.

Consonant digraphs: A combination of two consonants sounds that together represent a new sound. Examples of consonant digraphs are: shop, chin, photo.

R-controlled vowels: When a vowel is followed by the letter "r," the vowel does not make the long or short sound but is considered "r-controlled." Examples are: bird, corn, nurse.

Vowel diphthongs: The term "vowel diphthong" refers to the blending of two vowels sounds – both vowel sounds are usually heard and they make a gliding sound. Examples include: moon, saw, mouth.

Phonics are the building blocks to reading. And while they’re not always intuitive, once you know the rules, they can help quite a bit. So learn the basics. Not only will you be helping your child, but you’ll finally understand what the teacher is talking about!

Toys: Tools for Learning

What Toys Do

Through toys, children learn about their world, themselves, and others. Choosing toys that appeal to your children and foster their learning will help you make their early years count. Toys can teach children to:

1. Figure out how things work.
2. Pick up new ideas.
3. Build muscle control and strength.
4. Use their imagination.
5. Solve problems.
6. Learn to cooperate with others.

Choosing Toys

*Remember that good toys are not necessarily expensive, and children do not need very many. The more a child can do with a toy, the more likely it is to be educational. Here are some tips to help you choose toys wisely for your child:

*Hands-on toys build eye-hand coordination, encourage ideas about how things work, and foster cooperation and problem-solving.

*Books and recordings help children appreciate words, literature, and music.

*Art materials foster creativity and build skills that lead to reading, writing, and seeing beauty in life.

*Few toys are as durable as hardwood unit blocks, and they teach children about geometry and gravity, shapes and balance.

*Construction items contribute to muscle strength and help children learn about science and number ideas.

*Musical instruments and experimental materials such as sand, water, and clay offer children control while appealing to their senses.

*Active play equipment builds strong muscles and confidence to meet physical challenges.

*Pretend play objects such as dolls, stuffed animals, and dramatic figures give children a chance to try new behaviors and use their imaginations.

*If your child attends child care or preschool, look at the types of toys available. Is there a variety of safe and interesting toys? For toddlers and young preschoolers, there should be multiple copies of toys -- a great way to avoid conflicts.

Get Involved in Your Child's Play

Match toys to fit your child's thinking, language, physical skills, feelings, and friendships. Each child grows and develops at a different pace, so watching your child's play and playing together will enable you to choose appropriate toys and worthwhile activities for your child.

Parents who take part in pretend play with their one- to three-year-old children help them to develop more varied and complex play patterns. These children, in turn, engage in more pretend play with other children and tend to be more advanced intellectually, better able to understand others' feelings, and considered more socially competent by their teachers.

Good toys are:

*Appealing and interesting to the child
*Proper for the child's physical capacities
*Appropriate for the child's mental and social development
*Suitable for use in groups of children
*Well-constructed, durable, and safe for the ages of the children in the group


© 1996 National Association for the Education of Young Children

Source: Early Years Are Learning Years, National Parent Information Network

If we are ever to have real peace in this world

we shall have to begin with the children.

-- Mohandas K. Gandhi