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Category Archives: Notes from Workshop s

To bring up a child in the way he should go, travel that way yourself once in a while.  ~Josh Billings Don’t worry that children never listen to you; worry that they are always watching you.  ~Robert Fulghum If you have never been hated by your child you have never been a parent.  ~Bette Davis Continue Reading

Preschool teachers and child care providers are in a very good position to recognize difficult behaviors. Play is one of the most important activities of childhood.  Patterns of play and interaction with peers are areas in which difficulties in attention, activity, and impulse control can be expressed.  The teacher’s factual observations of a child’s play are Continue Reading

The Importance of Pre-School Science

A young child starting preschool brings a sense of wonder and curiosity about the world.  Whether watching snails in an aquarium, blowing bubbles, using a flashlight to make shadows or experimenting with objects to see what sinks or floats, the child is engaged in finding out how the world works.  While a child’s focus is Continue Reading

Importance of Listening

The Importance of Listening Children began to listen long before they read, write, or speak.  Some children enter school without ever having listened consciously or been held responsible for listening.   For many children, listening is the most important medium.   Growth in the other skills of communication is always conditioned by the ability to listen.   Listening Continue Reading

I learned recently about the difference between a
nightmare and a night terror, as I put together a workshop on “Anxieties and Fears in Children”.  
One out of every four children between the ages of 3 and 8 experience either night terrors or night‑mares. Both of these
situations can be unnerving, but are generally short‑lived.

generally occur within an hour of falling asleep.  The child awakens suddenly from a state of deep sleep
in a state of panic.  He or she may scream, sit up in bed, breathe quickly, and stare “glassy eyed.”  The child also may seem confused, disoriented, and incoherent.  Each episode can
last from 5 to 30 minutes.  A child who experiences night terrors is not aware of any scary thoughts or dreams and is usually able to go back to sleep quickly.  In the morning, he or she
usually doesn’t remember waking at all.  Night terrors may occur for several years.  Generally they go away with time and are not an indication of any underlying emotional

Nightmares generally occur in the early morning hours.  Children who
experience nightmares can often recall the vivid details of their scary dream and may have difficulty going back to sleep.  Nightmares will often center on a specific problem or life event that
is troubling the child.  Parents can help by remaining calm and hold the child close and talk in a soft soothing voice to comfort and reassure the child.  If possible, the parent or teacher
should stay close by until he or she falls asleep.  Calm, consistent handling of nightmares or terrors will help the child feel safe and secure.

Just think, children spend up to 12,000 hours+ in their first five years in group childcare with a possible another 1,500 hours in before-school care, after-school care and vacation care.
 By not being at home, it is up to you as teachers to teach the missed opportunities and for the children to master those skills.
Now that you have the children for such a length of time, then you have those special talents to work and deal with a variety of children behaviors!  What special skills do you have that
have made you successful?  Here are some strengths shared by teachers:
  • being able to connect with the children and getting on their level.
  • managing a classroom and building and maintaining a warm, successful learning classroom environment  
  • listening and respecting children and developing creative plans and activities
  • doing hands-on activities with the children
  • having strong presentation skills
  • loving teaching and learning how to adapt
  • being organized and finding fun ways
  • ability to relate to the child
  • being flexible and compassionate in teaching the child
  • being patient
  • showing perseverance
  • doing well-planned lessons
  • communicating with other teachers, parents, and children
  • adapting a lesson at any time
  • knowing the objectives in a lesson plan
  • using the natural skills
  • knowing how to assess the child
  • being a positive role model for the children
  • bringing fun and excitement into the classroom
  • to never stop smiling
  • to bring the “real world” into the classroom
  • working one-on-one
  • to use voice quality and discipline correctly
  • to have confidence
  • to manage the classroom
*The more you can provide experiences that interest the children, the more likely they are to join in and the more they will enjoy the activity!

*Never forget that ALL children need to know you care about them and that they can contribute in a positive way!!