Preschoolers Can Create Art To Show Point Of View

Last week (below) we discussed ways to encourage children to think about point of view. Now we share a fun art activity to further engage children to discuss and consider this important skill.

First have children use a paper bowl or small paper plate and decorate it like a hot air balloon. 

Next prepare the balloon "basket" by cutting small paper cups in half.

Take photos of children, raising their arms. Print each photo and cut it out. 

Children can put these together to make a three dimensional artistic creation to show that they CAN look at the world from different viewpoints. 

Standards Alignment:
NAEYC - 2.D.03, 2.J.04, 05, & 06.
Head Start - III.C. 1-3.

Preschoolers Can Think About Point Of View

Yes, your preschool-aged children can think about point of view, too! This is an important part of the curriculum in elementary schools, and we can encourage young minds to think about this in an age-appropriate way. This can easily be done by having children use developing oral language skills to describe how they would view the physical world from different vantage points. 

Encourage children to sit on the floor and look at an object. Can they describe it? 

Then have them stand above the object. Help children to see how the way they look at this object is different from this point of view than when they were sitting. 

Just by looking at the photos below, you can see how this would encourage children to consider how "things" look different given your viewpoint. 

After children have discussed the differences (and likenesses) in how objects look depending on your position (in age-appropriate terms - where you stand), take children outside and ask them to consider how a bug on a flower might view the world. Ask questions such as, "How do you think birds see the world?"  

These are important ways to encourage thought about different viewpoints and to get outside. Remember - research tells us that young children should spend at least one quarter of their school day in physical activities. 

Stay tuned next week for more on point of view!

Standards Alignment:
NAEYC - 2.D.03, 2.D.06 & 2.D.07.
Head Start - VIII.A. & B.

Make Art and Photos Come Alive!

We are always on the lookout for new APPs to engage both our children and to help families understand what we are doing in our classrooms.  One of our new favorites comes from ChatterPix Kids, free from the APP store. 

Snap a photo of a child's art work. Then record the child sharing something about this art. 

Or you can make an actual photograph come to life, as with the moving lips of this giraffe. 

We even have included a ChatterPix Kids as part of one of our FREE weekly Maggie activities. Be sure you are signed up to receive these in the box to the right!

You don't need a YouTube account to do this. We have just uploaded our photos and art to YouTube to help you view. It's easy and fun for classrooms and homes!

Standards Alignment:
NAEYC - 2.A.10
Head Start - II.A. & III.C.

Using Outdoor Play to Develop School-Readiness

Sunshine! Warm weather! It's time to get our children outside. What perfect days to this as we approach the end of the school year. Before you lead your class outside for the business of childhood- play, think about how you can turn that play into important school-readiness time. We share two fun and meaningful ideas.

Take a look at the photo below. How can this become an important tool? 

We love to give children a paintbrush and pan of water. Let them dip the brush into the water and "paint" large circles or straight lines on the sides of buildings, garage doors, etc. It's only water! These movements help develop the motor skills necessary for printing letters. Those who are already writing letters can practice those. But if children are making shaky letters, it is helpful to go back and have them practice the building blocks of letter printing - the line and circle. Getting away from paper and pencil makes it fun, too.

An interactive outside  math-readiness game involves the annual spring favorite - bubbles!

Make small playground groups. Have children take turns being the person to blow the bubbles. The other children in the group count and slap the bubbles. This action helps tracking and allows practice of cardinal numbers. Not to mention, the act of taking turns is always an important task to practice and celebrate. 

Standards Alignment:
NAEYC - 2.B.03, 2.C.03 & 04, 2.F.02.
Head Start - I. C. & D., II.C., & X.A.

Building Background Knowledge and Vocabulary: Make It Fun!

Expressive reading and props can help all children learn new vocabulary, understand story structure, and have a valuable fluent reading model. See the video below for fun examples!

Standards Alignment:
NAEYC - 2.D.01 & 03.
Head Start - VIII.A. & B.

Remember To Use Gross Motor Expression

We think of holding a pencil, listening to a book, and pointing to letters and words as important school-readiness skills.  But, we also need to remember that our young children need different opportunities to practice important skills. Using whole body expression is an age-appropriate way to encourage preschoolers to have fun while building necessary school abilities. 

We can use chalk to write letters on cement. Encourage children to jump while naming each letter. This develops alphabetic principle while inviting children to use a whole body response. This is so important for young children. 

Write letters or numbers on a beach ball and throw it to children. They can run and pick up the ball (catching is not necessary as many young children cannot yet catch a ball). Wherever their hands are on the ball, they say the number or letter they are covering or touching. This is another method to combine gross motor activities with school readiness skills.

A third activity we like is to place words on a wall and give children a new flyswatter. If children are working on sight vocabulary, they can swat words as you say them. You might also have them find words with specific letters in them. For example, you could say, "Swat a word with a b in it." This encourages concept of word along with alphabetic principle. The "game" works with names, too. You might put the names of everyone in the class on the wall and individuals learn to recognize their name by hitting at it.

Standards Alignment:
NAEYC - 2.C.04, 2.E. 03, 2.E.07, & 2.E.09.
Head Start - I.C., VII.C, & VII.D.

Using Age-Appropriate Comprehensible Input To Engage ELLs

We enjoyed talking with many teachers, directors, and families at the Head Start Conference in Chicago this past weekend. We discussed the importance of intentionally using pictures, videos, gestures, songs, voice tone, props, wordless picture books, etc., to help not just our English language learners, but all children in both Early Head Start and Head Start.

We hope those who attended our session will sign-up to receive our free weekly activities in the box to the right.

You will find the PowerPoint we shared by clicking here along with the Hart Phonemic Awareness assessment that was discussed in the question and answer period.

We also modeled how a teacher might use a book with comprehensible input. You can see a video of Kathy doing this below.

Please let us know if you have any questions.