TODDLERS
Neither infants nor preschoolers...a class of their
own
I
believe that children can best transition into a preschool
environment when their
anarchist ways have subsided at bit. The changes from 2
through 3 years, are the result of great growth in
cognitive and emotional development...in their ability to
communicate and self-regulate. They become better able to
express their needs, interests and desires. However, while
the materials and activities will and must change as the
children grow older, the acceptance, validation and
encouragement of expression regarding their emotional needs
must remain the highest priority while planning
"curriculum."
When we use the term curriculum in the context of planning
for toddlers it is really quite different than what it
represents in environments for older children. For
Toddler-aged planning, curriculum continues to emphasize
first the social-emotional relationships and communication,
and second the materials within the environment -- rather
than focusing on more "academic content" as with older
children. Age appropriate curriculum for Toddlers continues
to center on self-care activities; coping with separation,
frustration and anger; developing
relationships...friendships; and self-directed play.
In planning curriculum and caregiving aimed at older
Toddlers I continue to:
...provide opportunities for children to successfully
create their own styles of
learning and communicating. Provide opportunities for
toddlers to challenge
their knowledge base and problem solving techniques and
offer genuine
support that draws on their strengths rather than their
weaknesses.
...create an overall mood in the setting through adult
modeling and
communication that emphasizes basic respect and validation
of each
individual with sensitivity to their ever increasing
understanding of the unique
characteristics and cultural influences that each of us
carry at all times.
...do all of the above in as consistent and predictable a
manner as possible
so that children continue to feel a strong attachment and
security
while growing a powerful sense of self that is able to
withstand the
challenges of living in a complex world.
Most activities for the Toddlers at DyLynn's House occur
spontaneously in their play and in our caregiving routines.
Over time, there will be the demand from the children
themselves for more formal or structured activities. I will
follow their cues. "I want a project." or "I want to
paint." This is somewhat different than many programs which
practice a more watered down version of preschool for
Toddlers in order to "prepare" them to move on to the next
class. You have long heard the comments regarding our
schools? Something to the effect that we need to spend less
time and money getting our youngest children "ready for
school" and start spending more on getting schools ready to
support age appropriate learning.
For example, "circle time" often comes up as an example of
curriculum. Remember that children aged 18-36 months
primarily are learning with their whole bodies -- still
more from their hands and mouth than their eyes and ears.
Four and five year olds, however, have learned and
practised more of the skills related to attention and
self-regulation, allowing them sit or work in groups
successfully. In fact, I've heard many kindergarten
teachers complain that children who have been participating
in "circle time" from early in life are quite burnt out on
it by they time they reach their classrooms...where
ironically, it is generally much more interesting and
engaging for children.
Age appropriate Toddler "group times" include meals,
reading books, walks/rides in the stroller, two children
sitting in the laundry basket...three children throwing
balls from the loft. Toddler group time means learning
about being with other people. More often than not, this
will be initiated by children. However, as they grow older
they will ask for what they want (activities or materials)
and will want to share theses experiences with their peers.
With respect to the domains of human development consider:
Cognitive Learning:
Every time we encourage/support physical or perceptual
exploration by listening to children, describing that which
they see, asking them questions, we promote thinking
skills: Activities, games and play based on object
permanence, anticipation, cause & effect, recognition,
and problem solving support cognitive learning.
Language Learning:
Respecting children's needs for solitary and quiet
observation is equally important as looking for cues that
children want to be engaged in discussion and then
responding: Games and questions such as "who, what, where?"
and counting or rhyming or singing, and sentence
completion..."I am taking a bite of this yummy red _____."
Physical Development:
By providing optimal challenges to move through space
(locomotor) and to balance, bend, stretch (nonlocomotor) we
allow children to begin to recognize the power of slight
variations in the movements. Various surfaces and levels to
climb on, under, over; to walk, run or crawl on; to roll,
lay or jump on; can be changed incrementally to support
children's explorations of perception and mass.
Social & Emotional Learning:
Children are born with fundamental, individual differences
in personality...our job is not to change the "too loud" or
"too shy" child but to help them develop a full range self
expression, self-comforting and self-regulating skills.
When we verbally notice and point out a Toddler's attempt
at social play --- acts of joining, including others,
cooperating, and caring, we identify and reinforce positive
social behaviors.
Spiritual Learning:
In the early stages, this involves only helping children to
realize, experience and perhaps find comfort within the
quietness of themselves...in themselves. There is really no
way to observe or measure this part of one's
development...if the environment is peaceful, people can
experience harmony...when people feel harmony they can see
beauty...and when people can see beauty...there is right in
the soul. (Apology to Lao Tzu.)
Development best occurs in the context of real life
experiences and play supported by adults who can carefully
interweave various activities, and extend and expand on the
ideas of children. In both child-initiated and adult
facilitated experiences, the following are common elements
or themes of "curriculum" which further support
development:
Music & Movement Dramatic Play
Blocks & Boxes Manipulatives
Art & Sensory Natural World & Science
Books & Oral Storytelling Self-Care Rituals
Conflict & Problem Solving Cooking
Observing Others Caring for Objects
Caring for Others Belonging to Family
Trips into the Neighborhood Extended Field Trips
And so much more!
Most of the "projects" or adult initiated activities at
DyLynn's House will take place in the morning hours after
breakfast/snack time and prior to going outdoors. I do not
initiate an activity daily, I follow children's cues. Some
mornings, their play is so involved...so focused and
successful with peer interactions, that I prefer not to
interrupt. I am delighted when the children in my care PLAY
for long periods of time and enjoy finding materials or
preparing activites that support and extend their
experiences.