Tag: earlyed

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On Allowing Children to NEED the Learning

This quote resonated hard with me today:


If we step back from the pressures and expectations and chaos for a moment, I think we can all agree: reading truly is a gift. Indeed, all of learning is a gift.

But do our fears for readiness and standards swallow up this truth? Particularly where our youngest learners are concerned?

I have been loving Kelsey Corter’s pieces lately on Two Writing Teachers where she emphasizes children learning to read and write because the children themselves realize they need it. In “Finding Purpose: The Key to Making High Frequency Words Stick,” she writes:

“Kaylee learned two words very quickly in the first weeks of kindergarten — two words which she wrote again and again: love and Kaylee.

…Kaylee learned these words before learning all of the names of the letters they are comprised of. She learned these words because they were important to her. She needed them. She needed to know these words to spread her message.”

~Kelsey Corter

Isn’t that just beautiful? What if, instead of being daunted by the lists and the letters and knowledge, we spend time finding out what our children need right now? What if we trust that they will, in fact, come to realize for themselves that they need those letters as a next step in making meaning for themselves? This is another example of choosing trust over fear.

In another post, Kelsey elaborates on all the many ways children will find they need writing through play. To inform, to convince, to observe, to create, to connect, to remember.

When we invite children to read or write, we offer them a magnificent gift to do all of these things, and when we make these invitations in the most natural of settings as play, it becomes even more accessible.

Treasure reading and writing as a gift. Especially when you are worried about your children showing zero interest in those flash cards or letter sounds. If you hold to it as the gift it really is, your children will build a stronger, more beautiful foundation of reading and writing as their own readiness unfolds.

featured image: DeathToTheStockPhoto

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My Favorite “Learning” Toys in our House #TeacherMom

What do you think of when someone says, “educational toy?”

Google certainly advertises what many of us imagine: 

But the toys that bring the richest learning to my children look nothing like this. The toys that make them think, that invite them to talk out their thinking, that spark make-believe play — they look much less, well, educational. 

Especially since reading this article on the site Zero to Three about characteristics of toys for toddlers that are rich in learning (featuring qualities like open-ended-ness and problem-solving), I’ve been thinking about what exactly these toys look like for kids, (not to mention with this holiday season upon us). 

So today’s post is a reflection on which toys promote the richest play for my kids (aged 8, 4, & 2), and why. Different toys will appeal to different children for a variety of reasons, but there are certainly some universal lessons on play to be found in the why. So let’s dive in!

#1: Loose Parts box

How it’s packed with learning: In addition to being a great tactile experience — the kids love the rough and smooth wood grains, the woven coasters, and the silky scarf — these objects provide endless possibility for play. One day, it’s a kitchen set, and the next, it’s a zoo. 

#2: Animals set

How it’s packed with learning: These animals feature in much of my kids’ make-believe play. Special favorites are the ones that include a baby and parent. This is definitely a toy that grows with kids, delighting a broad range of ages. 

#3: Lock box

How it’s packed with learning: Problem-solving skills abound with this toy. Particularly since there are 3 compartments inside in which to stash all sorts of treasures.

#4: Magnetic tiles set

How it’s packed with learning: I am amazed at the creativity these tiles elicit. Rockets, houses, buses, even “gift boxes” are constructed and reconstructed each day. I like the way it requires geometric problem-solving as well. 

#5: Go Fish card game

How it’s packed with learning: This is a beloved game for all of our kids. Even though the youngest doesn’t quite understand it, he loves to instruct adults to “go fish” and watch them comply. I also like that there’s opportunity for literacy building with the labeled pictures. 

#6: Play-Doh

How it’s packed with learning: The sensory experiences, creativity, and fine motor skills development are endless. Especially when we add a few tools, like these play scissors and a rolling pin. 

#7: Play Tunnel

How it’s packed with learning: In addition to the physical activity this tunnel provides, it also lends itself to a great deal of large-scale make-believe play in fort-building and playing house. 

This last bonus photo was at the 4 year-old’s request when he saw me taking pictures of all his favorite toys. It just goes to show how you never know what kids will treasure!


Engaging play facilitates powerful learning. What toys spark this for your kids? 

featured image: DeathToTheStockPhoto

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What the computer assessment doesn’t know about what my preschooler knows #TeacherMom

Turns out my son loves the online preschool we signed up for this year. And I’m glad. Not out of relief that I don’t have to coax him (I was definitely prepared to drop it in a heartbeat before I ever used one of those motivational badges they mail out). But because it’s simply a pleasure to watch him enjoy learning.

He loves the the dancing letters, the rhymes, the songs.

But there is one thing that he does not enjoy: the tests. In fact, I recently watched him go through a brief alphabet assessment, clicking the bottom right choice for every single letter.

The program seems unable to detect the growth I perceive. After all, its assessment does not know…

…that he loves to practice making letters with his body.

…that he walks around sounding out the phonemes for various objects around the house.

…that he often turns his toys into letters or numbers and eagerly shows them to me.

…that he is actually starting to read (he seems to know the sounds letters make better than the names of the letters themselves).

So no matter how slowly the charts might curve upward on his data reports, I know the truth that more is happening than is being measured.

The fact remains that tests simply can’t pick up on growth indicators that trained humans can. We must be careful not to place too much weight (and certainly not too much anxiety regarding our kids’ growth) in what those computers “know.” Focus instead on emphasizing the learning you observe!

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Is There Anything More Powerful than a Child Choosing a Book? #TeacherMom

My one word goal for 2018 has been power. It’s been an inquiry into questions such as…

…what is the connection between power & influence?

…how does comprehending our sphere of influence impact our lives? Our communities? 

…what is my sphere of influence?

…how can I be more intentional about directing and growing my influence to areas that matter most for me? 

Because I’m in the midst of this inquiry, I often find myself thinking about how & why certain sights, actions, and words carry power.

So when I come across my 2 year-old snuggling in with a book of his choosing, I’m fascinated by the implications for power.

Is there anything more powerful than a child choosing a book?

How does book-choosing, especially starting at a young age, give a child power?

How do books boost a child’s ownership over their learning? 

How does ownership over learning relate to an individual’s power?

Truly, helping children onto a path of choosing to read is a powerful endeavor, and we can all contribute:

Cultivating a child’s desire to choose and celebrate books is one of the most powerful things we can do.

featured image: Oliver Henze

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Messy Beautiful Learning Happens When… #TeacherMom

…play is seen for what it really is: “the work of childhood.”

…children are permitted to make a space their own.

the desk of the 4 year old. Play dough, dinosaurs, magnetic letters, arctic animals, and some super heroes, all with an important and cohesive role for him.

…they are permitted choose to toss the instruction manuals, mix-and-match, and re-imagine what’s possible.

She decided to mix all the “sets” together to design her own city.

…they are encouraged to plan their time while also given the skills to identify balance and foresight.

…we stand ready to guide, shape, and support their inquiries, while also respecting their choices, voices, and sometimes messy ownership.

via Kath Murdoch’s blog

…we respect our students as the human beings they are, giving feedback grounded in relationships rather than judgement. (much less tidy than a clip chart for behavior, but much more likely to yield growth and learning).

What do you find to be the best conditions for messy, beautiful learning?

featured image: DeathToTheStockPhoto

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On Taking Their Learning Autonomy Seriously #TeacherMom

I watched him eagerly build. Forget that parking garage we’d given him; his backdrop for his car pretend play needed to be a magnificent double castle. It was clear that for him, his make-believe was thoroughly real and satisfying and rich.

And I wondered how often I have not recognized such pretend play for what it really is: self-constructed learning experiences.

Now, as I watch my kids play and explore and learn, I am filled with questions.

Do we recognize their fantastical play of equal or greater value than “real world” play?

Children use fantasy not to get out of, but to get into, the real world. ~John Holt

Do we see a child at play or a person constructing meaning for themselves?

Do we believe that play has its place, but that that place is still below drilling shapes, colors, and counting if the child has reached a certain age?

“Children naturally resist being taught because it undermines their independence and their confidence in their own abilities to figure things out and to ask for help, themselves, when they need it.” ~Peter Gray

Do we allow panic of “readiness lists” (for any grade or age) to override our child’s autonomy over what they’ve indicated they are ready for? 

And most personally relevant: will I avoid the same mistake I made with my oldest (from which her own stubbornness saved us both), assuming that unless I assert my agenda and timetables and learning, my preschooler will fail?

Even as I work to provide a learning environment, I will try to remember an equally, if not more, important role: to trust them enough that I take their own learning autonomy seriously.

featured image: DeathToTheStockPhoto

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Preschool, Kinder-Prep & 3 Things Kids Need Most #TeacherMom

It’s January and I have a 3 year-old that will be 4 by September. Translation (according to modern society): I should be in a panic because preschool application deadlines are upon us. And of course, after preschool comes kindergarten, and we’re told that academic success in kindergarten corresponds with future earnings.

No pressure.

Yet, when it comes to all that kinder-prep frenzy, I learned the hard way that that pressure does very little to produce a desirable effect, and I have no wish to repeat the experience.

For the sake of my friends and acquaintances in the same stressful boat who feel their sanity hangs by a thread, I want to share a few thoughts once more on this kinder-prep phenomenon.

First, recognize that as a loving, involved parent, you are enough. The scarcity mindset comes from a place of fear — fear that there’s something out there that we don’t have enough of, and it is the deal-breaker between success and failure (for us and our children). But as Brene Brown wrote,

I thought of this same principle when I saw this lovely post from Kristina Kuzmic:

Of course, this NOT intended to be mean preschool isn’t valuable and even necessary for many families. Programs like Head Start play a particularly valuable role, providing support for children that may not have as many advantages.

What this does mean is that we should never underestimate the impact of a loving and involved parent. As I’ve shared before from one of our local university preschools,

“You parents are already doing a great deal to insure success in kindergarten for your youngster. You read to your children, you go on family outings, you model a love for learning, but most of all you are very involved in the lives of your children. This will make kindergarten a wonderful time for your child, and start him/her on the road to a good education.”

Second, recognize that excessive focus on the future robs us of today’s opportunities.

It’s wonderful to want to ensure our kids can face whatever their futures hold. But sometimes we should pause and ask ourselves: are we focusing so much on the future that we forget to focus on their current developmental needs?

In other words, is it about the developmental needs of a 3-4 year-old, or is it about fear for what they might not be ready for when they turn 5?

This fearful approach might include excessive academic drilling, worksheets, or other highly-marketed programs that guarantee hitting every “kindergarten readiness” checklist item. For the most part, rich social interactions are what preschoolers developmentally need most at this age — playing outside with other kids, helping out with siblings, etc. Incidentally, such interactions are the very things that will best prepare them for future success in school anyway.

Third, recognize the importance of letting your child take the lead. 

If your preschooler is indicating interest in learning to read, by all means, pursue that. But if she is resolute in her passion for dinosaurs, please don’t abandon that because you are stressed about kinder-prep checklists. Follow their curiosity, because that precious zeal for learning will serve them far longer than the ability to identify all 52 upper & lower-case letters on the first day of kindergarten (also, keep in mind that there are about a thousand ways to create rich learning experiences that revolve around dinosaurs).

Following our kids’ lead also involves a greater emphasis on self-regulation. Helping our kids develop skills in stress-management and expressing their feelings will also empower them to take ownership over their lives and learning.

One more disclaimer before closing. Speech delays and learning disabilities are absolutely real and parents should be on the look-out for signs and resources to provide their children the support they need. I just wonder if sometimes we start from a place of assuming there is something wrong if our kids are not yet interested in counting and shapes when they are 3.

As we look toward the beginning of formal education, let us do so in a manner that will cultivate curiosity, joy, and ownership.

Relevant posts related to this topic that might be of interest:

Recommended Books & Resources:

featured image: DeathToTheStockPhoto