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Saturday
Feb262011

Developing Character in little ones

In addressing the improvements needed in character education, Alfie Kohn says, 

As examples of what to add, we might suggest holding regular class meetings in which students can share, plan, decide, and reflect together.  We might also provide children with explicit opportunities to practice "perspective taking"-that is, imagining how the world looks from someone else's point of view.  Activities that promote an understanding of how others think and feel, that support the impulse to reach imaginatively beyond the self, can provide the same benefits realized by holding democratic meetings- namely, helping students to become more ethical and compassionate while simultaneously fostering intellectual growth.

We may indeed feel redundant in our reminders to children to exhibit greater "ethical and compassionate" behaviors. This monotonous repetition is not due to the fact that children aren't listening, but rather the fact that they are simply at a place where the ability to empathize is currently under development. We need to maintain our patience with children when their behavior exhibits that lack of empathy. Our role is simply to guide them by modeling empathy and providing opportunities for their growth and development in that area.  If we lose our patience, we risk demolishing the very thing we are attempting to build.  Our impatience displays lack of empathy for the child we are intending to guide.  So, parents, when you weary of correcting your preschooler's behavior, please slow down. Take a deep breath and strive for "ethical and compassionate" behaviors in yourself. Your watching child will learn from your example.  Just remember...the empathetic child we desire is developing. 

Tuesday
Jan112011

Just a thought...

Teachers and schools tend to mistake good behavior for good character.  What they prize is docility, suggestibility; the child who will do what he is told; or even better, the child who will do what is wanted without even having to be told.  They value most in children what children least value in themselves.  Small wonder that their effort to build character is such a failure; they don't know it when they see it.

-John Holt, How Children Fail

Tuesday
Jan112011

Glitter, sticks, paint, and scrapers

 

Tuesday
Jan112011

Thank you for our forest!

Do you remember, as a child, running through the woods...hiding in the bushes...creating forts in the "wild"?

Today, after rolling tires into the shelter of our little temporary forest, the children spent nearly an hour in a child-initiated story time, seated on those same tires.  I wish I'd snapped a picture of that time, but here are a few pics that will give you a feel for the mini forest.

 



So, honestly...THANK YOU for making this little forest happen for us!

Monday
Jan032011

On preschoolers and sharing

-"Hey ________, I don't want you to take that from me.  I'm still using it."

-"Hey ________, I don't want your hands on me."

-"Hey ________, I want to use that when you're through."

These are examples of how we teach the children in our school to navigate the potentially tricky social situations commonly faced by preschoolers.  I find myself amazed daily at how much children are willing to share when not forced to do so.  

Please enjoy the following exerpt from a piece entitled What Children Can and Cannot Do (source Daniel J Hodgins).  Perhaps it will shed light on our philosophy in this regard.

A construction project recently shared by four two-year olds, two three year olds, a four year old and a five year old- entirely child initiated and directed