AS I AM: THINKING

 

Introduction

Thinking and language skills are basic to mental health. You use them to solve problems, communicate your needs and thoughts, and gain confidence in your ability to meet life's challenges. In a preschool program that provides for cognitive growth, children have many opportunities for practice and accomplishment.
 

Goals

This sections mental health goals are to encourage children to:

1)            2)            3)

exercise and enjoy their growing imaginative abilities.  build useful knowledge and thinking skills based on their own experience.  understand and use language effectively.

 

Developmental Considerations

Preschool children perceive the world differently than adults. Two equal balls of clay are not equal when one is made into a pancake. Two ten-block towers do not have the same numbers when one is spread out vertically.

The development of thinking skills happens in a sequence and children can not be rushed through it. The preschool child's earliest cognitive tasks include classified classification, one-to-one correspondence, seriation, and language comprehension. These need to be firmly established before more complex tasks, such as addition and reading, can be learned. Children will gain understanding of the world as they experiment and work with materials In their environment. They also will have a greater appreciation of their thinking selves.

THINKING IN TOUR CLASSROOM  

The tone you set and the way you arrange your classroom can stimulate children's thinking and language skills.

 

Atmosphere:

Offer opportunities for children to make decisions - where to play, how much food to take, what to drink, what art materials to use, who to befriend, what story to hear, and how to resolve a conflict.  Build children's attention spans by noticing what holds their interest, giving importance to what they do, praising persistence, and recognizing when "enough is enough."  Develop children's awareness by making observations and asking questions. "Look at the way the grass is drawn in this picture!" "Does anyone notice what is different in our class room today?"  Recognize children's accomplishment in the steps along the way, as well as completed tasks. So much is achieved before a block structure is finished. "David, you made an interesting corner here.' "Susan, I like the way you used two triangle blocks to make a square.

Physical Settings:

Allow children to make choices frequently during the day In the design of your room, give them access to a variety of activities: large and small motor, dramatic play, water, sand, art, literature, and cognitive. You can also offer choices within specific areas. For example have glue, paint, crayons, chalk, and clay available for structured or free play in art.  Physical barriers between areas of your room can help children attend to their tasks. It is easier for a child to concentrate on a puzzle if more active play is not going on right next to him.  Encourage awareness by using thought-provoking materials and equipment, such as photos, magnifying glasses, food coloring in the water table, gels on the lights or windows, or a video camera. Lofts and changes in classroom arrangement give children new perspectives on the room.  Blocks, peg boards, objects to sort, art supplies, a toy phone, a clock, sand, and other open-ended materials allow children to creatively solve problems. Use of these materials, as well as cognitive games and puzzles, also gives children a sense of accomplishment.

TEACHER'S ROLE  

Teachers can help children expand their thinking and language skills by valuing this learning and providing appropriate cognitive experiences. Your skills as an observer, communicator, facilitator, and model contribute to a stimulating environment in which children think creatively, express themselves verbally, feel successful, and gain confidence.

Observe the children's capabilities. What are their cognitive skills? How much language do they understand and use? Do they have active imaginations? How far do their worlds extend? This knowledge will help you set realistic expectations and challenge the children to move forward.

Communicate your observations. "Eric, you really understand that puzzle now. "I like the design you made with those pegs, Marc. It has an interesting shape." Children can gain self-awareness and confidence when they hear you reflect their actions and thoughts.

Facilitate exploration of thought and language. Challenge children's thinking by creating problems to solve and decisions to make. Support children throughout the process without doing their work for them. Encourage language by asking questions and listening.

Model pleasure in the learning process. Share your curiosity about the world around you. Seek answers to your own questions, telling the children about your search or letting them help you with it. Include your hobbies and interests as part of classroom activities.

HERE, THERE, AND EVERYWHERE: LIVING WITH BOOKS  

Benefits:  Materials:  The Experience:

Literature provides children with valuable information about themselves and their environment.  A variety of children's books relevant to classroom activities.  Set aside a shelf or create a special space for a book display in each of your classroom learning centers. Choose books that relate in some way through theme, concepts, characters, or illustrations to the learning and play taking place in each area. Here are some examples to get you thinking:  Block Area   Trucks by Donald Crews  Mike Mulligan and His Steam Shovel by Virginia Lee Burton  Anno's Counting Book by Mitsumasa Anno  Art Area   Anno's Alphabet by Mitsumasa Anno  Whistle for Willie by Era Jack Keats (or any by this author)  My Mama Says There Aren't Any Zombies. Ghosts. . . by Judith Viorst  Science Area Some Plants Have Funny Names by Diana Harding Cross  The Very Hungry Caterpillar by Eric Cane  The Popcorn Story by Tomie de Paola  Is This A Baby Dinosaur? by Millicent E. Selsam  Look Again! by Tana Hobin  Dramatic Play Area   Sneetches by Dr. Seuss  Dandelion by Don Freeman  The Trip by Ezra Jack Keats  As you talk with the children about the different activities available each day, mention a book or two they can look for in the special displays around the classroom. Try this new arrangement for at least a week or, if everyone enjoy it, longer. Continue by rearranging your books from time to time.

 

Reflections:

Reading literature for information and enjoyment can be a dynamic experience - one that strengthens as a child grows. By making books available in many areas of the room at any time of the day, children begin to learn that books are a natural part of daily living. The enjoyment of words, language, and literature are the foundation for a child's motivation and ability to read.

 

Variations:

Books may also be displayed to suggest a specific activity. A selection of Ezra Jack Keats' books in the art area is a good introduction to making collages.  Use books to address a specific issue, such as a new sibling in the family. Along with the baby dolls in the housekeeping area, display:  William's Doll by Charlotte Zolotow  A Baby Sister for Frances by Russell Hoban  Nobody Asked Me If I Wanted A Baby Sister by Martha Alexander

ABOUT COGNITIVE SKILLS 

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As we strive to achieve personal goals throughout our lives, we are called on to know, perceive, and figure things out. Our success at developing our cognitive abilities fosters self-esteem. Achievement at cognitive tasks not only improves the young child's self-concept, but it motivates him to reach out and do more. Teachers play an important role in helping children develop these capabilities.

Observing children carefully and noting their cognitive abilities will lead you to develop appropriate expectations. A good understanding of child development helps in this process. Your expectations are the key to a child's self-concept. If he can meet your expectations, he can feel good about himself. When your expectations are inappropriate, he will doubt his abilities Our society places such importance on academic skills that it is not uncommon for preschoolers to be pushed into learning formal tasks before they are ready.

Preschool children have been working on their cognitive skills since birth. New abilities are acquired when a child Is ready and has been provided the necessary stimulation. Progress occurs in a step-by-step, developmental sequence. One important way children develop cognitive skills is by interaction with their environment. Hands-on materials, time to explore, and supportive, stimulating adults are important aspects of a learning environment.

Consider carefully the environment you are providing for children. What materials are available for cognitive exploration? Unit blocks, sand and water with measuring equipment, clay, pegs, puzzles, and magazine pictures all encourage skill development. Your children will measure, order, sort, compare, and count. Do you give the children enough time to make choices, involve themselves, and explore their ideas? The bulk of your day should be devoted to this kind of activity. Do you stimulate cognitive development through your interactions? Provide information about the world and hands-on experiences? Challenge with questions? "How many cups do we need at this table?" "Can you find two blocks to fill in that space?" 'How many pictures can you find of things we use in a kitchen?'

Help parents understand how their children's cognitive skills develop. Discuss how appropriate expectations influence children's developing self-concepts. Talk about how the activities you do in your classroom help children learn the skills they will need later for reading, writing, and arithmetic. Encourage understanding of the importance of play as a tool for cognition and discuss the children's need to progress at their own pace.

Expecting preschool children to acquire academic skills too soon can create learning problems. When asked to perform tasks they are not developmentally ready for, children experience failure. They may continue to have difficulty with these tasks when they reach elementary school. A preschool classroom rich in language and sensory experiences can provide a good base on which to build these skills at the appropriate time.

SORTING OURSELVES OUT: A DECIDING GAME  

Benefits:  The Experience:

Giving early-level practice in decision making, comparing, and classifying helps build thinking skills.  Begin by telling the children they will be playing a sorting game. Describe what "sort" means by referring to a familiar activity, such as sorting pegs according to colors. Have the children group themselves on your right and left sides as you call out a set of categories: All the girls come here (indicate your right side) and all boys come here (indicate your left)."  Appreciate the variety in each as you continue with other categories: those wearing blue and those not wearing blue, those in skirts and those in pants, those who like spaghetti and those who don't. Think of fun and crazy choices.  One teacher joined in the game. The children were interested to see that I was like them in many ways.' Children remarked: "You have a brother, too?" 1 have brown eyes just like you.  Use this activity as an icebreaker early in the year to show the children they are like others in the group. As children get the idea, make the game more complicated. Have more than two groups and involve decision making. Try a variety of categories: likes and dislikes, colors, seasons, animals, TV shows, foods, games, and classroom activities.  Do this experience often. Use it to create groups for meals, brushing teeth, or getting coats on. Continually appreciate the differences.

 

Reflections:

Classification is an early cognitive skill that is a prerequisite to learning math and reading. A Jot of varied opportunities to compare and classify increases a child's school readiness. Observing as the children "sort themselves out" will give you information about their classifying abilities.  This is a fun game with no winners and losers. The children are able to see themselves as individuals and as members of a group. They learn it is OK to be different from others. Think about this element in other games you play. Encourage children to support each other as they strive to achieve goals. The esteem a child gains from winning should not mean all the rest feel like losers.

 

Variations:

You may not want your group to move around this much. Try having them raise their hands or put their hands on their heads.  Have the children explain why they picked certain groups.  Play sorting games with objects, such as colored beans, seeds, stones, pasta shapes, small change, playing cards, poker chips, sets of buttons, or sea shells. Ask the children about one characteristic at a time. "Is it the same size? "Let's find the stones this color." "How are these two different?' Provide egg cartons or small boxes and let the children group the objects in their own ways. Comment on their decisions. "I see you are putting all the round buttons here."

THE COMMUNITY CLASSROOM: MAKING THE MOST OF FIELD TRIPS  

Benefits:  Materials:  Groundwork:    The Experience:

Classroom activities before and after a field trip increase awareness, build vocabulary, and help children anticipate and remember events.  Pictures, a story or song, camera and film, pen, large and small paper, crayons.  Plan regular trips out of the classroom. When choosing a place to visit, consider its personal relevance to the children. If they can touch, taste, and smell, as well as see and hear, their experience will be richer. Look for places of interest that are within walking distance.  Prepare the children for their trip by reading a related story or singing a song. During a group time, build a list of vocabulary words based on what they will see. Use pictures if possible. While on your trip, take photos for later display and discussion.  After your trip, have the children add to the vocabulary list. Give them each time to talk about their experiences. What did they like best? What did they learn? What feelings do they associate with the trip? Write their comments down for them. Some may want to draw a picture. Add appropriate props to their dramatic play equipment to encourage the acting out of new roles.

 

Reflections:

Parents or other relatives can be the inspiration for certain field trips by sharing hobbies, an interest, their jobs or work place. Include them in the planning and follow-up activities, as well as involving them as leaders, guests, or helpers during the field trip itself.

 

Variations:

Think of new and different ways to help the children learn about your neighborhood. If you are in the country, collect natural objects to sort and classify. Rocks, shells, leaves, grasses, and wild flowers are all possibilities. if you are in a town or city, look at buildings in new and different ways. Consider the materials used; shape of windows, color of roofs, or who works or goes into the buildings.  Consider "mini field trips" with a small group of two to four children and one staff person. For instance, a small group might plan lunch or a snack and then go to the store to buy the necessary ingredients.

BLOCKS: A TOTAL LEARNING EXPERIENCE  

Benefits:  Materials:  Groundwork:

Constructing with blocks helps children use many cognitive skills, develop imagination; and reel accomplishment.  Unit blocks, shelves for orderly display, symbols on the shelves for matching blocks as they are put away.  Display your blocks on low shelves ordered by size. A large open floor space protected from traffic in front of the shelves is important. Mirrors along one wall at floor level can stimulate interesting building and self-awareness.  Blocks present endless questions without dictating answers. Children's imaginations are continually challenged as they play with blocks.  Consider your role as an observer in block experiences. Nod, encourage, listen, or challenge with questions. "You have been working very hard and are almost done!" "Does your house need a garage?' Join in with a helping hand at clean up time.

 

The Experience:

Unstructured experiences with blocks can take place every day. The attention you give children as they build will encourage their frequent use of this valuable learning tool.  Help the children maintain safety. If your block area is small, limit the number of children who can be there at one time. This will ensure that they have the necessary floor space. Ask children who are not building constructively to leave, allowing others to use that space.  As you observe their play, reinforce the many thinking skills you see them using. They are continuously solving problems. Talking with you about what they are doing may help them in this process. As they build, they are also counting, classifying, experiencing one-to-one correspondence, matching, planning, visualizing, experimenting, being persistent, and using information from their world.  The block area also is a place where children work on many relating and being skills. Here they can feel a dramatic sense of accomplishment. Reinforce this by taking photographs of buildings and letting structures stay up long enough to be admired.

 

Reflections:

Acquiring and practicing these many skills contribute to a child's readiness for school. The block area of the preschool classroom is one important place where children's play lays the foundation for later learning. Encourage both boys and girls to play here.

 

Variations:

Provide small, colored blocks, wooden spools, plastic people, animals, vehicles, and traffic signs in the block area. Encourage fantasy play with these props.  Put up a "Do Not Destroy" sign and leave a child's structure intact until the next day. This is a real self-esteem builder. Let the child make the sign and tell others what it means.  Take a photograph of a child or group of children with their block creations. Display the photo on the building and then put it in the child's BOOK ABOUT ME.

WHAT TO DO?: PLANNING WITH PRESCHOOLERS  

Benefits:  Groundwork:

Making small, daily plans fosters cognitive skills and presents young children and their teachers with content for meaningful interactions.  Talk about this experience with your co-workers, considering whether you want it to become an everyday, integrated feature of your program. Brainstorm and discuss the idea of "planning" by preschoolers. At first it may seem to be a more sophisticated, adult skill. With your help, however, children can begin to practice planning in many developmentally appropriate ways and situations.

 

The Experience:

In the morning have each child "plan" something he will do that day. You might begin the day with a "meeting" or make plans over breakfast. Tell the children what their choices are and ask each one where he plans to begin his day. "Let's see, you might like to paint or build with blocks or help fix a snack." "Sam, what is something you plan to do today?" Keep brief notes of what each child has planned.  If this is a new way of doing things in your classroom, the children may need time to get used to the routine. Throughout the day, communicate with the children about what they planned and worked on. Encourage them to talk with and listen to their peers. As children become accustomed to planning and gain vocabulary, their own ideas of what they want to do will flow more easily.

 

Reflections:

Mastery of cognitive skills, such as planning and following through with plans, has positive mental health consequences. As children learn new information, complete tasks, and communicate with others, they have concrete evidence of their capabilities. This process helps them develop the self confidence and resources to attempt new hurdles.

 

Variations:

Use the planning process with the whole group when you are scheduling class activities, such as a field trip, a guest speaker, or a holiday celebration.  Use planning as a way to: team children up, help a new or shy child to become integrated, encourage some children to what they know to others, or enhance the fun that can come when a plan is carried out by teamwork.

WORDS, WORDS, WORDS: PLAYING WITH LANGUAGE  

Benefits:  Materials:  Groundwork:

Poems stimulate children's creative thinking and expression.  Large paper, a marker.  As an introduction, you may want to share a few of your favorite poems with the children. Plan to discuss how poetry communicates feelings. At this age, avoid any emphasis on rhyme. It is not -an essential part of poetry and may interfere with the expressive process.

 

The Experience:

The children will be creating group poems. Begin by choosing a topic. The possibilities are endless. Pick something timely and create a first line for the children to complete. "Walking through falling snow makes me feel ....""When I see the first flower of spring I think ...." "On Valentine's Day I like to...." Other first lines might be "I wish ...." "When I see yellow I feel ...."or "The moon is like ...."  Do this with a small group. Begin by writing the opening line at the top of the paper. Let each child who wants a turn add a line to the poem. Acknowledge each contribution. "What an interesting thought." "I can just picture that." List their names as authors. Then read the poem to the whole class.  Put these poems together in a book. At the end of the year, send a copy home with each child. This gives them a chance to feel proud of their creative cooperative effort.

 

Reflections:

One teacher observed that all ages relished this experience. "I really enjoyed the children's thoughts and I think I learned things about some of them." Another noted that the children had worked well together and listened to each other's ideas.  Do this often. With practice, children will become more confident and begin to trust their innate "poetic" instincts and vision. Some may begin to suggest first lines or want to write their own poems with more than one line.

ABOUT TELEVISION 

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Television viewing is a controversial issue. it has become an important part of most Americans' lives. For young children it brings both educational opportunity and exposure to unhealthy influences. When programs are carefully selected, TV can expand a child's knowledge of the world, cognitive skills, social concepts, and even his self-awareness. On the other hand, TV, because of its passive nature, interferes with time spent reading, imagining, interacting, and actively playing. Excessive TV viewing has been linked to decreased physical fitness, poor eating habits, and behavioral problems.¹¹

You can help parents consider how to use TV as a positive influence on their child's development. Plan one or more parent meetings on this topic. Send information home in a handout or through a newsletter. Some ideas for parents are:

Keep a one-week record of how much TV is being watched.  Plan viewing time with children.  Watch TV together whenever possible. Discuss characters and events.  Model good TV habits. Be selective in what you watch.  Have children spend as much time at other developmentally appropriate activities as they do watching TV.  Communicate your values about TV shows to children.

 

Recognize the important part TV plays in children's lives. Listen carefully and talk with them about the TV programs they watch. Help them be discriminating. I THINK...: TALKING ABOUT TELEVISION on the next page will get you started.

Television commercials, particularly those watched by young children during cartoons, promote high-sugar foods and toys which may be expensive and developmentally unsound. The cartoons themselves often present violent solutions to conflict. Conversations with you and other staff can give children accurate information and other perspectives. They need to hear about the importance of eating healthy foods, the fun of imaginative toys, and positive ways of interacting.

As an important adult in the lives of preschoolers, you can encourage thoughtful conversations about TV, the watching of good programs, and improved communication between parents and their children about this controversial topic.

¹¹Brody, Jane. "Personal Health." New York Times, January 21, 1987.

I THINK...: TALKING ABOUT TELEVISION  

Benefits:  The Experience:

Encouraging children to talk about their life experiences builds their thinking and language skills.  Choose a quiet time when you are with one child or a small group. Start a conversation by asking, "What is your favorite TV program?" Share your favorite programs with the children. Go on to discuss some specifics, avoiding questions that can be answered with a yes or no. 'What do you like most about the program?" "Who is your favorite person on the show?" "What do you like about him or her?" "What don't you like about it?" "Do you think the story on this show is real or pretend?" "What makes you think so?" "What is the difference between real and pretend?" Listen with acceptance, not judgment.  Let the children's responses lead the conversation. They may want to describe stories to you, or talk about how the behavior of certain characters was funny or disturbing. Acknowledge feelings that may be triggered by their memories. If necessary, use questions to channel the conversation.

 

Reflections:

The children's self-esteem will benefit by the attention you give to their thoughts and words. At the same time, you are learning about their TV viewing, an important aspect of their life experiences.  Parents enjoyed doing this experience with their children. One said, "This is a great way for adults to find out how their children interpret certain TV programs." She also learned that her four year old did not know the difference between real and make-believe.

Variations:

One teacher made a TV out of a box. Children took turns sitting behind it and putting on a show. They told stories, sang songs, and gave the weather.  Use this experience as a model for other discussions. Pick a topic familiar to the children. Brainstorm questions that will encourage conversation. Try favorite movies, holidays, or books.  Talk about superhero characters with the children. "How do they use their super powers?" "Can ordinary people do these things?" "What people in our community help people?"

I THINK...: FOR PARENTS  

At Preschool:    Why We Do  What We Do:      What You Can  Do at Home:

Everyday we encourage the children to practice their thinking and talking skills. We ask them their opinions about all kinds of things. During meals and other quiet times, we start conversations with a small group, or even one child. Our questions require the children to think about their answers and use more than one word to respond.  When children participate in conversations about things that interest them, they think and use language. They hear and practice new words. They get a chance to state their opinions, which is a skill they will use all their lives.  As we listen and show respect for their opinions, children build confidence in their ability to think and express themselves verbally.  Encourage your child to use his thinking and language skills at home. After a TV show, book, or movie, ask him how he felt about it. Continue the conversation with questions like these: "What did you like (or dislike)?" "Who were your favorite characters?" "What did you like about them?" "Was it a pretend or real story?" "What makes you think so?" Certain plots may disturb your child, and he will need to talk about his feelings.  Often movie and TV characters use violence to solve their problems. As fascinating as violence can be for your child, ask him how he might solve such problems without hurting anyone. We are often expected to laugh at violence in cartoons. This also would be worth discussing.  There are no right or wrong answers In these situations. Listen attentively, respecting your child's opinion. Tell him how you feel without expecting him to adopt your views. Help him learn to evaluate and decide.

ONE OF OUR NUMBER: A COUNTING GAME  

Benefits:  The Experience:

Giving early-level practice in number concepts helps build thinking skills and feelings of accomplishment.  With a group of four children, show how to dance out the following pattern.  The first line is: One of us is one, all alone."            The children each dance in small circles by themselves.  The second line is: 'Two of us are two, me and you.            Each child takes a partner and they dance in a small            circle holding hands.  The third line is: 'Three of us are three, always we."            The children drop hands, and three make a ring.            The fourth dances with teacher.  The last line is: "Four of us are four, more and more!"            All four join hands and dance in a big circle.  If children get "tangled," treat it as part of the fun.

 

Reflections:

Small children learn by doing. They usually cannot serialize, understand symbols, focus on more than one aspect of a problem, or put themselves in another's place. A teaching game that shows changes in the size or number of actual objects helps children build a real understanding of numbers, rather than simply training them in number recognition.

 

Variations:

Another simple, but not always easy, counting game is to sit cross-legged on the floor and together slap your knees with open palms, slowly in rhythm: one, one-two, one-two-three, one-two-three-four. Repeat the sequence several times. Do only the first few if this seems difficult. Put verbal sounds (tra-la) to the rhythm rather than the numbers.

 

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