Very quickly this morning the momentum of the day and for today’s blog became clear to me.  In early childhood work, we see over and over again the full cycle of the multiage  classroom.  We take your beautiful children into our realm as very young preschoolers and we watch them move through the beginning, then the middle,  and finally to the end of the cycle when they move into elementary school.  And it is wonderful to see.  This cycle is what keeps it fresh and exciting for teachers.

It’s hard for parents (and at times, for us teachers) to be patient.  To not compare our kids to other kids. To enjoy each stage as it passes without saying, “why isn’t my child doing that yet?”  At Wee Friends, we use a developmentally appropriate approach to teaching which involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals (National Association for the Education of Young Children).  This means for us that we only involve children in work that is appropriate for their level of interest and ability.  This keeps us on our toes figuring out how to keep the work interesting for all ages and often, like today, taking one work and transforming it into completely appropriate work for children spanning 3 to 5.5 years old.

Today our sewing work started with one child.  Then it was two children.  Then three.  Then four.  Then five children.  Then six.  And finally a seventh and eighth child joined.  All of them were different ages and at completely different sewing abilities.  All of them had different ideas of what they wanted to sew.  There were children in the beginning stages of sewing, the middle, and the end stage.  

BEGINNING Children used foam and thicker (not sharp) needles. Technique focused on going back and forth through the right sides and the right amount of tension on the thread so the foam would not bunch.  Product was not important to the children.  They were completely absorbed in the process. 

MIDDLE Children used felt and thinner needles. Technique also focused on going back and forth through the right sides and the right amount of tension on the thread so the foam would not bunch. Children had a definite product in mind, but it completes with still being completely absorbed in the process.   There are varying levels of precision in the work.

END Children have mastered the technique and only need small bits of advice as they move through the work. While children clearly still enjoy the process, they are absolutely focused on the product. Their concentration, attention span, and dedication to their work is clear.

It’s not often we have such a clear example of how different children move through a specific work based on their ages and experience.  Even better yet, this really is how they move through everything: math, literacy, social interactions, impulse control, attention span, gross motor skills, and so on.  In early childhood, there is a beginning, middle and an end.  For every child. 

For breakfast we had bran flakes and bananas.  WeeSprouts were carrots/cukes/and sweet peppers.  Lunch was brown rice with shredded beef, carrots and peas, and fresh apples. To celebrate my birthday (which is tomorrow, and I’m turning 29!  Just like Lisa!) I brought in some homemade blueberry bread. 

Have a great day!

Tami

http://superhealthykids.com/healthyrecipes/oatmealblueberrybread.pdf

OATS AND BLUEBERRY BREAD

· 1 Cup whole wheat flour

· 1 cup white flour

· 1 cup rolled oats

· ½ cup sugar

· 1 ½ tsp baking powder

· ½ tsp baking soda

· ¼ tsp allspice

· ¼ tsp salt (optional)

· ¾ cup 1% milk

· ½ cup melted coconut oil

· 2 eggs

· 1 ½ cup blueberries (fresh or frozen-thawed)

Mix dry ingredients (flours, oats, sugar, baking powder, soda, allspice, and salt). Mix wet ingredients into dry. Fold blueberries in gently. Pour into bread pan. Bake at 350 for 60-65 minutes