Marianne’s Early Childhood Column Tag

22 Oct

Published on October 22, 2015 in Marianne's Early Childhood Column by

  The annual Book Fair is one of my favorite events of school life. And a most enjoyable job for me was advising parents on which books their children would love. The classics and the favorites were easy. But every once in a while, we would encounter a book that flew under parent radar, but that children responded to in fresh and authentic ways. Mem Fox is an Australian author of many wonderful children’s books. Two of...

24 Sep

Published on September 24, 2015 in Marianne's Early Childhood Column by

  Most parents understand that children learn primarily through play. Yet, when their child attends a play-based nursery school, they may wonder whether he or she is being challenged, being thoroughly prepared for elementary school, being exposed to “academics.” Studies show that rote learning at a young age does not stick. Children may develop a temporary edge over their playing peers, but it is just that, temporary. And while they are being taught and drilled, they are...

16 Jul

Published on July 16, 2015 in Marianne's Early Childhood Column by

  The answer is simple: EVERYTHING! You know the saying, “If I’d known grandchildren were so great, I’d have had them first.” Of course it doesn’t work that way. But I understand why people say it. Grandchildren are pure joy, without the mixture of love, anxiety and expectation we have for our own children. One thing that makes the grandparent/grandchild relationship so special is the quality of the time together. Because most grandparents don’t see their grandchildren...

02 Jul

Published on July 2, 2015 in Marianne's Early Childhood Column by

Of course you do! They are in camp, or playing on a baseball or soccer team, or at the club pool or taking a tennis lesson. You or another adult is with them. Or maybe they are at home, watching a movie, TV, playing a video game or being tutored. Maybe they are in your car, being driven to an activity. They are not out on their own. Children’s free play has all but disappeared from...

28 May

Published on May 28, 2015 in Marianne's Early Childhood Column by

Reggio Emilia burst upon the early childhood scene in 1991 when Newsweek described their schools in Northern Italy as “the best early childhood experience in the world.” Suddenly educators everywhere were studying their philosophies and practices. There was a lot to study: books, videos, tours to the schools, conferences led by Reggio educators in the U.S. Throughout, the Italians told us, “Don’t try to copy us. You have to find your own projects based in your...

07 May

Published on May 7, 2015 in Marianne's Early Childhood Column by

  As the end of nursery school approaches, inevitably parents wonder about how their children will fare in the big next school. Have they been “prepared?” Many parents associate preparedness with academics, but social development is more essential for success. If the children have learned to renounce biting, punching, crying, whining and tattling as problem-solving techniques and have taken responsibility for negotiating their own issues verbally, peacefully, they are prepared. If they know how to self-regulate, to...

09 Apr

Published on April 9, 2015 in Marianne's Early Childhood Column by

  We’ve all heard children doing it – deciding who will be the mom, the dad, the sister, the puppy. Or maybe they’re playing restaurant, with a chef, a waiter, and a hungry customer or two. Or assuming the roles of a serious but kind doctor, a sick person who needs an operation, a mom with a feverish baby. Children love to make-believe. The more they do it, the more nuanced their performances become.  What may not...

19 Mar

Published on March 19, 2015 in Marianne's Early Childhood Column by

  When I wrote about Self-Regulation, I related it to a child’s ability to take on an unattractive or difficult task when necessary. What does a child do when the teacher announces clean up time? Children with a good sense of self-regulation pitch right in and begin putting things away. They deserve immediate positive attention. Another child may ignore the general command to clean up and either continue playing or just dance around the room contributing nothing....

26 Feb

Published on February 26, 2015 in Marianne's Early Childhood Column by

  My last column discussed emotional self-regulation, the ability to control impulses and behave in a way appropriate to the circumstance. By developing this skill, children become more productive and socially competent.  There is a cognitive aspect to self-regulation as well, which helps children overcome their reluctance to engage in challenging school activities. Again, children initially need lots of help from adults. They need encouragement to keep trying even when the activity is difficult or unappealing.  As a...

12 Feb

Published on February 12, 2015 in Marianne's Early Childhood Column by

  What is self-regulation? How do children develop it? We are told all the time how important that development is to future success in school and life.  Self-regulation may be defined as the ability to control one’s own behavior and emotions and adapt them in response to a particular situation. For young children, self-regulation begins as external control by teachers, parents, and caregivers. As the child grows, hopefully that ability to control initial impulses and respond appropriately...

29 Jan

Published on January 29, 2015 in Marianne's Early Childhood Column by

  My last column described “hypothesis testing” as a mindset children need to develop to become successful learners. Hypothesis testing can be defined as learning by hands-on trial and error until understanding is acquired.  Another helpful mindset to encourage in children is risk-taking. Don’t worry. Encouraging risk-taking doesn’t mean letting your child jump off the roof, or point his skis straight downhill on his first run ever. For a young child, willingness to risk means being willing...

08 Jan

Published on January 8, 2015 in Marianne's Early Childhood Column by

  Parents wonder what they can do to help their children become successful learners. There are certain “mind sets” that are important for young children to develop which will help them considerably later on. One is known as “hypothesis testing.” Children have a lot of questions about the world. Often they make a wrong assumption about why something happens. You can provide the correct explanation, but a better way is not to provide an immediate answer. Rather,...

20 Nov

Published on November 20, 2014 in Marianne's Early Childhood Column by

  One of the best gifts parents can give their young child(ren) is a sensory table. Children learn and retain knowledge best when their senses are engaged; a sensory table offers so many opportunities for learning. You will be amazed at how centered and calm your child becomes when offered a table filled with – you name it – sand, water, cornstarch, snow (real or artificial), dirt, goop/gak, gelatin, shaving cream, bubbles, flour – the list...

06 Nov

Published on November 6, 2014 in Marianne's Early Childhood Column by

  Parents are getting used to being told not to overschedule their children. Yet the enrichment classes, the sports clinics, the many after school activities offered continue to be full. Why? Some parents want to give their child an “edge,” whether it is a leg up in a sport, an ability to play brilliant chess, or to learn a new language. Others fear that their child will be bored if left with open time, and “get into...

23 Oct

Published on October 23, 2014 in Marianne's Early Childhood Column by

  Most parents are aware of the importance of building confidence and self-esteem in their children. How to do it effectively? One way is to listen when they talk and then respond, to let them know you take their ideas seriously. Ask their opinions at times. Spend uninterrupted time with them to show you enjoy their company. Building self-esteem often involves a lot of “Good jobs.” We praise children for just about anything they do, from drawing...