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Autumn 2004 NEWSLETTER

Creative Movement & Dance in Early Childhood Education

“Movement is as necessary to mental and physical development as food.” – Grace Nash

“Dance is an island in a sea of motion.” – Rudolf Laban

Creative movement and dance is an enjoyable way for young children to develop their physical skills, channel their energy, stimulate their imagination and promote their creativity. Creative dance involves using body actions to communicate an image (the wind), an idea (a journey) or a feeling (strength).

Many early childhood educators recognise young children’s primary need to express themselves through movement. Some teachers include movement exploration to enhance other curriculum areas such as language and literature, science, art and outdoor play. Moreover, the philosophy of creative movement and dance is similar to the aims of early childhood education programs where opportunities for non competitive, success-oriented and creative experiences for young children are valued.

Benefits

Creative dance in early childhood education corresponds to the fundamental phase of movement development that occurs between the ages of two to seven. During this time, locomotor (e.g., creeping, walking, running, jumping, leaping and galloping), nonlocomotor (e.g., stretching, bending, twisting, turning, shaking and swinging), and stability and balance skills are able to flourish when children are provided with sufficient practice opportunities (Gallahue, 1982). The above list provides a ready-made movement vocabulary for carers to enhance familiar songs, stories and rhymes. As young children’s language vocabulary increases, so can their dance vocabulary and their ability to express themselves through movement.

Another benefit involves the aesthetic nature of creative movement and dance. “Most definitions of aesthetics involve the capacity to perceive, respond and be sensitive to the natural environment and to human creations” (Feeney & Moravcik 1987, p. 7). All the senses are engaged when children explore and discover different aspects of movement. For example, the kinesthetic sense increases as children literally feel the shapes and actions that their bodies are making. Visually, children respond to the images they see in front of them as well as the images they imagine or create. The auditory sense is stimulated as children respond to sounds they make or hear in the environment, as well as to music. Examples of tactile experiences include touching one another to make a bridge, running with bare feet, doing on-the-floor movements, swirling a cloth, or stretching a big elastic band (Haselbach, 1971). Such fundamental sensory experiences can lead children to appreciate the beauty and form in nature, art and literature as well as the beauty in everyday living.

A social benefit of creative dance is that it encourages an interactive environment where children share space as they explore movement together but in their own way. Gradually, opportunities for children to observe different responses to movement ideas are given and the possibility of creating movements together becomes more appealing. For example, after a group experienced a free flow snow dance with white streamers moving up, down and around in the air, some of the children improvised a solid ice castle of connected body shapes. Also, after stomping around in a friendly dinosaur dance, some of the children decided to line up and take big steps together while the last child was dragged along lying flat, as the tail!

Creative movement and dance can benefit children with special needs because they can participate at their own level of ability. For example, children who are physically challenged can explore body parts or keep a beat by blinking their eyes. Props such as feathers, instruments or scarves do not have to be hand-held but can be placed or attached in an appropriate area of the child’s body or equipment. All children with special needs can feel a sense of belonging to a group and a sense of joy at being able to learn on a fundamental movement level. “The necessary modifications are often uncomplicated; it is simply a matter of focusing on what the children can do, as opposed to what they cannot” (Pica, 1995; p. 77).

Creative movement and dance activities can be used to enhance almost all other areas of learning and growth including:

Health and Fitness – Since researchers are becoming increasingly concerned about the low level of fitness in all children and have observed that young children are being socialized to prefer less activity (Werner et al), it is imperative that early childhood programs offer a regular movement program. I have found that young children are fascinated with their bodies. They enjoy activities that explore the use of muscles (including the heart) and the different ways we can make our bodies strong and healthy (e.g., stretching, jogging, climbing, skating, swimming and dancing). Providing lots of opportunity for locomotor activity on a regular basis contributes to children’s fitness level.

Music – As most early childhood educators know, music and movement are linked even from birth and infancy (Kulich, 1989). Bouncing and rocking are children’s first experiences in music and children cannot help but respond to the rhythm, beat and moods that different kinds of music suggest. A Caribbean song called “Be Happy” encourages improvised steps while playing an instrument such as the maracas; the “March of the Lions” from the CD Carnival of the Animals by Camille Saint-Saëns offers clear phrasing for large, proud lion steps until the instruments inspire sustained whole body stretches to portray the powerful roar of a lion. Undeniably, music in many forms is an accessible accompaniment to either improvised or more structured movement sequences.

Language Development – When language is linked to movement, this assists in children’s cognitive and kinesthetic learning. Graham Fishburne’s (1988) research on the right and left hemispheres of the brain points out that the right hemisphere, the sensing and feeling side, functions through activities such as music, art and creativity, whereas the left hemisphere organizes sequential and logical skills such as language and speech. Fishburne stresses that since cross reference between the two sides occurs, both sides of the brain must be developed during the critical learning periods in early childhood. When children are engaged in poems such as the smashing and crushing in “Garbage Day” (Fitch) or the squishing and squiggling in the “Mud Mush Dance” (Fitch), they cannot help but be thoroughly involved in an activity that will increase their memory and ability to communicate.

Dramatic Play – Creative dance often provides an opportunity for children to express their emotions through dramatic play as well as nurture a sense of community. For example, Flutterby is the story of a butterfly who comes out of his cocoon and finds he cannot fly (Asplund, 1981). Each animal in the forest (squirrels, deer, rabbit, bear, turtle or whoever children suggest) comes to give their help. A drum can accompany the different animal walks and jumps while a softer sound is needed for the butterfly movement. Nobody can get the butterfly off the ground until all the animals cooperate together: they carefully lift the butterfly’s wings, stretch and flap them, and give him some lift to fly up and away. Then all the animals do a celebration dance and wave goodbye to their friend. “Let’s do it again” is a frequent request after this dance story. Some simple costumes or masks can be made or collected to enhance the experience.

Considerations

Nonlocomotor/Locomotor Actions

All sorts of sequences of nonlocomotor actions can be used for warm-up exercises and relaxation. The image of a balloon growing and collapsing is an image with which children can easily relate. Once the children’s balloon body stays all blown-up, it can float and twist on an adventure until it “pops” and has to begin all over again. I use an inexpensive slide whistle to guide this exploration and dance.

Locomotion or travelling through space is often what children consider to be dancing. Children respond to locomotion because it is an exhilarating and freeing activity and, as a result, “horse dances” and “car dances” are very popular with young boys and girls. A tambourine or drum is an excellent instrument to guide and phrase children’s favourite actions – running, galloping and jumping. Children practise controlling their bodies by contrasting locomotor actions and stillness or holding their body shape. A phrase of movement is like a sentence with punctuation at the end. Various suggestions such as “freeze,” “hold it,” “whoa,” “put your brakes on,” and “hold your muscles,” helps children stop their locomotor activity and provides a safety precaution. Action songs (from Fred Penner, Sandra Beech, Charlotte Diamond, Alley-oop and Bob Schneider), provide a going and stopping structure that gives children the freedom to move safely in the space.

Shapes and Balance

One way for children to practise their balance and stability is by making shapes with their whole body. Basic body shapes are small, tall, wide and twisted, but all kinds of shapes can be made emphasizing things or different body parts. Shapes can be made on the floor, sitting, kneeling, standing and even in the air. Children can copy shapes or move one another into shapes. Children enjoy change games where one group makes solid tree shapes, for example, while another group flies through the spaces and around the “trees” as the wind. On the cue “change,” the children reverse roles. Similarly, snow swirling around frozen statues or fish swimming amongst the seaweed provide a structure for children to practise their locomotor and stability skills within a playful environment.

Naming a Dance

While very young children are gaining knowledge about functional movement, their playful wiggling and jumping responses may not be considered dance. However, with sufficient practise, it is not long before children can identify which parts of their bodies are moving, that there are different steps that their feet can do, that their body can change size and travel in different directions, and that their bodies sense a variety of tension and flow as their imagination takes them through creeping, sneaking or pouncing exploration. Eventually, a name is given to a short movement sequence, the sequence is repeated into a pattern and it becomes a dance (Boorman, 1987). Now the children are able to remember and refer to the dance when they want to do it again.

The technique of naming a dance is very similar to a child’s remembering the names of songs or stories. For example, imitating body parts movements is a satisfactory experience for young two-year-olds and there are a variety of songs to structure the movement. By adding an image and perhaps some evocative music, older threes and four-year-olds delight in using their body parts as part of a happy, bouncing “puppet dance” or a jerky “robot dance.” Likewise, flying through the space in a shape and size selected by the children may become a “bird dance” or a “kite dance” with similar sequences of rising, floating, twisting and falling; starting and ending in a shape gives the dance a form and imparts a finished feeling to a movement sequence. While some movement exploration will have taken place to prepare the children or set a mood, each child will have an opportunity to create his or her very own interpretation of the image and it becomes their special dance.

Finding the Magic

Sue Stinson, in her book Dance for Young Children (1988), has another useful technique for helping children recognize that dance is different from everyday movement. She talks with children about how the special magic inside them is what transforms ordinary movement into dance. While she recognizes that young children cannot sustain a magical feeling about movement at all times, it is possible to inspire children to go beyond basic physical exercising of their bodies.

Flexibility and Flow

No matter what, the movement and dance time is meant to be for the enjoyment and learning of the children we teach. I often ask the children what they would like to dance about or if they have some special music to bring. The song “Under the Sea” from the film Little Mermaid provided inspiration and background music for exploring wavy jellyfish, big shark and whale actions, starfish shapes and how we could join together to move like an octopus.

The greatest reward of working with young children in movement activities is seeing them comfortable with their bodies and with the self-confidence to express themselves through dance. There are times when children let us know that they would like to express themselves non-verbally. For example, one day a child came in and declared that he was very, very grumpy and he did not like people. A small group gathered to share in his feeling and eventually all were doing a “grumpy dance” to rather loud drum beats and grunts. It was revealed that the reason for this unpleasant feeling was that all his money had been stolen. So a search for the money ensued and finally it was found. Next, all the “grumpy feelings” were gathered together and shipped off to the mountains. Not long after, another small group gathered and they wanted to do what the first group did. While the story action began in the same way, the resolution came much easier with the children deciding that making and giving presents was in order. In the weeks to come, we repeated versions of this story with different solutions.

Conclusion

Rudolph Laban, considered the founder of movement and dance education, stated in his book Modern Educational Dance (1948) that educators need to guide children’s natural urge to dance-like movement and preserve their movement spontaneity into adult life. Our urban environment has many physical limitations on the growing child. It is difficult for children to become physically sturdy and agile without vigorous movement. It is difficult for a child to become co-ordinated without a variety of movement experiences. And it is difficult for a child to be emotionally responsive if the nonverbal part of their development is not recognized. Early childhood educators are in a unique position to provide an environment where children are encouraged to learn and grow through movement and dance activities.

by Gisela Loeffler

Another Look at Problem Solving

Problem Solving is an attitude. You and the children in your care are not adversaries; you’re on the same team. When you think of yourself as a team mate, someone who helps children meet their own needs, you’ll find that you no longer depend on discipline (rules and punishment). Problem Solving is neither permissive nor punitive. It helps us see inappropriate behaviour as a problem to be solved by the child. Our role is to relate to children with empathy and respect and teach children the skills they need to solve their own problems.

The main strategies in Problem Solving are Active Listening, Negotiation, Setting Limits and Affirmations.

ACTIVE LISTENING:

Discover the need behind a child’s words and behaviour by listening attentively and reflecting back the feelings behind the words. Your empathy alone may be enough to diffuse a child’s anger and help him solve his problem.

It’s rest time and a toddler is crying:

CARER: I’ll bet you’re missing your Mummy and Daddy. You probably wish they were here. It’s O.K. to feel sad. I’ll sit with you and we can have a cuddle until you’re ready to sleep.

A preschooler is standing alone, crying:

CARER: Do you want to tell me something?

CHILD: Nobody will play with me.

CARER: You must be feeling left out.

CHILD: Yeah. I want my Mummy.

CARER: Feeling sad makes you want Mummy. Can I give you a hug?

NEGOTIATION:

When there is a problem between two children and they can’t solve it by themselves, be a facilitator and help them negotiate. Without placing blame, asking who started it, who had it first, or why they’re fighting, state the problem and ask them for ideas to solve it. Negotiation works even with toddlers; they just need more help talking.LEAH: Carlos took my pencil.

CARER: Did you talk to him about it?

LEAH: I want my pencil.

CARLOS: No! I want it!

CARER: Looks like you both want the red pencil. What can you do when two children want the same pencil? Do you have any ideas?

LEAH: Carlos can get another pencil.

CARLOS: No, I want that one.

CARER: Carlos says no. Any other idea?

LEAH: We can take turns and I’ll have it first.

CARER: Leah says she’ll give you a turn. Is that O.K. with you?

CARLOS: O.K. I’ll use the green ‘til she’s done.

CARER: Good work; you solved the problem.

SETTING LIMITS:

Limits are not rules, they are flexible boundaries. Within safe limits, help children find ways to get their needs met. Set limits for safety, to protect property, teach responsibility, and show respect for all people. Limit-setting strategies include: I-Messages, Giving Information, Natural and Logical Consequences, Contingencies, and Choices.

CARER: It’s time to put away toys.

KEESHA: I can’t. There are too many toys.

CARER: It’s hard to put so many toys away.

KEESHA: You do it.

CARER: When I see you working, I’ll help. Let me know when you’re ready to start.

KEESHA: I’m ready now.

CARER: Great. Shall I pick up dolls or dishes?

AFFIRMATIONS:

These are statements that narrate, describe, and encourage acceptable behaviour and validate a child’s efforts.

CARER: I see Matt jumping off the climber.

CARER: Look at all those pink swirls and blue dots on your painting.

CARER: Thank you for putting away your toys. That was very helpful.

CARER: Arianna, that was so considerate!

Eleanor Reynolds, M.A., is the editor and consultant for The Problem Solver Newsletter and is currently teaching preschool at the Play and Learn Preschool in Seattle, WA. She is the author of Guiding Young Children - A Child-Centered Approach

Helping Children Respect and Appreciate Diversity

Rationale and Goals

In Australia today, families come from many different backgrounds and reflect a wide variety of cultures, languages, life experiences and lifestyles. This trend will continue: diversity is a key dimension of our past, present and future. Given this reality, children are likely to live and learn with people who may be very different from them. To prepare children for life in a diverse society, and to help protect them from bias and discrimination, families and caregivers can encourage children’s positive feelings about themselves while also fostering understanding and acceptance of differing beliefs, values and traditions.

Principles and Strategies

Given the positive attitudes and behaviours we would like to promote, when and how can we help children learn about human similarities and differences? Louise Derman-Sparks, an internationally renowned author and researcher, suggests we can begin in the toddler years. Of course, our words and actions in support of diversity will differ depending on children’s “age and stage.” Yet some common principles and strategies apply throughout the early years:

In order to help children feel good about themselves, we can give them positive encouragement about who they are, what they look like and what skills they are learning. This can be done without making comparisons to others, since positive self-identity does not have to be at someone else’s expense.

“What beautiful brown skin and brown eyes you have.”

“I really like the picture you made.”

“I enjoy when we talk together and you tell me about your thoughts and feelings.”

When discussing diversity, we can stress human similarities first, then help children appreciate people’s differences.

“Everyone needs food, shelter, friendship and love – but people have many different ways of meeting their needs. Our family’s way is just one way. If we try out other choices, we might enjoy them just as much as what we’re used to. People have all sorts of ways of doing things that are different and interesting – it would be boring if everyone did exactly the same things!”

Families and caregivers can provide children with lots of positive examples of human diversity. Select books, pictures, toys and games showing people of different races, all ages, both genders and differing abilities as capable and involved in all types of activities. Model, through your words and deeds, interest in a variety of people and differing beliefs, behaviours and customs.

“I’ve never tried sushi before, here goes!”

“I wonder why our neighbour has those red banners beside her door – let’s ask her.”

“We’ve never celebrated Halloween, it’s not part of our culture. Let’s find out more about it.”

As part of fostering critical thinking about bias, we can encourage children to consider what is “untrue” and “unfair.”

“How do you think you’d feel if other children wouldn’t let you play just because of how you look, or what you wear, or how you talk?”

Adults can help children understand their rights, make choices and act in ways that reject bias.

“If someone calls you a name that hurts your feelings, you can tell them they’re wrong and they shouldn’t do that. You can ask the caregiver for her help if anyone does that to you, or if you see someone doing that to somebody else.”

These examples suggest ways to support anti-bias learning in young children. As with all other learning, repetition is important. Children will need many opportunities, over and over again, to explore similarities and differences, to try out new experiences from different traditions, to meet and get to know people from different backgrounds, and to ask questions – even embarrassing ones that we might not have easy answers for!

Adults don’t need to have “all the answers ready” before discussing anti-bias topics. Our own positive self-identity, our interest in and curiosity about others, and even our ignorance or misunderstandings, are all part of the journey toward honouring diversity. As children first watch and then join us on this journey, they will gain attitudes, knowledge and abilities for respecting and appreciating diversity. These are essential skills for us all – for today, tomorrow and beyond into the 21st century.

Reference
Derman-Sparks, Louise et al (1989). Anti(c)Bias Curriculum Goals. Washington, D.C.: NAEYC. Available from Louise Derman-Sparks, Pacific Oaks College, Pasadena, California

Making Stories Come Alive

Whether you are reading a picture book to a child on your lap, sharing a folktale with a classroom, or telling personal stories to a small group, there are many ways to bring a story to life and captivate your listeners.

Let your gestures, voice, and facial expressions convey your enthusiasm.

Your voice is your most important tool in story telling. Use a deep gruff voice when speaking the lines of a large, or scary character. A high squeaky voice is suitable for babies, fairies, etc., You can add suspense with a slow deliberate delivery and excitement with a faster paced delivery. Remember that simple facial expressions and gestures can add to characterization or the mood of the story. A simple raise of the eyebrows or a shrug of the shoulders can often express more than words.

Sharing a Story or Picture Book

Let the book you choose be the doorway to an exciting adventure that may reach far beyond the printed page. Here are some general guidelines to involve your audience.

• Be sure all children can see the book
• Choose a story that will appeal to your audience and suit the children’s attention span.
• Choose a book with bright and large illustrations.
• Choose books that invite participation through repeated verses or rhymes.
• Substitute the children’s names for character names to add interest.
• Be flexible. Skip or alter parts of a book as the needs of your young listeners dictate.

Sharing an Oral Story

The verbal telling stories and folklore is an age old tradition. You may chose to share a well known fairy tale, a simple ghost story or personal anecdote. As a storyteller, there are many ways to weave a story web that will snare and hold your listeners. Here are some pointers.

• Set the stage with a verbal cue like the traditional “Once upon a time” or use a bell or magic fairy dust to get everyone set for listening.
• Don’t be afraid to use props, costumes, or puppets to add interest.
• Involve the audience. Invite them to participate in hand motions or making sound effects. Or have them respond with “chants” or refrains.

Going Beyond the Story

There are many ways to add interest to a story and bring it too life. Many childcare workers use felt boards or puppets to captivate their audience. Remember the power of music with young children. You can add to the story with fingerplays and songs. For example, after reading Brown Bear, Brown Bear What Do You See? by Bill Martin Jr. you can sing “The Bear Went Over the Mountain” or “Teddy Bear, Teddy Bear, Turn Around”. Many favourite songs are also stories and can be acted out or embellished. Combine music and story together and you will find an eager audience often saying, “Let’s do it again!”

Book Review

Do and Learn

By: Michelle Cuthbertson
Published by: Earlychildhood network Australia

For over 20 years Do and Learn has been one of the most popular, practical handbooks for early childhood professionals, parents and students.

The aim of this completely revised publication is to present a range of activity ideas for early childhood carers who realise that children learn by doing. The ideas for this publication have come from the collaboration with the staff at The Sydney Day Nursery Schools Association, and are the original publishers of Do and Learn.

The ideas for good quality creative art experiences presented and discussed in this new edition of Do and Learn are for use in modern day early childhood settings, including children’s services and playgroups, and are supported by the principles of the Australian Quality Improvement and Accreditation System.

This valuable resource has now been included in the delivery of the new training package CHC02 within the new competencies of CHCFC6C, CHCFC7C & CHCFC8B, at a Diploma level.

If you are not undertaking training under the CHC50302 code, you may like to purchase this resource from Lady Gowrie Resource centre by phoning 03 9347 6388 or by email: books@gowrie-melbourne.com.au At the time of this publication, the cost of this resource is $15.00.

Sick Trainees

One World trainers visit all training participants every 4-6 weeks. The purpose of this visit is to assess on the job competence. Under a funded traineeship scheme we are only required to visit participants 4 times in the year. However as a training organisation we have based our assessments on ensuring that participants are able to demonstrate skills practically.

At times, visits seem far apart and on other occasions it seems that a trainer has not been to see you for a while. We diarise each centre and every individual participant to ensure that everyone is visited within this time frame. As you could well imagine in order to ensure that everyone is visited, we diarise a month in advance.

In the case of a participant being away on annual leave or where the appointment time does not suit, we attempt where possible to juggle appointments to meet these individual needs. This can only happen if we have been notified at the time of making the appointment.

Trainers have asked for participants to ring if they are ill or away on the day of their visit, as other appointments may be made or need to be changed for the remainder of that day.

If an appointment has been cancelled with no previous warning then it is difficult for us to reschedule this visit.

Out of School Hours Care

Do you work in Out of School Hours Care? Are you thinking of studying to gain a qualification or upgrade your current qualification?

One World for Children training services is currently training in the Community Services Training Package CHC02 offering government funded traineeships and fee for service training and assessment programs in

CHC40402 Certificate IV in Out of School Hours Care

CHC50202 Diploma of Out of School Hours Care

“Much research has been done in an endeavour to pinpoint factors which indicate quality care for children. Two aspects which are widely considered to be major indicators are the staffing level (or staff:child ratio) and the level of related training which staff have undertaken or continue to work towards to become qualified.”

In Out of School Hours Care, child care workers interact often with large groups of children for significant periods of time requiring specialist knowledge and skills.

The Certificate IV in Out of School Hours Care covers workers who conduct vacation programs and before and after school activities for children who are of school age. It is also applicable for those who work with children who may not be of school age eg. a mobile resource unit.

The workers plan activities and provide care to children, facilitating their leisure and play and enabling them to achieve their developmental outcomes.

Workers may work under direct supervision or autonomously. Workers are likely to have some supervisory responsibilities for volunteers and other workers.

The Diploma of Out of School Hours Care is a qualification for people who have responsibility for the day to day running of a Before and After School Care and/or Vacation Care service. They undertake a managerial role and have responsibility for the supervision of other staff and volunteers. They are responsible for developing and evaluating the program.
If you would like any further information in relation to the OSHC qualifications, contact our training office on 03 52 722 714 or email your expression of interest to training@oneworldforchildren.com.au

Teaching Children to Share

“Miss Harper! Miss Harper! Willard won’t share the blocks! He has them all!” Emily cries.

Every early childhood carer has heard similar complaints from young children. Many of us move in quickly to insist that the “greedy, selfish” child share some of the coveted item with the newcomer. Refusing to share is often treated as a crime in the eyes of adults. While our intention is good, we may be teaching children that others’ rights are more important than theirs and that problems should be resolved by adults rather than between the children themselves. We want children to be generous, kind, and cooperative, so we demand that they share.

Demanding that children share ignores their feelings and does not truly teach them to share. It more likely teaches children to feel angry and resentful toward adults and to believe that sharing is always accompanied by emotional pain. The irony of sharing is that when children know that they are not required to share, they are most likely to do so!

What is sharing?

Sharing is agreeably giving one’s possessions to others. However, when a child is forced to give up his or her possession, it is not true sharing but rather surrender of property. When Miss Harper uses the office copy machine she is not required to interrupt her task and relinquish the copier to a co-worker just because she has had it long enough. She may finish her task, even though the copier belongs to everyone in the building. Yet when Willard is using all of the blocks, engrossed in building a small city, some caregivers believe it is their responsibility to make him relinquish what is at that time his property, because it belongs to everyone in the group.

Rather than label Willard as “selfish” or “greedy,” the carer should see his refusal as assertive self-protection. Forcing him to give us the blocks will only make him want to protect future possessions more energetically. Too often we take the side of the newcomer. Instead, we should give children choices. Miss Harper should give Willard the choice to share or not. There are many other activity options for Emily in a well-equipped early childhood playroom.

A Better Way to Respond

Miss Harper can encourage Emily to solve her own problem by responding, “Emily, you’d like some blocks. Ask Willard to please give you some as soon as he can.” If Emily resists this suggestion, Miss Harper can go with her and give the message to Willard herself on Emily’s behalf, thereby modelling one method of problem solving. Both children benefit from this approach. Willard learns that he has authority and control over the blocks, because he was playing with them first, and that his rights will be protected. He can be the one to decide when he is finished and ready to give up some blocks. When Emily must wait, she learns to deal with disappointment and frustration, two of life’s realities.

Miss Harper might also say, “Emily, you want the blocks right now, but Willard is not ready to share them. I’ll help you find something else to do while you wait.” Such a statement makes Emily feel supported and understood by the caregiver, not abandoned. When this strategy is used, children often do not have to wait long. Willard, given the power of authority, is eager to exercise his right to decide who gets some of the blocks and when. Soon Emily will hear him say, “Hey, Emily! You can have some blocks. I don’t need them all.”

Children Who Habitually Cannot Share

Occasionally there are children who head for the same material every day and refuse ever to give it up. Several approaches may be appropriate in this situation.

Consider why the child must possess this item. Children who come from large families or impoverished homes may feel a strong need to claim something as their own. Perhaps it is an object or material the child never has a chance to use outside of the playroom. A duplicate or equally attractive item can be provided for other children to use. It is important not to label this child as a “problem,” but to try to understand the behaviour and the child’s need to possess the object.

Establish a system for equitable use of an item. Use a clock or timer to show children they can use the favoured item for five minutes. A child might be allowed to ride the popular tricycle four times around the concrete track and then give it to the next person. If a system such as this is in place from the beginning, no child feels singled out.

Sue Grossman, Ph.D. is an assistant professor of early childhood teacher education at Eastern Michigan University.

What’s on in ACT...

Well it’s March already and we are busy, in the hub of One World for Children training.

Thanks to all the children’s services that have contacted us to say how much they enjoyed our summer newsletter, we are glad you are all enjoying it so much, as we try to keep you up to date with articles of interest. Hopefully you may be able to share some of the information at staff, parent meetings, in-service or simply enjoy over a cup of coffee.

We are happy to be working with trainees in centre based care, Certificate III and Diploma of Children’s Services and enjoy visiting every four weeks on the job. Presently we are visiting trainees more regularly during recognition of current competency assessment.

One World for Children was happy to be at the recent Outside School Hours Care Expo at Forrest Primary. Program director Raelene, co-organised a fun as well as informative day for many on the day.

One World for Children is currently delivering the Certificate IV in Outside School Hours Care as well as the Diploma in Outside School Hours Care; we believe this to be a specialist area and are looking forward to supporting you as your training provider.

We look forward to catching up at the Children’s Services Staff Professional Development Conference 2004, where we will be at the Registered Training Organisations stand. Trainers will be available to provide information regarding our training programs as well as answer your questions on the day. We are excited about the diversity of presenters at the expo.

For further information regarding One World for Children Training Services, qualifications and career pathways in the ACT, please call our training office on 1800 006 533 or email rose@oneworldforchildren.com.au

Communicating with others online

Colleagues, co workers, managers or trainers are all valuable people to be communicating with over the period of your training. However there is a group of other helpful people that you will find with common thoughts, questions and ideas to help you with your training. This group of people are a collection of over 300 training participants that are training within various levels of children’s services. Not only are all participants training at different qualification levels, but also work at a number of various children’s services centres including: Long Day Care; Family Day Care; Out of School hours Care; Occasional Care and Kindergartens. Now that we have commenced training in the ACT, you will find that interesting discussions will be formed based on the location of individual training participants.

One World’s online community has gradually grown over time, and offers a great opportunity to communicate with others in the comfort of your own homes.

Below you will find three quick ways of communicating with others:

Happy hour

Happy hour was a concept developed where on a regular basis, a scheduled chat takes place in the chat room of the training One World website.

Happy hour could be a mid week opportunity to get you up and over hump day. Primarily it will give you the chance to meet other One World training participants without leaving your home, and can be used to discuss issues or ask other participants and trainers questions, or just simply get to know other training participants.

We hope to see you soon in the chat room for happy hour!!!

Re-starting: Wednesday 24th March from 8:00pm in the One World Cappuccino Chat room http://www.oneworldforchildren.com.au/Chatroom/login_to_Chatroom.asp?rm=Cappacino

Forum

The forum offers the opportunity for participants to post a message or respond to a broad range of discussion topics. A forum poses questions and comments for you to think and add to. Currently some topics for discussion are: “New Year Celebrations” and “How old is 4?”. Take a peek into the forum and post your thoughts....

http://www.oneworldforchildren.com.au/Forum/Forum.asp?dbt=Training

Guestbook

We welcome your ongoing feedback about our website. At the bottom of all the training pages you will find an icon which leads you to an opportunity to sign our guestbook and leave a comment. Take a tour of our website and tell us what you think.

Family Grouping

One World Children’s Centre has long been associated with quality children’s programs and service excellence. One of the things that make us different from other child care services is that we provide care and education for children birth to six years, in a family grouping environment.

As practitioners we always welcome the opportunity to advocate the benefits of family grouping to the children’s services industry. Last year we were approached by Eamon Burke, owner of Viewbank Child Care Centre, to work with him and his staff in a consultancy capacity to assist in the transition from age grouping to family grouping.

This operational change was planned to coincide with an extension to the service that took place in the latter part of last year, and completed early this year. The consultancy project was undertaken over a six month period, and involved lots of careful planning and preparation, as well as co-operation and goodwill of staff and families.

Now as this project draws to a close, the Viewbank community are settling into their new family grouping environment, and are really starting to experience the full benefits of this innovative approach, to grouping children in the child care setting.

To learn more about the benefits of family grouping, please read on...

Benefits

• Multi-age groups offer children opportunities to develop and practice social skills.
• There is a wider range of behaviour and performance that is likely to be accepted and tolerated by the adults as well as by the children themselves.
• There is often less competitive behaviour and more cooperative or helpful behaviours.
• Mixed-age group care is more like a home setting and often a more comfortable and secure setting for young children.
• Siblings are not separated.
• By design, mixed-age group care is geared more to the needs of individuals. Children in such groups have greater freedom to develop at their own rate.
• Older children learn to adapt their language and social skills to relate with younger children, often learning patience, compassion and problem solving skills.
• Younger children are challenged by older children and often engage in more complex activities than when they play with same age peers.

Tips for caring for mixed-age groups

1. Provide a wide range of choices. Most caregivers find that most of the day is comprised of unstructured “free play” where they provide a wide range of materials and activities that are appropriate for various children.
2. Provide some materials that are used specifically for an age group. Not all toys or play areas need to be “one size fits all.” It is fine to have some toys that are of specific interest for only one age group.
3. Consider ages of children when you set up the childcare space. Safety is paramount. Scissors that are used by preschool-aged children may need to be stored out of the reach of toddlers. Materials that are safe and appropriate for younger children can be arranged in easy to reach bins or containers. You may want to provide smaller sized furniture and step stools for younger children too.
4. Select toys and materials that are open ended and can be used in many ways. Balls, art materials, and blocks can be used by children with various abilities, and they will use the material in increasingly complex ways.
5. Focus on individual or small group activities. Asking a group of children of differing ages to participate together may bore older children or frustrate younger children.
6. Use the opportunities to promote cooperation and teamwork. Encourage children to help each other and solve problems together.
7. Accept the fact you may need to be flexible when scheduling daily routines. Meeting the needs of individual children may mean you need to veer from routine. You may find a need to feed lunch to an infant who has just woken from their morning nap while other children are sleeping, or set up a quiet area for the youngster who still needs a nap.

To learn more about our consultancy service and how we could assist, please contact us on 03 5272 2714 or training@oneworldforchildren.com.au

COMPETITIONS

We’ve put together a bundle of excellent professional resources that are highly recommended readings for the “growing” professional - and we’re giving you a chance to win it!! Here’s how...

Email us your email address

We’re working on a new format for our Training e-news that will be forwarded to all training participants in the next few weeks. We want to make sure that it is distributed to as many of you as possible in between our quarterly printed newsletter version. To do this we need to make sure that our email database is current and correct.

This is where you come in! Even if you have recently enrolled and provided us with your email address on your enrolment form we want you to send it to us again. We will check your details against our database to ensure we have the correct email address, and update as appropriate. Even if you don’t have a personal email address of your own, you may be able to use a friends or a work colleagues. Or if you are participating in MyWorld, you can use your One World email address. Just email us to let us know your preferred email contact.

So it’s that simple! All you have to do is to email us with an email address that we can send copies of Training E-news to and have your chance to win this great prize.

Just email chelle@oneworldforchildren.com.au detailing your name and email address, and we will put your name in the draw. But be quick!! Competition closes on Sunday 11 April 2004, and the winner will be announced shortly after in our first “new-look” E-news for this year.

Make sure you don’t miss your chance to win - email us NOW!

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Childcare Services

One World For Children Pty Ltd

• Finalist in the Victorian Training Awards 2006 for Training Initiative of the Year: Online Advanced Diploma of Children's Services

• Highly Commended in the 2006 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award:Innovative Product

• Finalist in the 2006 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award: Recognising Competency RCC

• Winners of the 2003 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award: Innovative Training Product"

One World For Children Pty Ltd
P.O. Box 701 North Geelong Delivery Centre 3215
<% if session("version") = "ACT" then %> Telephone 1800 006 533, Fax (03) 5272 3039 <% else %> 407-411 Thompson Road, North Geelong, Victoria
Telephone (03) 5272 2714, Fax (03) 5272 3039 <% end if %>

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