The Complete Learning Center Book Revised 2nd Edition

The Complete Book of Learning Centers, Revised. (2008). Gryphon House: Beltsville, MD. By Rebecca Isbell.

  1. Be sure to select Centers that match your children’s developmental level, interest, and experiences. Play is more complex when they know about the theme, roles, and props.
  2. Provide sufficient time for children to become deeply involved in Center play (30-50 minutes).
  3. Take a look at your management system: Do children understand how to make choices, follow through by going to that place, and cleaning up when finished?
  4. Add related books and writing tools to each Center, to increase literacy opportunities. A bedtime story book in housekeeping next to the baby crib or a pad/pencil in the restaurant for taking orders.
  5. Involve the children in creating props for the Centers. This increases their ownership of the space and encourages them to more responsible for the care of the items.
  6. Rotate in a “new” center into your classroom that will inspire different play, language, and roles. For example: “Camping”, “Fitness” or “Shoe Store.”
  7. Have a “grand opening” for a new Center, when it is added. Visit, talk, and model play in the Center during the opening.
  8. Create a big book of photos of children working in Centers. Place this popular book in the Library Center—watch them “read”.
  9. When interest in a Center is fading, add a new prop or new open-ended material. If this doesn’t work close the Center and bring it back at a later time.
  10. Be a floater, moving around the different Centers. You can observe and write-down meaningful learning that is occurring, including the child’s name and date of the observation. This is authentic assessment.
  11. After Center time, regroup for talking and reflecting, “What did you do during Center Time today?” Write down their ideas or let them create drawings of their work. Display reflections for children and parents to see.
  12. Make sure Center areas have clearly defined boundaries. Young children need to be able to see where each Center begins and the space it contains. Book cases or low screens, are example of effective dividers.
  13. Storage and display of items in Centers should be clearly labeled and easy to find. This helps the children be more independent in their play and see “new” options that will extend their play.
  14. If you only have a few Centers to use—partner with another teacher and share your Centers. This will increase the number of possibilities and provide your children with more opportunities.

 

If you have questions related to the effective use of Learning Centers in early childhood settings please contact me and we can talk further.

2014 Classroom Tips

Getting ready for the New Year?  It is great to have a new beginning filled with new possibilities. For the past few years, I have shared a list of new ideas that might jump start your work with children for the New Year.  This year I will share 14.  Some of these ideas might be new, but others may have been forgotten.  Let’s make 2014 the best year for you and your children!

  1. Sing more with your children. Sing at circle time and during transitions.  They can be theme related, or action songs.  Music lights up children’s brains through the process of participating, using words, and listening to sounds. Children also build a lifetime repertoire of familiar songs.  (Be watching for an exciting announcement for my new CD release in the late spring).

  2. Find a new book to read aloud to your children.  This new book will reignite you and your students love of literature.  Storytime enriches vocabulary, and provides a message/moral that leads to very interesting discussions.

  3. Record child/children reading a familiar book.  Add that book and the child’s taped reading to the library center.  Allow your new reader to become familiar with the library center, and watch what happens.

  4. Get active.  Have you had large beach balls in your classroom or outdoor area recently?  These low cost, soft, easy to catch balls will engage children in throwing, and passing.  We need to encourage more gross physical activity for the development of the body and brain.

  5. Propagate a plant.  Some plants that are easy to root and grow are: Airplane Plant, and some vines like Wandering Jew.  This experience will help children see how plants can be produced by placing leaves or cuttings in potting soil or water.  A clear bottle or cup allows the children to see the roots grow.

  6. Create a photography album. This album should include pictures of the children involved in activities within the classroom.  Be sure that all children are included in the album with their names, and that learning is occurring.   This becomes a very popular book for all to enjoy, and expand upon during the spring.

  7. Add a new center.  For example, a Fitness Center to get in shape for the New Year. You can find the vocabulary, design, props, and literacy connections, in my Complete Learning Center Book, Revised.  A web is also included to show how the learning is integrated into all areas of the curriculum.

  8. Include open-ended materials in all centers.  This encourages creative thinking and problem solving.  Young children are very creative, and simple materials can spark hundreds of ideas.  Some possibilities include:  scraps of shiny fabric, coffee filters, pieces of foil, electrical wire, brown wrapping paper, interesting color and designs of masking tape, a variety of papers, and tools for writing that are unusual.  I know this list will get your creative juices flowing as you identify many other open-ended possibilities!

  9. Creating rings, bracelets, and other finery for dress up.  Pipe cleaners can work as the foundation. Use beads, wire, stars, contact paper, etc.  These creations can also become decorations on clothes or shoes in home living.

  10. Add sticky notes to encourage writing. Young children are fascinated by sticky notes, and they love to write on them to leave messages.  These can be added to Home Living, Art Studio, Library Center or other appropriate places in your classroom.  Be sure to include magic markers, colored pencils, or chalk to inspire writers.

  11. Develop a group project to encourage cooperation and working together.  Put a large sheet of butcher paper on a wall (be sure to put a sheet of plastic underneath).  Choose a topic or theme that is interesting and appropriate for the season or your studies.  For example, “What do we do in winter?” “What do we see outdoors when it is cold?”   Children can add drawings or pictures of ideas that they want to share.  This group drawing can be added to over several weeks, with children including other thoughts over time.

  12. Dramatize a familiar/favorite story.  Creative dramatics is so appropriate with young children.  There is no memorized text, or exact words that are to be spoken.   The steps in the process are:   Read a story to the children that has a few characters and lots of action. (Two of my favorites are The Gingerbread Man and The Gigantic Turnip).  Reread the story another day and talk with the children about the characters and sequence of the action.  Later, read the story again to familiarize the children with the content.  Next, let the children chose the part they would like to play.   If they just want to watch, the audience is very important too.  Guide the actors through the story as they speak the words they want. Many times they want to do it again, or other children will want to try out the parts.  This is a non-pressure, relaxed and enjoyable literacy experience.  Try it, and you will be amazed at their abilities.

  13. Find a comfortable chair for you to sit in.  Add this special chair to the circle/community meeting area.  You deserve to have a place where you can sit comfortably.

  14. Compliment another teacher or staff member.  During this New Year, it is important to remember that not just children need encouragement, adults do too.  Take a moment to let another teacher know what great work they are doing, and be specific about what you saw and admired.   You both will feel better because of this compliment.

 

Have a wonderful 2014!

Dr.Isbell

 

  1. You can make everything perfect. This is not even possible—things happen. The turkey gets too done, the sweater is too small, more relatives show up than you expected, and the oven explodes.
  2. More is better. More food, more decorations, more presents, more relatives. Perhaps a better goal to work toward is “Good enough”. Example of 3 year old, after open way too many presents ask, “Is this all?”
  3. The best present can be bought. In a survey of 24-40 year olds they were asked “What Christmas presents they remembered from their childhood?” A few could remember one specific present—but not their age or year. One of the most frequently mentioned was writing letters to Santa, and the special people who were at the celebration.
  4. Christmas is a specific day! Personal story—- My two grand families in Mississippi lived 250 miles apart. It was impossible to visit both families on Christmas Day. One grandmother demanded that all four of her children, and their families, be at her house at noon on Christmas day for dinner and tree. The other grandmother said, “Christmas is when you are here with me”. Which one do you want to be?
  5. No one will know how tired I am. If you are too tired to enjoy Christmas—others won’t enjoy it either. You feelings, attitudes, and stress affect everyone. Take deep breaths and repeat after me “It is good enough!”
  6. The most expensive gift will be the “loved” the most. We all have watched the young child playing in the empty box and wrapping paper while the expensive item is sitting under the tree unnoticed.
  7. The best toys are the one that does the most. Actually the opposite is true-we want the child to do the most and the toy to respond. Example the cow that gave milk. Positive example magnetic bocks that can be anything—-the creative child determine what it will become. Another example of Legos.
  8. Traditions and Rituals are not important. One of the reasons holidays may be difficult for married couples is their different beliefs about these traditions. When do we have the opening of the presents? When do we have dinner? What do we eat?
  9. Christmas is only about our family. What about other people in the world or helping those less fortunate than you. These experiences of giving put everything in perspective—- what really is important? They provide examples to emulate with our children, grandchildren and friends.

Poem

Twenty five Christmas from now

It will not matter what we had for our holiday meal,

What kind of table we set

What kind of presents we gave

How much money we spent?

Or what our clothes looked like

But the world will be a better place because………

You were important in the lives of children.

*This poem was rewording from an excerpt from “Within my power” by Forest Witcraft.

Young children become very excited during the holidays, with their anticipation building over time. It is important or early childhood teachers and parents to try to keep the environment calm during this time of year. Here are a few hints for managing your classroom and preserving

  1. Delay talking about specific holidays. The earlier you start talking about events, parties, and presents, the more difficult it is for the children to contain their excitement. If you focus on the holidays every day, you will build the excitement to an unmanageable level.
  2. Play soft and calming music. As the saying goes “music calms the savage beast” in this case, “music calms the anxious child.”
  3. Maintain the regular and predictable schedule. Young children like predictability and the sequence helps them understand how the day will progress. When the order of things is disrupted, they grow increasingly upset.
  4. Watch both your and the children’s diet. Limit the special treats you have in your classroom. So many of the foods we eat during the holidays are full of sugar. Think about having oranges, apples, nuts, cheese, and other nutritious foods to eat throughout the day.
  5. Focus on making gifts or helping others rather than “what’s for me?” Find ways of helping families and giving presents made by the children. These will be greatly appreciated because they are unique and made by little hands.
  6. Find time during the day to rest, nap, or read a book in a quiet place. This time will allow the animated child time to regroup and relax. It is not necessary to sleep, but rather slow down and clear your head.
  7. Get outdoors, take a nature walk, take big blocks outside in wagons, and add bells or chimes to the fence for playing. Being outside puts everything in perspective and provides many opportunities to use young children’s unbelievable amount of energy.
  8. You are their role model, so try to remain calm. Slow down the level of stimulation in

You will enjoy your time with young children more if you intentionally plan ways to maintain a Happy Holidays to you and your young children!

This is a powerful headline that is questioning our priorities. This issue was posed by Nicholas D. Kristof in the New York Times. He believes that it is a moment of opportunity for the country to establish a national early childhood program.

In his opinion piece, he explains that there is a growing body of research that suggest that the best way to address American economic inequality, poverty, and crime is through early childhood education programs. I would add to that assertion that it must be quality early childhood programs.

Kristof identified national polls that show that this initiative is supported by 84% Democrats and 60 % of Republicans. Even when these programs stall in DC, many states and localities are moving ahead. In Michigan, for example, they are doubling their efforts for early childhood programs. This support is based on the long-term research done with the Weikart High Scope program that showed positive impacts on children who attended the quality program. These participants are now adults and had higher graduation rates, are less involved in crime, and more of them are employed.

David Deming of Harvard, in a long-term study of Head Start, found that academic advantages may fade, but “life skill” gains do not.

The article concludes by saying “children can’t vote, and they have no highly paid lobbyist” so it is critical that we as early childhood educators speak up. Let’s work together to make sure children’s needs and voices can be heard!

Read the entire article for yourself in the New York Times, Sunday review:
http://www.nytimes.com/2013/10/27/opinion/sunday/kristof-do-we-invest-in-preschools-or-prisons.html?_r=0

NAEYC

Are you going to NAEYC?

Come visit me in Kaplan’s main booth no. 2200.  I will be doing a workshop on “Extreme Classroom Make Overs” using visuals, handouts, with examples of how to accomplish some amazing changes.

That session will be on Thursday, November 21st at 2:30.

I  would love to see you, renew connections, and talk to you about your classroom or centers!

It is always so exhilarating to be at NAEYC and be with so many early childhood educators. Hope to see you there!

– Dr. Isbell

NAEYC Washington DC

Fall Science Centers

Today there is a major focus on including science in the curriculum for children, as seen in STEM. This emphasis on science and math is being encouraged in the early years and primary grades.

STEM-logoIt is important to remember, however, that young children are already natural scientists as they manipulate, explore, and question their physical world every day.

Because they are so interested in their physical world, it is a perfect time to add a new and exciting Science Center to your classroom.  This addition will encourage young children to examine real items from their environment, and connect their knowledge to things that interest them.

Items to Include

The concrete materials you include should be items that they see in their environment on a regular basis. It is also helpful to provide a few novel items that might stretch their thinking and invite problem solving.

Early Childhood Science CenterIn our region, there are many different kinds of nuts that are falling from trees during this season.  For example: pecans, walnuts, and chestnuts that all look, taste, and crack differently.

Other possibilities might be: dried flowers, and a variety of leaves, herbs, and bulbs.  Including some of these in the Science Center will provide a perfect match for young children’s way of learning.

These materials will encourage their examination and use of language as they discuss the fall items.  Don’t forget to include all of the seed and flower catalogues. They will add interesting printed material to the Science Center, and create a literacy opportunity.

Free Resource Download

Click the button below to download a PDF of the basic design, objectives, vocabulary, and webbing that can provide the foundation for your Fall Science Center.  Also included are activities, materials, and literacy suggestions that can be adapted to a fall theme.  These are for you to use and modify for your special group of children.  Let me know what exciting things you are including in your new and improved Science Center.

 

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Reference for Science Center is:  The Complete Book of Learning Centers, revised.  Published by Gryphon House and authored by Dr. Isbell.  It can be purchased in my bookstore.

Presented by CSX

 

Date: Tuesday, October 15, 2013
Time: 5:30 – 8:30 pm
Place: 8505 San Jose Boulevard, Jacksonville, Florida
Fee: $35 per person, $45 per person after Oct 10th (includes dinner)

 

Featuring a stimulating keynote address The Dynamic Power of Play: Nurturing Learning in so Many Ways! by internationally recognized early childhood expert and author, Dr. Rebecca Isbell

Exciting workshops to choose from:

  • Creating an Amazing Environment that Inspires Learning
  • Superhero Play: Friend and Foe?
  • Hands on Introduction to Clay for the Classroom
  • Play Throughout the Day

A Delicious dinner
Vendors, displays, and more
In service hours
CEUs available for an addition fee

[button_icon icon=”document-pdf-text” url=”https://drisbell.com/wp-content/uploads/2013/09/ECE-Symposium-Flyer.pdf” blank=”true” size=”middle”]Download the Flyer[/button_icon]      [button_icon icon=”information” url=”http://www.jcajax.org/index.php?src=events&srctype=detail&category=Early%20Childhood&refno=5628″ blank=”true” size=”middle”]Visit the JCA Website[/button_icon]

 

 

Bethel, Alaska

It has been a busy fall traveling around the country from Bowling Green, KY to Jonesboro, AR and El Paso, TX.  In each place, I’ve had the opportunity to work with wonderful early childhood teachers who share my passion for creating the best possible environments for young children.

I have just returned from an amazing trip to Bethel, Alaska which is 400 miles west of Anchorage. In this frozen tundra, there are people who have devised a variety of creative ways not only to survive but to thrive.  In this region, there are Yupik villages where young children have the opportunity to be in early childhood programs led by dedicated teachers. These teachers understand their culture and way of learning. They are motivated by an outstanding project director and early childhood specialist.  As educational leaders, they travel to the villages by air and sometimes by dog sled in weather that can be 50 degrees below zero.  Truly a sign of a dedicated early childhood professional!

 

Playing Dress-up in handmade Parka

Playing Dress-up in handmade Parka

 

During my time here, we concentrated on ways to nurture language development in young children.  The teachers were delightful as they sang, listened to stories, and participated in the language enriching activities.  As with many cultures, they have a strong connection to storytelling which was the focus of our last session together.  Storytelling is tied to our heritage, and is a powerful tool as it extends our understanding for language enrichment.

It is reassuring to see what wonderful work these early childhood teachers are doing! I am so blessed to have been able to visit this very special place, and be inspired by their work with young children. Thank you!

 

Teachers in Bethel, Alaska

Director and teachers who work in Lower Kuskokwim District, AK

 

Learning Centers

Over the last few weeks, I have read with dismay headlines that claim “Pre-K is a waste of money.” These unfounded remarks should inspire us to call to action.

This upcoming year, a chapter that I have written for a book called “Innovative Practices in Early Childhood Education” will be published by Springer.  My article is entitled “Climbing the Mountain: Tennessee Journey to Quality Prekindergarten.” In it, I wrote the background of the Pre-K movement across the United States, and the massive support for the initiative. Next, I zeroed in on Tennessee’s focus on providing a quality program for young children.

The Tennessee Pre-K program was designed using extensive research and identified what a quality program looks like: trained certified teachers, small classrooms, active and appropriate curriculum, and strong components related to cognition, language & literacy, and social-emotional development.

Unfortunately,  young children in Tennessee have become a political obstacle for those who oppose expanding Pre-K programs.  Many focus on short-term gains, without the knowledge and understanding of the abundance of research that demonstrates the effects that quality early childhood programs have on young children such as: less retention, fewer referrals to special education, more success in kindergarten and first grade, and improved language and math abilities.  They are also unaware of additional research, including the Perry/Weikard study which covered fifty years, and found long-term benefits that follow these children into adulthood.  It was found that those participants stayed in school longer, were more likely to graduate, and as adults were working more and receiving less federal assistance.

Today I took action. I sent the attached article to newspaper editors across the state.  I also sent Governor Haslam a similar letter along with the chapter I wrote on Tennessee Quality Pre-K… no response.

Now I ask you to take action too! Let your governor and legislators know how crucial quality early childhood education is for children who live in poverty as well as many others who will gain from this program.  Explain how it impacts both children and their families in positive ways.   Inform them that our community, state, and nation need educated children to have a great start and find the value of staying in school.

Please use any part of this blog or my attached article to help others understand what you and I know.  Early childhood education is our best investment for the future!

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