In January, Leslie’s parents were told she probably would not finish the first-grade reading program by June. Now she is an avid reader and there is no doubt she will complete the reading requirements.

What made such a dramatic change in Leslie’s ability in less than three months? Her parents attribute it to bringing a needed balance to her day.

First of all, they met with the first-grade teacher and together they mapped out a reading program for home which would support the instruction at school. They set aside time each day to practice phonics, sight words, and comprehension.

But Leslie’s mother felt the greatest contribution to her daughter’s new enthusiasm for books was eliminating excessive TV viewing from her daily schedule. They moved the TV from the family room to the basement where it is relatively inconvenient to switch on. Then they developed a few thoughtful, consistent rules for TV viewing. “Now we all read more and watch TV half as much,” her mother says. Not only has Leslie benefited by her parents’ action, but also her two-year-old sister is being guided toward a more balanced day.

Much of a parent’s effort in raising children is spent in trying to provide the best balance of activities. For example, parents often adjust home activities in order to improve school performance. However, there is no special schedule a family can follow which guarantees an ideal day, since each child is unique and continually changing.

Identifying a child’s needs, as Leslie’s parents did, is one way to know what activities would bring better balance to the day. Another way is to listen to children and to take note of their comments, such as, “I’m bored!” How often do we brush aside such a complaint with a quick, “Find something to do.”

Instead, for example, we might ask ourselves: When was the last time we took an inventory of toys, extracted the out-grown ones and added a few new ones which correspond to their current interest and ability? Rotating the toys brings variety and new interest to playtime. [Read more…] about Less TV Viewing Aids Reading

Is order in the playroom a fantasy or can it be a fact? Here are three key actions – limit, maintain, discard – that can help to make it happen.

No one can stipulate the exact number of toys appropriate for preschoolers to own, but some limit certainly needs to be reached.  A study conducted among middle-income homes in North Carolina found that both boys and girls under the age of six had an average of 90 toys.

Now what adult could organize and choose among 90 different activities?  Aren’t we causing confusion rather than promoting growth, by overwhelming children with things?  The important criteria at any age is to provide toys that fulfill different needs, such as active, quiet, creative, dramatic, etc.

A toddler, for instance, might enjoy a push toy, a puzzle, crayons and paper, and puppets. As parents see their children’s interests and abilities changing, they can add different toys and remove the outgrown one.

Periodically rotating the toys brings variety to playtime without adding to numbers and expense.  January is a good time to select a few of the Christmas toys for temporary hibernation.  A game, puzzle, doll, book, etc. can seem like new found treasure when it reappears later on a cold or rainy day.

Responsibility for maintaining the toys should shift naturally from the parents to the children, but this does not happen automatically.  Asking a preschooler to “Clean up the playroom.” can sound as challenging as “Fix the dinner.”  If parents and children work side-by-side at first, the cooperation multiplies. [Read more…] about How To Find, Keep Order In Playroom

“Would you like to make pine cone wreaths in my basement workshop?” a neighbor asked one afternoon.  “I have all the supplies and provide all the directions,” she added.  I accepted her generous offer with more enthusiasm than craft know-how or confidence.

Her festive spirit rubbed off on everyone as we set to work like elves just before Christmas.  She encouraged the preschool children to help sort the pine cones and nuts, cut wire in various lengths, and arrange the wreath designs.  Later, after a final spraying with clear varnish, our wreath looked surprisingly symmetrical and professional.  We returned to that busy workshop several times to produce more wreaths for family and friends.

A new direction to our gift-giving traditions was born.  We saw a special joy from the children as they bundled up and set off on their gift delivery missions.  Here was something that took thought, time, and effort to make.  Kindling an unselfish attitude helped to define the holiday spirit through actions, not words.

The children searched year round for more pine cones, beechnuts, buckeyes and other trimmings for future wreaths.

But how many pine cone wreaths does anyone need?  The next Christmas we searched for new gift ideas which could be defined as easy to make, practical, economical, and in the range of a youngster’s interest and ability – a craft easy enough so Mom and Dad didn’t have to finish it by default.

This eliminated the lengthy “how-to” books, yet a potpourri collection developed from craft shows, children’s books, school projects, talented neighbors, and the children’s own ideas.  From simple homemade baked goods tucked into decorated coffee cans, to handstitched felt map cases, to more complicated candle making and art work, the making, baking, and giving have been valuable lessons.

One of the best ideas came from a grandma who lives alone.  She recommended, “I like “doing” gifts – doing the raking, the storm windows, etc.  These are difficult things for me to do.”  Our son designed a “coupon booklet” so grandma could redeem certain chores when she wished. [Read more…] about Kids Learn Thoughtful Giving With Handmade Projects, ‘Doing’ Presents

Math! To some adults the word conjures up unpleasant memories of wrestling with percentages, long division, and quizzes on fractions. But most young children enjoy counting, weighing, measuring, and other activities associated with numbers. So how can parents encourage a child’s interest in math and help to promote a positive attitude on the subject?

The Mother’s Almanac by Marguerite Kelly and Elia Parsons, a classic, offers one realistic answer:  A child keeps his fresh awareness of mathematics as long as it is applicable and practical. This valuable guide encourages parents to make use of the everyday opportunities to emphasize awareness of numbers.

Following is just a sample of the activities to help make numbers applicable and practical.

Counting. Although many children can count by rote to 100, their grasp of abstract concepts needs to be fostered by practical experiences. Letting a child count out the forks or pieces of cake, one per person, for example, teaches rational accounting, the opposite of parroting numbers. Counting objects, whether they are beans or buses, helps a child to connect the numerals (one, two, three, etc.) with the numbers they represent.

Shapes. Using the names of sphere, cube, triangle, rectangle, etc., to describe objects helps a child recognize likenesses and differences in their daily lives. Children enjoy sorting buttons, making sequences of shells and leaves, and pairing different shaped beads. This heightens the awareness of shapes. Also, playing a game to find parallel or perpendicular lines in a room, or cylinders on a playground, provides practical evidence of various shapes in a child’s daily environment.

Measurements.  “Is tomorrow the next day after this?” questioned a four-year-old. Measurement of time and distance are concepts that a child can learn to grasp through practical application. In building with blocks, for instance, a child discovers for himself the relationship of a 4-inch block to an 8-inch or a 12-inch block.

Other measuring activities children enjoy are finding the time it takes to run a 40-yard dash across the yard, measuring the size of the garden and the distance between plants, and measuring the ounces of chocolate chips which go into the cookies. The metric system can be introduced by a continuing game of finding how many places metric units are listed such as on grocery items and road signs.

As children progress in math, they can apply their growing knowledge to more practical situations, such as comparison shopping, double-checking the addition on your receipt, recording expenses on a family trip, or keeping a record of gasoline purchases and mileage. These types of experiences do not guarantee a child will later have an agility for algebra, but they will help to weave the world of numbers into a child’s life.

Charles Schultz of “Peanuts” fame described many modern-day Thanksgivings when he observed, “…over the river and through the woods to grandmother’s house … except she’s moved to an apartment.”

It’s not hard for most adults to recall fond memories of visits with grandparents on this special holiday.  Yet, for many families today, grandparents live so far away that children must rely on parents to enrich their holidays.  This can be accomplished by teaching children the deeper meaning of Thanksgiving and developing a few family traditions.

Following are examples of some special family activities appropriate to the season.

Telling the classic story of the Pilgrims is an excellent activity in November.  Be sure to include interesting details, such as, that 34 of the 102 passengers on the Mayflower were children. Also, share the importance of the “Mayflower Compact,” the agreement to make laws together, and the contribution of Squanto’s guidance in planting crops. It’s a dramatic story that never grows old.

Parents can use the President’s Thanksgiving Proclamation printed in newspapers to point out the religious freedom and the abundance for which the Pilgrims in 1621 and Americans today express gratitude.  Defining such ideas as gratitude and religious freedom will expand a child’s concept of Thanksgiving.

There are many excellent children’s books that will support and expand your storytelling.  Here are a few available in most public libraries:

 

The Adventures of Plimoth Plantation As Told by the Mayflower Mouse, by Marian R. Carlson

The Plymouth Thanksgiving, by Leonard Weisgard

The Thanksgiving Story, by Alice Dagliesh

N.C. Wyeth’s Pilgrims, by Robert San Souci

The Very first Thanksgiving Day by Rhonda Gowler Greene

Who’s that Stepping on Plymouth Rock? Jean Fritz

[Read more…] about Thanksgiving’s True Meaning

Onboard with the Pilgrims!

Six Essential Questions to Ponder

Visit www.MayflowerMouse.com for this and other activities about

“The Adventures of Plimoth Plantation As Told by the Mayflower Mouse”

Imagine that you’re onboard the Mayflower with the Pilgrims for months and months. How will you pass the time? Perhaps you’ll tell stories, play games, help with the chores, – or ask each other questions. Here’s six essential questions and how the Pilgrims might answer them. How would you answer them: Who, What, When, Where, Why, How?

[Read more…] about Onboard with the Pilgrims!