The Long Island Pre-K Initiative is proud to be part of Long Island's Regional Technical Assistance Center for Pre-K and Early Education. Visit its web page for links to all partner organizations. Many have important COVID-19-related resources to offer:  www.nassauboces.org/rtac

Date: Wednesday, February 16, 2022

Time: 4:00pm – 5:00pm

Registration: Free, but registration is required

Date: Wednesday, March 9, 2022

Time: 4:00pm – 5:30pm

Registration: Free, but registration is required

Social and emotional learning (SEL) activities can change young students’ lives. When children are given a strong foundation, it can set them up for success in the future. In an article in Edutopia, Lainie Rowell and Naomi Toland share three SEL methods specifically designed for early childhood.

1.   Welcoming Inclusion Activity. In order for learners to be creative and solve problems, children need to feel valued. “How we enter into the learning environment is an opportunity to establish the mood and tone as well as create a sense of belonging,” say Rowell and Toland. Try using a morning check-in in which there is an attendance routine with photos of learners’ faces (or avatars). Through independently taking attendance and checking themselves in, they know they are a part of the environment. You might also try gathering learners in a circle for class meetings where children can discuss emotions (“Name it to Tame it”). Additionally, use singing while allowing children the creativity to mimic what they see around them. The call-and-response nature of songs helps learners with new language and social awareness.

2.   Engaging Strategies. We all know that it is impractical to ask children to sit for long periods of time, so we plan accordingly. Anticipating and “play-based exploration is a great way that we can set up provocations to scaffold learning experiences and then follow how the learners respond to the activity.”

3.   Optimistic Closure. Build confidence and promote communication skills through celebrating what was accomplished in class. You might do a “One-Word Whip Around” responding to a prompt such as “Share one word that describes how you feel about your learning for today.” Ask kids to finish sentences such as, “I am curious about…” or “I want to learn more about…” Have children practice gratitude by encouraging them to name someone or something that brought them joy that day.

Did you look forward to playing outdoors? Perhaps you had a favorite tree or stream-a special place where you would like to hide and play. Our own experiences have lent themselves to our knowledge of the benefits of play in natural settings. According to an article by Rachel Grob in The Wisdom of Play, one reason outdoor play is so essential is “that nature offers unparalleled opportunities for exploration and experimentation.”

In any environment, the amount of inventiveness and creativity is proportionate to the number and types of variables in it. There are myriad “variables” outdoors: plants, animals, insects, water, sand, dirt, dust, hills, holes…they are all fascinating and they may change over time. “Nature is the best place for children to find ‘loose parts’- that is, material for play that can be moved around and used in many ways,” says Grob. Think of using wood to make a fort, or sculpting dirt into a place for ants to crawl. “The open-ended characteristics of the natural world excite play far richer than what children will ever find in manufactured toys that require them only to push buttons or follow pre-set rules.”

Children also need gross motor skills that develop best through outdoor play, as it is spontaneous and fun. Nature allows children room to run, climb, and navigate uneven and unexplored terrain. In addition to the physical benefits, children grow emotionally and mentally through outdoor play. They often use their time outdoors to “nurture contemplative as well as active forms of playfulness,” says Grob. “Their ability to relate creatively and peacefully with others expands in nature too.” In fact, researchers have found decreased incidents of aggression and more imaginative play when environments are no longer made of cement; instead, they have been upgraded to include ponds, gardens, meadows and trees.

Read more about what makes outdoor play essential by clicking on the complete issue of The Wisdom of Play.

Olympic athletes embody athleticism, grit and spirit, all qualities that are certainly worth reading about with children. We Are Teachers offers many curriculum connections to be made for this “global celebration of strength and skill,” along with suggestions for books that will help Pre-K students get excited about this year’s Olympics. Here is a sampling:

 Check out the complete list of books here. 

The Long Island Pre-K Initiative is a collaborating partner in the state-funded Regional Technical Assistance Center, which supports Pre-K and early childhood education on Long Island. The other collaborating partners are the three Long Island BOCES, the Child Care Council of Nassau, Inc., the Child Care Council of Suffolk, Inc., Choice for All and the CUNY Leadership Network.