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
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Now is the perfect time to hop into a workshop!
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PLC: Sharing How We Promote Outdoor Learning
A professional learning circle - or PLC - is comprised of a group of educators that meets regularly, shares expertise and works collaboratively to learn from one another. With support from experienced moderators, this PLC will offer the opportunity for participants to share with one another some of their favorite practices for promoting outdoor learning in the Pre-K & Kindergarten classrooms.This is our final PLC Zoom session provided during the winter and spring that will serve as a platform to share and exchange ideas. Our PLCs are designed for teachers, teacher assistants, administrators, directors and other early educators.
Date: Wednesday, May 25, 2022
Time: 7:00pm – 8:00pm
Registration: Free, but registration is required
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Why preschool children should guide instruction |
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When young students have a voice in their classroom, their work becomes more meaningful. Educators certainly want children to have a deeper learning experience. According to an article by Ralicia Preisinger in Edutopia, these lessons demonstrate an intrinsic motivation, where children complete activities based on an internal satisfaction or an extrinsic motivation in which they are working to gain something. But how does that become meaningful for children?
Preisinger’s article defines meaningful as “having a serious, important, or useful quality or purpose.” The truth is, what is meaningful to one person will be meaningless for another. Because we all come from different backgrounds and a variety of experiences, we have varying opinions about what is important.
“We cannot control meaning for anyone but ourselves,” says Preisinger. “If meaning is subjective, then teachers are not the experts on what’s meaningful to a child. Only the child knows, and the only way to find out is to ask.”
It is quite easy to ask children what they want, but it is much harder to listen to their answers. After all, don’t teachers know what is best? Keep in mind, the goal is to create meaning for the children, not for teachers. It is their environment and experience and everything in both of these that affects them.
How can children actually guide their own instruction? Perhaps they have ideas for washing hands charts or the classroom job poster; maybe they will make labels for stations in their own handwriting; when a theme needs to be chosen for dramatic play, children will be in charge of making the final decision about it. This will all build developmental skills and motivate children to participate. Additionally, these actions will create positive emotions for students because their ideas are being validated! Of course, teachers can facilitate modifications or alternatives if children’s ideas are not appropriate or realistic. However, even in discussing options, children will learn to hear from others and negotiate.
“Children have an innate desire to learn and explore,” says Preisinger. “They want to touch things, figure things out, break things down, and build them back up.” She posits that real teaching gives children the materials to do this, while encouraging exploration and guiding children’s natural abilities. Creating meaning tends to get easier when educators learn to follow children’s leads and make room for what they have to contribute. They will be more engaged and joyous over experimenting because it was their idea!
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Save the Dates!
Summer Institute - Coming Soon
Inspire Children’s Play with Loose Parts
What: A webinar with noted author, Miriam Belogovsky
When: June 29, 9:00am - 12:00pm
Applying Loose Parts
What: A morning at the Long Island Children's Museum
When: July 13, 9:00am - 11:00am
Pyramid Model Training
What: A two-session training at the Suffolk Child Care Council
(Note: You must attend both sessions)
When: July 20 and 27, 9:30am - 1:00pm
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How we learn through what we do |
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We all learn actively. When we are born, our brains are immediately connecting synapses in new ways. First, we learn to make sense of booms and buzzing confusion. Later, we learn through seeing, feeling, touching, tasting, smelling and doing. Further down the road, we use the senses to speak, listen, read, write and create meaning out of everything. According to an article by Larry Schweinhart in The Wisdom of Play, these abilities give us a plethora of knowledge, but they “never replace our immediate world of senses and activities. We learn what we do.”
When we make plans we are working toward objectives. Later, we learn to
follow-through with what we say. Reviewing the plan teaches us the value in taking responsibility. When children do what we tell them, they are learning to do what we say. However, even better, if we ask them what they want to do and how they would like to do it, they are learning to take initiative.
According to Schweinhart, the HighScope Educational Research Foundation conducted a long-term follow-up study of three types of preschool education. They consisted of direct instruction, traditional nursery school and HighScope’s active participatory curriculum. “Direct instruction teachers taught lessons and how to give the right answers,” he says. Traditional nursery school teachers gave children more freedom and followed their lead as they played and worked. “Teachers in the active participatory program had children plan, do and review their own activities.” Educators supported them in all of their choices. The result of the study? All of the children were better prepared to enter kindergarten, but “the two more child-led approaches seemed to better prepare children for life,” says Schweingart, who adds that there were also fewer emotional problems and fewer crimes committed when the children grew into teenagers.
Children who were given the opportunity to actively engage in their learning came away with knowledge of the lesson content, as well as the educational activities and the thought processes within them.
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Bun-tastic books for Easter fun |
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With spring and Easter approaching, why not add the gift of books to your classroom library? Less sweet than sugary treats, they contribute stories of love, hope and cottontails for joyful moments of reading together throughout the entire year. In an article in Brightly,
Dena McMurdie lists a number of her favorite books to read with children at this time of the year. Here are just a few:
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Change Starts with Us, by Sophie Beers. From planting trees to recycling, a bunch of little activists teach young readers about the small but important ways they can make an impact on the planet.
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Happy EAR-ster!, by Jo Parker. Learn about and celebrate Easter with cute farm animals dressed up like bunnies. Children will be able to hunt through pages while exploring touch-and-feel patches.
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Lola Plants a Garden, by Anna McQuinn. Lola and her mother plant a flower garden, but Lola struggles with the long wait for them to grow. Instead, she creates a book about flowers. Eventually, she hosts a garden party with her friends and reads them her new book. Children can enjoy Lola Plants a Garden in English and Spanish versions.
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The Smell of a Rainbow, by Dawn Goldworm. “Created by one of the world’s most sought-after fragrance designers, this delightfully scented board book offers a fun new way for kids to learn about the colors of the rainbow,” says McMurdie. Children will experience the smells of lavender, orange, red peppers, and many other smells.
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MyPeers
Orientation for Teachers
Webinar
Join this webinar, presented by Head Start, for an introduction to MyPeers - especially for classroom staff! MyPeers is a virtual space for brainstorming, exchanging ideas, and sharing resources. These communities of practice allow Head Start classroom staff to connect around early childhood topics such as lesson planning, curricula, coaching, and classroom management. Local program staff lends support to fellow early childhood education professionals across the country. Head Start staff are also connecting with colleagues to navigate the changes of COVID-19. Through the platform, members are asking questions, highlighting successes, and developing solutions to challenges around masking, vaccinations, in-person services, and more. Join us on MyPeers to discuss your ideas, hear from colleagues, and collaborate with others.
Date: Tuesday, April 12, 2022
Time: 4:00pm - 4:45pm
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NYS Regulations for Child Care Centers (DCC)
Presented by the Child Care Council of Nassau, Inc., this training will review the updated NYS OCFS Regulations for Child Care Centers. Participants will become familiar with the different sections of the regulations and how to locate regulations when questions arise. Participants will look more closely at a number of regulations and discuss how to go above and beyond to implement best practices.
Date: Wednesday, April 20, 2022
Time: 6:30pm - 8:30pm
Non-Member Cost: $70; Member Cost: $30
Location: 99 Quentin Roosevelt Boulevard, Suite 201, Garden City
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Closing the Covid Gap
The Molloy College Barbara A. McDonnell
Early Childhood Education Conference
Let's talk about helping young children to thrive past the pandemic. Register for this FREE conference in thought-provoking tracks (Family, Educator and Leadership).
Date: Friday, April 29, 2022
(Note: Registration closes April 22)
Time: 10:00am - 12:00pm
Location: Virtual
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Apply for the Enhanced NYS B5
CUNY‐SUNY Workforce Scholarship Today!
Do you work in an Early Childhood Center or in a
Family/Group Family Day Care Center?
Would you like to earn a Credit-bearing
Credential, Certificate, two-year, four-year or graduate degree?
This scholarship is needs-based and designed to support individuals working 20 hours or more in a licensed early childhood center or Family/Group Family Day Care Center. New, returning, and current students are eligible to apply for an initial screening for the scholarship, which is managed and administrated by The New York Early Childhood Professional Development Institute’s Career Development Center in partnership with PDP, and funded by the federal Birth to 5 grant.
*The program will cover up to 9 credits or three courses.
Eligibility Requirements:
- You work in a licensed Early Childhood Center or Family/Group Family Day Care 20 hours or more.
- You intend to apply or already attend one of the CUNY or SUNY Schools on a part-time basis.
- Commit to meeting with Institute advisors to create and update a study plan three times per semester.
Sign up to attend an informational session HERE.
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71 Clinton Rd. Garden City, NY 11530-9195
Phone: 516-396-2220
www.nassauboces.org/pre-k
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