Learn From Nature

As educators one of the best and most entertaining way for children to learn is to go

outside and explore. As research has stated children learn the most when they are able to fully be

engaged with a material or subject they are learning about. When the students are able to use

their five senses that is when learning has lasting effects. A very interesting article gives eleven

reasons why we as educators should take the children outside.

The reason include:

They are calmer outdoors (Luckenbill, 2013).

They do not have to stay quiet and it is ok to sing loud (Luckenbill, 2013).
There is more space for big body play (Luckenbill, 2013).
There is less setup and clean up to be done (Luckenbill, 2013).
The materials (mud, sticks, rocks, flowers, leaves) are free (Luckenbill, 2013).
The mud can be hosed off outside before kids come back inside (Luckenbill, 2013).
Sand and water play lead to an understanding of volume, cause and effect, and use of
tools (Luckenbill, 2013).
There is room to invent new ideas and new worlds (Luckenbill, 2013).
They learn nature smarts and learn to love the outdoors (Luckenbill, 2013).
Learning to be gentle with a flower leads to being gentle in other ways (Luckenbill,
2013).
They learn life lessons: All living things hatch, sprout or are born, and all things die
(Luckenbill, 2013).
 Technology as a Tool for Learning

Although I have always been opposed to tablets in the classroom, with my previous

placement I have grown to appreciate them as learning tool for our young learners. During

their development children have shown initiative and creativity. Technology can provide

another way for children to demonstrate their learning (Technology and Young Children |

National Association for the Education of Young Children | NAEYC, 2017).

Using technology as a learning tool can:

Allow children to freely explore touch screens loaded with a wide variety of developmentally
appropriate interactive media experiences that are well designed and enhance feelings of
success (Technology and Young Children | National Association for the Education of Young
Children | NAEYC, 2017).
Provide opportunities for children to begin to explore and feel comfortable using traditional
mouse and keyboard computers to use Websites or look up answers with a search engine
(Technology and Young Children | National Association for the Education of Young Children |
NAEYC, 2017).
Capture photos of block buildings or artwork that children have created; videotape dramatic
play to replay for children (Technology and Young Children | National Association for the
Education of Young Children | NAEYC, 2017).
Celebrate childrens accomplishments with digital media displayed on a digital projector or
on a classroom Website (Technology and Young Children | National Association for the
Education of Young Children | NAEYC, 2017).
Incorporate assistive technologies as appropriate for children with special needs and/or
developmental delays (Technology and Young Children | National Association for the
Education of Young Children | NAEYC, 2017).
Record childrens stories about their drawings or their play; make digital audio or video files
to document their progress (Technology and Young Children | National Association for the
Education of Young Children | NAEYC, 2017).
Explore digital storytelling with children. Co-create digital books with photos of the
childrens play or work; attach digital audio files with the child as the narrator (Technology
and Young Children | National Association for the Education of Young Children | NAEYC,
2017).
 Communicating with Families

As educator we are a huge part of children's lives, however we have to keep in mind

that we want each child to be successful and thrive in our setting we must always build a

parent-educator relationship with the child's parents. This relationship is not only beneficial

for the child but it is also beneficial for the parent and educator.

Benefits for the parent:

Increase parent involvement in their children's learning at home (American Federation of

Teachers, 2017).
Can get ideas on how to support and help their children (American Federation of
Teachers, 2017).
They become confident that they are valued for their involvement with their children's
school (American Federation of Teachers, 2017).
Develop an appreciation for the important role they play in the education of their children
(American Federation of Teachers, 2017).

Benefits for child:

Academic achievement raises with parental involvement (American Federation of

Teachers, 2017).
Increased motivation for learning (American Federation of Teachers, 2017).
Improved behaviour (American Federation of Teachers, 2017).
Increased regular attendance (American Federation of Teachers, 2017).
Positive attitude towards homework and school (American Federation of Teachers, 2017).

Benefits for Educators

Educators learn more about students' needs and home environment (American Federation
of Teachers, 2017).
This information leads to better ways of meeting the student's needs at school (American
Federation of Teachers, 2017).
Improved teacher morale (American Federation of Teachers, 2017).
 Let the Students Be the Teachers

This may sound sort of odd, however, children learn best when they are able to teach

what they have learned back to others. This method allows the child to think of a different way to

teach the topic at hand to the rest of the class allowing the child to simplify the topic by using

stories that are relatable to the topic or examples that can help the other students understand.

Letting the students teach the class will also increase class participation and help with skills such

as socialization. This method will also help the child boost their self-esteem and memorize

important lessons in a meaningful way as they will have an active role in their learning.
 Head Start Policy

As educators we strive to provide equal opportunity for every child to learn and

develop appropriately. In America there is a program called Head Start (Head Start policy |

Encyclopedia on Early Childhood Development, 2017). This program uses "an integrated

approach that combines educational, social and health services for preschool children and

their low income families" (Head Start policy | Encyclopedia on Early Childhood

Development, 2017). This program aims to help bring poor children up to the level of other

children are by the time they are enrolled in school (Head Start policy | Encyclopedia on

Early Childhood Development, 2017). I find this program a great program to support our

children living in low income families, as they are being a equal chance to reach their full

potential.

Some of the benefits of attending this program include:

Improved literacy (Head Start policy | Encyclopedia on Early Childhood Development,

2017).
Increase high school graduation (Head Start policy | Encyclopedia on Early Childhood
Development, 2017).
College/University attendance (Head Start policy | Encyclopedia on Early Childhood
Development, 2017).
Fewer criminal behavior (Head Start policy | Encyclopedia on Early Childhood
Development, 2017).
Positive health and cognitive outcomes (Head Start policy | Encyclopedia on Early
Childhood Development, 2017).
Improved parent health and safety (Head Start policy | Encyclopedia on Early Childhood
Development, 2017).
 School Success

One of the most important goals of the kindergarten program in their first year is to

ensure that the student is experiencing success. Experiencing school success stars as soon as

the child is conceived and is affected by genetics and the environment they live in (School

success | Encyclopedia on Early Childhood Development, 2017). There are many ways we as

educators can predict academic problems and hopefully help with early intervention to ensure

children experience success in school. Although not all of these problems can be overcome

without a specialist there are some problems that can be overcome or mitigated through

developing good social skills, close peer and adult relationships and positive but firm

discipline (School success | Encyclopedia on Early Childhood Development, 2017).

Predictors include:

language and literacy disorders, including difficulties recognizing and using the sounds of
spoken words prior to the age of six (School success | Encyclopedia on Early Childhood
Development, 2017).
attention deficits (School success | Encyclopedia on Early Childhood Development, 2017).
social difficulties (e.g., getting along with peers) (School success | Encyclopedia on Early
Childhood Development, 2017).
emotional difficulties (e.g., controlling negative emotions, aggression, poor self-regulation)
(School success | Encyclopedia on Early Childhood Development, 2017).
at-risk family environment (e.g., poverty, single-parent) and poor parenting (School success
| Encyclopedia on Early Childhood Development, 2017).
 Kelso's Choices

Kelso's choices is a program to help develop conflict management skills in children (Wiebe

& Banman, 2017). This program teaches students that they are able to solve small problems

without the need of an educator as the mediator. Kelso has nine choices to help solve small

problems. If the problem the child is telling you about is small, ask the child to try two (2) of

the nine (9) Kelso's choices to solve their problem, if he problem persist then the educator

can mediate. When teaching children about Kelso's choices make sure to state which

problems are "small" problems that they can solve themselves such as a friend not wanting to

play with them and a "big" problem which needs adult attention such as someone getting

hurt.

Kelso's choices include:

1. Go to another game
2. Talk it out
3. Share and take turns
4. Ignore it
5. Walk away
6. Tell them to stop
7. Apologize
8. Make a deal
9. Wait and cool off
 References

American Federation of Teachers,. (2017). Building Parent-Teacher Relationships. Reading

Rockets. Retrieved from http://www.readingrockets.org/article/building-parent-teacher-

relationships

Head Start policy | Encyclopedia on Early Childhood Development. (2017). Encyclopedia on

Early Childhood Development. Retrieved from http://www.child-encyclopedia.com/head-

start-policy

Luckenbill, J. (2013). 11 Reasons to Take the Kids Outside | NAEYC For Families.

Families.naeyc.org. Retrieved from http://families.naeyc.org/content/11-reasons-take-

kids-outside

School success | Encyclopedia on Early Childhood Development. (2017). Encyclopedia on Early

Childhood Development. Retrieved from http://www.child-encyclopedia.com/school-

success

Technology and Young Children | National Association for the Education of Young Children |

NAEYC. (2017). Naeyc.org. Retrieved from http://www.naeyc.org/content/technology-

and-young-children/preschoolers-and-kindergartners

Wiebe, & Banman,. (2017). Kelso's Choices. Tvdsb.ca. Retrieved from

http://www.tvdsb.ca/webpages/swiebe/kelsos_choices.cfm