5 Books on Families

We thought it might be helpful for us to share some books that we read in our classes that focus on families. These books highlight the ideas that everyone’s family is unique and different (and that is a good thing) while making sure to draw that connection that families are defined by love. Here is our top five list of books on families:

The Family Book by Todd Parr

9780316738965

The Family Book by Todd Parr provides a lovely overview of families. Its clear and simple prose along with its vibrant colors makes it appealing to even the youngest children. The phrases that are written in the book can almost become mantras for children. After reading it several times, you may hear children saying, “Some families are big” or “Some families are small”. It also touches upon more complex ideas surrounding families including death, adoption, and single parents. The Family Book ends with a message that helps children embrace their unique family.

Loving by Ann Morris

51NRT5Q9VBL

This book shows images of families from around the world who are taking care of each other. The  photographs highlight families from around the globe that are highly relatable to young children. For example, it depicts children shopping in San Francisco’s Chinatown, eating dinner at a table in Harlem, and a mother nursing a baby in Kenya. The photos not only speak to family, but other universals like adults caring for children and food. The love between the adults and children is clear on each page and the index  provides additional context for each photograph.

A Tale of Two Mommies by Vanita Oelschlager

71Oi2qMiCGL

This books features three children playing on a beach. Two of the children ask the other child questions about having two mommies. Both the questions and the answers to the questions appeal to young children and have a wide variety. As the child answers, it becomes clear that both mommies take care of and love the child. This books helps children to discover answers to questions about different families that they might be pondering without ostracizing others.

Stella Brings the Family by Miriam B. Schiffer

9781452111902_p0_v1_s550x406

Stella Brings the Family is about a child whose class is celebrating Mother’s Day. Stella, however, is worried because she has two dads and doesn’t know who she should bring to the Mother’s Day celebration. She discovers that she has a family that includes Daddy and Papa and also includes Nonna, Aunt Gloria, Uncle Bruno, and Cousin Lucy. She decides to invite them all to the celebration since they all help to take care of her.

Kids Need to Be Safe: A Book for Children in Foster Care by Julie Nelson

51hd1co3tIL._SX258_BO1,204,203,200_

This book addresses a more complicated topic –  that not all children have a traditional family to take care of them. The text is simple and repeats the idea that, “Kids are important. Kids need to be safe.” Children can see this theme supported by illustrations of children being cared for by foster parents and other adults. These illustrations can allow for deeper conversations and potentially provide children who have experienced foster care the opportunity to share their experiences.

These are examples of books on families that we have read to children. Do you have any books that you would like to add to this list? Please let us know!

Inquiry Tools

A few years ago several of my three-year-old students asked me a question, and I responded, “How could we find the answer to your question?” They stared at me and said, “We’re asking you because you’re a teacher, and teachers know everything!” While flattering, I had to tell them that I most certainly do not know everything. Instead, there are many other ways in which we can seek the answers to our questions. This moment illustrates the importance of directly teaching children the skills, even as young children, to find the answers to their wonders.

At SEEC, we define inquiry as asking questions, but also as the process to find the answers. In order to ask effective questions and have the tools to seek answers, children must be curious, know how to observe, describe, make connections, and communicate. From infants to kindergarten, our classes foster these skills to ensure our children leave our school with a love of learning, a ferocious curiosity and the ability to find the answers to their questions.

Recently, one of our four-year-old classes, led by Will Kuehnle and Jessie Miller, spent some time discussing what it means to be curious, and what tools could help them explore their curiosities.

5

To begin their experience they went to the National Gallery of Art to see The Thinker (Le Penseur) by Auguste Rodin. They looked at the sculpture and pondered how its body language depicted thinking. They even tried to pose themselves.

8

Next, they discussed four tools to use when we have a question: asking an expert, observing, reading a book, and/or going to a museum. After discussing these inquiry tools in the gallery, the class headed outside to the National Mall to make these ideas more concrete through play.

6

The children got into groups and went through stations, each representing one of the inquiry tools they previously identified. At the “Ask the Expert” station, the children dressed up and pretended to be experts on different topics. One child would ask a question while the other child listened. The conversation would continue back and forth while one child spoke and the other waited and responded. The teacher could step in and model this for the children as well as praise them when waited for their turn to speak. This was a great opportunity for the children to practice patience and listening.

2

At the “Observe” station, children observed what they saw on the Mall and recorded these thoughts through writing and drawing. This was an open-ended activity that allowed the children the freedom to observe anything in their surroundings. It gave the teachers a glimpse into what the children find most interesting and, since SEEC uses an emergent curriculum, will serve as a guide for possible future topics for the class

4

The “Read a Book” station contained several books where children could flip through and gain knowledge through their reading.

7

Lastly, the “Go to a Museum” station had blocks for the children to build a museum where they might be able to answer their wonders.

1

 

Back at school that afternoon, the class had an opportunity to play at the stations again if they wished.

 

3

Recently, during storytime a child asked a question about something in the book. The other children were quick to suggest finding a book on the subject or visiting a museum to find out more information. The teachers have also observed students using language such as “curious” and “inquire” more often in their day-to-day conversations. By spending time practicing listening, vocalizing questions, and exploring how to find answers, the students have built a strong foundation that will serve them as they progress in school and life.


Join us on January 17th to learn more about Fostering Wonder with young children.

Teacher Feature: Two Year Old Class Explores Butterfly Wings

This weeks’ teacher feature shows how one of SEEC’s two-year-old classes were inspired by Oscar de la Renta’s Ikats in the To Dye For: Ikats from Central Asia exhibition at the Freer|Sackler Galleries. Educators Brittany Leavitt, Brittany Brown, and Melinda Bernsdorf used these iconic ikats to facilitate a learning experience that focused on the colors, patterns, and symmetry that can be seen in both butterfly wings and these dyed fabrics. Below you will find images from the lesson as well as reflections from the educators.  

Cover Photo

Preparation:

Eggs, Chicks, InsectsAt SEEC, our faculty uses an emergent curriculum, which means they follow the interests of the children to create units and lesson plans. They were able to connect the class’s interest in various topics including eggs, frogs, and bugs by exploring the life cycle of the butterfly.

We were inspired to teach this lesson because of our class’s interest in the metamorphosis of frogs and other things that grow from eggs. Additionally, our class was really into finding insects including worms and potato bugs on the playground. We decided to explore their interest more by getting a butterfly kit for the classroom.

Butterfly Review

Brittany Leavitt began the day by gathering the group and led the class in a discussion about the butterfly. She began by reviewing previous topics on butterflies, including the number of wings butterflies have, and by reading Waiting for Wings by Lois Elhert.

After our metamorphosis unit, I decided to spend a week on exploring butterflies. Butterflies can be such a big topic so I wanted to narrow in on just one focus: the wings of a butterfly. We started by breaking down and labeling the parts of the butterfly. Then we started focusing on the butterfly wings. In particular, I wanted my class to understand butterfly wings are a multifaceted tool which are used for both protection and transportation. I also wanted to introduce the idea of symmetry with the wings.

Lesson Implementation:

Ikats ButterfliesThe class’s museum visit began on their walk to the Freer|Sackler Galleries. They were able to weave this walk into their lesson as the class tried to spy butterflies.

As we walked over to the Freer|Sackler Galleries, I had my class turn on their “spy eyes” to look for butterflies in the gardens. We had the chance to observe a butterfly on a flower. While looking at it, we revisited the topic of butterfly wings and talked about the butterfly’s bright colors and camouflage.

Anytime they spotted a butterfly on a flower or in the air, I would ask, “What do you think the butterfly is doing?” or “Where do you think it’s traveling?” These are great, simple questions that help to start a conversation. I was sure to ask questions that prompted critical thinking and creativity without being overwhelming for the two and three-year-olds in my class. In general, this walk was a great way to refresh the key words and topics we were going over throughout the week.

Copy of Ikats ButterfliesThe class gathered around the Oscar de la Renta designs. The class looked closely at the textiles and discussed the colors and patterns that they saw.

I chose to visit the Ikats from Central Asia because of its parallels to the symmetry, color, and patterns of the butterfly wing. When we entered the gallery, we took a few minutes for each child to look closely at the ikats. Then we began describing the ikats with words. As the class described the ikats, I noted that the pattern on some ikats was symmetrical. The class worked together to define symmetrical and then related it to butterfly wings. We concluded our time in the gallery by singing the fingerplay song “Butterflies”.

Butterfly wings, songs

After visiting the galleries, the class went outside to the Haupt Garden and continued to explore butterfly wings. Brittany handed out paper butterflies that the class had previously created so they could continue to observe the symmetry of the butterfly wings.

I brought butterflies that the class made earlier in the week and continued our discussion on symmetry. We did a three step process to help us further understand symmetry.  First we looked at our butterfly creations as a whole. Then we folded the butterfly wings like we were closing a book. We followed this up by observing how both sides of the wings look the same.

Reflection:

Butterfly artThe class loved being outside and singing about butterfly wings. They were able to play with and further explore butterflies that they previously created.

To extend this in the classroom, we played a simple symmetry puzzle that I created by printing off large pictures of butterflies and cutting them in half. We also used paint to create our own butterfly patterns.

reflection butterflyOn the walk back, the class went through the Pollinator Garden. As they walked the teachers engaged the class in casual conversations about which plants the butterflies might prefer.

For teachers who want to try out this lesson, I recommend creating a small pollinator garden if you have space in your outdoor area. You can buy butterfly kits online. They are a great way to watch the stages in the classroom. You can later on do a special butterfly release.

Teaching this lesson was a great way as teacher to challenge myself to dig deeper into a new topic. I love watching my class become interested in a topic. When presented in a developmentally appropriate way, young children are able to explore and understand incredibly complex topics. For example, my class was able to understand the concepts of symmetry and metamorphosis. They particularly loved the word metamorphosis and would say it frequently with the correct meaning. When I heard them say metamorphosis, it let me know that this topic of butterflies really stuck with them and impacted their view of the world.

 

 

 

Songs & Emergent Literacy

Drum and LiteracyIf you visit our toddler and twos classes you are bound to hear joyful voices singing songs as they begin their morning routine. The classes sing hello to each student, use songs during their morning circles, and to help ease transitions throughout their day. While a chorus of young voices is undeniably sweet and fun, their singing is helping to set a strong academic foundation by strengthening the children’s pre-literacy skills.

Songs & Vocabulary

When children hear a song, they are exposed to new words. The words that young children hear, whether spoken or sung, are the words that form their vocabulary. The repetitive nature of many song lyrics, combined with the fact that children are likely to hear the same song many times, gives them the opportunity to fully learn new words. Later in their academic lives, this understanding of a variety of words will help with their ability to read and their overall reading comprehension.

Songs, Sounds, Rhymes

clapping hands songs

For very young children, listening to songs exposes them to the many different sounds that make up our words. As you sing a song, you emphasize certain sounds and by doing so, you highlight the building blocks of our language. Singing gives the youngest children the opportunity to mimic and communicate with these sounds in a way that is ideal for toddlers. When singing, they are given the freedom to be loud, let their voices ring, and play with sounds. Additionally, a child whose words often slur together or who regularly skips words while speaking is often able to sing a tune in such a way that an adult will know what they are singing. This can hold true even in cases where the adult is not able to understand many of the individual words being sung. Children rely on the sounds they learned while singing when they start sounding out words and when they are developing the ability to read.

As young children develop pre-literacy skills, they begin to have the ability to rhyme. Singing songs such as Willoughby Wallaby Woo, Down by the Bay, and Silly Nilly Name Song allow children to explore rhyming sounds while singing. Pausing before you say the rhyming word can give the children the chance to fill it in, which helps children progress from hearing rhymes to creating their own rhymes. These singing games can provide hours of entertainment while challenging young children to explore sounds and rhymes.

Songs, Symbols, & Letter Recognition

A crucial component of learning to read is recognizing that the letter “m” means the sound “mmm”. In order to learn this, children must first understand the use of symbols, because the letter “m” is a symbol for the sound “mmm”. Children begin recognizing symbols well before they are ready to read and symbol recognition is considered an important pre-literacy skill. While using songs to help children understand letters may seem unlikely, song cards offer the ideal opportunity to pair singing with symbol recognition.

Songs cards are images that are used to represent or be a symbol for a particular songs. For example, an image of a sun might be used to represent Mr. Sun and a star might be used to represent Twinkle, Twinkle.  When using song cards, make sure that image is large, engaging and/or colorful. Also be sure that the images are double sided and laminated for durability. Then dramatically spread the song cards out in the middle of the circle and encourage the class to explore the cards. As they pick up the images, sing the corresponding song. Over time, children will learn that specific images represent their favorite songs and will go out of their way to find these images. Young children love using these song cards because it helps them to communicate what songs they want to sing  without having to come up with the name of the song or even the tune. In essence, song cards help young children to learn about symbols in a way that is appealing to them by helping to fulfill their need to communicate their wants and desires.

Join Us & Learn More

Singing is one of many ways that can help young children develop pre-literacy skills in a way that is developmentally appropriate and intrinsically rewarding. At SEEC, we use books, art, and objects engage young children in literacy. If you are interested in learning more, come to our Emergent Literacy workshop on Thursday, November 29 at 3:30 pm.

 

10 Ways to Make Dinner Time Less Challenging

Picky eater? Feel like you’ve tried it all? We get it! Here a few things that have helped us at SEEC make meal times go a little smoother.

dress up young children SEECstores.com SEEC

  1. Dress up

Try a themed meal. Everyone comes dressed in a costume, a fancy (washable) outfit, or even pajamas. This will make dinner feel like a fun family event instead of the ultimate stand-off. Your child will look forward to showing off their special duds at the table and shift their focus away from the normal ultimate stand-off they are prepared for and maybe even try the meal.

  1. Sing a song to set the mood

Getting your child to the table can often be half the battle. At SEEC, we all eat together as a group. Once everyone is seated we sing a song to signify it is time to eat. It has become a favorite event for the children at SEEC and there are often tears if a child doesn’t get to participate in this part of the day.

Try it bite young children SEECstores.com SEEC.png

  1. Try-it-bite

At this point, almost everyone has used the “try-it-bite” with their child. However, it shouldn’t only be required of the kids, adults at the table should model the same behavior by putting a “try-it-bite” of something on their own plate. Then organize a unified “try-it” moment during the dinner. We all have our preferences so if a child has tried something before and claimed they don’t like it, it is possible that it’s true. Taste buds change over time but forcing them to try an item again shortly after they have declared their preference can feel like you are not listening and respecting their words.

  1. Serve Themselves

An important milestone is when a child can pour without spilling and feed themselves with utensils. Why not give them a chance to practice at dinner? Instead of plating their food, allow your child to dish up their own meal. This way they can decide how much to put on their plate. When a child declares they are done, but there is food still left on their plate, remind them that they chose to put that amount on their plate and should try to finish what they have taken.

  1. Clear Transitions

No one, not even adults, like to be ripped away from their current activity or to go straight to a seated meal before having a little time to transition. Be sure there is time for your child to decompress between preschool, daycare, or whatever previous activity they were a part of. Provide them with warnings so that they can begin to prepare for the transition to dinner. At SEEC we give children a five-minute warning and ask them to repeat it back to us. They might not tell time or understand exactly how long five minutes is, but they understand that soon they will stop with one activity and move to the next. If your child needs a more concrete way to understand the passing of time try a sand timer. You can get them in a variety of time lengths and it’s a great visual representation of the passing of time.

  1. Reflection and Sticker Chart

Having especially difficult meal times or having trouble getting your child to eat anything at all? Try a sticker chart. Sit down with your child and ask them to reflect on how they thought the meal went. Provide a smiley or similar sticker and if you both agree the meal went well (you can decide what this means since it will be different for every family) they get to add the sticker to the chart. You can even provide a small reward for a week full of successful meals (this could be something as easy as an extra book bed at bedtime!).

  1. Food Presentation

The way a child responds to food could not only be based on taste but on texture and shape. If you are getting the “it looks weird” face try mashing or pureeing the item so that it takes on a form similar to something they do like. Even as adults we respond to how something looks or feels as we eat.

make it fun young children SEECstores.com SEEC

  1. Keep it Fun

When someone says you have to do something, most of our initial reactions are to dig in or push back. Children are the same. If you take the pressure off the meal and keep things light, the meal will be much more enjoyable for everyone. Children have a wonderful ability to read a mood and then reflect it back. Just remember, if you are frustrated they will be too.

  1. Take Bites like an Animal

Make eating into a game. Does your child have a favorite animal? Are they really into trucks? Why not ask them to take small mouse bites to try a new food or pretend they are a backhoe shoveling up a big bite!

  1. New Eating Tools

Try mixing up the eating implement as it will make eating more fun. Try chopsticks or even a spork. The novel aspect of the eating tool will make it exciting for your child to use it to eat. It also has the added benefit of providing your child with additional fine motor practice!

 

Have other tricks that work for your family? Please share!

 

Caregivers and Play: A Sneak Peak at Our Upcoming Seminar

Play at SEEC

Though our school is not strictly play-based, it recognizes the importance of play and incorporates it into our unique brand of object-based learning. Much like other early childhood schools, you will observe our children engaging in play during classroom choices and playground time. You can also find our children playing in the museums, but not just in the play-based spaces. We think creatively about how to safely incorporate play into our museum or community visits.

Caregiver Perspectives on Play

Over the years, we have heard from educators that often caregivers don’t appreciate or understand the value of play. I won’t lie, I too, was at one point one of those parents. Before beginning my career in early childhood education, I enrolled my daughter in a play-based cooperative preschool and one of my biggest concerns was if they would incorporate letter/number recognition into the curriculum. That was more than ten years ago and my outlook has drastically changed.

I have also observed sentiments similar in parents today. I recall a specific conversation with a parent whose child had recently transitioned from a play group to a SEEC program. The parent was happy about the transition because she felt like all the kids did “was play.” Through discussions with other educators, in and outside of SEEC, I have found that other parents share a similar concern about the role of play in the classroom.

I don’t mean to suggest that all caregivers feel that play is not important or even that they don’t see ANY value in the act of playing. In fact, there was recently a heated discussion at the school one of my children attends regarding recess. Some of the students had been missing recess due to make up work or for disciplinary reasons and that did not sit well with our parent community. I think it is important to note that there is a range of parent perspectives on play.

Starting the Conversation

At the same time that we have been reflecting on how parents feel about play, our team has also been focusing in how we can support our parent community and the community at large. It occurred to us that our upcoming workshop, Play: Engaging Learners in Object Rich Environments would be an ideal venue to explore parent attitudes towards play and strategize ways we can engage parents in a dialogue about the value of it.

In order to have this dialogue, we feel it’s important to better understand caregivers’ beliefs surrounding play. Therefore, we have begun to collect data that will inform that understanding and thus far, we have hit on some themes:

  • It’s a waste of money to pay for someone to watch their kids just play.
  • Play doesn’t look like traditional learning.
  • Play doesn’t look like hard work, so it’s not important.
  • Playing won’t teach them how to hold a pencil, read, or write.
  • Playing won’t give them the skills to be successful in life.
  • Play looks like chaos.

Over the next few weeks, we will be collecting more feedback from parents and look forward to sharing their perspectives at our upcoming seminar in July. We are excited to think together about this as a group and look forward to sharing more broadly in future postings.

Building the Next Generation of Democratic Thinkers

SEECstories.com (4)In a recent article Smithsonian Secretary Skorton posited that museums can help people regain trust in “traditional democratic institutions”. His argument centered around a study indicating that many Americans have lost faith in the institutions that are the foundation of our democratic system. He spoke to the fact that not just Americans, but citizens across the globe seem to be losing trust in their own societies and pondered how a democracy can function without the trust of its citizens. Secretary Skorton sees museums and libraries, not only as institutions that provide reliable and objective information, but also as places where questions can be posed, dialogues can be had, and a variety of perspectives can be explored. As leader of the Smithsonian, moreover, he sees museums as places where communities can come together to better understand themselves and the world around them.

As an organization, SEEC, also sees museums, libraries, and the larger community as sources for information, discussion, and reflection. We were particularly excited when in the same article, Skorton noted the role of educators:

I have seen how our museums and centres engage visitors and transform the way they see the world—especially our youngest visitors, who light up with the joy of new discovery. Through our education programs, we reach millions of national and international students, often using objects from our collections to demonstrate experiences and viewpoints that differ from what they might have encountered. By revealing history through the lens of diverse perspectives, museums humanize other cultures and contextualize present-day events and people.

SEECstories.com (5)The Secretary’s comments made me think more about the role museums can play in supporting a young child’s civic education. When I look specifically at SEEC, I see our school and programs as supporting a child’s understanding of democracy via museums in three ways.  One of those ways, is asking them to understand the importance of objects from other cultures or historical periods. Many don’t see young children as capable of this type of perspective-taking, but with the right approach, young children can develop this type of understanding and empathy. One of the ways SEEC educators manage this is by taking what is familiar to children and applying it to the unfamiliar. Consider the collection of footwear on display at the Smithsonian Castle from the National Museum of the American Indian. The shoes, at first glance, may feel strange to a young child living in contemporary American society, but an educator can encourage a child to think beyond their own experiences by beginning with what they do know. A faculty member might inquire: “Why do we wear shoes? When do we wear certain types of shoes?,  How do shoes help us?.” By applying these answers to the American Indian collection, children begin to see the many things we, humans, have in common. At the same time, a child are also able to acknowledge and celebrate the differences they observe. This type of lesson, especially if repeated, makes a lasting impression. We might be different, but those differences can be celebrated. It also underlines how we are part of one human family who shares many commonalities.

SEECstories.com (1)Secondly, young children who consistently spend time in museums can begin to understand and appreciate the role museums can play in learning, exploring, and questioning. During a recent conversation with a SEEC educator, he shared with me that in his Pre-K classroom children are routinely encouraged to ask questions and look for answers. He tell his class, that he, himself, doesn’t always have the answers and encourages them to seek answers via trusted resources. The children in this classroom have created a shortlist of “go to” places where they can get trusted answers. Of course, at the the top of this list is the museum.  For our SEEC students who have spent much of their young lives in these institutions, they understand how museums provide not simply information, but concrete manifestations of this knowledge. Consider the toddler who is learning about colors and visits the Hirshhorn Museum and Sculpture Garden. His knowledge is expanded by exploring the artworks and seeing the many different hues of blue. Similarly, consider the kindergartner who is learning about Rosa Parks and after viewing her portrait by Marshall D. Rumbaugh at the National Portrait Gallery. Through age-appropriate conversation, she can gain deeper insight into Parks’ role in the Montgomery Bus Boycott. Both children are learning that the museum is a place where they can turn to for both factual information and for viewpoints other than their own.

SEECstories.com (3)Finally, the very nature of how we teach at SEEC (and I think you could say this is true for many museum and classroom educators) reaffirms trust in democratic discourse. SEEC lessons often begin with a question and are composed around a conversation. For example, we might pose a scientific question like, “Why do cars have wheels?” or something more abstract like, “How do you think the woman in the painting feels?.” By simply engaging young children in conversation we are helping them to develop socially and emotionally. By framing these conversations within a museum, we can also encourage children to see the institution as a place in which dialogue is part of the experience. Within that dialogue, educators can facilitate conversations that encourage children to listen to and respect the ideas of others – something which will hopefully cultivate a generation of leaders who can engage in conversations resulting in positive democratic change.

SEECstories.com (2)As early childhood educators, whether in the classroom or the museum, we have a unique opportunity to frame the museum as a place where children can acquire knowledge throughout their life. Museum education is so much more than learning a new fact. It is a place where people of all ages can apply new information in a way that helps them value different perspectives and understand the ideas of others. While SEEC is uniquely situated to achieve this as a school on the Smithsonian campus, all schools and museums can support these democratic values. Classroom faculty can engage in conversations at their schools utilizing museum objects as a focal point via online resources. Museum educators can cultivate educational experiences that are friendly to all families and and frame developmentally appropriate experiences that support young children as capable learners. If we can support learning in this open-ended way, museums can and will remains stalwarts of democracy.


References

Skorton, David J. “How Do We Restore Trust in Our Democracies?” Smithsonian.com, Smithsonian Institution, 12 Mar. 2018, http://www.smithsonianmag.com/smithsonian-institution/how-do-we-restore-trust-our-democracies-museums-can-be-starting-point-180968448/#FsSTi0ZDsl6qSVV0.99.