Ms Connie's Blog

A Leap Forward -- A Step Back

4/23/2017

It is delightful to observe the growth in independence and awareness in your child, isn't it? A child suddenly displays confidence, wanting to do things himself/ herself and with such pride. Developmental milestones are easily mastered and benchmarks of knowledge at school are quickly met. Then, without warning, there seems to be a halt--the independent child is suddenly clinging, crying, wanting to be rocked, doesn't want to come to school, perhaps even asking for a "binky" at nighttime! What is happening??

With every great leap in development, there is nearly always a regression that takes place. Your child may be so confident of his/her newly discovered independence, but fear unexpectedly sets in. The child is suddenly needy--with doubts and a longing to return to the security and safety of his/her "old ways", not wanting to leave the family home, not wanting to come to school, not wanting to leave mom or dad.

There is "letting go" involved in any new growth. Early childhood is not the only time it is felt. Beginning elementary school, middle school, high school, and certainly college (the teen may be excited to go off to college, but leaving home and handling all decisions on their own can be overwhelming), getting married, starting a career, etc. All of life's major events involve these types of moving forward, but often accompanied with the desire to hold on to the past a bit longer.

Your child may be experiencing the same anxiety, or may so display these behaviors. We typically see changes in behavior here at school starting in April as we slowly begin our discussions about friends leaving us, new friends arriving, children moving into PreK spots, PreK students moving into Kindergarten, and Kindergartners moving into elementary school.

Parental support is critical at these times. Allow your child the opportunity to snuggle wrapped in a blanket and rock on occasion as they request, (or whatever else they may ask for) and use these times to talk about the changes ahead, and to express your pride in his/her growing. Let us know if suddenly your child does not want to come to school, but prefers to stay home. We can assist with encouragement and special attention to your child's needs. Children will soon realize they are ready to move on, and with a parent's support and open conversation, will make the transition with renewed confidence and continue with their growing and learning!

♥Ms. Connie

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Reading Aloud and Cuddle Time Throughout The Years...

8/21/2016

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"What is the most important thing I can do to prepare my child for preschool?" This is my most frequently asked question during tours of South Hills. My answer has remained the same throughout my 45 years of teaching "Read, read, read to your child, and never stop!". Scholastic Corporation recently released a compelling study regarding parents and their reading aloud years with their children. It found that most parents stop reading aloud to their children around first grade. Parents feel that once a child begins reading independently, there is no longer a need to read together. Yet, there is more to reading together than providing reading skills. The emotional connection and a parent's total attention to their child is an enriching one, providing warmth, security, and the potential for conversation starters that become critical as a child grows. The achievement of independent reading is significant--a new world opens for the child who reads, and as the research shows the effects "ripple through family life" as familiar reading routines often change.

Jim Trelease, author and advocate of reading aloud to children, cites that children's reading comprehension can be as many as three years beyond their independent reading ability. This in itself is a compelling reason to keep reading to your child! Jim (a Jamestown NY native) has a tremendous website at http://www.trelease-on-reading.com/rah-contents.html and I highly value his book The Read Aloud Handbook which is now in its seventh revision to include recommended current books. His website states it is proven that test scores overall increase among students whose parents read to them. Reading vocabulary, speaking vocabulary and writing vocabulary all increase dramatically.

The Scholastic study shows that 23%of parents of children ages 6-17 stopped reading to their children before age 9, often citing their child's independent reading as the reason. And yet, 40% of all children ages 6-11 said they wished their parents still read aloud to them. This emotional connection, the "snuggling" and "cuddling" was expressed among the children as something they missed in their lives. Eight in ten children ages 6-17 spoke of the special time of reading with their parents. Reading aloud well into the teenage years provides conversation starters for many problems children face outside of the home--a way to initiate conversation regarding the child's struggles outside of the home. Books/stories can teach compassion, awareness, and provide for positive modeling for children. Reading aloud with expression brings out the child In the parent at times, creating laughter and closeness on a lighthearted level. Humor and laughter is good for all family relationships! As one child stated in the study "Lots of times I just don't feel like reading, but want a story to be read to me instead. I like being close to my mom and dad when they read to me. It's easier to fall asleep."

♥Ms. Connie

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Handwriting

3/18/2015

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In schools across the country, handwriting is being eliminated from instruction time as keyboarding is increasing. It is argued by schools that handwriting is not tested; therefore, it can be eliminated from instruction time. However, research shows that there is a critical link between motor systems of the brain and reading skills (which is why South Hills has always linked our reading and writing instruction—it is easier for children to write than to read, but because of this attention to writing ,one on one with a teacher, our children naturally learn to read earlier and develop strong reading/phonics skills.) According to Karin H James, an Indiana University researcher using MRI scans, the motor sections of the brain ‘light up’ when people even look at printed text. According to the research, “Keyboarding doesn’t ‘light up’ the literacy sections of the brain in the way handwriting does. Pressing a key on a keyboard doesn’t really tell us anything about the shape of the letter. If you press A or B, it feels the same. But if you’re creating a symbol over and over again, it creates in the brain a kind of cognitive image of what the letter looks like. The writing of that letter is critical to producing that image and having it in your brain…improving students’ handwriting improves their reading and vice versa.”

Writing by hand also activates parts of the brain involved in memory, impulse control and attention. It “moves information from short-term to long-term storage. Students who take notes by hand have demonstrated better conceptual understanding and memory of the material than students who took notes using a laptop. It is suspected that the same holds true for younger children.”
Dr. Virginia Berninger, a professor of educational psychology at the University of Washington found that handwriting instruction improves first graders’ composition skills, and handwritten essays were two years ahead of typed essays, developmentally. “It’s a near-universal rule: Kids with better handwriting do better in school…better reading grades, better reading scores on the SAT, better math scores, both on the SAT and as it relates to grades. .. How we interact with things physically has a huge bearing on cognitive development. Fine motor control , memory, and learning are highly connected, and doing things with the hands is critical.”

Of course, keyboarding is an essential skill in the modern world. But handwriting also has a critical impact on learning, and should not be ignored! Here at South Hills, we focus on the physiological components of writing (training the eye to move top to bottom, left to right; strengthening hand muscles for an eventual tripod grasp; encouraging ‘belly writing/drawing/scribbling’ to build core muscles for trunk stability, and a host of other exercises often recommended to us by Occupational Therapists). Only after these skills are firmly established are children ready for writing/tracing with a thin marker. It is a huge day of celebration when a child moves to pencil writing, typically a few months prior to Kindergarten. We take great pride and enjoyment in the children’s writing accomplishments here at South Hills, and hope parents will take this research into account throughout their child’s educational experience! Handwriting is critical!

♥Ms. Connie

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Yoga and Children

11/30/2014

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Yoga is an ideal exercise for our children during this time of inclement weather. It does not require a large amount of space! The children can slowly stretch, balance, concentrate, observe, and move while connecting with the breath to slow down after a busy activity and calm themselves. It is a time to be present, calm, and a time for children (and teachers!) to relax deeply while moving their bodies. At South Hills, we use yoga for transition time as well as throughout the day for restoring focus, calm, after a loud, boisterous activity! Yoga is a means for children to self-regulate, to calm themselves and refocus, concentrating on their breathing with eyes closed. It is also an excellent practice to support children’s strong emotions. Frustration, anger, conflicts, sadness melt away during a good yoga session, or even a brief directive to ‘take a bunny breath!” PLUS, the benefits extend throughout the entire classroom! Lisa Dahahy, a well-known yoga instructor, preschool administrator and consultant states, “When children observe or sense a teacher’s mindfulness, they perceive a safe and nurturing space, their breathing intuitively slows, and they become more attentive, compassionate and curious learners. Practicing mindfulness can be an effective positive guidance strategy!” The goal for us at South Hills is to give the children tools such as yoga and mindfulness to use throughout their lives for stress management, calming, focusing, observing, centering, body awareness…

♥Ms. Connie

©ckvogt 11/30/2014

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W Sitting Concerns

10/30/2014

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Throughout early childhood development, children should be encouraged to sit ‘on their bottoms’ to discourage W sitting. W sitting is when children sit on the floor with their lower legs on the outside of their thighs. This type of sitting adversely affects hip joint rotation, and tightens hip muscles, eventually creating issues with knees and ankles. The result is that balance and coordination can be seriously compromised. Ultimately, the trunk stability needed for fine motor coordination, including handwriting skills, is also negatively affected.

Positively encourage your young child to ‘sit on your bottom’ when on the floor. Sitting in a ‘pretzel style’ is best; children can also side sit, circle sit, or long sit. If these are difficult for children who have been W sitting for some time, a pillow can be used as additional support. Laying on the belly, using elbows to prop up the trunk, also increases trunk stability. Working at a low table on the knees can also be supportive.

♥Ms. Connie

©ckvogt 10/30/2014

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Books Every Parent (and Educator!) Should Read

3/16/2013

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A few weeks ago, as I gave my daily tour to new families added to the waiting list, an eager father asked me a question no one has asked in the past 38 years. (I LOVE the opportunity to be challenged with a new question!) He asked what books I might recommend to read. I assumed he meant children’s books, but as I began to answer, he stated, “I mean books for me to read about child development—books that will help me to be a better father.” I can’t tell you how THAT warmed my heart! I did immediately rattle off a few favorites, but thought I would share them in this blog so that every parent who reads this will have the opportunity to dig into some VERY important books. These books will support you as you share in your child’s growing by deepening your understanding of these critical years in your child’s development. I can confidently state that the South Hills’ parents are already doing most of the ‘right things’ for their children, but these books all contain information and research that can make all of us pause and consider new approaches, ideas, and ways that we can guide our children to be successful, confident, and happy in all domains—focusing on the whole child, as is our priority here at South Hills as well.

Please let me know your thoughts after your reading! This list will get you started—I am sure to add more!

How Children Succeed; Grit, Curiosity, and the Hidden Power of Character by Paul Tough

The Irreducible Needs of Children by T Berry Brazelton and Stanley Greenspan

(ANY books by T Berry Brazelton are most worthwhile!)

Mind in the Making: 7 Essential Life Skills that Every Child Needs by Ellen Galinsky

Multiple Intelligences by Howard Gardner

Frames of Mind by Howard Gardner

Intelligence Reframed by Howard Gardner

The Read Aloud Handbook by Jim Trelease

♥Ms. Connie

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Music and Young Children

9/29/2012

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All children are naturally musical—it is the ‘universal language’! Did you know that in all cultures there is a natural phenomena that all children ‘sing’ “Nyah-nyah-nyah-nyah-nyah-nyah”(The tune of Ring-A-Round-the-Rosie and A Tisket, A Tasket in the English language) Ask any adult about their early musical experiences, and there is rarely hesitation—lullabys, church choirs, children’s games. These musical experiences can have a powerful effect.

Research has also demonstrated that music training in children results in long-term enhancement of visual–spatial, verbal, and mathematical performance (Effects of Music Training on the Child’s Brain and Cognitive Development by Gottfried Schlaug, Andrea Norton, Katie Overy, Ellen Winner, Department of Neurology, Music and Neuroimaging Laboratory, Beth Israel Deaconess Medical Center/Harvard Medical School, Boston Mass. and Department of Psychology, Boston College, Boston, Mass.)

Music is an important component to our program at South Hills Child Development Center Inc. We want children to love music as a beautiful sound that enriches all of life’s experiences. At the preschool age, we encourage much singing. As Zoltan Kodaly, the Hungarian composer, ethnomusicologist, linguist and philosopher states, “The voice is the most natural instrument, and one which every person possesses.”

Some components of the Kodaly Concept for teaching music are used here at South Hills. We teach basic musical skills based on experiences for the children (not just listening to music), and singing is emphasized since it is a natural instrument, and because it is “a powerful means of musical expression” according to Kodaly. He also states that “What we produce by ourselves is better learned; there is a stronger feeling of success and accomplishment.” Kodaly also emphasizes that “Learning through singing should precede instrumental training, since singing best develops the inner, musical ear.” I am especially fond of this quote of Kodaly:

“If we ourselves sing often, this provides a deep experience of happiness in music. Through our own musical activities, we learn to know the pulsations, rhythm, and shape of melody. The enjoyment given encourages the study of instruments and the listening to other pieces of music as well.” (Kodaly, 1964)

My goal for your children is that they have a ‘deep experience of happiness’ as they sing, dance, move, and listen to a variety of music. As Kodaly also states, and I fully support, “ The pure soul of a child must be considered sacred; what we implant there must stand every test…”

Parents--do not hesitate to sing and dance with your child! It doesn’t matter if you can keep a tune or if you can keep rhythm—it is a precious memory maker for your child, and creates that ‘deep experience of happiness’ that all children deserve. Listen to music with your child, talk about how songs make you feel, attend musical events together, find ways to ‘make music at home (two wooden spoons make great rhythm sticks or drum sticks!). Sing! Sing! Sing! Sing loud, sing soft, sing stories to your child instead of reading them (using the nyah, nyah, nyah, nyah, nyah, nyah tune if you can’t come up with anything else!). Try singing your child’s name when you call him/her to dinner, or give any kind of instruction. Sing to your child as you wake him/her up and open the bedroom curtains! These types of experiences are enriching far beyond what you can imagine! (neurologically, psychologically, mathematically, linguistically, emotionally, and much more!)

♥Ms. Connie

©ckvogt 9/29/2012

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Reflections on Forty Years of Teaching

7/5/2012

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This year is a milestone for me, as I celebrate my fortieth year as an educator. This special occasion has conjured up thoughts of the past, and how far Early Childhood education and Special Education has come throughout my career. Here are some thoughts I would like to share regarding the progress and changes that I have noticed over the past four decades:

1) When I began my career in the public schools, as a Special Education teacher, my room had a sign on the door that announced “Emotionally Disturbed”. (Cringe!) The next year it was changed to “Socially and Emotionally Maladjusted”. (Not much better!)   Special Education classes were never mainstreamed; my eight students and I were kept hidden from the rest of the school population by remaining in our classroom for the day. Outdoor time was assigned when the playground was emptied of all other students; the children arrived earlier by special bus, and left earlier, so they were out of sight for the majority of the day. By the time the Right to Education laws and mainstreaming were finally implemented, I had already founded South Hills and committed to accepting all students who fit the age guidelines, regardless of what intervention might be required. It made sense to me that good modeling was required for the children who desperately needed it; and good modeling was provided for children to easily learned tolerance and compassion.

This model is the norm now, in all schools, and I am so grateful to witness this change! Early Intervention services are so easily available now, and children who receive these services benefit enormously—most need minimal, if any, support once they enter elementary school!

2) When I graduated from college in 1972 and signed my first teaching contract, I was not able to purchase a car without my father’s signature.   No woman could make these types of purchases or obtain loans by themselves in those days. Women could not even apply for their own credit cards! The women’s movement of the time finally changed all of that, and as women moved into the work force in droves, I sensed the need for a safe haven for the children whose mothers were employed.   And that was the initial vision behind South Hills…

I rarely met fathers of my young students during those early years. Although women were moving into the work force and children were enrolling for full day education while their mothers worked, it remained the mother’s responsibility to get the children to school and pick them up after work.

Oh how times have changed, however! Now, I know BOTH mothers and fathers of South Hills’ students equally well, and am so happy that both parents share an equal role in caring for their children. I enjoy observing the warm relationships that children have with both parents, knowing how much children benefit from equal relationships from both mother and father, and what that bonding can offer the child in terms of future success.

3) When I started the school, lunches were basically lunch meat or peanut butter/jelly sandwiches, potato chips, and cookies.   There weren’t a lot of options. These days, children are more likely to bring yogurt, organic vegetables and fruit, hummus, organic milk, etc. Parents pay a LOT more attention to nutrition than we did in the seventies, although the movement was beginning in those days with Adele Davis and others who advocated organic foods and minimizing processed foods.   The children definitely benefit from parents’ heightened awareness and knowledge regarding the foods they offer their children! I am always impressed by the beautiful, healthy lunches parents provide for their children.

4) Children always spent lots of time outside in the fresh air, exploring open spaces independently four decades ago. However, a strange phenomena of missing children in our country placed fear in everyone, and suddenly as a nation, we started keeping our children occupied indoors more, or scheduling supervised activities for their outdoor time to reassure our worried, frantic psyches. Independent outdoor time diminished, and may never again be the same as it was during what I call ‘our time of innocence’.

However, over the past decade, the environmental movement in making all of us aware of the importance of independent outdoor play (Last Child in the Woods made a HUGE impact on so many of us!) and it is evident to me by the enormous support that South Hills’ parents have offered regarding our nature based play area. Here, the children have the opportunity to explore, create, observe, question, hypothesize, and deeply reflect on their experiences regarding gardens, plants, insects, birds, trees, flowers, worms, seeds, and much much more. The children have a safe and carefully supervised area for outdoor play and learning, and parents who are wonderfully enthusiastic regarding their experiences. The return to green space and nature opportunities has been a gratifying highlight of my career.

5) What has NOT changed is the commitment of parents to provide the best possible start for their children’s education. It is so inspiring to observe parents going to work every day, balancing their demanding careers with their family life, and arriving in the late afternoon with a smile, hugs and kisses for their child as they anticipate the evening together. Parents still find the time to share their gifts and talents with us here at South Hills, and I know that their personal involvement in their child’s education enormously increases their chances for educational achievement and success.

Spending my days with families who are so committed and devoted to their children is a most rewarding part of my work here.   And, after forty years (over 3000 children!) and a whole new generation of students (Many current students are the children of my former students!), I still love my work so much, and am so proud of the children and young families with whom I share my days!

♥Ms. Connie

©ckvogt 7/5/2012

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Honoring Mr. Rogers

3/31/2012

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As we share in the work of Fred Rogers this month, I thought I would pass along my favorite “Mr. Rogers’ Words of Wisdom”. I consider myself so blessed to have met him, and have always considered him my mentor (I first became aware of him as a young child, when I saw him perform as a puppeteer on a tv series called “The Children’s Hour” on a Pittsburgh station in the 1950’s; he reappeared as I began college in the 1960’s on “Mr. Roger’s Neighborhood”!), and I have always patterned my approach to early childhood education after his. As we celebrate his life today at South Hills, I thought you might enjoy these quotes from him:

“Learning and loving go hand in hand. My grandfather was one of those people who loved to live and loved to teach. Every time I was with him, he’d show me something about the world or something about myself that I hadn’t even thought of yet. He’d help me find something wonderful in the smallest of things, and ever so carefully, he helped me understand the enormous worth of every human being. My grandfather was not a professional teacher, but the way he treated me (the way he loved me) and the things he did with me served me as well as any teacher I’ve ever known.”

“What are the basic necessities for children to be ready to learn? (1) a sense of self-worth, (2) a sense of trust, (3) curiosity, (4) the capacity to look and listen carefully, (5) the capacity to play and (6)times of solitude.”

“There’s a lot of talk these days about ‘education’ and what children need for learning. Before narrowing down to three black marks like C A T on a piece of paper, I would rather see a child be in the presence of someone who cares about children and about cats, someone who can help him or her come to respect cats for their grace and independence, grow to know that cats have feelings, that they need food and water, that each one is different, that they get tired and they sleep and they need to be loved.”

“Knowing that we’re valued and being in the presence of people who want to share with us something of this world that they love are the two most important ingredients of education.”

“If you could only sense how important you are to the lives of those you meet; how important you can be to people you may never even dream of. There is something of yourself that you leave at every meeting with another person.”

“I like you just the way you are.”

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Bullying

1/7/2012

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Bullying is a national concern, and it is a relief to many that this practice is ‘coming to light’ and being addressed in schools, youth groups and other public forums to assist both victims and predators.

Many parents have asked me—do preschoolers bully? My initial reaction is to state ‘No!’, even though I know there are rare cases of preschool bullying reported. Preschool children are much too egocentric to be classified as bullies, however. Preschool age children do sometimes call names, pull a toy away from another child, tantrum, hit, kick, bite at times. But developmentally, preschool age children are learning to make acceptable or non-acceptable choices. They are trying out behaviors that they see on television, have modeled by others in their environment, or reacting to situations in which they have limited vocabulary to express themselves. A major focus of Early Childhood Education is teaching positive conflict resolutions and assisting the children in ‘using their words’ to resolve their problems, as parents and educators provide appropriate vocabulary and ‘walk children through’ the appropriate way to deal with problems.

It is normal for all children to test the boundaries of acceptable behavior and the limits of their power. Parents and teachers must take the responsibility of teaching their child what the expectations are, and not feeling they must intervene with each infraction.

Conversations may include these types of comments:

“In our family, we talk to each other when we have a problem. We never would hit or kick or yell. We love each other and respect each other. That is what we will help you to do too.”

“At South Hills, there will be many times we will be angry, upset, and frustrated with each other. That is what happens when people spend a lot of time together. It is ok to feel that way. But we must use our words to tell each other how we feel so we can work out our problems and continue to take good care of each other.”

Labeling a young child as a bully can have life long consequences. Therefore, it is important for parents and educators to truly understand what bullying is, as opposed to the normal reactions and behaviors that come with growing and learning.

Please consider the following comments from researchers in the field of Early Childhood Education:

“Bullying is very different from occasional rowdiness or behavior problems under unusual circumstances. Bullying is repeated roughness or repeated planned victimization. The intention of bullying is to cause deliberate hurt, or to gain more power and control. Bullying occurs consistently between the same children, with each consistently playing the same role—victim or aggressor. The victim is usually younger, smaller, weaker, and lacks the skills to cope with aggression.

Children three to five years of age are experiencing a time of tremendous intellectual growth. Children are ready to begin learning about acceptable and unacceptable behavior and begin feeling some empathy for others. There are still limitations, however. At this age, children begin to understand that hitting hurts others. Even so, they may not always be able to stop themselves from aggressive or hurtful behavior nor can they foresee the consequences of their actions; children in this age group cannot readily understand that they can avoid hurting others by not hitting them. Still, they do generally possess some degree of self-awareness. If they make others cry, they probably feel bad for having done so.

The most frequently displayed characteristics of an overly aggressive child (and hence a potential bully) are as follows:

*Multiple temper tantrums in a day, or several tantrums lasting more than 15 minutes
*Consistent refusal to follow directions
*A desire to be the boss all the time
*Extreme impatience
*Indifference to having hurt someone
*Cruelty to animals as well as other children
*Insistence on always getting his or her own way
*The use of anger or threats to achieve goals
*A failure to return to parents for a brief hug or touch in a strange situation.
*Low self-esteem

--from the book Bullying by Janice Schoeder , developed with the Minister of Learning, Alberta, Canada

“Some degree of socially imperfect behavior is normal in all children--and not everything needs an adult response. There is value in letting our child learn how to handle low-level normal behaviors, rather than jumping in a every perceived offense…”

--Dr. Rebecca Cortes, research scientist at the University of Washington’s Department of Psychology and the developer of the PATHS Preschool Curriculum.

At South Hills, take behaviors ‘lightly’. We spend much time daily redirecting behaviors, reviewing good and poor choices, acceptable and unacceptable behaviors, and rewarding appropriate behaviors. As I have stated in an earlier blog, children at the preschool level have strong feelings and strong behaviors. They depend on the adults in their world to assist them in managing their feelings and behaviors. Good modeling is critical, and many of our students also provide the positive role modeling for their peers.

Children with behavioral disorders are referred for Early Intervention, and positive means of management are implemented if South Hills is determined to be an appropriate placement. Our goal is for all children to succeed and meet their potential across all developmental domains.

Overall, we provide a happy, peaceful environment where children can thrive, development, learn and grow. Yes, there are many times when children are angry, frustrated with their friends. But together, with the support of families, children learn how to conduct themselves and resolve their problems. We develop confidence in children so they can respectfully stand up to anyone taking advantage of them, and ensure that they develop empathy and compassion regarding others.

A parent’s support in this process cannot be underestimated. Parents can role play, use puppets, and discuss potential situations in which their child may someday be involved. This reinforces confidence that young children will be able to respond appropriately to others and increase their self-awareness, as well as keeping the communication open. Discussions of this sort in the preschool years make it easier to ‘keep talking’ throughout the many challenges of growing!

©ckvogt 1/7/12

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A Leap Forward -- A Step Back

♥Ms. Connie

Reading Aloud and Cuddle Time Throughout The Years...

Handwriting

Yoga and Children

W Sitting Concerns

Books Every Parent (and Educator!) Should Read

Music and Young Children

Reflections on Forty Years of Teaching

Honoring Mr. Rogers

Bullying

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South Hills Child Development Center Inc.