Ms Connie's Blog

Breathing

9/26/2021

At South Hills, the children are taught many types of breathing to calm themselves, and advance them toward self-management of their strong emotions and behaviors. Parents have asked for some examples of those breathing strategies to use at home and reinforce what we teach here! All of the examples below are done seated cross legged on the floor. Some of our favorites are:

Snake Breathing: Breathe in; on the out breath make a sssssssssssssss sound.

Bee Breathing: Breathe in; on the out breath make an mmmmmmmmmmm sound. (If the
entire family does this—you have a hive!)

Starfish Breathing: Hold your hand in front of you and using your index (pointer) finger, move up the thumb breathing in, go down breathing out, until you get to the bottom of the index finger. If still in need of calming, breath back to the starting point!

Butterfly Breathing: Clasp two hands together under your chin. Breathe in. Raise the elbows as though they are wings, and breathe out.

Flower Breathing: Bend one arm at the elbow. Hand closed in a fist. Breathe in. Slowly open the hand as though a flower is opening. Breathe out. Close and breathe in.

❤ Ms Connie

WONDER

11/28/2020

This season is a time of wonder for children. Sadly, as children grow, most lose their sense of wonder... as a parent, have you lost yours?

With all the world’s chaos trickling down into our daily lives, the anxiety and stress can be overwhelming. It has made me think about the WONDER I see in your children’s eyes as they spend their day with us at South Hills. As we age and responsibilities increase, it is too often difficult to pause and experience the wonder of life again, present every day if we only take the time (even a few seconds!) to experience and enjoy whatever presents itself to us.

Having a child is a golden opportunity for parents, and grandparents, to restore their sense of wonder. Give yourself the gift of time to enjoy the absolute wonder in your child’s eyes, which may be experienced in the snowfall and amazing changes in landscape they notice as you drive him/her to school and watch/listen to your child’s reaction to the mystery of it all! Nature, music, art, animals, insects, birds, plants, flowers, weather, seasons, the sky, are all resources invoking wonder in your child. It permits adults another opportunity to regain the wonder that is lost in our day to day responsibilities and tasks.

As I typically do, I search through Fred Rogers works to see what he might have to offer on any subject on which I am pondering. Here is a gem on wonder:

“It seems to me that some of us value information over wonder, and noise over silence. And I feel that we need a lot more wonder and a lot more silence in our lives.”. —Fred Rogers

I often think I became an Early Childhood educator because of the sense of wonder I never want to lose. It takes much effort to put aside the demands of each day, but life is richer and more splendid when seeing it through your child’s eyes. And here at South Hills, wonder is on full display...

❤ Ms Connie

Kindness

10/31/2020

This month, I had planned to write on the theme of KINDNESS, but as I am preparing my thoughts, I received an email from Hedda Sharapan, who worked alongside Fred Rogers to create the Mr. Rogers Neighborhood programs. Her theme? KINDNESS! So it is only fitting that I should share Fred’s thoughts with you, as he was (and remains) my beloved mentor:

https://bit.ly/3kerAYs

I hope you will consider watching this with your child, and talking about what some call our “South Hills’ mantra”. Each day, children and teachers begin our time together with the sound of Zen chimes as we sit with eyes closed, hands on our knees, and repeat:

1/ (Hand over our heart) Today may I have a kind heart (Breathe in....Breathe out)

2/ (Finger pointing to our lips) Today may I say kind words (Breathe in....Breathe out)

3/ (Hand on our foreheads) Today may I think kind thoughts (Breathe in....Breathe out)

It is a special way to begin our day, and teachers reinforce continually when we notice children begin kind (I noticed how kind you were when you told your friend how you liked her art work! I love hearing you say those kind words!)

Due to Covid restrictions, we feel children have less opportunity to share materials, equipment, toys these days. So it is particularly important to take advantage and reinforce every small act of kindness our children are displaying so they will fully understand what it is to be kind, and recognize it in others as well. It is so true that “Attitudes are caught..not taught” (Quaker saying). Observing kindness in others, having their own kindnesses reinforced, is how children understand and naturally practice kindness themselves.

At South Hills, kindness and respect are key. The children cheer each other on, respect their friends and teachers, and teachers acknowledge and reinforce their delightful acts of kindness. Of course, we fully recognize that this begins with parents, and we applaud our kind, caring and generous parents of South Hills.

Breathe

9/24/2020

In my opinion, the first work of Early Childhood is to assist our young students in managing their strong emotions and strong behaviors. One of the best means I have to accomplish this is to teach children to concentrate on their breathing. To date this year, I have taught them Bee Breathing (breathe in, “hum” with the out breath with a hummmmmm) and together we definitely sound like a hive! Snake breathing is breathing in and sssssssssssss on the out breath.

When a child is upset, we can breathe these special ways with them. It is calming and creates stillness and “settling”. Once calm and quiet, we can talk to them about what has upset them, and gently guide them. Eventually, children can go off when needed to a cushion or quiet space and do their own breathing, calming themselves independently. It is such a giant step when children can manage this on their own.

Not long ago, a mother reported that she and her husband were having a bit of a disagreement when their son (our preschooler) stood between them and said “Stop! Close your eyes. Just snake breath together and you can calm down and then talk about the problem! I”ll show you how!”. End of disagreement!

Children feel good about themselves when they can master their own emotions and behaviors, and parents display such pride in their children to see them growing in such positive ways!

Practice some breathing strategies with your child! It will reinforce what we are teaching here at South Hills, and may be an effective practice for parents as well! Who isn’t stressed these days? Mindful breathing can be really effective in reducing anxiety and stress. A few minutes of quiet deep breathing can make a difference! View my Music newsletter each month and I will include some of the breathing strategies I am teaching your child...

Masks and Young Children

8/22/2020

Parents have major concerns regarding their young children wearing masks in Early Childhood programs. I have to admit I was dismayed with Governor Wolfe’s mandate on July 8 that all children had to wear masks OUTSIDE as well as inside. As you know, the children and staff are outside most of the day, and I have agreed with CDC and the American Academy of Pediatrics that fresh air and sunshine is healthy for everyone, especially young children. Parents had also agreed with that policy. I wondered how our young children would adjust to wearing masks all day long, especially outside. As you may know, I am a rule follower, regardless of my personal feelings and opinions, and of course complied with the mandate.

It took seven days...The SAME amount of time I had observed for the adjustment to indoor masks to take place. Yes, there was crying, fussing, whining and hands on faces continually during the first seven days. We offered mask breaks frequently; we encouraged. We determined early on we did not want the children to feel they had made a poor choice or that we were displeased with them. We said “I know it’s hard! Teachers think it’s hard too! We can do this!”; “ Let’s take a break! Come and sit over here and let’s get a drink of cold water!”, “Great! You have had your mask on half an hour!” etc. With lots of encouragement and support, (“fashion masks” helped too!), within seven days all children were used to their masks. No crying, fussing, whining...Everyone adjusted and happily engaged and focused on their work tasks and projects...(I may have had the hardest adjustment actually!)

The teachers and I do watch more carefully outside than ever before. It is harder to tell if a child is suffering with a heat related illness. Cold water is always available and we silently make the rounds to check on each child as they play outside, taking frequent breaks and even staying indoors as the heat index rises (it is checked hourly on hot days).

Children are amazing resilient and adjust to change SO much easier than adults. We are proud of our students, and the overwhelming support of parents, as we face so many changes on a daily basis...KEEPING YOUR CHILD SAFE AND HEALTHY IS ALWAYS MY MOST IMPORTANT JOB AND RESPONSIBILITY!

♥Ms. Connie

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

© Connie Kerr Vogt , April 2017

Reading Aloud and Cuddle Time Throughout The Years...

8/21/2016

"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

Handwriting

3/18/2015

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

Yoga and Children

11/30/2014

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

W Sitting Concerns

10/30/2014

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