I might use this area to post comments people have sent me on how they feel class is going and topics they'd like to see covered in more (or less!) detail.

Any ideas?

PROBLEM SOLVING WITH BLOCKS

Blocks are a great manipulative for young children. They can be used to teach many things, but one of their best uses is to encourage children to problem solve.
SORTING BLOCKS
Have your children sort their blocks by color, shape or size.

PATTERNING
Using the sorted piles from the activity above, make a pattern with the blocks.
Example: you had your child sort the blocks by shape.
Make a line of blocks, such as; two square blocks, one rectangle block, two square blocks, etc. Have your child try to match your line with an identical one below it.

PROPORTION
Find a large rectangular block and have your child find two blocks that equal the same size as the one larger block.
Look for other blocks that are double or other multiples of smaller blocks.
Set out a balance scale and have children put a large block on one side and then experiment finding a group of smaller blocks that will equal the size of the larger block.

MOVING BLOCKS
Tell your children that you need to move the blocks in your room (or house) to a new location.
Have your child or children try to think of ways you can move the blocks.

BLOCK EXPERIMENTS
Here are some ideas for things children could experiment with using blocks.
Set out some squares of flooring. Have your children decide which surface is the easiest to build on. (Wood, carpet, rubber, artificial turf, cork board, etc.)
Set out a cardboard box. Have your children see how many blocks they can fit into the box.
Weight blocks to see which block is the heaviest.
Have children see how high they can build a tower.

BLOCK PROJECTS
Give your children a project to build. Examples: a hill, a road, a house, a bridge, a shape, a letter, etc.
Perhaps break them into two groups and see how different children solved the same problem in different ways.

Developmentally Appropriate Care: What Does It Mean?
The term developmentally appropriate care is commonly used by child care professionals to describe care that takes into account the level of physical, social, emotional, and intellectual development of a child.

Guidelines help both pre-k providers and parents understand

Appropriate Care for Three-, Four- and Five-year-olds


Three-year-olds are provided with learning activities that emphasize language, large motor physical activity, and movement. Activities include puzzles and blocks, wheel toys and climbers, dramatic play acting and story telling.



Four-year-olds enjoy a greater variety of experiences and more activities like cutting paper and fabric, other art activities and cooking. They can recognize shapes, colors, and use basic math and problem-solving skills.


Some four-year-olds and most five-year-olds combine ideas, have a growing memory and are developing fine motor skills. They display a growing interest in the written language. They are developing an interest in the community and enjoy special events and trips.

Adults listen, encourage creative play, join in activities, build self-esteem, and set consistent limits.



Developmentally Appropriate Equipment and Space Guidelines


Preschoolers need more space. Play spaces should be varied. In addition, they need active as well as quiet spaces. They should also have a place to store personal items. A child-size toilet or potty chair and a way to wash their own hands are also helpful. They work both individually and in small groups and are beginning to like to be in larger groups too.


Preschoolers need a variety of toys for play. Art materials, puzzles, toys that produce sounds, and tricycles are typical equipment for this age.



Developmentally Appropriate Care to Prepare Your Child for School

Some preschool programs and classrooms promote teaching your child skills that prepare them for school. While early academic learning gives children skills, there is little evidence that children show long-term benefit in school performance. Some research shows that too much emphasis on structured learning at an early age causes children to be less interested in school.


There are, however, a number of non-academic skills your child can develop both at home and in child care to prepare them for school. These include the following:

* Observing or the ability to notice specific things in nature and to understand what other people are doing.

* Listening, knowing what sounds mean, and being able to repeat sounds.


* Following directions in order to accomplish simple tasks and knowing left from right.



* Classifying and sorting items by shape, color, size, etc. and the ability to tell you why objects are similar or different.

* Remembering and telling you about recent activities and being able to play games that require memory skills.

* Creating and playing pretend games; feeling comfortable with doing things differently from other children.

* Cooperating and understanding how to work with others without being overly competitive.



General Features of Developmentally Appropriate Care

Child care professionals that practice developmentally appropriate care have the following list of characteristics. They:


* are patient and supportive with children;


* promote creativity, discovery, and exploration

* encourage children to take initiative in selecting activities;

* understand the individual capabilities of children;

* interact with the children by talking to them as well as listening to what they have to say:


* allow children to do things for themselves:


* offer choices of activities and materials;


* set and enforce reasonable limits; and


* are willing to use different methods of care to meet each child's abilities and needs.