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Big Language, BIG thoughts!

Children that use big  descriptive language in daily routines expand their ability to express thoughts , increase vocabulary,and increase creativity.  They describe the world around them in new ways, understanding words have meanings. Use descriptive words  to explain instructions, use the words repeated in daily routines and activities.  Using fanciful language increases the child’s quest  to  use creative descriptions.  All areas of the classroom or home can be filled with interesting language- cooking- measurements, range, quarter, liquid. Construction- symmetrical, structure, dimension, foundation.  Art or music- hue, palette, technique, adhesive,detail, secondary, primary, melody, chord, harp, violin, and so on.  Use descriptive language with adjectives- exquisite, illuminating, gigantic, expansive, critical. ” It is an extremely critical situation!  The airplane was a gigantic jet with  huge  engines. Draw three curvy lines and two zigzag forms.” Expanding the child’s language is easy if you use bigger words and complete pros.

Create an atmosphere in which the child hears and uses a lot of interesting words.  pictures 014Expose children to a variety of new rich words that reinforce the BIG idea. Use investigative themes to introduce  scientific or mathematical language. Use a variety of words for common objects, connect language to thinking and solving problems. Relate language and words to new meanings.

Talk to the child, they understand more than you can imagine. How would you describe this piece of art? I am sure the child had big ideas. Looks like a few levels of drawing and writing here. It is always a great idea to ask the child, “What did you draw?”  let them answer. Don’t tell them, ask them, a great conversation could begin.

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Children learn best by doing-

Any time you can tie an activity into a learning experience the young learner will remember more information. The brain absorbs and retains more information from the brain connections of activity and thought. Tie one more exciting activity into the action and, viola! the child will remember even more! For instance writing letters on the table using shaving cream. Hunting for the letters in their name outside, hidden in the garden.
Mixing colors, pouring, using basters, or scoopers to mix secondary colors- green, orange, purple. Activities that excite the syntaxes in the brain- they light up, wiggle and extend, gaining more information- build knowledge. This IS so exciting YOU can make your child smart- Provide stimulating information, connect ideas , let them DO the task, reinforce positive thought process. EASY learning!!! Can your child improve his grasp in a fun way? Building hand strength, while writing?art 075

Can they discover how to make sticky paste? using flour and water?art 119

It is all a balancing act the child needs to think for themselves!art 063

What would you like for lunch today? Should we make a salad? art 030

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Common Core and how it affects our children.

The common core is quickly being adopted by states and nobody even knows what it is! Several states instead of adjusting learning to developmental progress, information retention, building better foundations, have decided to teach children equally and without conceptual progression. This common core ideology -which is- one for all, all for one- everyone needs to be taught in a way to retain information- sustainable education. First grade knowledge serves second grade ,second grade knowledge serves third grade, third grade knowledge to fourth and so on. Each grade builds on the previous grade- sounds wonderful in theory- BUT….
Children’s brains don’t learn that way. They learn from scaffolding early experiences, building knowledge and retaining information because it has meaning. The young learner needs to reach specific milestones before the next step occurs. Teaching with meaning, not just building information- two entirely different theories. For instance, writing- you can push writing all you want, but if the specific hand muscles aren’t developed, negative muscle memory builds in the brain, and the child won’t learn, won’t build learning muscle sense, won’t write! Not only will the child get frustrated lashing out in anger, theses children tend to not like school. Frustration becomes the norm setting a precedence in learning. One simple educational error! This is the biggest problem with common core.
There is no one standard that will work in education. This is why our education system keeps failing. Education needs to be developed around brain development and the individual child’s needs. There are several states that ARE coming downward with developmental standards for the young child.(first grade down to kindergarten, down to preschool).They are implementing early learning STATE standards. It does encompass PLAY, learning with meaning, and professional development for their K-3 teachers. It has been hit and miss because neuro scientists and educators never thought this way before. Educational theory has always been at the high school level. Why do our children fail? Why do they drop out? What can we do? We blame the bad teachers….
Rhode Island, Iowa, New Jersey and Arizona are trying to implement a system that keeps/ or provides, developmentally appropriate education until 3rd grade. This supports the child’s brain development and set a foundation for the synapse to transmit information correctly.( as the child builds information).
Iowa has done testing to see if improvement has happened and follows the child’s development in education. It is a fundamental change in education- it is difficult to make government programs follow new educational developments, because it is policy that get in the way of learning. This educational pedagogy is not a trend,a money making idea, it is scientifically based- this pedagogy develops brain responses around education, setting up the new learner for success.

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Art WALL, anything can go and grow on the wall.

Let the kids just paint and have fun Who knows what they will create. The hungry caterpillar?

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Process Science too

Experiment that teaches

See the rain fall through the shaving cream cloud.

Children can understand the chemical  reaction by seeing what happens in the glass.  The food coloring sinks separately through the “cloud” of shaving cream. If they leave the cup sit it continues to storm.  They can make their own storm by adding other colors- red makes a purple storm, yellow makes a green storm and all colors makes a nasty dust storm or brown!  Easy summer activity.



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Letter writing requires visualization-


Writing made fun in preschool! It is easy with shaving cream and sticks or fingers. Teach visualization to children first.

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Flower power- easy flower masks.

How fun is it to have supplies on hand to make a special project.

Precut flowers- I use a Sizzex( from Michaels craft store) or hand cut diffferent shapes and sizes

Paper plates, tempra paints, glue, pipe cleaners, elastic string

Kids love these masks, they are easy, and children come up with all sorts of imaginary play. This can be extended from reading/ singing, ” Over in the garden”.  Add  jewels, sequins, buttons, other plants, and bugs into the flower masks.  More flower projects , stay tuned. We had a flower parade and added our crepe paper streamers.


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Fun summer activity

Everyone has flour and water.  Give the child two cups, one with flour, one with a small amount of water, a plastic spoon and a bowl for mixing, (food coloring if you want  them to make other choices.)  Let the child mix up his own glue, it is messy, but they love the consistancy and knowing they did the experiement. Let them choose things to put in their glue.  Explain what they are making ahead of time.  This is a good project for 3.5- 4 year olds.

It is an expeiment to make glue, what is the right combination of water and flour?

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Building Brain power.

A large part of your baby’s brain develops AFTER it is born, much of that brain development is from the child’s interactive experiences- the brain acclimates, changes and adopts to the new environment. The brain makes new connections from stimuli in the environment, maybe a trillion initial connections in the first five years.  These first connections builds emotional development and learning.  Everything you do builds the baby’s brain power- scary thought!  Showing affection through non-verbal actions.  Babies know words and their mothers voices, they are happier hearing her voice instead of a stranger. They love sing song verbal clues- “motherese” talk.  Babies continue to build brain power through preschool and kindergarten, keep filling their mind with plenty of creative foods.

Connect with your young child; Make a movement of your hand/arm outward in front of him- help him connect, empowering his brain to do the same,  have him follow the action. Next do the other side, same motion- repeat. This sets up mirroring and can enhance the brain development. Neurons in the brain fire to duplicate the motion automatically- it is challenging. Early infancy you may see tongue sticking out, smiling, or cooing as the brain builds awareness. Older children love this game too, clapping  or stomping feet in a pattern- fast then slow keeps their attention.

What’s alike mean? Using a deck of cards have your child find two that look the same- number, color or shape. Then have them pile up the similar ones in two matching ways.  His brain likes new activities this leads to  new cell connections- higher level of thinking.

Counting and sorting jewels, some even fit in my purse!

Fantasy Play  helps develop the brain by building creative awareness, color awareness,  tactile knowledge, emotional interactions, pretending and letting the  imagination go, builds brain power. Fill a surprise  bag full of beautiful scrapes of fabrics, trims,fur, feathers, belts, hats- old unused stuff. Change the contents periodically, making the child aware by tying a ribbon around the top or placing a new sticker.  The child will pick out what he or she really wants to feel or look at.  Boys love this game also.

Create a giving jug, that just makes good cents!  Teach something nice or thoughtful for the  child to build empathy.  Donate the jug(or jar, piggy bank,  etc. ) to a person so the child can understand and relate a NEED.  Research shows that the brain naturally has the ability to care about others, this ability needs to be developed and reinforced so the child understands what  NEED means.

Cognitive (brain) development is just ONE domain of teaching the whole child,cross categorical teaching should occur to enhance several domains at once, watch for more ideas  to come each month. Simple types of behavior builds cognitive development, watch to see how the child comes up with different ideas and solutions. How about dressing up while hammering and building blocks- lots of ideas are working here. The brain is checking all kinds of concepts out here!

Role play, imagination at it’s best.

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The PERFECT Preschool! Know what your child needs.

Best Program:  I believe children learn best when they have standards placed for them in the classroom with teachers as facilitators, who provide open ended lessons to achieve designated goals.  I believe children can excel if put in a classroom with high expectations, nurturing guidance, developing an intrinsic motivation and understanding of rules.   Exposing children to many different ideas , new concepts and old ones, helping to solidify knowledge to build a foundation of academic curiosity.  I think children are capable of reaching higher goals with the knowledge that is carefully placed when developmentally appropriate. Make learning fun, so children can be busy learning new things, experimenting, finding out about the world, and how it works.  Strengthen the love to learn in all children by making learning fun building in strategies to solve problems.

Children need a good foundation of knowledge  that is embedded in lesson plans motivating them to get answers, build curiousity, and gives them new experiences my  the first  couple years of life.  This foundation transfers over into academic motivation, curiosity of learning and respectful attitudes.  The young child is extremely receptive to absorbing large amounts of information, internalizing it, and using it later when needed. Children need a strong foundation of early experiences to build intelligence later, by formulating multiple ideas together.  Children need consistency, firm direction, and academic scaffolding to establish a strong educational career.

An emergent curriculum that scaffolds knowledge while allowing the child to explore new possibilities. Flexible child-directed curriculum that enhances new ideas and expands old ideas is ideal for the growing brain. As the teacher I believe I plant the seed of knowledge and curiosity to set the child in the open sea of exploration. The expansion of the mind by performance, accommodation and process wills the child to reach a higher level of thinking. Letting the child come up with new concepts and ideas teaches independence and advanced cognitive skills.  The effectiveness of  curriculum  can be judged by how students  process  information. Do they ask advanced questions ,demonstrate higher level of thinking by relating various objects and ideas together, can they demonstrate imagine learning by brain recognitions, letter decoding and relativity to achieving  academic / social emotional  goals.  How does the whole child learn?  Is she/he advancing in several domains? Is he growing in his academic performance through advancing fine motor skills (cutting, pre-writing letters, hand strength), is he building cognitive knowledge (does he know his ABCs, numbers, name), is he beginning to understand related ideas (freezing water turns to solid-ice); social emotional development (does he handle conflicts) is he growing with new knowledge?

Management strategies:  Redirection is one of my most frequently used disciplines- removing the child from the conflict. Music for transitions and calming down, opening in the morning with conversations and chat, and changing toys for newness and exploration. I manage my class through time management and space management. My strategies for managing the children are all about engagement, if they aren’t busy and happy, it is because the teacher has failed to provide the correct stimuli.

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