Today, I worked again at Miles ECDC, however, I worked the morning from 8-2, rather than in the afternoon until close. I really liked working the in the morning because the activities are a little bit more focused toward the skills they need to be developing in order to move up next year. I helped in both the 3's and 4's/5's today. When I was in the three's I noticed the teacher using a lot of songs, which she used to work on rhyming words and syllables of words as well. The kids loved the songs and requested to sing them. One of them required them to be standing and to start jumping up and down, when their names were called. Today, they also did a lot of circle meetings, where in the 3's , as well as the 4's/5's met to discuss lessons and go over things they saw, whether it be a in a book or outside, describing what they saw. When I was outside during play with the 3's and other age groups, the 3's teacher called students in groups of two's to make hand prints, using their favorite color(s), I loved the ones that were done with one color on each hand and then before putting their hands down on the paper they rubbed them together, and it made a marble effect. I was amazed when speaking with one of the three year ols that she understood that the moon is out during the day and proceeded to explain why this is to me. Another child (also three) started telling me about astronauts and out space and rockets. I am amazed in what these kids know and age three and what their potential actual is verses what people assume it is. Also while I was outside with the kids, I met a little boy who was in the 2's who speaks Chinese, but no English. I tried talking to him, before another one of the teachers told me this. Still, when we were in the sandbox, and he was digging with a blue shovel. I pointed to the shovel and said "blue", he looked at me and said "b-eu", and then back and forth, I would say "blue" and he would try and say it, until he said "blue' and pointed to the shovel. Then I pointed to his shirt (w/ blue stripes) and he said "blue". We did the same thing with a rock in the sandbox, getting him to say "rock". This was the first time I have ever gotten to experience anything like this. It was so neat seeing someone learn a word for the first time and to watch them develope the sounds needed to say it. I was defnitely more excited than he was. It was interesting too because although he didn't understand words, he understood fully when I waved at him, and when I put out my hand for a high five. I know we discussed that body language is one of the first methods of communication, which was evident here, plus high-fives" and waving are pretty much universally known.
After observing the classes at Head Start, and then working the following morning at ECDC on campus, I was able to comapre the two groups and where they were developmentally in a general way. It is amazing how important interaction is at home and with parents as well as being exposed to rich interesting settings and many different experiences. The 4's/5's of head start, were learning what a number looks like and trying to learn how to simply identify their name, while C of C's ECDC students of the same age, could all spell their names, some could do math, some are learning to read, and all were very campable of communicating with one another. In the head start many students were not speaking, but instead pointng and makes noises. I am somewhat upset that parents can take such little interst in their kids, and how unfair it is to a child, who has no control over their situation. Because of their family life and economic stability, a student can really suffer, not getting the bbasic skills they need. Even the attitudes were so different between the two centers. The kids @ the head start were quiet, not very interactive with one another, and not very enthused about being there, while the kids at Miles ECDC are more mteractive, and constantly busy. I see them get much more excited about things and really want to learn and interact with others. They also share much about their family life with me, and show that it is something that is very important to them. They have a strong family bond.
3 comments:
Interesting comparison -- how do you know that the Head Start parents "take such little interest in their kids?"
I do not know how accurate that is. This is what the lead teacher in this classroom told me--Ms. Mary. I would hate to think that this is entirely true though. That would be so sad. I just wrote about what she sat and told me and what I took notes on. I guess I cannot assume this is accurate unless she is personally doing home visits right?
The songs that the students sang in the 3-year old classroom reminds me of an article that i read for my Math and Science class called "Using Music to Support Emergent Mathematics." The article talks about how being actively involved in simple musical experiences, such as singing, marching, clapping, chanting or playing an instument can enhance brain development. Doing these simple activities (which the kids obviously really enjoy) can help teach kids some math concepts such as patterns, couting, sequencing, and one-to-one correspondence. I always find it interesting to think about what else the children are learning besides the obvious.
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