From Three to Five

[fromthreetofive]

What was the last time when you praise a student or your own child?!

Once one of our students in kindergarten started to appreciate his classmates saying “Good job” in exact same intonation as a teacher and in the right case, which felt so unexpected, in some way good, but alarming for me. Just because that was one of his first words and expressions in English, that meant for me he just replicates what teachers say on a daily basis. That case never came out of my mind, may be just because surprisingly he kept telling that in any appropriate situation or that our kids could be the victims of extra appreciation.

If you just observe what’s happening around, some of us do praise children for almost everything and the phrase “Good job” becomes unworthy and doesn’t sound as it supposed to be. Making efforts to be a be good parent/teacher in such fast changing environment, we can simply be in the trap of praise which may lead to some unexpected consequences.

* For a note to avoid any misunderstanding, I don’t intend to doubt the importance of emotional support for the creation of positive self-esteem.

According to Alfie Kohn,who strictly follows on the results of sociological researches, there are 5 reasons to stop saying “Well done”:

1.    Manipulation

When your 3 years old is eating by himself without splitting a food outside of the plate or your 5 years old puts all his toys back in place, but what is the real intention? Do we really praise a child or may be we praise him/her because it’s convenient for ourselves?!

Rheta DeVries, professor in Northern Iowa calls this phenomena as a 'sugar-coated control'. Such praise makes our children suit our expectations. This technique is good, but it has a short term effectiveness, rather than a real work with a child. Like a discussion about responsibilities of a child or how can we influence on each other. It’s not only a matter of respect, but it’s more possible way that makes them learn to think.

2.    Creation of praise addiction

Of course, not every appraisal meant to to control children’s behavior. We do praise them when we sincerely happy about their actions. But in the case, we need to be very attentive about consequences. Saying “I like it, how you did…” or “you did it well”, we are not allowing our children to form their own opinion about their own performance. We are doing it instead. Moreover, as the result they are learning to used to and rely on our opinion about what is good and what is not. It does make them to measure themselves using our smiles and recognition.

Mary Budd Rowe, researcher from University of Florida, found out that children, who were generously praised by teachers, were more unsure in the answers and tend to use more interrogative intonations in their answers. They seemed less inclined to persevere in solving complex problems and share their opinions with peers.

Shortly saying,“Well done” doesn’t really help, but on the contrary increase the anxiety.

3.    Stealing child’s pleasure

Besides worry about forming an addiction, there is another alert as child has a right to experience a pleasure from his/her own accomplishments, to feel proud of themselves that s/he has learnt to do. Apart from it, s/he deserves a right to choose what kind of feelings to feel. But every time saying “Good job” it’s like we are making him/her to feel what we want to.

Well, there are cases, when appreciation and guidance are needed especially to small kids and pre-schoolers. However, the constant flow of estimated statements are neither useful neither needed. In any case, every judgement even the positive one is the judgement.

The author shares that she does appreciate the moments when her daughter does something for the first time or makes something better than before. «I’m really trying not to reflexively say “Well done!”, because don’t want to destroy her joy of discovery. I want her to share the joy with me, rather than waiting for my verdict. I want her to say “I did it!”, rather than asking “is it ok?”»

4.    Loss of interest

The phrase “Nice picture!”,which said to the child, make him draw only till we will stay there and praise. And leading specialist of pre-school education Lilian Kats urges, that “if attention towards the child’s activity stops, they are more likely to stop doing that”.

5.    Reduction in achievements

It seems like enough factors, which such a small expression as “Good job” can affect, however it also can harm his/her everyday work. Researches found out, that those children, who were encouraged for completing of creative task, were more likely to fail the next one, in comparison with those who weren’t praised from the beginning.

Why does it happen? To some point because of the praise “Be good/Be best” creates the pressure on a child. And one mentioned factor – they are not interested anymore. They are not going to risk anymore-which is essential condition of an art-they are worried about saving positive comments.

To sum up, “Well done” is rudiment which makes our life to follow controlled behavior. Unfortunately, this ignores our genuine feelings and thoughts which reflects our behavior. For example, child shares the food with his friend because 1)s/he worries about his/her friend or 2)s/he wants to be praised.

Referance to http://www.vospitaj.com/blog/lovushki-pokhvaly-ili-5-prichin-perestat-govorit-molodec-svoim-detyam/

-Lunara

[fromthreetofive]

One moment from the day of a preschool teacher. Thoughts about sensibility and modern children.

“I’m talking to you and you are not listening to me” said Aarnav, almost crying, while I was trying to resolve unexpected conflict between Arjun and Aarav who were in a second away to use a physical strength for a toy and while the other one was scribbling on the wall, where it’s not supposed to be.

This is the ordinary day of a kindergarten  teacher: to solve all the conflicts in a peaceful and fair way, to make them understand what’s a good manner, give a paper to a child  if it’s needed and be a good listener-friend. And everything at the same moment. Not a minute later.

Aarnav accepted my apologies and request to get back to him, I asked two kids to have turns, explained and give a paper to Nimra. Aarnav patiently waited for me and told me what he was doing yesterday.

“I came back home, ate nice food and go to sleep. Then I woke up, watched Youtube on Apple and ride a bicycle. I have a new one and it’s a blue color. I like cycling. After dinner, I was playing and then went to sleep on mat on the floor, because it’s very hot to sleep on the bed. I fell asleep with my Mommy.”

So descriptive and so precious, but to be priveleged to listen to this you need to gain the trust, be serious to their questions of exploring the world and don’t dare to laugh at this moment.

He is so small and so curious, his questions and the way he talks, what me feel like he is much older and mature in some way, than his peers. I’m just thinking aloud but what if he didn’t express his sadness and say that request. I could lose his trust and what about others who can’t express such words, did i lose their trust?!

We have so many things to do and manage in the class/home, that sometimes we don’t have time to just listen to our kids. To get to know them: what they like or don’t, what their favourite toy or what did they do in their free time.

I remember recently, one teacher told to one shiny smart girl “Are you an old woman, why are you still sitting?” The teacher didn’t mean to hurt her, she just tried to engage children. But it’s not even about the thing which you are telling to a baby of 4 years, but they way and intonation she used. You better see her, you can’t imagine that child’s face full of pain.

Please try to understand that children are tend to be sensitive. Each and everyone has its own personality. And I feel that teacher should first have some training, at least observe them, understand what and why they are doing that and then teach them whatever he/she wants.

I came, hugged her and sat next to her. Because I just simply knew her: she is a shiny full of energy and curiosity girl. She shared that she is just feeling tired, which is essential to the last period of class, especially after physical activities.

New generation children, they are different. They live in a completely new media environment than you or even your parents were living in. From 3 years old they differentiate between Panasonic and Samsung, even not being aware how to read. From 3.5 years they look for their “Apple” and watch Youtube with cartoons and podcasts. From 4 years old, they know who is Spiderman, Batman, Flash and believe in superpower. From 5 years they invent a game playing with keyboard to learn to differentiate letters.

Time flies and changes. You should try to learn the art of being parent, to change and be flexible too, in case you don’t want to hurt your most precious people in the world. Your children.

-Lunara

[fromthreetofive]

Is Your Child Too Fussy? Think Again!

Children are tiny bundles of big, raw emotions in their purest, most unassuming forms.  There is so little that escapes them, so little that they do not notice or take to heart. There are very few filters between them and reality. The adult is one of them. As adults, we mediate their interaction with reality. We censor, we select, we curate life for them, whether we consciously decide to do so or not. Mindfulness of this fact, of course, helps. Some children, around 15 % of the general population, are born with highly wired nervous systems, and feel more deeply, being more sensitive to stimulation such as sounds, light, colour, space, as well as the emotions of other beings. Research in Psychology in the mid-90s by psychologists such as Elaine and Arthur Aron has led to the further study of this personality trait, termed ‘Sensory Processing Sensitivity’. Often children who feel deeply, often do not know how to cope with the strong emotions they feel, or what to do with them. They usually need more time than other children to process and respond to stimulation. Overwhelmed, they tend to either cry or act out aggressively. When these expressions are met with anything less then understanding and assurance, they develop ‘abnormal’ patterns of behaving such as risk avoidance, excessive aloofness or introversion, problems sleeping or tend to be viewed as ‘hyper-sensitive’ or worse, ‘too wound up’, or even just ‘fussy’. Adjectives and labels such as these only add to the often extremely vocal pressure to be ‘normal’ or ‘be like the other kids’. When internalized, this dangerously cripples the development of a strong identity and a healthy self-esteem and a sense of trust.

As an early years facilitator, it is becoming increasingly apparent to me that children with SPS often see the world more beautifully and vividly than everyone else. Take this anecdote from one of my students for instance:

“How does a plant look like?” (Facilitator) “Beautiful it is, flower sits (!) on it…” (Student)

One of Aron’s most significant contributions to Highly Sensitive Persons (HSPs) all around the world is a counter-narrative to the years of being told to ‘take it easy’ or to not be stubborn- the possibility that SPS may be a gift, an evolutionary red herring that makes them better artists or poets or scientists or parents and definitely better human beings. This of course, is contingent to open and understanding socialization and child-care.

I love the IB Early Years Programme for their approach to young children as competent, complete beings in their own right, not just projects in the making. 

Adult care-givers everywhere, whether they be parents or teachers, need to be more attuned into the worlds of children with SPS. With openness, understanding and a fluid, non-authoritarian approach, much irreparable damage can be warded off in the first place. Children with SPS do not need to develop thicker skins or indifference, they only need a listening ear and a warm, accepting hug from time to time. I love the IB Early Years Programme for their approach to young children as competent, complete beings in their own right, not just projects in the making. If their sensitivity is nurtured and given mediums of expressions, and not thwarted or judged, highly sensitive children have within them, the innate strength and resilience to create unexpected joy and beauty out of our complex and chaotic world. -Ferzine

[fromthreetofive]

Some thoughts about parenting and teaching from the other side

Parents and teachers. Teachers and parents.

After each PTM (Parent-Teacher meeting) at our kindergarten, along with the class teachers, I participate in the process as the third person, trying to see and understand both sides.  According to my observations, there are several types of parents.

Some parents who  put a child in private school, expect their baby to be a genius, pushing him/her into different contests, forgetting the thing that every child needs his/her own time. The worst moment is when they start to compare their own kid with the development of others.

My observations give me the power to say that most of the children who are natural talkers (freely and constantly talk everywhere about everything), have some difficulties with drawing and writing neatly. I was among those who love to sit and do all the precise work, such as writing, reading and drawing and got all the high rewards for that. Later, step by step I excelled at speaking, and now I can’t imagine my life without talking.

An other type of parents nurture their child. They find time in their busy timetable and spend quality time with their toddlers, even coming up with their own approaches. Just recently, one father shared with us, that they brought alphabet magnets and put them on the fridge. From time to time, they ask their baby to go and bring some specific one. Isn’t it simple and incredible?! (Just thought about making some meeting parents to parents, where they will share about their approaches) Sometimes these parents send notes of gratitude or photos captured of the child taking action to teachers, making teachers feel on the ninth cloud.

Talking about the third type, sadly, but there are some parents who just don’t show up to PTMs, or make a visit only for a couple of minutes, having more important things to do. In such cases, I’m just always wondering, then why did you decide to give a birth to a child. A Russian proverb literally states “Job is not a wolf, it won’t run to the forest”, meaning the child won’t never be at the same age again.

Now, as I have a chance to watch this process from the other side, I have some thoughts about parenting and teaching as well.

One day, one wise woman, named Ferzine pointed out something, which felt to me just brilliant: “I don’t have students, who are in the middle. Only who already knows this or just don’t get it. And it’s not about child’s brilliance, it’s just about time parents dedicate to their children. Now they know about numbers or letters, tomorrow it will be words, then sentences and after various concepts. And this little gap now will remain till the end of school and influence the rest of their lives.”

-Lunara

[fromthreetofive]

When Platonic Form and Children Collide

“How do you mean?

I mean, as I was saying, that arithmetic has a very great and elevating effect, compelling the soul to reason about abstract number, and rebelling against the introduction of visible or tangible objects into the argument. You know how steadily the masters of the art repel and ridicule any one who attempts to divide absolute unity when he is calculating, and if you divide, they multiply, taking care that one shall continue one and not become lost in fractions.

That is very true.

Now, suppose a person were to say to them: O my friends, what are these wonderful numbers about which you are reasoning, in which, as you say, there is a unity such as you demand, and each unit is equal, invariable, indivisible, --what would they answer?

— Plato, Chapter 7. "The Republic"

The one thing I ponder over with endless fascination is how we learn, specifically, how we connect unknown abstract concepts to real-world objects. This is a riddle as old as the history of philosophy itself. Plato was one of the first to identify and compound this problem, many contemporary thinkers (including linguists) now think he was very, very naughty to have divorced specific objects from their ‘eidos’ or ‘essences’. In thought, at the very least ;) The example traditionally dished out to explain theory of universals and particulars in every Philosophy 101 class typically goes something like this:

”Platonic form can be illustrated by contrasting a material triangle with an ideal triangle. The Platonic form is the ideal triangle — a figure with perfectly drawn lines whose angles add to 180 degrees. Any form of triangle that we experience will be an imperfect representation of the ideal triangle. Regardless of how precise your measuring and drawing tools you will never be able to recreate this perfect shape. Even drawn to the point where our senses cannot perceive a defect, in its essence the shape will still be imperfect; forever unable to match the ideal triangle.” Source: Wikipedia (!)

Triangles, along with other geometrical concepts, abstract concepts like beauty and truth as well as numbers are all, according to Plato, universals or forms, that exist eternally, in all their perfection, beyond space and time. That is to say, regular human beings like us will never be able to experience these forms in our everyday lives- the triangles and beauty we experience in our world of particulars, are only poor imitations, shadows, in which the forms inhere to a little extent. This so called ‘inherence’ itself is very intangible and therefore, debatable. There is therefore, according to Plato, no number ‘6’ in our world, it only inheres temporarily in, say a group of objects that can be quantified as 6. While this may sound wacko, there is some truth in Plato’s problematization of universals and particulars. In Saussurean signification, the sign is comprised of a signifier and signified. Plato’s universals, are in a way, Saussure’s signifieds.

What takes my breath away  is that my kindergarteners, the little tabulae rasae that they are, easily and quickly grasp universals from particulars.

What takes my breath away is that my kindergarteners, the little tabulae rasae that they are, easily and quickly grasp universals from particulars. A considerable part of our classroom transactions are spent giving these children examples of particulars. We were learning about the number ‘6’ last week, and I was thrilled and amazed when a child spotted the number (manifesting as a different particular, :p) in a book they were reading in D.E.A.R. later. It is nothing short of mind-boggling how quantifying ‘6’ objects finds its way to connect with the visual representation of ‘6’ and how that, may ultimately be derived from a universal form. What is admirable about the IB Primary Years Programme, is how sensitive they are to these nuances of learning- the emphasis given to conceptual understanding, and to form itself, as a key concept, continues to inspire and move me.

It fascinates me how we don’t ever come across these elusive forms or universals in the classroom or in the world outside and how we all yet, implicitly understand them. There’s something mysterious in that leap of understanding that I can’t wait to explore further.

-Ferzine

[fromthreetofive]

ALTERNATIVE AND INCLUSIVE?

When Lunara brought this book home after her trip to Pondicherry, I couldn’t wait to dive right in. There’s a part of me that’s always wondered how an early years programme would look like in an alternative school.

While ‘What is special about the kindergarten in Auroville?’ does in no way claim to be an academic text, the fact that it is written by a professor (Heidi Watts) lends to it some air of credibility. Although the book was by no means paradigm shifting for me, I found a few ideas listed as practices in the kindergarten fairly novel and interesting. Ideas such as a ‘quiet room’ and an ‘activity room’ besides uniquely shaped blocks (why do all building blocks inevitably go the lego route anyway?) really spurred on many thoughts in my head. What really makes the kindergarten stand apart for me, is its authentic inclusivity. Too many schools self-proclaim themselves as inclusive, when they usually only meet one or two parameters of inclusivity. Merely accommodating special needs by ‘mainstreaming’ is not a sole determinant of inclusivity. It was heartening to see children of differing ethnic and socio-economic backgrounds intermingle (in the school) in the book. Of course, only someone who’s actually been there (like Lunara!) is in a position to tell us how much boundaries are really being pushed. Alternative schools generally struggle with accommodating diversity of belief, and the apparent self-reflexivity does not always suffice in ensuring such spaces do not acquire an exclusive, cult-like status in the local communities they belong to.

“Too many schools self-proclaim themselves as inclusive, when they usually only meet one or two parameters of inclusivity...”

A quick and informative read, the ‘book’ does box itself into a corner by attempting to take on comparisons between early years programmes in Waldorf, Montessori, progressive schools and the kindergarten itself. What could have been an interesting and nuanced comparison is sadly reduced to grand sweeping statements that only base themselves on the writer’s subjective observations and limited experiences of working in say, a Montessori school. I felt like a more extensive use of the listed bibliography and perhaps by referring to more sources and examples within these traditions and finding specifics, for instance, within the progressive tradition would have made the book a more rigorous and useful read that would only have enhanced Auroville’s credibility further. But I must say the book never claimed to aspire to such objectivity. In so far as its implicitly stated aims go, it perhaps only seeks to introduce the kindergarten at Auroville to the general reader or visitor. It is fairly successful in this regard, and leaves the reader feeling that the kindergarten must be a special place and wanting to know more.

-Ferzine

[fromthreetofive]

Just recently during my solo travelling I came across a book, called “What is special about the Kindergarten in Auroville?” by Heidi Watts.  And due to my current occupation and an interest in pre-school education and child development, I found it catchy and felt curious. Sooo, here we go or reflection № 2 about Auroville kindergarten.

But first, you might ask yourself “what is Auroville and what is special about it, if it has its own named after kindergarten?”  So just let me introduce what is the place itself.  If you google it, you could find that “Auroville (City of Dawn)*  is an experimental township mostly in the state of Tamil Nadu, India with some parts in the Union Territory of Pondicherry in South India”. Quite unsual  sentence with many names of geographical places, isn’t it?! It’s unique place, under the protection of UNESCO, which main vision is “to realize human unity”. Place, where “all nations, religions, politics and creeds are cleared”; “people live in peace and progressive harmony”.

Let’s back to main topic about Auroville kindergarten, I suppose you might feel curious now. Heidi Watts, being a visitor in that place highlights peculiarities of Auroville kindergarten and makes a comparative study on Montessori, Waldorf, Progressive schools and Auroville itself.  

Talking about Auroville, there are few principles created by founder of Auroville, The Mother**, and resonated in kindergarten:

“Nothing can be taught”

“Work from near to the far”

“Mind must be consulted in its own growth.”

The idea that human being should be a man of varied attainments is quite close to me. And this kindergarten’s curriculum is based on five domains developed by founder: physical, mental, vital, psychic and spiritual. All classes are interrelated to support these domains, whereas children learn by doing.

Among special activities I liked Mud House and Quiet Room the most. In Mud house, children of older age are supposed to build one big hut by themselves and work as a team, whereas in Quiet Room, children are welcomed to come two by two for 45 minutes and play with whatever they want, while others have regular classess. The last one helps children explore and express themselves without pressure of the group.

“To love to learn is the most precious gift that one can make to a child: to love to learn always and everywhere” states the founder.

Furthermore, Heidi Watts points out about developmental stage theory, where “children are not thought or treated like little adults. Childhood is recognized as a stage in human development with special qualities all its own.” Every child knows about the world as he/she sees it and the things may be different from what they see, but they will come to it later. And the message to you is “don’t force your child to learn the right answer, because he/she doesn’t have enough experience”

- Lunara

You can read more about:

*Auroville

**The Mother

[fromthreetofive]

To be truly educated, a student must also make connections across the disciplines, discover ways to integrate the separate subjects and ultimately also relate what they learn to life.

Boyer, Ernest. 1995. The Basic School: A community for learning.

[fromthreetofive]

Learning takes place best when it is...not merely what is all too often contrived and then imposed upon the student at school...

Making the PYP happen: A curriculum framework for international primary education (p.7)

[fromthreetofive]

On Bowl Rubrics and catching up with Dewey!

PYP usually gets a bad rep for being shrouded in mystery. A tactful way of putting it would be saying that the core of PYP is usually a tad bit elusive for the uninititated. Reading MPYPH can only take you so far. I really feel, as I’m sure many others do, that MPYPH only makes sense when it becomes a lived document. My first PYP workshop was a lot like meeting a virtual friend in person.

The workshop was helpful in clarifying many aspects relating to planning, creating and reporting through assessments. I found it inception-esque that the workshop was modelled on the inquiry-based PYP classroom. My biggest takeaways from the workshop include many ideas for the early years, why summatives need to be simpler, how differentiation needs to be incorporated into our assessments (you can never really differentiate enough, can you?), new thinking routines, and the importance of planning and mapping assessments well. I’ve realized that the key to a good assessment is a good balance of the five essential elements. I also feel that our single-subject assessments need to happen more often.

I think that overall, the take-away for me personally is that assessments in the early-years need to be more fun, hands-on and a celebration of the students’ learning experiences. We brainstormed with Archana about ways to actually translate that into practice, bowl rubrics et al and I really enjoyed seeing her mind at work. Some of her ideas about bringing in joy and humour into the classroom really resonated with me, I guess it has always been my pet project of sorts. Other tangential ideas to catch my fancy include Jay Shetty’s take on ‘changing rooms’ if you find yourself the smartest one there (wink, wink!). I’ve also walked away from the workshop with a really long reading list, Archana helped me reconnect with a long-lost friend of mine (who I had no idea was a PYP daddy), John Dewey. I’ve admired his work on aesthetics in the past, and am really excited at the prospect of exploring more of his ideas. Bottomline? Assessments and learning are inextricably, organically, joyously intertwined. It’s just up to us to figure out the mess we’ve all made of it all, trying to rip them apart for analysis. Hold on while I get some bowls.

-Ferzine

[fromthreetofive]

“The power to change the future lies in our hands. Use it well!” 

A couple of days ago our school’s staff  had the pleasure to participate in the workshop conducted by Archana Prashar, who started her career in our city and currently stays in Singapore.  Her sessions were organized in the way that participants could find the answers to their own questions which participants brought here with them.

There are a few interesting things which I would like to share:

Once we were given completely new blank sheets of paper (which is always like a thread for me) and then task, which consists of few words, like “Draw a plant”. “Which plant, there are so many types of them in this world? Should I name some parts or should I just leave it and try to draw it as beautiful as I can? Shall I color it? Which color? What size should it be? Should it be big on the whole page or shall it be small, leaving some space for my explanations or assessor’s feedback? So many questions… and even not all of them are written here. All in your head at once, just because you are always used to be one of the top students in the class and you don’t want to stop being it now. And every student wants it. Succeed with that task.  But there is a lion on the way. No clarity. So you, confused student, spend most of your time, guessing what is the perfect drawing for this. And not only you actually, poor student, but I would say it seemed to me  the whole audience full of professional teachers felt that way.  Eventually, I draw a young tree on the way to blossom. And my colleagues’ trees, flowers, shrubs.  As you might have understood, our students feel in the same way, when we, teachers, don’t give them clear explicit instructions and tasks, not telling what we are exactly looking for in their works. I just love it!

“Be firm with criteria and task, not students” and “Give a time, when it’s needed!” There was a question from an audience: “What to do when some of students are not completing the task in time?” - Just give them some!

“The power to change the future lies in our hands. Use it well!” Faci reminded us true nature of a teacher, which is “agent of change”, the person who is constantly hungry for learning something new every day of his/her  life and bring/share that feeling with surrounded ones.  My connection from exercise connection/challenge was that recently I’ve read one interesting quote: “If you’re not learning something new each and every day you don’t have a right to be called a teacher.”

“Reading is essential skill for a teacher”. Archana points out that 21st century should read more and more, due to most of the information is given in text way. And which is more importantly, she exclaimed:  “Till now, English written sources are prevailing, so we should enhance our knowledge of this language and be aware of all innovations which are happening here”.

I’m really glad that I was a part of that 2 days workshop, cause it made me feel strongly again as I’m a part of something big and my contribution can make a change. Be the change you want to see in this world.  And that was my first time attending a training of IB, and I know for sure not the last. -Lunara

[fromthreetofive]

Essentially there is but one single true reason for living: it is to know oneself. We are here to learn - to learn what we are, why we are here and what we have to do

The Mother, Auroville

[fromthreetofive]

Be firm with task and criteria, not students...

Archana Prashar