Things I Know

  • Tiara
    Tiara Brown

    Even the youngest of children are more perceptive than you think. They are watching. They are listening. They will mimic the people in their surroundings. Be an example.

  • Young children can’t be “MEAN”. For toddlers there is a difference between compliance and understanding. Young children may follow directions but this does not mean they understand right and wrong. Don’t expect this at this stage as developing a conscious comes with time.
  • High quality childcare and early intervention are IMPORTANT and PROVEN to increase academic skills and social competency. The focus on these two areas cannot be underestimated.
  • Research continues to show us children have an untapped capacity for learning. Teachers should remember this and use different modes to cultivate this potential. Never underestimate the ability of any child.
  • Access to high-quality educational opportunities is a HUMAN RIGHT.
  • Teaching should be intentional, purposeful, and meaningful. Allow mistakes but give meaningful feedback. Teachers cannot expect children to learn if they are not given explicit and meaningful advice.
  • Inclusion is good for everyone if it is done correctly. Period.

What do you know?  Tell me!!

Things I Know

  • Educational contexts will not improve until we demand professionalism of the field. That begins in teacher education. Set a high bar for faculty. Teacher education is not a place for career teachers to transition. It’s a career in and of itself with specific knowledge and skills separate from those demanded in K12 environments.
  • Parenting is hard and no supports exist for doing it well. Everyone is not an expert on child development nor does everyone have access to an expert on child development. Unrealistic expectations abound and parents and kids struggle as a result.
  • Every. Single. Person. is doing the best they can with what they have. Behavior is communication and serves a purpose so seek to understand rather than punish. Address the cause of the behavior rather than the behavior itself.
  • Mistakes are unavoidable and necessary components of learning.
  • Typical grading systems do not reflect learning.  They’re more reflective of compliance with teacher preferences.  If you give/get attendance points, drop a letter grade for late submission, or in any other way use grades to compel behavior, you are abusing the system.  Grades are communication of mastery.  That’s it.  Not behavior.
  • Meaningful inclusion means each and every learner is a valued member of the classroom and school community. Supports are in place in order to reach the high expectations set for each student.  Fair is not always equal as we each need different supports for success.
  • Every.  Single.  Family.  Loves their child and is doing the absolute best they can with their specific realities.  Empathy is foundational to effective teaching.

What do you know?  Tell me!!

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.

Sharing is Caring? Nope. Sharing Sucks.

Kids need to learn to share.  They have to share precious resources with siblings.  They have to share with others at school.  Sharing is a mainstay topic on Sesame Street.  Parents pull their hair out because their kids “can’t” share.  Sharing is caring, a way of life.

Or is it?

Merriam-Webster says “sharing” is 1) a portion belonging to, due to, or contributed by an individual or group and 2) one’s full or fair portion 

Jen Newton says sharing is having enough for everyone including yourself (e.g. birthday treats) and TAKING TURNS is giving “one’s full or fair portion” to another with nothing for yourself.  Sharing is altruistic and happy, it feels good.  Turn taking means waiting, giving up what you had and probably want, for someone else’s happiness.  They are not the same thing but we do tend to confuse them when talking with and about kids.

Adults rarely, if ever, give up treasured items for nothing in return.  Think about it.  When was the last time you gave up something you wanted, really really wanted?  We ask kids to do this all the time.  We tell them they aren’t kind or good friends to others if they do not want to give what they have to someone else.

Adults have to take turns.  We actually do a lot of turn taking in our grown up life; stop lights, grocery store check out lines, drive through ATMs (do people still do that?).  Many adults do not do this well, patiently, with kindness.  Despite our expectations for kids to  willingly and readily “share,” we rarely model this giving-up-of-a-preferred-object-for-nothing-in-return version of caring in our own lives.

So why do we expect kids to do it?  And do it willingly and happily?

The truth is, kids do share willingly and happily.  They just don’t take turns as easily.  Ever curse under your breath at the car in front of you who hasn’t moved despite the light turning green?  Yes?  Then you don’t take turns easily either!

Teaching children to take turns involves strategy.

  1. Start with making turns brief so children do not have to wait long to be rewarded for patiently waiting.
  2. Try a timer, the duration of a song, five pushes on a swing, something tangible even young children can count, or hear, or see.
  3. Provide SPECIFIC feedback for waiting patiently.  “I know how hard it is to wait and you are doing so very patiently.”
  4. Validate that waiting is hard.  Tell your children or students about times when it’s hard for you to wait.  Reveal that turn taking takes effort for all of us – grown ups, too!

Sharing is great!  We all love sharing because we get to bring smiles to the faces of others and ourselves all at the same time!  Turn taking takes teaching and practice and reinforcement.  How do you teach turn taking?

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.

Teaching Is Intellectual Work

Educators hear it all the time.

“Must be rough to just play with kids all day.”

“Wiping noses and tying shoes, huh?”

“Summers off and work day ends at 3:00?  What do you have to complain about?”

Wrong.

The first five years of life are arguably the most critical in the development of brains, in empathy, in language, in social emotional development, in ways that set the course for a child’s entire lived experience.  Early childhood educators are doing the most critical work of a society – they are investing in the development of humans.

Join us.

We will use this space to promote evidence based practices and to shine light on alternatives to the cookie cutter approaches in education.  We will dismantle beliefs about children and families that do harm and put limits on growth.  We will explore how we can grow toward strengths-based approaches that celebrate the first five years and open the doors for the potential within every child.

Come with us.  

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.