Time to vote again this year … This awesome group is up for a grant that can make Adventure Play dreams come true!!!! Please take the time to help. Deadline extended to Friday.
This is their plug (it includes the link 🙂 for voting):
We need your support!
Santa Clarita Valley Adventure Play (SCVAP) has applied for a grant to bring adventure play to children across Los Angeles county. We need your vote to help us do this!
The LA2050 grant will enable us to provide a respite from children’s over-schedule and coddled lives, by bringing accessible, unstructured time and space for children to imagine, explore and create their own reality.
The grant will fund us to take the Pop-Up Playground program to children’s own communities, and also help develop the first permanent adventure playground in Los Angeles.
To make this dream a reality, we need your support. We need to get the message OUT and the votes IN!
Here’s how you can help:
Vote! Even if you do not live in LA or the US… you can still vote.
On October 18th at 9AM PST, head to this link: http://bit.ly/voteSCVAP
Vote for SCV Adventure Play in the “Play” category (Voting closes Tuesday October 25th at 5PM PST)
Get the word out!
Please email your friends / networks to let them know about the bid. Every vote counts!
It is often challenged that Play = Learning. So it came over me this evening (well actually many evenings ago, as I found this draft hidden in my folder and thought this should be published!) that I have learned so much just from listening, observing, and facilitating play and constructivist experiences with the children. Now, I am not talking about what I have learned about teaching or how I have grown as a teacher or professional. By Golly! I have but that is a whole different story. I mean how I have grown as a human and what I have learned about the world from the eyes and perspective of the children. It only seems fair to share these moments because the nitty gritty truth is if these are the things I have collected from this year, I can only imagine that they walked away with 10 fold.
What I now know for sure:
- If you have tried all avenues of telling a friend that they are scaring you just tell them “get out of town”. They will be so shocked that they will freeze and walk away or at least stop and listen to what you have to say. Plus, if you offer a peace offering like, “Well – you could stay if you don’t eat us” most monsters will oblige with not eating or scaring you.
- Crayons are made of wax and “wax is like the things you put in your ears to stop the sound”.
- “The longer the tail is (on a kite) the better the kite is. I guess it just picks up and pushes it to go.”
- Crayons are too fat for stencils. If you need to trace something and you only have a crayon use a pipe cleaner to press along the edges of the stencil and create the outline with the shape of the pipe cleaner.
- If you make a mistake just flip the paper over and try again.
- All humans have families. “We are humans and I am her brother and she is my sister because all people have a brother or sister so they don’t get lonely when they play, that’s why”.
- That you are only a monster if you want to be and if your spikes are in, just take your spikes out if you don’t want to be a monster and you want to be human again.
- If you want to hold a new pet or nature creature simply ask, “Can I say hello to him?”
- All living things need water because they get thirsty and leaves make good bowls.
- When making lemonade the hard work of juicing lemons is easier if you take turns with other playmates and if you sing “twist and turn” repeatedly, until the juice is all out.
- Snails are slimy.
- (Roaches are) He is brave for letting us hold him (them). (… and you thought it was vice versa).
- Gravity is what makes things go down. Like when honey falls to the bottom of a lemonade jar. (Yes, they used the word gravity. No I did not tell them what gravity was in a lesson. Yes I let them talk and share their own ideas, yes and no questions get yes and no answers. Listening gets you things like “gravity” to enter conversations.)
- What I now know about trees is “that they help people breathe by making air from the pollen that falls from the tree”.
- That if you want to learn your letters it is ok to trace them except for Os. Os are for studying. “If you are working on your Os you are studying them. I am working on my Os. I am studying them. I like to trace my other letters but O is easy if you are studying it. You just go around and around and around like a circle”.
- Wool smells good and it is soft and enjoyable to braid but wrapping treasures with wool or wire is hard.
- When you mix blue and red it “almost looks black”.
- Shaving cream: makes great “vanilla sundaes”, “smells like soap”, “turns white (even after it has colors mixed in), gets thin “because of the (cake) pipers”, is good for hiding treasures in, is “soft”, and can be put on your face – but “only crazy kids do that”.
- If you need a friend, ask: “How can I help you play today?”.
- If you like a project that a playmate creates you can say, “An invention, I’m impressed”.
- Racetracks are “delicate”.
- “All the good things turn pink”.
- It is a good feeling when someone includes your opinion. It is ok to say “Yes! You remember my idea!”.
- You can “unfreeze it with hot water (frozen play-dough) but it will get gooshy when the ice starts breaking”.
- A good friend “smells like cupcakes and cookies”.
- Chances are if you see a big rock and trip over it, it is because it was a pebble and “maybe something knocked it over and it grew”.
- If you introduce yourself to a friend you should say, “I am (insert name). I am from a home”.
- If you have a pain in your arm it is probably because you miss your pet at home, “my arm is killing me because it wants to pet her, it just misses her so much.”
- “Slow down” … I am always a better person and teacher when I listen to the children when they say slow down. The best moments happen when time is given. I am really good at being present in the moment but sometimes I forget to slow down and give the moment time to be born. So the best thing they have ever said to me is to ssssssssssssllllllllllllllllllooooooooowwwwwwwwwww ddddddddddooooooowwwwwwwwnnnnnnnnnnn …
In honor of 2015 coming and going … there are many more things to learn this year as 2016 begins. May I recommend approaching the world with the eyes and spirit of a child.
There are two ways to capture a moment in the early childhood world: experience and documentation.
Experience is as simple as it states, just taking a moment to experience the world with a child/children. No strings tied, no assessing, all joy. Taking that moment and making a memory. Sometimes the most important thing we can give children is to be fully present. To turn off our teacher brains and just be human with them: no checklists, cameras, or analysis involved.
The education world these days is filled with many outcomes and standards. Children are very aware of when we have them on our radar. Often shifts in behavior happen when a child feels they are being observed for assessment – authentically or not. Once while recording a set of children during a conflict (that they were beautifully resolving), the child leaned into the direction of my recorder and said…
View original post 1,196 more words
Source: Capturing the Moment
Source: Sharing The Joy of Risk Taking
“To the bigwigs at Pearson, your child is just a number, a statistic.” (excerpt from link below)
And since schools spend a huge chunk of the year prepping your child and administering tests from Pearson and companies like Pearson what are we saying schools view children as or as a society as a whole?
Food for thought… in this next link is a posting from just another blogger. I can’t verify her experience or even give credit to the truthfulness of her post but it gives a scary perspective to what happens after a student is put through the process of testing.
I can’t say I even agree to submitting students to the stress and rigor of testing in the first place. I feel the validity of test scores are questionable. But even if we don’t consider who writes the questions, why these specific questions are even considered good measures of a student’s intelligence, or how appropriate it is to gauge student success by a single assessment each year without considering their whole human development – Even if we don’t… and we still end up to the point where we submit the piles of answers for scoring… what happens then?
How accurate are they graded?
Are they real reflections of a child’s answers?
Are these answers accurately representing what a student knows and has learned?
Are these questions representative of valuable knowledge?
It scares me to think how inaccurate or how lacking in valuable content the questions and data on a test are from the start and then to consider it being skewed afterwards is even scarier.
Visit this link to consider your perspective on the validity of testing and test scores:
Common Core, Testing, and Opting out in NYS:
Will Pearson continue to thrive in states like NY or will activists inspire change?
Pearson has been linked to many testing controversies, including brand placement in testing:
The toll of testing seems to be hitting the forefront of the education field, students, teachers, and families on a daily basis. There is a lot of buzz and some advocates pushing for opting out. One can only hope that enough buzz and push back will change education in a way that will end test-driven curriculum and high stakes testing.
Opt-out in CA:
Opt-out in NYS:
Take a moment to research and be informed on testing. Explore the controversies! Explore your perspectives!
When first becoming an Early Childhood professional, many years ago, I felt like my pile of resources and things to know reached the sky quick. I was reminded of this a couple weeks ago during in-service as we discussed how truly amazing educators all have truly amazing moments just as much as they have truly horrible moments – and the reason being is we are constantly tweaking our methods and practices. The unique platform of being progressive is not just that curriculum is structured (as it should be for children) as a top down practice and not bottom up but also that as educators “we have never fully arrived”. Progressive education means that our practices, environments, and beings are always evolving and changing. A difficult but miraculous feat!
So for those of us that need to be reminded of some good ol’ practices or for those of us that are green – I thought remembering why and how we support children with praise was a good topic to touch on today. It is simple and foundational in the beginning of the year – children must see how authentic we are willing to be with them from the start. I could think of nobody better to guide this topic than Alfie Kohn himself. So, with no further ado – I give you the article that changed the way I praised children:
Five Reasons to Stop Saying “Good Job!”
By Alfie Kohn
NOTE: An abridged version of this article was published in Parents magazine in May 2000 with the title “Hooked on Praise.” For a more detailed look at the issues discussed here — as well as a comprehensive list of citations to relevant research — please see the books Punished by Rewards and Unconditional Parenting.
Para leer este artículo en Español, haga clic aquí.
Plenty of books and articles advise us against relying on punishment, from spanking to forcible isolation (“time out”). Occasionally someone will even ask us to rethink the practice of bribing children with stickers or food. But you’ll have to look awfully hard to find a discouraging word about what is euphemistically called positive reinforcement.
Lest there be any misunderstanding, the point here is not to call into question the importance of supporting and encouraging children, the need to love them and hug them and help them feel good about themselves. Praise, however, is a different story entirely. Here’s why.
Rheta DeVries, a professor of education at the University of Northern Iowa, refers to this as “sugar-coated control.” Very much like tangible rewards – or, for that matter, punishments – it’s a way of doing something to children to get them to comply with our wishes. It may be effective at producing this result (at least for a while), but it’s very different from working with kids – for example, by engaging them in conversation about what makes a classroom (or family) function smoothly, or how other people are affected by what we have done — or failed to do. The latter approach is not only more respectful but more likely to help kids become thoughtful people.
The reason praise can work in the short run is that young children are hungry for our approval. But we have a responsibility not to exploit that dependence for our own convenience. A “Good job!” to reinforce something that makes our lives a little easier can be an example of taking advantage of children’s dependence. Kids may also come to feel manipulated by this, even if they can’t quite explain why.
Mary Budd Rowe, a researcher at the University of Florida, discovered that students who were praised lavishly by their teachers were more tentative in their responses, more apt to answer in a questioning tone of voice (“Um, seven?”). They tended to back off from an idea they had proposed as soon as an adult disagreed with them. And they were less likely to persist with difficult tasks or share their ideas with other students.
In short, “Good job!” doesn’t reassure children; ultimately, it makes them feel less secure. It may even create a vicious circle such that the more we slather on the praise, the more kids seem to need it, so we praise them some more. Sadly, some of these kids will grow into adults who continue to need someone else to pat them on the head and tell them whether what they did was OK. Surely this is not what we want for our daughters and sons.
To be sure, there are times when our evaluations are appropriate and our guidance is necessary — especially with toddlers and preschoolers. But a constant stream of value judgments is neither necessary nor useful for children’s development. Unfortunately, we may not have realized that “Good job!” is just as much an evaluation as “Bad job!” The most notable feature of a positive judgment isn’t that it’s positive, but that it’s a judgment. And people, including kids, don’t like being judged.
I cherish the occasions when my daughter manages to do something for the first time, or does something better than she’s ever done it before. But I try to resist the knee-jerk tendency to say, “Good job!” because I don’t want to dilute her joy. I want her to share her pleasure with me, not look to me for a verdict. I want her to exclaim, “I did it!” (which she often does) instead of asking me uncertainly, “Was that good?”
In a troubling study conducted by Joan Grusec at the University of Toronto, young children who were frequently praised for displays of generosity tended to be slightlyless generous on an everyday basis than other children were. Every time they had heard “Good sharing!” or “I’m so proud of you for helping,” they became a little less interested in sharing or helping. Those actions came to be seen not as something valuable in their own right but as something they had to do to get that reaction again from an adult. Generosity became a means to an end.
Does praise motivate kids? Sure. It motivates kids to get praise. Alas, that’s often at the expense of commitment to whatever they were doing that prompted the praise.
Why does this happen? Partly because the praise creates pressure to “keep up the good work” that gets in the way of doing so. Partly because their interest in what they’re doing may have declined. Partly because they become less likely to take risks – a prerequisite for creativity – once they start thinking about how to keep those positive comments coming.
More generally, “Good job!” is a remnant of an approach to psychology that reduces all of human life to behaviors that can be seen and measured. Unfortunately, this ignores the thoughts, feelings, and values that lie behind behaviors. For example, a child may share a snack with a friend as a way of attracting praise, or as a way of making sure the other child has enough to eat. Praise for sharing ignores these different motives. Worse, it actually promotes the less desirable motive by making children more likely to fish for praise in the future.
*Once you start to see praise for what it is – and what it does – these constant little evaluative eruptions from adults start to produce the same effect as fingernails being dragged down a blackboard. You begin to root for a child to give his teachers or parents a taste of their own treacle by turning around to them and saying (in the same saccharine tone of voice), “Good praising!”
Still, it’s not an easy habit to break. It can seem strange, at least at first, to stop praising; it can feel as though you’re being chilly or withholding something. But that, it soon becomes clear, suggests that we praise more because we need to say it than because children need to hear it. Whenever that’s true, it’s time to rethink what we’re doing.
What kids do need is unconditional support, love with no strings attached. That’s not just different from praise – it’s the opposite of praise. “Good job!” is conditional. It means we’re offering attention and acknowledgement and approval for jumping through our hoops, for doing things that please us.
This point, you’ll notice, is very different from a criticism that some people offer to the effect that we give kids too much approval, or give it too easily. They recommend that we become more miserly with our praise and demand that kids “earn” it. But the real problem isn’t that children expect to be praised for everything they do these days. It’s that we’re tempted to take shortcuts, to manipulate kids with rewards instead of explaining and helping them to develop needed skills and good values.
So what’s the alternative? That depends on the situation, but whatever we decide to say instead has to be offered in the context of genuine affection and love for who kids are rather than for what they’ve done. When unconditional support is present, “Good job!” isn’t necessary; when it’s absent, “Good job!” won’t help.
If we’re praising positive actions as a way of discouraging misbehavior, this is unlikely to be effective for long. Even when it works, we can’t really say the child is now “behaving himself”; it would be more accurate to say the praise is behaving him. The alternative is to work with the child, to figure out the reasons he’s acting that way. We may have to reconsider our own requests rather than just looking for a way to get kids to obey. (Instead of using “Good job!” to get a four-year-old to sit quietly through a long class meeting or family dinner, perhaps we should ask whether it’s reasonable to expect a child to do so.)
We also need to bring kids in on the process of making decisions. If a child is doing something that disturbs others, then sitting down with her later and asking, “What do you think we can do to solve this problem?” will likely be more effective than bribes or threats. It also helps a child learn how to solve problems and teaches that her ideas and feelings are important. Of course, this process takes time and talent, care and courage. Tossing off a “Good job!” when the child acts in the way we deem appropriate takes none of those things, which helps to explain why “doing to” strategies are a lot more popular than “working with” strategies.
And what can we say when kids just do something impressive? Consider three possible responses:
* Say nothing. Some people insist a helpful act must be “reinforced” because, secretly or unconsciously, they believe it was a fluke. If children are basically evil, then they have to be given an artificial reason for being nice (namely, to get a verbal reward). But if that cynicism is unfounded – and a lot of research suggests that it is – then praise may not be necessary.
* Say what you saw. A simple, evaluation-free statement (“You put your shoes on by yourself” or even just “You did it”) tells your child that you noticed. It also lets her take pride in what she did. In other cases, a more elaborate description may make sense. If your child draws a picture, you might provide feedback – not judgment – about what you noticed: “This mountain is huge!” “Boy, you sure used a lot of purple today!”
If a child does something caring or generous, you might gently draw his attention to the effect of his action on the other person: “Look at Abigail’s face! She seems pretty happy now that you gave her some of your snack.” This is completely different from praise, where the emphasis is on how you feel about her sharing
* Talk less, ask more. Even better than descriptions are questions. Why tell him what part of his drawing impressed you when you can ask him what he likes best about it? Asking “What was the hardest part to draw?” or “How did you figure out how to make the feet the right size?” is likely to nourish his interest in drawing. Saying “Good job!”, as we’ve seen, may have exactly the opposite effect.
This doesn’t mean that all compliments, all thank-you’s, all expressions of delight are harmful. We need to consider our motives for what we say (a genuine expression of enthusiasm is better than a desire to manipulate the child’s future behavior) as well as the actual effects of doing so. Are our reactions helping the child to feel a sense of control over her life — or to constantly look to us for approval? Are they helping her to become more excited about what she’s doing in its own right – or turning it into something she just wants to get through in order to receive a pat on the head
It’s not a matter of memorizing a new script, but of keeping in mind our long-term goals for our children and watching for the effects of what we say. The bad news is that the use of positive reinforcement really isn’t so positive. The good news is that you don’t have to evaluate in order to encourage.
|Copyright © 2001 by Alfie Kohn. This article may be downloaded, reproduced, and distributed without permission as long as each copy includes this notice along with citation information (i.e., name of the periodical in which it originally appeared, date of publication, and author’s name). Permission must be obtained in order to reprint this article in a published work or in order to offer it for sale in any form. Please write to the address indicated on the Contact page at www.alfiekohn.org.|