creating your own classroom

Research shows that having a wide range of quality books in the classroom contributes to students' reading success. The following "5 Steps to Creating Your Own Classroom Library" will help you get started with planning, organizing, and sustaining your collection.

Classroom Libraries Give Students Access to Books!
5 Steps to Creating Your Own Classroom Library:
1.Understand How Classroom Libraries Work: Research & Results.
2.Plan Your Classroom Library.
3.Set-up & Organize Your Classroom Library for Success.
4.Sustain Your Classroom Library with Skill Building
Collections & Professional teacher resources.
5.Teach With Your Library — Provide Structure and Guidence
for Independent Reading.

5 Amazing Things You Can Learn from a Toddler

If you are having a hard time getting motivated to eat right and exercise, take note of how a toddler goes about their day.

They are in motion all day long.
My son is in constant motion from the moment he wakes up to the moment he goes to sleep. He is a calorie burning machine that runs, jumps, hops, and skips everywhere he goes. He crawls around on the floor and does somersaults for no apparent reason. Take a lesson from your kids---the more you move, the more energy you have, and the more fit you will become.

They stop eating when they are full.
Kids can resist that last bite of food because they don't feel the need to clean their plate. They can have one bite of a cookie and walk away. When was the last time you turned away the last bite of food, despite the fact that you were already full? Try it out today, you will probably find you need less food than you realize.

They love to see themselves naked.
They are so proud of their bodies and embrace every single imperfection, scratch, and bruise. If you find yourself constantly criticizing your body, take a moment to thank it for all it does for you. Without our bodies, we would have a tough time getting round!

They are very flexible!
Children are like pretzels, they can bend, twist, and reach in every direction. Why? Because they practice it everyday (see #1). As adults, we lose our flexibility because we do not stretch our muscles enough. Take a few minutes out of each day to do some much needed stretching or yoga.

They get their sleep.
Children stay on top of their game by napping during the day and going to bed early at night.Their batteries are fresh and charged each morning. When was the last time you can say that about yourself? Turn off the TV, computer, and phone and get yourself a solids night sleep.

Computer and Young Children

Overview

Whether we use technology with young children--and if so, how-are critical issues facing early childhood educators and parents. This Digest discusses questions about when children should start using computers; developmentally appropriate computer activities in preschool, kindergarten, and early primary classrooms; benefits of computer use; integration of computers into classrooms; and teacher training.


When to Introduce Children to Computers

Many researchers do not recommend that children under 3 years old use computers (e.g., Hohman, 1998). Computers simply do not match their learning style. Children younger than 3 learn through their bodies: their eyes, ears, mouths, hands, and legs. Although they may return over and over again to an activity, they are full of movement, changing focus frequently. Computers are not a good choice for the developmental skills these children are learning to master: crawling, walking, talking, and making friends.


Developmentally Appropriate Computer Activities

Unfortunately, computers are used all too often in ways that are developmentally inappropriate. One study (U.S. Congress, 1995) found that while "schools are steadily increasing their access to new technologies . . . most teachers use these technologies in traditional ways, including drills in basic skills and instructional games" (p. 103). Clements (1994) makes a similar point, noting, "What we as early childhood educators are presently doing most often with computers is what research and NAEYC guidelines say we should be doing least often" (p. 33). Papert (1998) stresses that computers have an impact on children when the computer provides concrete experiences, children have free access and control the learning experience, children and teachers learn together, teachers encourage peer tutoring, and teachers use computers to teach powerful ideas. Developmentally appropriate ways to use computers with 3- and 4-year-olds are different from the ways we use computers in kindergarten and the primary grades.


Computers and Preschoolers

Children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer center as a valuable activity center for learning. Timing is crucial. Children need plenty of time to experiment and explore. Young children are comfortable clicking various options to see what is going to happen next. Teachers may want to intervene when children appear frustrated or when nothing seems to be happening. Frequently, just a quick word or two, even from across the room, reminds children what they need to do next to reach their desired goal. Providing children with minimal help teaches them they can operate the computer successfully. In addition, by observing what children are doing, the teacher can ask probing questions or propose problems to enhance and expand children's computer experiences.

Computers for Kindergartners and Early Primary Children

As children enter kindergarten and the primary grades, it is important that they continue to have access to a computer center with a library of developmentally appropriate software. Children need opportunities to make choices about some of their computer experiences. In addition, kindergarten or primary-grade teachers will want to use the computer for more directed activities that match their learning objectives. For example, to enhance language skills, children can compose a letter to a friend or relative using the template provided in ClarisWorks for Kids or similar software. Children could also work in small groups using software such as Scholastic's Magic School Bus Explores the Rainforest to compare two of the seven ecozones in the program. Using software such as Edmark's Kids' Desk: Internet Safe, other small groups can investigate these two ecozones on Internet Web sites selected by the teacher. The groups then merge to share their discoveries and write a report on the ecozones, illustrating each with pictures drawn by members of the group or downloaded from the Internet sites. Through exploring computer experiences, these children build memory skills, learn how to seek out information, use knowledge until they have a clear understanding from multiple sources, and integrate their knowledge of how each ecosystem functions. In the process, they learn to delegate responsibility, interact with others, solve problems, and cooperate to reach a goal.

Benefits of Computer Use

Research has shown that 3- and 4-year-old children who use computers with supporting activities that reinforce the major objectives of the programs have significantly greater developmental gains when compared to children without computer experiences in similar classrooms-gains in intelligence, nonverbal skills, structural knowledge, long-term memory, manual dexterity, verbal skills, problem solving, abstraction, and conceptual skills (Haugland, 1992). The benefits of providing computers to kindergarten and primary-grade children vary depending upon the kind of computer experiences offered and how frequently children have access to computers. The potential gains for kindergarten and primary children are tremendous, including improved motor skills, enhanced mathematical thinking, increased creativity, higher scores on tests of critical thinking and problem solving, higher levels of what Nastasi and Clements (1994) term effectance motivation (the belief that they can change or affect their environment), and increased scores on standardized language assessments. In addition, computers enhance children's self-concept, and children demonstrate increasing levels of spoken communication and cooperation. Children share leadership roles more frequently and develop positive attitudes toward learning (Clements, 1994; Cardelle-Elawar & Wetzel, 1995; Adams, 1996; Denning & Smith, 1997; Haugland & Wright, 1997; Matthew, 1997).


Integration of Computers Into the Classroom

Early childhood programs serve diverse populations and have different schedules, curriculums, staffing patterns, resources, and so on. Goals for computer use and the steps that schools take to integrate computers into their classrooms may be completely different but equally successful. A viable beginning is for teachers, administrators, and parents to share magazine, journal, and newspaper articles they have seen regarding children using computers. A study group of all the individuals who have expressed interest in children using computers can then be organized. The next step is to summarize the benefits of using computers with young children and to discuss goals for the year, including the cost of computers and teacher training. A first goal may be obtaining computers. The ratio of computers to young children is important--at most 1 to 7, preferably 1 to 5. If this ratio cannot be met with the resources available, it is far better to use a set of computers in a classroom for a month, quarter, or semester and then rotate them to another classroom. Equal access for children is essential; even the most talented teacher will have difficulty integrating computers into his or her classroom with only one computer. To help in computer selection, the study group can seek out mentors who have expertise using computers. These mentors might be teachers currently using computers, a professor at a college, or leaders in business. The study group may also want to brainstorm possible fund-raising activities and explore the possibility of obtaining used computers from businesses-making sure the computers have the capacity to run software that is currently being marketed for young children.

Teacher Training

Teacher training is essential for computers to be an effective teaching tool. A recent report reveals that only a few teachers in a relatively small number of schools have been trained to maximize technology use in classrooms (Gatewood & Conrad, 1997). Training opportunities enable teachers to build skills and confidence and learn strategies to integrate computers into their curriculum. Epstein (1993) identified four critical components of training: practical experience, workshops, models and mentors, and supervisory follow-up. As a first step, teachers can explore software that is developmentally appropriate for their classrooms. Teachers can then discuss the potential learning objectives of the programs and activities they could use to integrate particular software in their classrooms. Teachers can also participate in workshops that integrate the developmental theory and research regarding computer use with hands-on experiences. Mentors can also provide teachers with affirmation, support, and suggestions for classroom use. As teachers implement technology into the classroom, their vision of the role of technology in teaching and learning will undoubtedly change. Administrators need to continually support teachers in their quest to discover how technology can best enhance children's learning.

Computer for kids

Computers have become a common and needed part of life in today’s society, making computer education imperative for children. Young children will typically begin to show an interest in the home PC by their toddler years. While it is may be a good idea to begin introducing your toddler to the computer in very short sessions, most children can began to learn and understand a computer’s functionality by preschool age.

Preschool age children can learn to turn the computer on by themselves and will quickly learn to operate the mouse. Simple games that teach and reinforce basic school readiness skills are great for this age. Computer education for preschool age children should be limited to short sessions of about 30 minutes a few times a week.

Many childcare facilities offer computer time as part of their weekly curriculum for preschoolers. Structured games and activities give young children an opportunity to explore the way a computer works. Games that require dragging objects across the screen are excellent for building mouse skills in beginner users. Chose age-appropriate software and websites that involve alphabet and color recognition, shapes, counting, or short stories that are read aloud. Activities that feature music are also enjoyable for a preschooler's computer time.

Kindergartners are normally still exploring the basics of computer use and will probably do best with activities that reinforce simple skills. As children become more comfortable with the computer, more complex games and activities can be introduced. Computer education for kindergartners typically consists of short sessions of no more than an hour, playing games that correlate with their classroom learning material.

By first grade, children have usually gained a good understanding of how to use a mouse and they are learning to use keyboard letters to type. Games like Typing Instructor for Kids can help young children become fast and efficient computer users. Early elementary age children are ready to move beyond simple reinforcement and skill drill activities to the many different functions of a computer.

First through third graders should use the computer as a supplement for their classroom work. A student studying about stars and planets can use the internet to search for pictures and information about constellations. An assignment about Africa can include a search for videos of African animals. Allow your child to work on his own, but stay close by to prevent access to inappropriate content and to answer any questions.

Software programs that allow children to create, like an art or publishing suite designed specifically for kids, can boost creativity along with providing exposure to technology. Grade level skills can also be practiced and enhanced with math, reading, and spelling computer games. There are a number of kid-friendly websites that provide search engines, games, and interaction opportunities.

Computer education for children should also include writing and creative writing activities. First graders are beginning to familiarize themselves with the keyboard and can write short letters or emails. By second and third grade, children can use word processor programs or writing software designed for children to write and publish their own short stories and poems, as well as use email to write to relatives.