Moving

My husband and I are getting for a big move.  We are only moving 4 blocks away but it is to a much bigger place and will most likely be the place that we raise our family.

That being said, I got to thinking about children and moving.  It can be kind of scary for young children to move; even if it is to a better place.  Boxing things up to a child who is barely beginning to understand the world can be a bit intimidating and confusing.

A few years ago I had the privilege of working in a center that was building a brand new center and we would be strategically moving.  Part of that moving meant that the classrooms would begin to be boxed up.

As we looked for ways to make the children comfortable with the move we ended up having many discussions with the teachers, parents, and with the children.

We brought the children over for a tour of their new place.  Some were very excited about this move, others not so much.  One child, I remember, said, “Miss Jenni, I don’t WANT to move I like our classroom.  I’m NOT moving.”

One way that we made this a bit easier for them was to make sure they were involved in some way of packing up the classrooms.  Children helped put supplies from the cabinets into the boxes, helped take loads of trash to the dumpster, and we talked about what they would like to see in the new classroom.

The last thing we did to help in this move was have them move their own things.  Since everything else was being put into boxes, their things were as well.  Each child brought a shoe box.  They packed their things from their cubbies into the boxes, taped them up with packing tape, and put them in the pile of boxes to be moved with the rest of the things.

Okay, some of the children didn’t trust the movers so they brought their boxes home and, on their first day at the new place, brought their own box.  However, those that did leave their boxes were able to unpack it when they arrived.

It was a great way for them to take ownership in their new classroom and really helped transition them to the new place.

Have you ever had to move your center?  How did you handle it?  How did the children handle it?

Doing Nothing

I don’t get my kicks out of hearing children cry; but on rare occasion I wonder what some of the teachers think.  Like today.

There was a child, let’s call him Logan, who had two periods of crying with me.  I love being able to help out in the classrooms for an entire morning because it gives me a great opportunity to get some really good intense training with the teachers.

Logan decided that he wanted to use the spray bottles full of paint and, instead of using them in the art area outside, he thought it would be fun to paint everything BUT what was intended (the paper).  He tried the large blocks, I redirected him back.  Then, with a sly smile and that defiant look in his eyes, he took another bottle of paint and went back to the blocks…testing the boundaries as children will do.

When I went to approach him, he decided that we would be going for a run.  (Yes, this is the same child who I had to get inside for lunch a while back).  If you’ll recall, I don’t chase.  Not going to happen.

So, I waited for the opportune time, reached out, and took him by the hand.  Then we went and sat…he began to cry…I told him why we were sitting and that he could go back and play when he was 1) done crying and 2) ready to talk.

He came back, with tears, “I’m NEVER going to talk again!”

The tears came, I sat with him, hand on his, while I read a book to other children…the tears continued.  We sat…and sat…and sat…then it came time for my break…he came with me…he continued to cry.

There was a guy in the office doing some electrical work…WITH TOOLS!!!  He wanted, through his tears, to know why he couldn’t watch him.

I explained that he wasn’t 1) Done crying and 2) ready to talk.

He cried, “But I’m NEVER going to talk again!” 

I shrugged my shoulders and said, “well, then I guess you’ll never get to watch…that’s too bad because I think he even has a drill.”

Suddenly, he was ready to talk…AND stopped crying. 

It’s not that I enjoy the crying, it’s that I don’t let the crying sway the results.

After lunch, Logan decided to go on another crying stint…it was nap time…he had already eaten 2 pizza’s, a salad, and 4 slices of apple.  He asked to be excused.  He cleared his plate.  he was told to go get his mat and lay down…

He wanted MORE pizza! 

He was reminded that he asked to be excused.

He started crying.

The assistant teacher looked close at me and asked, “What are we supposed to do in this situation?”

I asked for clarification as to the situation; it was all about the struggle “Do we let him have more pizza?”

NO!  This isn’t about eating, this is about NOT taking a nap.  If he hadn’t eaten anything on his plate I might have reconsidered; but probably not since it was HIM who asked to be excused and cleared his own plate.

He cried.

I set up his mat.

He cried.

I lead him to his bed.

He cried.

I rubbed his back.

He slept.

I don’t get my kicks out of hearing children cry.  I can just tune it out and get to the core of the problem.  Tears don’t change a thing.

How do you handle crying?

Late Children

A long while ago I used to nanny for a family on the weekends only.  I watched their daughter all day Saturday and half day Sunday for over a year.  When I began, the child was 18 months old and I left when she was nearing 3.  Why I left is a completely different reason not for this post.

She was a child at a center that I had previously worked for but was no longer working there; I had moved to a completely different agency by that point.  Since I was the weekend nanny, I was on the emergency list just in case; although there really should have been no reason to need me.  It’s a good thing that mom had put me on the list at one point because, other than me, mom and dad were the only other two on the list.

The center called one night around 6:15 as I was just getting home, changed into my sweatpants for the night, and was looking forward to completely going zombie like in front of the television after a long, stressful day at work.  The call?  Little Miss was at the center still and there had been NO CONTACT from the parents even with all the efforts of calling work numbers and cell phones several times over.

I told them that I would continue to try calling as well and maybe someone would answer.  Forty-five minutes later I get THE CALL!  The “Jenni it’s been an hour and we still haven’t heard from the parents and if we don’t get someone on their way we will have to call the police” call. 

No matter how much I get frustrated with the parents, I couldn’t do that to the child.  Thankfully I had a car seat in my car because, if I hadn’t, we would have been hanging around a parking lot for quite a while; or I would have gone and bought THE MOST EXPENSIVE car seat I could find and charged them for it.

So, I get to the center, picked her up, thanked the staff profusely (which I know the parents would NOT have done had they picked her up because they would have just complained about the HUGE fine they would be paying) and we headed home.  I treated it like any of our other days.

Get home, make dinner, get in the bath, get lotioned up, comb hair, pajamas, cuddle up and read books until one of us (usually her) fell asleep.

It wasn’t until WELL INTO the bedtime routine that I actually heard from one of them…about 8 at night.  I’m not kidding.  I don’t know that they even realize today how close they came to having their child picked up by the police.  Thank God I was there and available and felt some responsibility for this child.

My point in writing this?  I’m not sure.  Just a perspective of a preschool teacher who was an emergency contact.  Also, to remind you all that no matter what, our number one purpose are the children.  It is very important than in situations of a child being late, we continue to act as if it’s normal and NOT STRESS OUT the child. 

Don’t get them ready, jackets on, waiting at the door, complaining about how late their parents are.  Read books, keep going with that last day activity until that child actually gets picked up.  Don’t keep mentioning, “Oh, I wonder where your mommy is.”  They are wondering, too.  It’s not going to help anything to get them worrying as well.  If you close at 6, you should be acting the same with the child at 630.  It will make it so much easier on everyone.

Remember, it’s not their fault that they are there late.  Is it inconvenient for us?  YES!  Inconsiderate of the parents?  Sometimes.  Helpful to remind the child?  ABSOLUTELY NOT!  Be compassionate with the children.

Lovies

Do you allow lovies in your classrooms?  Or do you insist that those stay home?  Of do you try for a happy medium and allow them but they can only be taken out at nap time?

What is the purpose of a lovie?  It’s to help comfort and soothe a child who may be apprehensive about their environment or might have a bit of separation anxiety.

So if you only allow lovies to be out at naptime, does that mean that is the only time a child needs to be comforted?  No!  That’s almost a ridiculous claim, right?

Why are we so gun hoe about not allowing lovies in the classrooms?  Because there has to be enough of all items for everyone?  Because we don’t allow toys from home?

I do allow lovies.  I allow them, and other toys, to be brought in and used to comfort.  Slowly, as with pacifiers, lovies get left behind and end up in the cubbies.  However, we have to allow the children to break themselves of the need for a lovie on their own. 

A great recommendation

With all the hurricanes and other natural disasters that we experience (fire season is coming upon those of us in California again), I am always on the look out for information that will help teachers and parents help children cope in these stressful times.

These situations are stressful for us as adults who know what is going on. Imagine a child who has no idea what is going on and can see and sense the tension and stress in those who are supposed to be their rock in these times. It's scary.

Well, I found a great place to help. Sesame Street! Go figure! Sometimes, through all the commercialization, I forget that they really can be very helpful and very developmental. The link I gave you sends you to a page that has a few videos and some great downloadable papers and workbooks. These come in both Spanish and English and there are things for the adults and children. It's all free! That's another great things about this. It truly is just out there to help you out.

Book of the Week-Glad Monster Sad Monster

Ed Emberley, a favorite author of mine. I was first introduced to him through Big Green Monster; a definite toddler favorite. When I was looking for some more books from him, I came across this one: "Glad Monster Sad Monster" which is excellent. Especially in a preschool setting.

Children go through so many emotions; and many times they go through many of these emotions at school. He does such a fabulous job of discussing these emotions at a preschoolers level. They can really get a grasp on these feelings they are experiences (or have experienced in the past).

The unique design of the book helps the children become interested in the book and participate. Be sure there is a mirror close by as there is a "mask" to try on with each page.

The only draw back is that it is difficult for a four year old to manipulate by his or herself; the pages will easily tear out left to themselves. (You didn't hear it here, but that may be best if you want to let them explore it on their own). However, if you want to make sure the book stays in one piece, use it at circle time. Show them how to use two people (one to hold and one to "wear" the mask) and make the rule that at least two children have to use the book at once. This would make a great social skill.

My only other complaint is that (say it with me) there is no picture of the author!!! So, here you go:

Book of the Week-Mean Soup

Mean Soup by Betsy Everitt is a great book for all children. This is another great way to help children manage their anger (perfect to go along with the series of posts I am writing). The pictures are a bit strange for my taste; actually some of them are just downright scary for the children. However, it makes up for it in the story. This is a great book to help curb a child's anger and to give them something productive to do with that anger. I would highly suggest it for any classroom as well as for any child who is having trouble controlling his or her anger.

A great activity that I have seen from a teacher at circle: The children were already familiar with the book from previous readings. So, she tells the story without the book and gets a cauldron (she picked it up around Halloween time). The children take turns yelling into the pot and passing it around the circle. Then they each take a turn "stirring" it. This is a great way to help them put it into action.

Book of the week-Hug!

I was introduced to this book about 5 years ago by my assistant teacher at the time. I fell in love with it immediately! There is only one word in the entire book. Want to guess what it is? "Hug" by Jez Alborough is an amazingly descriptive book for only having the word hug on every page. The pictures truly tell the story. A young chimpanzee look all around his world and sees all sorts of animal parents and children hugging...and comments on what he sees. However, as the book goes on, you can see the distress on his face; obviously looking for his own hug. In the end, he gets what he needs, a hug from his mommy! This is obviously a book that is easily memorized, but it is also easily memorizing. I can spend hours reading this over and over to any child who wants to hear it; children spend their time looking at this book over and over. It is a great book! I want to thank Jez Alborough for writing and illustrating this fabulous gem to any library.