Collaborative Art
Thank you for bringing buttons, bottle caps and corks from home. We have been using these materials in several of our art projects over the past couple weeks. For our ‘bubble wrap and circle’ art activity the children first experimented with how bubble wrap felt between their fingers. Some of the children liked hearing the ‘popping sounds’ when their fingers popped the bubbles. After experimenting with how glue feels and how to properly ‘squeeze’ the glue onto the bubble wrap, the children (with our assistance) discovered how glue is used to attach items, such as buttons, bottle caps and corks. At the beginning of this art project, the children required a lot of guidance and assistance from us, however, by the third week the children were initiating and working on this art activity independently. The purpose of this art activity was the exploration of the art materials through sensory experience. This activity also helped foster their gross and fine motor skills.
Thank you for bringing buttons, bottle caps and corks from home. We have been using these materials in several of our art projects over the past couple weeks. For our ‘bubble wrap and circle’ art activity the children first experimented with how bubble wrap felt between their fingers. Some of the children liked hearing the ‘popping sounds’ when their fingers popped the bubbles. After experimenting with how glue feels and how to properly ‘squeeze’ the glue onto the bubble wrap, the children (with our assistance) discovered how glue is used to attach items, such as buttons, bottle caps and corks. At the beginning of this art project, the children required a lot of guidance and assistance from us, however, by the third week the children were initiating and working on this art activity independently. The purpose of this art activity was the exploration of the art materials through sensory experience. This activity also helped foster their gross and fine motor skills.
Shapes
The ‘bubble wrap and circle’ art activity also provided us with an opportunity to talk about the concept of shapes. Bubbles, buttons, and bottle caps are examples of different types of circles. As the children played with these materials, we talked about the different attributes associated with a circle. In another ‘circle’ focused art activity, the children used the end of a paper towel holder dipped in paint to make circles on a larger cardboard circle to further investigate the different properties associated with a circle. We have also been reading a fun book about animals and shapes called Color Farm by Lois Ehlert. This book shows how many different animals can be comprised of various shapes.
We do not expect the children to learn all the names and attributes of every shape, but hope to increase their awareness of the different properties of the objects in their surroundings, such as colors, shapes, and sizes. All these ideas will eventually lead to their symbolic and early mathematical thinking in sorting and spacial relationships.
The ‘bubble wrap and circle’ art activity also provided us with an opportunity to talk about the concept of shapes. Bubbles, buttons, and bottle caps are examples of different types of circles. As the children played with these materials, we talked about the different attributes associated with a circle. In another ‘circle’ focused art activity, the children used the end of a paper towel holder dipped in paint to make circles on a larger cardboard circle to further investigate the different properties associated with a circle. We have also been reading a fun book about animals and shapes called Color Farm by Lois Ehlert. This book shows how many different animals can be comprised of various shapes.
We do not expect the children to learn all the names and attributes of every shape, but hope to increase their awareness of the different properties of the objects in their surroundings, such as colors, shapes, and sizes. All these ideas will eventually lead to their symbolic and early mathematical thinking in sorting and spacial relationships.
Being A Toddler Is Hard!
Two year olds tend to be perceived by society as a difficult age to ‘deal’ with. Does the saying “Terrible Twos”, come to mind? A two-year old can be extremely defiant, however, what many of us do not realize is its because these children are living within the dilemma of learning how to be independent, while also still needing a lot of assistance from adults. Many of these children are still developing the language, cognitive and social skills to work through ‘difficult’ situations. They do not have all the ‘experiences’ that we have to work through challenging situations, which makes things very frustrating for them.
How can we encourage them to be independent and at the same time serve as ‘secure base’, guiding their behavior until they completely become independent as an adult? Children need to learn discipline of thought and action for their safety and happiness as well as for the respect and concern of others in society.
Tips to cope with ‘wonderful twos’:
Remember, parents should not feel guilty when they set the limits on their child’s behavior. We are responsible to teach them about limits. Life will encounter difficulties and challenges. By setting limits, toddlers will develop their inner strength and skills to deal with these challenges.
Resources:
The Emotional Life of the Toddler by Alicia F Lieberman*
Between Parent and Child by Dr. Haim G. Ginot*
Please Don’t Sit on the Kids by Clare Cherry
Positive Discipline by Jane Nelsen
Raising Resilient Children by Robert Brooks and Sam Goldstein
*Ms. Matsubara’s choice
Two year olds tend to be perceived by society as a difficult age to ‘deal’ with. Does the saying “Terrible Twos”, come to mind? A two-year old can be extremely defiant, however, what many of us do not realize is its because these children are living within the dilemma of learning how to be independent, while also still needing a lot of assistance from adults. Many of these children are still developing the language, cognitive and social skills to work through ‘difficult’ situations. They do not have all the ‘experiences’ that we have to work through challenging situations, which makes things very frustrating for them.
How can we encourage them to be independent and at the same time serve as ‘secure base’, guiding their behavior until they completely become independent as an adult? Children need to learn discipline of thought and action for their safety and happiness as well as for the respect and concern of others in society.
Tips to cope with ‘wonderful twos’:
- Setting clear limits helps the child become a responsible person.
- Be decisive and firm.
- Be consistent with what you say.
- Use natural consequences, not threatening (“First, you change your shoes, then you can play” “Let’s go to the bathroom so that you can play!”)
- The more established routines you create for your children, the more compliant they the easier life will be for both you and your child.
- Give two choices that are attainable. (You do not have to give them choices all time times. (“Sometimes you get to choose, sometimes teachers/parents get to choose”)
- Always be aware of your emotions and how they will affect your childs
- Use humor
- Choose your battles (overlook small annoyances)
- Give hugs
Remember, parents should not feel guilty when they set the limits on their child’s behavior. We are responsible to teach them about limits. Life will encounter difficulties and challenges. By setting limits, toddlers will develop their inner strength and skills to deal with these challenges.
Resources:
The Emotional Life of the Toddler by Alicia F Lieberman*
Between Parent and Child by Dr. Haim G. Ginot*
Please Don’t Sit on the Kids by Clare Cherry
Positive Discipline by Jane Nelsen
Raising Resilient Children by Robert Brooks and Sam Goldstein
*Ms. Matsubara’s choice