Art and the Young Child

By Karen Ellis


It has been said that Pablo Picasso once was quoted as saying, ”Every child is an artist”, I couldn’t agree more! Give a young child a paintbrush and a container of paint, and they instinctively know what to do. Most children are uninhibited and will apply the paint however they choose without direction or instruction. Give a young artist two paint colors and watch as their face lights up when they discover two colors mixed together will produce a third!

It still excites me (after having taught 46 years in Kindergarten and 18 years in after- school art classes…to Early Education and Elementary aged students) to see young artists at any age discover their creative side. But at the same time, it saddens me when I hear parents or educators say art is just too messy, they don’t have time for it during the academic day, or they don’t think they’re “artistic” enough themselves, so they don’t know what to do to promote creativity in the child entrusted to them.

So, what can a parent or educator do? I say, keep it simple! Get rid of your “adult” inhibitions about art and have fun (even with a one year old)! Mashing bananas with their hands or with a gadget (such as a small potato masher), rearranging Cheerios on their high chair tray, smearing pudding or squishing Jell-O on a giant piece of paper can be the beginning of discovering your child’s creative side (plus, it tastes good, too)! I have vivid memories of my own daughter squeezing ketchup bottles to draw “happy faces” on each cheeseburger she ever ate.

What about lines? Invite your two year old or Early Education student(s) outdoors and give your child or student(s) a stick to play with in the mud or wet sand. Your child can investigate how to make one continuous line all the way around the house or down the driveway. They might discover a “zigzag” line when they push the stick up and pull it down in the wet earth or perhaps a line made out of dots when they see holes appear as they jab the tip of the stick in the mud or wet sand. Another way to create lines outdoors is to use small rocks or leaves to shape curves, wavy lines, and/or dotted lines. Homemade or store-bought Play-Doh is yet another way to explore “thick or thin” and “long or short” lines by using their fine motor skills to roll out “spaghetti”, a “rope”, a “snake”, or a “hot dog”. Let the artist cut “the lines” up with child safe scissors to strengthen their hand muscles, plus it’s just fun to do! Provide different sized brushes (from a thin #1 brush to a wide house painter’s brush) and a container of water to “paint” the sidewalk or driveway. The young artist might inquire why the water lines disappear? A great opportunity for a science lesson on evaporation!

Now, let’s talk about colors! Introduce primary colors by pouring and mixing small amounts of red, blue, and yellow sports beverages into tiny cups. Don’t forget to drink the concoctions, too! You may also have the young artist use an eye dropper (or pipette) to suction the fruit flavored drinks up into the tube and then squirt the liquid onto paper. Another great way to help develop those fine motor skills! Or, if you’re worried about messes, grab three small zip-lock baggies and spoon two primary colored paints into the corners of each zip-lock baggie, seal it, and let the young artist make a secondary color in the center of the bag after mixing it with their fingers from the outside of the bag. Example: yellow and blue to make green, blue and red to make purple, yellow and red to make orange, and all three colors to make brown. A really fun way to mix secondary colors from primary colors is to dribble dots of paint from “dollar store” ketchup and mustard containers. After the young artist has applied paint drops to paper, have the child hold a “used up” gift card or an expired credit card to scrape the dots across the paper. Different directions produce different colors. Drops of paint can be reapplied to create layers of colors.

We’ve talked about lines and color. Now, what about texture? Again, you may use primary colors, secondary colors, or the artist’s favorite colors. Have the artist choose his/her favorite colored paper (provide choices as much as possible to promote the artist’s decision). Provide different types of gadgets: a piece of yarn attached to a clothespin to dredge through the paint, a potato masher for printing (I always provide three different types), a knee-hi filled at the bottom with corn kernels or dried beans for “plopping”, a Lego block for printing, a toy car (to “drive” through the paint), a pancake turner (the dollar store has all different shapes), the tines on the back of a fork, cookie cutters (seasonal, basic shapes, or letters), marbles (action art), lids and caps. Provide a variety of paints in tubs or on flat plates depending on the shape and weight of the gadget. This can be a really fun, successful, child friendly experience!

So, as you can see, it is possible for art to be a fun, uninhibited, positive experience! Art opportunities can promote creativity, choices, and enhance fine motor skills in the young artist. Whether it is your own two year old or you are a teacher in Early Education, you don’t have to be an artist yourself to provide an artistic experience for the young child.

 Mrs. Ellis has taught Kindergarten for almost 40 years! She has a passion for art and loves to draw out student’s naturally creative minds.

 

When Kids Are “Just Playing”

Learning Through Play

By Kristina Zeier

 

 

Have you ever considered that when children are building a tower out of blocks or rolling cars down a ramp or having fun with pretend babies that they may be doing more than “just playing”? What if while building with blocks they are actually learning to construct by becoming more spatially aware and learning about balance? What if by rolling cars up and down ramps they were actually seeing the cause and effect relationship between gravity and rolling objects? What if through rocking baby dolls they were actually practicing life skills and scenarios they’ve observed in the world?

Whether we know it or not, learning is happening through play! Some obvious ways that learning occurs is through table activities, worksheets, circle times, etc. But don’t underestimate the in-between moments—those are just as important, if not more. Young children are mindfully soaking up absolutely everything around them. Unstructured play time is so important for children to learn in a unique way. Children are not built to sit, they are meant to explore and experience adventure. Alison Gopnik is a professor of psychology and speaks about thoughts of babies—it’s very fascinating!

“…they’re just learning how to count. But unconsciously, they’re doing these quite complicated calculations that will give them a conditional probability measure. And the other interesting thing is that they’re using that evidence to get to an idea, get to a hypothesis about the world, that seems very unlikely to begin with. And in studies we’ve just been doing in my lab, similar studies, we’ve show that four-year-olds are actually better at finding out an unlikely hypothesis than adults are when we give them exactly the same task. So in these circumstances, the children are using statistics to find out about the world, but after all, scientists also do experiments, and we wanted to see if children are doing experiments. When children do experiments we call it “getting into everything” or else “playing.”

When children are young, play is their work. There are ways we can encourage growth and be a part of children’s learning through play. One way is to actively and intentionally set up activities through the day geared toward learning, which may be easier than you’d expect! Setting things up is only half of it, however. Asking questions, participating in conversation, and listening scaffolds learning and is the follow through that really makes a difference.

Here are some examples of activities that directly impact a specific area of development:

Cognitive Development:

  • solving puzzles
  • going for a walk and observing weather
  • counting your fingers, pieces of chicken nuggets, rocks—anything!
  • having opportunities to stack or nest objects, such as cups
  • making simple patterns to copy using objects, such as buttons
  • developing hand-eye coordination through coloring

Social-Emotional Development:

  • being able to self-identify by looking at family pictures and naming everyone
  • make a self-portrait while looking in the mirror
  • singing “If You’re Happy and You Know It” using all the emotions
  • learning cooperation through pretend play
  • developing mobility of thought through dress-up

Physical Development:

  • learning balance through walking on a low beam
  • using a jump rope, learning to focus their viewpoint
  • riding a bike
  • running around
  • crawling, jumping, skipping, etc.

Playing is critical to brain development. Play helps a child learn more about themselves and the world around them. Play also helps a child understand how they fit in. Take these many moments of play as opportunities to teach and observe. When children play they don’t even realize they are learning, but they will remember it forever.

“Play gives children a chance to practice what they are learning.” -Fred Rogers

About the Author

Kristina Zeier loves every aspect about being an Early Education teacher. Kristina is in her sixth-year teaching at Monarch Christian School and feels incredibly blessed to be a part of the heart behind the school. Kristina helped start the Early Education program at Monarch and helped open the Infant/Toddler center. Kristina loves to learn and develop herself as an educator through professional and self-development. A growing understanding of the importance learning has during these critical years excites Kristina to create a thriving environment every day.

Can You Learn to Ride a Bike by Reading a Book?

Hands-on Teaching in Action

By Shannon Cirricione

“Tap… tap… tap…”

How long can we expect students to sit and listen to a teacher lecture? How long are we able to hold their attention before they’re asking, “When’s lunch?” And how in the world do we keep them from tapping their villainous pencils on the desk?

Today’s students are such a new breed that some teachers are at a loss for how to captivate their minds and teach them to love learning. It’s not the teachers fault, it’s simply the rapid change in this demographic that leaves them befuddled. We, as teachers and parents, have to understand the demographic and how it has changed in order to cater to this newly developed learning style.

It is increasingly believed that our student’s absolute obsession with the constant use of technology is altering the way their brains work and develop. Many scholars believe that it is, in fact, reducing their attention spans. In a New York Times article on the matter, one high school student was quoted (on the topic of YouTube), “you can get a whole story in six minutes,” he explains. “A book takes so long. I prefer the immediate gratification.” That turns us as teachers and parents into the equivalent of a YouTube star or a well-known singer. We are now required to be entertainers. “Students have always faced distractions and time-wasters. But computers and cellphones, and the constant stream of stimuli they offer, pose a profound new challenge to focusing and learning.”

So how do we engage today’s students? Easy — we get their hands dirty (and, inevitably, their shirts – sorry about that).

Simply put, busy hands equate to busy brains.

At Monarch Christian School, hands-on learning is an integral part of our philosophy of education. “Students experience learning through a hands-on, comprehensive approach as they view curriculum and learning through a Christ-centered, Biblical worldview. The creativity demonstrated in teaching and in the learning process makes education memorable and meaningful. Because teaching is child-centered and learning is guided by the teacher, learning transforms the minds and lives of students.”

Hands-on activities that involve movement, language, and dexterity activate multiple parts of the brain. Not only that, but often these activates cater to multiple preferred learning styles at once (kinesthetic, linguistic, spatial, etc.). “Hands-on projects obviously engage kids who are tactile or kinesthetic learners, who need movement to learn best. They also engage students who are auditory learners, who talk about what they’re doing, and visual learners, who have the opportunity to see what everyone else is creating. For social learners, the time spent in small group conversation will strengthen their knowledge.” (Scholastic)

Here are some examples of successful hands-on activities that have been tried and true for Monarch Teachers:

Math: Students have built “tiny-houses” and have calculated the area and perimeter of items located in the house, as well as the house itself! Fun and relevant!

Science: Students have recreated the rock cycle using starbursts! These starburst “rocks” take on different forms as they are smashed, melted, cooled, and more! This activity makes science absolutely delicious!

Social Studies: As students learn about the Californios and how important trade was to the start of California, they participate in an activity known as, “barter bags.” Each student has multiple items in their bag. Using one-to-one trades, each student must end up having one of each item before the time runs out! This hands-on activity is highly motivating because if the task is completed, each student gets to keep their bag!

Reading: While reading the novel, James and the Giant Peach, our fourth graders love creating peach recipes like peach cobbler, peach tarts, peach smoothies, and more! As they use their five senses, they are able to better apply their senses while reading to help them make mental images!

Hands-on activities bring our curriculum to life, allowing our students to truly experience what it is they are learning. After all, I think we can all pretty much agree that it would be very difficult to learn to ride a bike simply by reading a book.

About the Author

Growing up Shannon was always told she was going to be a teacher. This, of course, caused her to rebel and get a degree in Consumer Affairs with an emphasis in Public Relations. After college, God made it abundantly clear that the classroom was her calling, so she returned to school to earn her multiple subject credential. Her background in marketing and PR has allowed her to find new ways to market her curriculum to her target demographic – her students. Shannon is now in her fourth year at Monarch and couldn’t imagine being anywhere else.

 

Character Counts

The importance of creating a character curriculum

By Kelly McGowan

As adults, when is the last time you thought about your second-grade math lessons or your fourth-grade grammar test? (And yes, I realize my boss is reading this) As technology becomes increasingly more pervasive in our world, so does the embarrassing fact that most people do not know the difference between their, there, and they’re. I have read so many Facebook status’ that make me cringe when I realize that someone used the wrong version of a homophone. Come on people! And honestly, when looking for a spouse, I really don’t think the majority of people have ‘good speller’ at the top of their checklist (except me, maybe that is why I am still single).

Thomas Hoerr in The Formative Five writes when commenting on how schools should measure their success, “…you should be asking yourselves whether your students are going to be productive and happy citizens at age 25,45, and 65. What kind of adults will they be? Will they be good spouses, good friends, and good parents? Will they be respectful and honest, and will they work to make the world a better place?”

In no way am I saying that academics are not important; I am a teacher after all. However, maybe it is time for schools, teachers, and parents to stop and think for a minute about if their kids are good students AND good people. “Who you are is more important than what you know” (Hoerr, pg. 5). We have all had the argument with someone who HAD to be right. We have all been made to feel ignorant when we were wrong about something. What happened to the ‘Golden Rule’, treat others the way you want to be treated. As our world gets more and more iPad and iPhone focused, I worry that we as people get less and less empathetic as well as less and less able to have successful relationships.

So, what do we do about it? Well, just as we must be explicit in our teaching of mathematics, reading, and writing, why wouldn’t we do the same for positive character? If these methods are proven to work in helping students master content then they should be used with everything we want students to know. There is a plethora of character curriculums available to schools and I wouldn’t necessarily say that one is better than the other but I would say that every school needs one. Research showsthat character curriculums have positive impacts on schools and their performance. According to the Journal of Applied Social Psychology, a school in the UK had disruptive incidences in class drop from 17.83 to 2.17 after implementing a character curriculum. University of Minnesota did a study comparing a school with a character education to one without a character education program. It was found that the school with the program found less disruptions, and less verbal and physical aggression.

These two simple examples prove that beyond a character curriculum benefiting our students as people, it will also benefit their learning environment, which will in turn have a positive effect on their academic achievement. Creating a positive culture at school helps to relieve anxiety for students and in turn, increases their ability to function positively and learn successfully.

The following list of character traits have been chosen as a focus at Monarch Christian School:

1. Empathy
Being able to view a situation from another’s perspective could radically change how you treat someone. It is important for students to understand how their actions affect other people.

2. Self-control
Here is something that as adults helps us (most of the time) to not just say what we are thinking. There will always be things better left unsaid and undone, self-control helps us to control ourselves in order to save relationships (and waist lines).

3. Integrity
Let your yes be yes and your no be no. Take responsibility for your actions. We all make mistakes, owning them speaks volumes about your character.

4. Embracing Diversity
This is a tough one. Our world wants us to let everyone be exactly who they want to be no matter what. From a Biblical Worldview, there is a fine line to walk between accepting everyone and loving everyone. You do not have to agree with someone in order to show them love and respect. God made all of us and therefore everyone deserves love.

5. Grit
I find this trait to be one of the most important. We have so much instant gratification these days and things come on demand. Having to work hard for something is not all that common anymore. When a student does not understand something right away they are often immediately discouraged and stop trying. What happened to having to think and work problems out? Our students are getting lazy and entitled. It is time we teach them what it is like to have to put in effort to accomplish something.

Looking at the state that our world is in and knowing that our children are the future I want to make sure that the generation being poured into now becomes one that is thoughtful, kind, and hard working. As educators and as parents we have the opportunity to help shape these kiddos into prideful monsters or humble servants. Let’s work together and make the wiser choice.

About the Author
Growing up as a performer, Kelly has always enjoyed being in front of an audience. Teaching elementary school has become one of her favorite stages in front of some of her favorite spectators. Kelly is in her fifth year of teaching at Monarch Christian School and feels so privileged to be part of such an excellent staff. As a graduate student in Educational Leadership at CLU, Kelly is excited to be learning and growing in her profession as an educator. Being a lifelong learner herself contributes to the excitement and enthusiasm she brings to her students everyday.