Sing (and Type) the ABCs

If you're reading this blog, chances are you've got a computer.  Great!  Have you thought about using it to help your child learn her ABCs?  I'm not talking about video games or YouTube videos (though there are some really great, albeit additive, ones out there), I'm suggesting a more interactive "game" between you and your child (and your keyboard.

Simply open up a blank Word doc, enlarge the font and start asking your child to type the different letters.  Katie, my 2-year-old, absolutely LOVES this "game".  She sees me typing away and this gives her the feeling that she's doing the same thing.  I have her sit on my lap with my laptop on a lap board on top and ask her to type "B, for baby" or "C, for Charlie".  She really gets a kick out of seeing the letters she's typed appear on the screen and again, she's having so much fun that she has no idea that she's learning.  We stick with "caps lock" on as she's just beginning to identify letters, but soon enough I'll have her type in lowercase letters as well.

We play this splendid game with numbers, too.  Again, there's no reason you couldn't extend this activity to include spelling practice (type in the word, "bat") rhyming words (type in a word that rhymes with "bat", sums (type in the sum of 3 and 9) and differences (type in the answer to 10 minus 8), and so on.

Keep kids laughing and enjoying themselves, and you'll keep them open to learning endless amounts of things!

Is Finger-Counting OK?

The question, "Is it OK for a child to count on his fingers?" came up recently.
My thoughts below...
In a word, YES!  When a child is just learning about the concept of numbers, it is fine for her to use her fingers. The keywords here, though, are " just learning".  

Young children do not have a grasp of the abstract value of numbers and their representation in symbols.  It is a very tough concept when you stop to think about it.  When kids are just learning, we try to encourage them to relate physical objects to the symbolic numbers.  As they mature, kids' minds can comprehend that the symbol for 2 (what we think of as the number 2) is really representing 2 objects (whatever they may be).  

-Why do some kids use their fingers when learning how to count while others don't?

Some kids use their fingers while others don't for a variety of reasons.  If the child was taught to count by only seeing her parents use their fingers, that child probably doesn't have many other frames of reference for what numbers can symbolize.  As a parent, we can certainly use fingers to count with our children, but we also need to make sure we count using books, toys, crackers, blocks, etc. so children see that numbers represent many different types of objects, not just fingers.

- Is a child who depends on finger counting at a disadvantage when it comes to mastering mathematical concepts? Why or why not? 

A young child who relies on finger counting is only at a disadvantage if he doesn't make the leap to the abstract.  If he cannot comprehend that numbers are used to count multiple items, he may struggle with higher level math skills.  We should strive to use finger counting in the most basic of math foundation building and then stretch our kids in other ways.  We certainly don't want children to think numbers "stop" at 10, (or 20 if they count their toes).  

- What suggestions can you give a parent who wants to help their child improve their math skills and lessen their dependence on finger counting? 

Try having kids count a variety of objects.  Start by counting fingers 1-10, and then repeat the process with blocks, books, toys, etc.  With the new objects (not fingers), introduce numbers 11-20).  Move slowly from 3D objects to 2D objects to see if your child can still count things that he cannot hold in his hand (but can still point to).  After that, have kids try to simply look at small numbers of things and "know" that there are 2 balls (instead of having to touch and count each one individually).  

Most importantly, exude the idea to your child that math is fun! A positive attitude about math, whether real or feigned, from a parent goes a long way in the long run.

Sharing Isn't as Simple as it Used to Be....What do you do?

This is more about parenting and less about teaching and education, and I want to hear your thoughts. 

When did sharing and playdates get so complicated?

I've recently found myself in situations where my 2 year old is playing with friends' children, and I disagree with how the other childrens' parents discipline (or don't discipline).  For example, Katie (she's mine) was playing with a puzzle and her friend just up and took the puzzle from her.  Katie, nonagressive as she is, just looked baffled and shocked.  The friend's mom looked at me and said, "X is the 3rd child; she has learned how to fend for herself and get what she wants."  I'm sorry, what?  If the shoe had been on the other foot, I would have insisted Katie return the puzzle to X, along with an apology.  So, what do you do in a situation like that?

What's worse, what if your own child starts acting noticeably different after a playdate with such a friend?  Katie is really good about saying please, thank you, waiting her turn, etc., but after playing with some of my friends' kids, she seems to "forget" how to do these things.  Granted, it is a temporary amnesia, but I don't like it (enough so that I have considered not allowing Katie to play with these kids on a regular basis).  [Yes, I know this sounds really over-the-top, so keep me in check here].

I guess the bottom line question is...is it OK to discipline someone else's kids?  I feel like it's not really my place to talk to other parents' kids about sharing, but I don't want to give my own daughter the impression that it's OK, either.  I think I can honestly say that I'd want the other parent to warmly, but sternly correct my child if she were the one who was not sharing/hitting, etc.  I'm not fooling myself into thinking Katie hasn't done some of these things on occasion; I just think I'm usually there to correct her on the spot.

As a teacher, I was able to be unbiased, so I could correct kids without thinking twice about it.  But now that it's my own child and someone else's, I'm stuck. 

Thanks for sharing! I'm dying to hear how you handle these situations!

Not A Whole [N]other Story

Here's the conversation...
"I've had such a rough day!"
"What happened?"
"Well, my tough week actually started on Monday, but that's a whole nother story..."

Let's just set the record straight.  There is no such thing "a whole nother" story, at least not in the world of correct English grammar. 

Think I'm crazy for bringing this up? Stop and listen for a few minutes and sooner or later, you're going to hear (or say), "...but that's a whole nother story."  What's they've/you've done with this little phrase is actually splice the word "another" and stick the word "whole" right in there.  "Another" is happy being all together; leave it alone!  Instead, try saying, "...that's a whole other story" OR "that's another story" (without the 'whole').

Choices make the world go 'round (and get stuff done!)



Offer choice when trying to
get your child to complete a task that
might be less than desirable.

 I caught myself asking my 21 month old, "Katie, do you want to help Mama clean up your toys?"  I realized immediately I had made a mistake. She may be less than 2, but she's not crazy.  Of course she doesn't want to clean up.  Who does?  She answered, "No!" and ran away. 

I started thinking about I should have and could have phrased the questions differently and better, and was instantly brought back to my teaching days.  Kids, like most everyone, like to feel like they're making their own choices about their actions.  Few people like to be told what they need to do.  Rather than asking a closed, dead-end question like, "Do you want to eat your vegetables?" or "Would you help me clean up this mess?", the better route would be to offer two choices.  "Katie, do you want to eat your green beans or carrots first?" or  "Katie, would you like to pick up your blocks, or do you want to pick up your puzzle pieces?"  That way, the task is getting done, but the child feels like it's on her terms.  Either way, the answer she picks still gets the goal accomplished, but she's not responding to a question that makes her feel trapped.

I used to use this all the time with my 5th and 3rd grade students, so I know it works for kids of all ages.  The next time you're trying to get your child to perform a task that may be less than desirable, try phrasing it as though he has options.  Rather than, "Emma, are you ready to start your homework?", try, "Emma, do you want to do your math homework, or read for 30 minutes first?"  Rather than, "Chris, do you mind taking out the trash?", try, "Chris, would you rather take out the trash or clean the bathroom sink?"

So now, dear readers, I ask, "Would you rather leave a comment on this blog entry or the one that I wrote earlier in the week about sending your kids off to school?"  The choice, is, of course, yours! :)