Gardening in our Outdoor Classroom

by Pam Bergman

(Come by and visit my blog www.howlongisthishall.blogspot.com where I write about our early childhood special education classroom's adventures in the classroom, in the outdoor classroom and down that very long school hallway!)

Our outdoor classroom is constantly in a state of change...but I sometimes want to see more change!  Often I want things to move at a faster pace. I want to see more done. I want to give the children more opportunities for exploration. But, looking back; I quickly realize that we have come quite far!

We started with no outdoor area set aside for our early childhood students at all!  We often played on playground equipment that was meant for older children.  Sometimes we huddled around the one piece of outdoor equipment that was small enough for our children. Occasionally we pulled tricycles out of the large shed and often we took walks around the neighborhood.

Finally, we were thrilled when a small fenced in area was set aside for us, with a small donated piece of climbing equipment and an extremely small and extremely plastic playhouse...that promptly broke. That was it.  This was where two to three preschool classrooms crammed themselves for 20-30 min. each day for our outdoor time. 

And then, just a few short years ago, our outdoor space was expanded! Several of us had already begun some research on outdoor classrooms.   Our administrator knew this and went with a more natural theme for the area.  While we had varied experience and understanding of what all of this meant, we knew that it was something we could continue to learn about and could slowly add to and explore with the children as a joint learning experience.

Our new area created more space and more areas to explore, but, still most of the items were fixed. The children were more content and enjoyed exploring for a longer period of time, but we knew we would need more space and more items to manipulate at some point. The planners had used virtually every square foot of space in that area. In order to have some room for small or large items to manipulate we had to expand!

So, we planned and talked to people and ended up expanding our space....not a huge amount of extra space, but enough. The result was enough area to add a dramatic play area (our large playhouse), our group time area, a music area, a nature art area and a place to garden. Granted, these areas are not yet well defined, labeled or large...but they work. We also were able to add another large shed.

Today we started the next part of our outdoor classroom. We started a garden. All five classrooms spent the morning working the soil in the garden bed, planting flowers in the playhouse window boxes, planting bulbs in the ground, planting herbs in the round "pizza garden" and planting peas along the edge of the trellis.

The children were very excited about planting carrots and lettuce and one child talked to me about the SPECIFIC carrot she would like to eat when it grows!  Many enthusiastically smelled various herbs and commented on whether they "loved" the smell or it was a wrinkle your nose type of smell!  The children went in for lunch dirty, tired and ready to eat...and thoroughly hooked on planting more things!    

So, while I may become impatient with the slow moving progress of our outdoor classroom, I try to keep in mind that this is a long term commitment and a learning experience for all!   We have planned and explored with the children as we have expanded...and without that experience it simply would not be the same!  And if we can do it...so can you!

  

(Come by and visit my blog www.howlongisthishall.blogspot.com where I write about our early childhood special education classroom's adventures in the classroom, in the outdoor classroom and down that very long school hallway!)



Providing Props for Language Learning

by Pam

When you help a child unlock the secrets of language and communication, you give the child the gift of a connection with others.  Once a child understands the power this brings, he is able to take learning to a whole new level!

(Keep in mind communication can come in the form of verbal words, signs, pictures, gestures, eye gaze or body language.  All can be purposeful language and communication!)

One of the most challenging elements of teaching my preschool special education classroom is the fact that the children come into my classroom with extremely limited language and communication skills (most are non-verbal) and have very limited expressive and receptive vocabulary. When you pair that up with limited experiences and limited cognitive understanding...it can lead to some very quiet days at preschool! 

Often when children have very limited verbal language, adults and other children begin
using less and less language when communicating with that child. Of course, we often need to simplify the language. But, I think it is very dangerous to significantly decrease the amount of verbal communication we provide to the child; even if we are receiving very little back.  

In my experience, the only way to increase expressive communication (either verbally or with picture communication) is to begin by increasing receptive language.

Remember, children who have verbal language are probably hearing MANY more words and are naturally learning MUCH more vocabulary than a child who is struggling with verbal communication! They are hearing this simply because they DEMAND it through verbal questions, conversation, games etc. The child who is limited in verbal communication is not demanding this in the same way. It is NO LESS important though!

So, how do you teach language and increase vocabulary when you often don't have many peer language models in the classroom? One way I do this is by providing many, many opportunities to explore either REAL objects paired with language surrounding them or VERY similar replicas of real objects.  (other ways include being the language model, using "self-talk" and by providing many opportunities for shared experiences with children with more advanced language and communication skills)

Along with the real object I often provide a picture to represent the object or a whole communication board to use with the object. In this way we can begin working on the idea that the picture represents the real object we are exploring.

When you use real props or replicas that are very close to the real object, children with limited language and cognitive understanding are able to participate more fully and are able to grasp concepts that they certainly wouldn't if given a 2 dimensional representation of that same object.

Recently, we've been using the fabric fans shown below in the simple rhyme. Not only are we working on language and vocabulary, but the children are exploring alliteration with all the "f" sounds, they are listening to and counting when possible, they are exploring what happens when removing an item and they are listening for and responding to their name.

These are our colored fabric fans from the Dollar Store.  After enjoying the rhyme below many times, one child lay down at nap time, looked up at the slowly rotating ceiling fans and remarked..."Fancy fancy"! :) 

Five Fancy Fans!

"Five fancy fans,

unfolded on the floor.

Five fancy fans

for us to explore.

Along came ___________

One bright and sunny day.

He found a fan

and ran off to play!"

(continue with 4,3,2 and 1)


I like to use a real object or close replica for a length of time, then add a flannelboard story using that object. This way the children can go from understanding the real object to hopefully grasping that the flannelboard piece is representing that same real object. I often jump back and forth between these two (real and flannelboard pieces) for several days to help the children cement the idea that this is a representation of a real object.


In this case, I simply set out the plastic eggs in the baskets and provided a few other props including the egg cartons. I knew the children probably had enough experience with this already that they would begin to include some dramatic play ideas. By joining the children in their play, I was able to add additional vocabulary to their already shared experiences with eggs! The children took them from the baskets and put them in the egg cartons and then put them in the frying pan. One child even decided to count all the eggs in the carton...and for the first time counted to 12!!



Of course, you may not be able to do this with everything. But, when it is possible it can truly increase a child's language, vocabulary and cognitive understanding of basic objects they may see! It can also be beneficial to use objects that you know the children will have an opportunity to interact with at home. In this case, the plastic eggs and small baskets were introduced around Easter. 

This is simply some very tiny Dollar Store Easter baskets and plastic eggs.  By providing some language about putting eggs IN the baskets, taking them OUT of the baskets and pretend play with the baskets and eggs, the children will have a wide variety of experiences to draw from.  Because they will be using these immediately after Easter, I expect that most of the play will revolve around hiding and finding eggs.

Instead of using these only on a holiday or right before the holiday, I opt to provide this immediately before and then until the children begin to grow tired of them. This gives the children more time to internalize the vocabulary and experience.  We will use these in games, dramatic play, color matching and one to one correspondence. And every day, several times a day, they will find their way to the dramatic play area to be used in play. If I forget to take them over to the dramatic play area...believe me, the children will remember! In this way, we will be able to weave the language and vocabulary involving these items into the routine of the day for an extended period of time.

When language and vocabulary are used in context and through genuine experiences it means so much more to the child than if we were to pull it out and provide a stagnant experience with the object. 

For most children, learning language and vocabulary is a natural process and seems to draw energy from itself: the more language and vocabulary a child has, the more language he/she hears from others...and therefore, the more he/she learns.

We need to remember for some children we may not be able to simply wait for the child to initiate verbal communication!   We may need to step back and simply introduce children to some basic vocabulary in a non-threatening way (through play and games) and interwoven within the fabric of the day.  We also may need to provide communication supports in the environment through the use of picture communication boards.

So, I challenge you to plan purposeful language and vocabulary building experiences for children with limited verbal communication each day!  It can truly open up a whole new world for the child!

I write about our preschool adventures in my preschool special education classroom at my blog:  How Long is This Hall?!  Come visit us there anytime...but be prepared for a long walk down the school hallway! :)

How Balanced Can a Teacher's Life REALLY Be!?

By Pam Bergman

Balance in life is certainly not my area of expertise!   I tend to either DO things or not do things...there simply is not much middle ground!   In my preschool special education classroom there is certainly plenty to DO; sometimes a bit too much!

I often find myself updating IEP goals on a Saturday morning.

I often find myself brainstorming ways to help a child learn a new skill

while watching TV.

I often find myself creating new activities on Sunday.

I often find myself searching the Internet for new ideas on my weekends.

I can't imagine being a teacher and NOT doing these things!   But I had to draw the line somewhere!   Back in January, when I started seeing people print ONE word as a New Year's Resolution, I knew what mine needed to be. 

Balance

The following four items are the school items I felt I needed to change in order to balance my life a bit more.   I've made good progress with the first three and am about to start tackling the fourth.   I've left myself a bit of wiggle room as I will only add that fourth back into the equation if I can keep it semi balanced very quickly!

1. I've decided I will NOT purchase anything else for the classroom.    This cuts down on TIME spent at stores as well as MONEY spent on school items.   (Yes, I have cheated a few times...but just at the Dollar Store!)  Don't feel sorry for the children, I have many plastic boxes stuffed with items and activities...both at home and school!
2. I've decided I will NOT come in multiple times on a break to reorganize and get things ready.   (ONE time is acceptable; multiple times is NOT!   Keep in mind we do not have a "typical" school schedule so our breaks are shorter.   Also, keep in mind, this hasn't really been put to the test yet!)
3. I've decided to limit my at home work to NO more than two hours on Saturday morning.   (Two hours to update IEP goals and write a weekly lesson plan.   The lesson plan will then be revised multiple times throughout the week!   Really, how long do I want to spend on an "outline" of our week?)
4. And, yes, searching for new ideas on the Internet has had to take a back seat.   I can't seem to find a plan that does not make this a complete "out of control"..."three hour search" for new ideas!   I have plenty of ideas!   I'm just going to have to work with what I have until I can figure out a way to make this a part of my week without tipping the whole darn thing out of balance!

So that's my plan for a bit more balance in my life!   It's not perfect.   It will need to be revised, I'm sure.   It's a start, though.  Many of us are a bit "out of balance" as teachers.  I tend to think this doesn't necessarily make us BETTER teachers...just at greater risk for burn out. 

I know I'm never going to feel like I have complete balance in life.  I know there will be weeks that I will HAVE to spend more time on paperwork.  I'm OK with the fact that I may have to "cheat" a few times on my self-imposed balance "rules"!   But now I have a PLAN for getting back on track! 

Perhaps you need a plan as well?  What would you change in order to feel your life was more balanced?  How much is TOO much?  How much makes you feel like a better teacher, and how much simply makes you feel like your life is out of balance?

Now, wait a year and ask me how it's going!  THAT will be the real test!

Would you like to come follow some of our classroom activities and experiences?  Come walk down that long, long hallway with us at: www.howlongisthishall.blogspot.com.  Of course, when my life is in balance I write a bit more about our classroom fun! 

Some Simple Parachute Play!

by Pam @ How Long is This Hall?!

We love parachute games in my preschool special education classroom! Pulling out the parachute brings laughter and squeals of excitement from just about everyone! Sometimes, it seems that with the continual push for earlier academics, we forget that these seemingly simple activities have been staples of early childhood for such a long time for a very good reason!

Using movement, music and social interaction is a sure fire way to help children learn! For those worried about children mastering some of those more memorized skills such as color recognition, shape recognition, letter and letter sounds, counting and one to one correspondence, the parachute can be used to reinforce these skills in a fun, non-threatening way for children with and without special needs.

For children with challenges with movement, the parachute also provides an opportunity to move objects with even a slight movement from the child. The children have the benifit of standing side by side with other children who may be able to assist with the movement of the objects without ever realizing that they are doing anything more than enjoying play with friends! The parachute also offers flexibility! We often sit on the floor with our feet under the parachute and kick up and down to make the parachute move like waves!

For children who struggle with social interactions, the parachute provides a perfect social opportunity! The children are naturally facing eachother and working together. There are natural opportunities for imitation, eye contact, smiles and communication!

Because of all these things, the parachute is a perfect way to engage children of various ages and abilities in a group activity that is both structured and open ended enough to offer the children multiple ways and things to learn while playing!

Many different items can be put on top of the parachute to bounce and move about. We've had the most fun with:

• leaves (fabric and real in Autumn),
• stuffed animals (various kinds to represent different topics, to sing songs and for beginning sounds etc.)
• cotton balls (as pretend "snow")
• light/heavy balls (to explore the difference in weight)
• and balloons (for work on color recognition)

The parachute can also be used to help reinforce letters and letter sounds:   "If your name starts with A, run under the parachute" or for sounds: "If your name starts with 'a,a,a' run under the parachute."

The parachute can be used to help reinforce other basic learning: "If you are a BOY, sit under the parachute."

The parachute can be used to emphasize spatial words: under, on top, up, down, above...

We often count HOW MANY balls, balloons or other objects are put on the parachute. We also often count to a designated number before we shake the parachute. Of course, this is not only a practice in rote counting, one to one coorespondence but also a practice in self regulation!

We are also crossing midline during parachute play. We often increase this work by singing songs such as The Itsy Bitsy Spider with movements. We move the parachute side to side and up and down with the rhythm of the song.

We learned this from one of our wonderful music therapists and it reminds me of conducting an orchastra! Here is how we interpret this for the Itsy Bitsy Spider:

The Itsy Bitsy (side to side)

Spider (up and down)

Went up the water (side to side)

Spout. (up and down)

Down came the (side to side)

Rain...and (up and down)

...washed the spider (side to side)

out. (up and down)

Out came the (side to side)

sun...and (up and down)

...dried up all the (side to side)

rain...so (up and down)

...the itsy bitsy (side to side)

spider (up and down)

went up the spout (side to side)

again. (up and down)

But then again, a colorful new sheet would be just as much fun to move and shake and could even be swapped out for different patterns when exploring various topics (example frog sheets, bug sheets etc.). So if you don't have access to a parachute, don't let that stop you!  Whether you have a huge multi-classroom parachute, a small parachute or a sheet to hold on to, enjoy experimenting with ways to move and learn while using the parachute!

Stop in at my blog How Long is This Hall?! to see some of our fun with parachute play with fabric autumn leaves or our winter clothing parachute play. 

Simply Organizing Those Flannelboard Stories!

by Pam Bergman

Each year around this time, I resolve to organize at least one area of my preschool classroom!  It's the start of the new year; perfect time to get organized!  Besides, I've always found that the time and energy I spend organizing the classroom pays off in the end!  I love being able to quickly swap out materials at the last minute if needed.  I also love being able to find additional items quickly while working with the children!  And, since I tend to have more than the average number of children with very short attention spans...this comes in handy quite often! 

So, about a year and a half ago, and after creating over 40 flannelboard stories, songs and games, I realized I couldn't find a single one that was complete!  I was constantly losing one or two pieces from our favorites. I had resorted to storing some in Ziploc bags, while others were thrown in my group time basket!  We were more than just a bit disorganized!  And it was driving me CrAZy! It was time to organize our flannelboard stories!

                                                                                  Luckily, I found

 an expanding file folder collecting dust at home!  I quickly bought one more and set out to get our flannelboard story situation under control!  (NOTE:  These are the expanding file folders with a handle- that look like very small suitcases.  I found mine at Walmart.)

I started by putting each flannelboard story in it's own Ziploc bag.  I then typed out a label for each bag with the name of the flannelboard story as well as the number of pieces that belonged with that set.  This way I could just quickly count the pieces as we put them away to make sure we hadn't misplaced any!

                                                                              I also made note of any extra items, such as a story or song card, that belonged in the Ziploc bag. On many of these labels I also included the main skill we could work on while enjoying the story, song or game (ex. colors, sequencing, counting etc.).  This has been useful while planning.

I alphabetized the flannelboard stories and inserted one Ziploc bag in each file space.  I typed up a numbered and alphabetized "cheat sheet" listing all the flannel board stories in the first file folder and another list for the second file folder  (although they are ALL alphabetized as one large group). I put these in the front of each file folder as a reference. 

                                                                              

I also put a small number on each section of the file. This way, when I need to find a flannelboard story, song or game in a hurry, I can just match up the number on the cheat sheet with the number on the expanding file section!  Could it get any easier?!

Numbered and alphabetized "Cheat Sheet"

NOTE: I decided not to add the number to the label on the bag. That way, when I do make more flannelboard stories, I won't have to change the label on the bags.  I'll just re-work the cheat sheet to indicate the additional stories and adjust the numbers for all (and the placement in the expanding file spaces).

OK, so it may look a bit scrunched here, but you may be
able to see one of the expanding file folders on the
far right!



When we're done with a flannelboard story, all I have to do is count the pieces to make sure we haven't lost anything, tuck them back in the Ziploc bag, put the Ziploc bag in the correct space and put the whole file folder back under our group time easel!

Simple and organized!









Here are a Few Additional Tips:

For several of the stories, I actually have two matching sets.  This way, I have one to use with the whole group and another set to leave out during center work for the children to use to retell the story. When I can squeeze in a few more hours to my day, I plan on making more identical sets!  These come in quite handy when you have children who may be a bit rough with the flannelboard pieces!  

While I know there are many resources on the Internet and in books for making flannelboard stories, I found the best resource for large, simple designs was the book 2's Experience Felt Board Fun.  (look for this at your local library.  I simply checked this out many times and created many of these over a period of about a year!) 

 Of course, there are many other ways you could organize your flannelboard pieces! Another great way to organize flannelboard stories was highlighted by Deborah at Teach Preschool!

Finally, if you would like to check out some of the other ways I have organized classroom things, take that long walk down to my blog: How Long is This Hall!? and check out "that ongoing classroom organization".  Or if you would like to see a creative way to make flannelboard pieces check THESE out!

Simple Ways to Encourage Communication!

By Pam Bergman

What do you do when you have a child or children in your classroom who really seem to struggle with basic communication?  As a preschool special education teacher, I have worked with many children who have struggled a great deal with communication. 

While there are many strategies a **speech-language pathologist will use with children in order to assist communication and increase language; I'm talking about those super simple..."seems too simple to be effective...but it works!" kinds of strategies!  

As classroom teachers (and parents as well) there are so many simple things we can do throughout the day, within the classroom or home, to encourage more communication from children.  Here are three communication "strategies" that I think we all need to keep in mind when working with children who are struggling to communicate:

1.   Provide plenty of opportunities for novel activities and experiences along with many familiar activities.  Make sure to identify the most preferred activities and experiences for each child and use those to promote communication.  (If an activity is not highly motivating, there is little chance the child will want to communicate about it or communicate in order to get access to it.)  

The little hamster (named Bob) we recently got for the classroom provides multiple opportunities for communication!   The children ask to see him.  They formulate several word sentences to describe what he is doing:  ex. "Bob sleeping", "Bob eating."  We are able to introduce positional words:  ex. "Look, Bob is going UNDER the block".  "Bob is ON TOP of the block".  We can use "play time" with the hamster for work on both receptive and expressive language. 

The children know now that there are several things they can ask to do.  They can ask to "feed" the hamster.  They can ask to "pet" or "touch" the hamster.  Some children may be using signs or word approximations to ask for these things.  Some children may be using gestures (pointing to the hamster food).  We take all of this as communication.  Of course, we verbalize what the child means.  So, if a child points to the hamster food, we would follow up with "Oh, should we FEED the hamster?" 

2.  Don't anticipate a child's needs! 

A child needs a reason to communicate!  Sometimes well meaning adults and children can become so good at anticipating a child's needs, that the child has very little reason to attempt to communicate! 

  Whether a highly motivating activity includes listening to books on CD, playing with play dough, playing a computer game, eating cheerios or swinging on a swing, make sure the child communicates in order to get that activity! Again, this may mean imitating a sign, doing a sign with hand over hand assistance, saying a single word, using multiple words, using eye gaze and looking from a communication partner to the desired object and back or using a communication book, pictures or voice output device. 

3.  Restrict access to some things...some of the time!

This is one of those tough ones that often seems to go against good early childhood practices.  This really is for those children who are not yet communicating with others in many settings at all.  I know that I struggle with algebra.  I will avoid it at all cost!  This is the same for many of our children who are struggling to communicate!  Often these children become very self-reliant; which is not necessarily a bad thing!  But, when it is used to avoid communication altogether, it can be a problem.  

 For example, we often do the flannel board story of the Three Billy Goats Gruff.  The children love this and love to 'retell' it by placing the pieces out on the floor during center time.  Although MOST favorite items are placed within reach of the children, I occasionally place these in the case the children easily recognize along with the book, just out of reach. 

For children who may need more communication support, I would provide a Boardmaker picture of "book" within the child's reach.  This requires a child to either grab the Boardmaker picture and bring this to an adult to get the book and flannel board pieces down or run to an adult and communicate in SOME way the fact that they would like the book and flannelboard pieces.  Again, this may be with support (a sign done with hand over hand assistance) or independently.

Remember, when given a REASON to communicate and activities that are HIGHLY MOTIVATING a child will begin to WANT to communicate with others!  For some children this is more difficult than others.  But, for all children, it is our responsibility to provide an environment that promotes and encourages communication and to provide supports when a child is struggling to communicate.

**NOTE:  Of course, if a child is struggling to communicate, a speech-language pathologist should always be involved with the child.  He or she will work with you to provide individualized supports for the child.  These are simply three suggestions to keep in mind when setting up the environment for a child who is struggling to communicate.  

Check out http://www.howlongisthishall.blogspot.com/ for more ideas on creating and using super simple and cheap adaptations, and super simple and cheap assistive technology.

Pam Bergman: Children w Special Needs

All Those Smiles, Giggles and Belly Laughs!

Hi there and welcome!  I am so excited to have the opportunity to join with so many wonderful people in order to share early childhood ideas on ONE awesome early childhood site!!


I'm Pam from How Long is This Hall!?  While I don't have as much experience as many of the people on this site, I like to think I make up for this with enthusiasm!  I have been teaching early childhood for the past 12 years.  I currently teach preschool children with special needs and LOVE it.


I LOVE using music, movement, and sensory activities, books with rhyme and rhythm and lots of hands on activities to help the children learn to their fullest!  I also love utilizing technology to help children communicate, play, create and learn!


Most of all, I LOVE learning new things!  I LOVE adapting activities and items to meet the needs of the children I teach!  I LOVE bringing new ideas to the classroom!  And I love sharing ideas with others!  I really think this is how we all learn and grow as teachers!


I don't know about you, but the ideas I love best are those super simple ideas!  I am incredibly busy!  I spend a great deal of time planning, organizing and doing paperwork and all those "extras" that come along with teaching!  And, while I enjoy organizing and planning, I want to focus most of my energy on the time I spend with the children!


So, today I've decided to combine my current TOP 10 reasons I LOVE teaching early childhood, with links to some of my FAVORITE super simple activities I have used in the classroom over the last year!  So...what are YOUR favorite reasons for working with young children?

Number 10:  I get paid to Paint Dance!? 

Number 9:  ...and paint with Koosh Balls! 

Number 8: I LOVE reading those great rhythmic books...like Chicka Chicka Boom Boom and Jamberry!

Number 7: I get to make, smell and PLAY with scented play dough!

Number 6:  I get extra exercise..."sit on the floor, stand up, sit on the floor, stand up...shake the parachute!"

Number 5:  I get to make up silly voices for characters in stories!

Number 4:  I get to sing with the children...and no one cares if we're in tune!



...and I get to create and use lots of song props!



Number 3:  I love finding new uses for old or ordinary items!



Number 2:  Oh, and of course, I love seeing all those smiles, giggles and belly laughs as the children explore and learn!

Number 1:  There's nothing better than hugs, hugs and more hugs!