Tag: preschool

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Development of a Child’s Will

Will is related to our capacity to make choices. Will is crucial in the child’s process of self-construction.  The child develops their observation skills, an awareness of life, and the desire to interact with their environment. During infancy (birth-3 years old) synaptic neural connections rapidly develop in the brain and the psychic organs are integrated: movement, intelligence, and will.

How can we protect the child’s capacity to make decisions, observe, and explore? 

  • Remove Obstacles
  • Do not interrupt
  • Use simple and concise words/phrasing
  • Nature Walks

Also, offer logical consequences.  For example, your toddler wants to bring their toy to school: “If you bring your toy to school, all your friends will want to hold it. Are you okay with that? Can you share? If you can share, great. However, if you can not share, are you leaving the toy at home or in the car?” Allow your child to experience the consequence of their choice. This enables the child to develop trust of the adults in their life and transfer this trust to the world.

The child’s will evolves into a self-disciplined adolescencent who makes confident decisions.  The teenager will be able to move into the next step of life.  Emotionally independent and willing to forgive and forget.  The young adult will live fully in the present.   

  • Make choices based on an understanding they have developed over time
  • Responsibility of their choices
  • Freedom
  • Independence
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Music

Suggested Activities:

Music supports both gross motor and language development. Here are some instrument sounds and language cards. We mirror how to hold various instruments, match the picture of the instrument to the sound, we talk about the sound, and of course we dance!

Instrument Sound Mix
Brass Instrument Sounds
Woodwind Instrument Sounds
String Instrument Sounds
Percussion Sounds
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Seed Germination

Suggested Activities

Seed Germination

Materials: Apron, 2 trays, small trowel/scooper, container of soil, small clay/paper pots, collection of small containers and seeds, small pitcher, sunny window or grow light

Work Cycle Extension: Cleaning the table, sweeping the floor, cleaning the apron at the cloth washing stand, washing hands

  • This work is done inside or outside. Inside, the work is done on a tray at a table
  • Adult, model how to plant a seed and ask the child if they want a turn
  • Child scoops soil into a small pot
  • Child chooses a seed, places in the pot, and covers with soil
  • Child fills a small/tiny pitcher with water, slowly carries the pitcher of water back to work, and waters seed and soil.
  • Child places seed germination work by a sunny window and tray. At TMSE we place the small pot inside a small bucket and carry the work to the sunny window (less spillage on the floor and children feel successful)
  • Child repeats
  • Child is done repeating, adult & child clean-up, extension listed above
seed-germination.cards_Download
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Toilet Learning

Suggested Activities

Toileting Check-in: Going smooth? Hit and miss? Not going at all?

Studio June in Houston, TX shared a webinar video with fellow AMI Assistants to Infancy Guides. Here, you will learn how toilet learning is approached at TMSE

https://youtu.be/BMd5WMi-FZc

My Favorite books for Parents and Children

Toilet Awareness by Sarah Moudry

Going to the Potty by Fred Rogers (children like the picts)

Diaper Free Before 3 by Jill M. Lekovic, M.D.

Potty by Leslie Patricelli

Diapers Are Not Forever by Elizabeth Verdick

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Dishwashing

Suggested Activities:

  • Sink or Float
    • Basin/tub or bowl and objects found around the house and in nature (i.e. pencil, string, cork, key, magnet, bath toy, acorn, leaf, stick, rock, seashell, flower or pedal)
      • Extension- make a chart with three columns: list the items with pictures, a smiling face and a frowning face. Child notes if something sinks or floats with the faces
  • Dish Washing
    • Washing dishes satisfies the child’s need to work in water and integrates their intellect, will, and movement
    • Beginning, middle, and end to our work. There is a sequence and we want to guide our children to completing the steps and age dictates how long they will concetrate. When you loose their concentration, encourage them to return and/or model how to complete the steps
      • Beginning: bib/apron on, squirt soap on sponge, turn water on (light stream or tub of water sits in sink and leave water off)
      • Middle: washing, rinsing, and place dishes on towel or dish rack
      • End: dry off counter, wet bib/apron placed in laundry basket
  • Ask your child, “Do you want to dry the dishes or (new activity)…”
  • Filling the Dishwasher and Emptying the Dishwasher
    • This work teaches sorting and also integrates their intellect, will, and movement
    • Psychologically all this work teaches your child they are an important person and a valuable member of their family and school community. This forms an “I can do it!” attitude that will last through adulthood