Facilitator: Dr. Sue Eliason

Memory

How do children’s’ memories effect learning and everyday experiences?  Relate your response to the book as well as to your real life examples.  

38 comments:

Grace Curley said...

One of my favorite aspects of Mind in the Making is the sections on infant development, as I work with infants and they never cease to amaze me. " One of the things that helps babies to remember is being allowed to be engaged in the activity." Would you rather watch something exciting and new take place or would you rather be involved? The likelihood is that if you were not directly involved it may not stay in your memory as long or be as sharp an image. Children, even at a young age, being able to be involved encourages them to build an experience as well as a memory. These memories will build up and effect their future learning as they become building blocks or foundations of learning; using the memory of one experience to work off another. The more opportunities they have more doing something repeatedly, the stronger the memory is for that experience. They will then be more excited to go forward to seek new experiences everyday.

Kelly k said...

I agree and go back to this part of the book:
"Adele Diamond defines working memory as holding information in your mind while mentally working with it or updating it. The examples she gives are:
relating one idea to another;
relating what you’re reading now to what you just read; and
relating what you are learning now to what you learned earlier."
I think this building on past experiences and making this connection from one idea to the other us essential. We see it in action everyday as s fundamental aspect of development and learning in all ages. An example I can think of in our program recently is with a child who just enrolled last month. He is 16 months and non verbal. He has also never been part if a program. The challenge also is that this child is only with us one day a week however, he has learned in this short time a couple of basic signs to say "please" and "more" because of the repetition and routine implemented at lunch time and snack times. At first when asked if he would like "something else" he would just grab for the food or stare at us blankly while he would lean forward, mouth open to be fed. After showing him the sign for "please" and also helping him do it with his hand, followed by praise and then giving him what he wanted, he eventually learned to use this sign in the proper way. His memory is showing him that when he makes that sign, he gets what he us looking for and he has stopped just reaching out to grab. He has made an association --a connection and it's only because he remembered what he was being shown that he learned it. It was so exciting to see him do it the first time! It was a real break through!

Debbie Drago said...

Post # 1- Memory
Children’s memories affect learning and their every day experiences by providing a foundation for future learning. When children have difficulty remembering rules and routines in the classroom it can be hard for them to cope in a group setting. For example, I can think of children in past years who only attended two days a week. They had trouble especially in the beginning of the year adjusting to school since there was so much time from Thursday until they returned on Tuesday the next week. It also affects their peer interactions as it is harder to create friendships.
In Chapter 7, The book talked about remembering our earliest memory from childhood usually from “an emotional experience”. That is true with me as I remember being in the hospital when I was four for an operation as well as the death of my brother who was six.
In Chapter 1, I was interested to see what score I would get by take the working memory test from Adele Diamond. My score was 15 out of 20 which shows a good working memory. I drink a lot of water throughout the day as well as have blueberries every week which is good for the brain. Getting enough fresh air and exercise doesn’t hurt either. Walking the dog most days helps me. My husband does crossword puzzles and word jumbles. I agree with the study in Chapter 7 where babies did better if they had a chance to do something rather than just watch. It is also helpful for preschool teachers to provide hands-on activities to help children learn. The more senses that are used in the learning process the better. Our schedules are also a mix of passive and active activities and we provide many teacher made matching games(concentration) to promote memory.

Pam Hanna said...

Memory is sure a complex issue. I once had a three year old tell me they remember being born. Can that be so? I believe if this information was available back when I was young, I might have a better memory today. You’ve heard about someone being a sieve, that’s me! (Although I scored in the middle category) I was interested in reading the strategies that would help me under the “suggestions from parents.” In my classroom; I have observed many examples of “relating what you are learning now to what you learned earlier.” For example, one child (4) has a lot of ideas in making costumes. We have been working on his ideas together since December and the steps we need to take to materialize that idea. His work now evolves his own memory (from what he has learned) and is able to think through the process to make his own ideas come alive with very little teacher help!

Sue Eliason said...

I’ve enjoyed the comments so far. You are making me think more about memory. Grace reminded us of the importance of early childhood as a time to build the foundation for future learning as well as the importance of practicing and rehearsing new learning. We all learn through practice, whether it is a physical skill like yoga, a social skill such as texting, or a cognitive skill like writing. Kelly and Pam made me think of the importance of prior knowledge to learning new skills and ideas. When I learn a new yoga pose, the instructor often relates it to a pose I know how to perform. Debbie discussed the quizzes in Chapter 1. I scored 16 for memory which I know is one of my areas of strength. You can download the quizzes as pdf files from: http://mindinthemaking.org/article/category/focus_and_self_control/ . How might you use the quizzes with families or colleagues? Debbie also reminded us of the importance of self-care. On page 323, Galinsky states, “Cognitive, emotional, and social capacities are inextricably intertwined throughout the life course.” How do our cognitive, emotional, and social skills influence our memory? How does this apply to your work with children?

Sandy Durazzano said...

Infant memories is an interesting thing. In the book (page 307) Meltzoff tested imitative learning with 18 month old babies, he presented a few 'novel things to do with toys', his actions were the repeated by the 18 month old babies as well as 12 month old babies. This applies to sign language, I begin teaching my babies sign language between 6 and 9 months old. I use the signs for eat, milk, and more and then I help them form the signs with their hands. We do this many times during the day at the appropriate times. I also show the parents what we are working on so they can do it at home as well. In being shown the signs and helped in making the signs the babies are utlizing imatative learning when they repeat the signs back.

ellen gallager said...

The author says that when children have direct experiences they are more able to remember what they are learning and "we can't benefit from what we have learned if we can't remember it." We have always been told that children are hands on learners and therefore need opportunities to practice their skills. I see this in the simple example of trying to teach a child how to tie their shoes. They have to practice over and over for mastery. They don’t learn by watching someone else tie a shoe. The author writes that brain research has shown that it is difficult to separate cognition from emotion. “ The areas of the brain most involved in memory cognitive function … are strongly tied to emotion areas” . I see this as a big re-enforcer in the classroom to base curriculum on child interest. If a child is interested in the beach and the ocean, that arena is where they are emotionally engaged. In order to stretch cognition you need to tap into their emotion.

Joanne Hogan said...

When Ellen mentioned that the author talks about how it is difficult to separate cognition from emotion, I immediately thought of a recent unit about the planets and space that we introduced to the children. It all started when several of the children noticed that the other preschool classroom in our center had hung blow-up planets in their room. Our children became very excited about this and began to draw pictures about the sun and planets and requested that we take out the space legos. Because the children were so excited, we had to make our next unit about space. At the conclusion of our unit (which took place over several weeks and involved many activities encompassing all of the domains), I asked the children to tell me what they had learned about space. I was amazed at the detailed facts that they came up with. At the end of other units that we had explored, it was much harder to get information out of them with regards to what they had learned. Because emotion has such an influence on cognition, I think that as teachers, we shouldn't just choose a topic that some children might mention in passing, but we should really focus on the things that are exciting and relevant to the children.

Lisa Rogers said...

Memory effects all aspects of learning. As the book illustrates, a new object will keep a baby's interest. The object becomes ingrained in the baby's memory. She has processed the object as far as her abilities will let her, and has now bored with it. The baby is ready to move on to more learning. We do need to remember what we have learned to continue to learn, by building on it. When we have mastered something, we feel it's time to move on to the next level. We naturally try to learn.

Memory can also effect learning and everyday experiences in an emotional way. It's fun when our students make a connection to something we are doing in school to something that they have experienced before. Things such as "that's the way my mommy cuts my sandwich too" or "we have that decoration at home". This positive connection reinforces comfort and trust in the children's teachers. Trust is a basis for learning, and children will learn more when they feel comfortable and trusting of their teachers. Unfortunately, some memories can also bring about the opposite reaction in children. Our students come from various backgrounds with various experiences. Sometimes something will trigger a negative reaction from a child. It could be as simple as a song, a smell, a game we are playing, or even a word or phrase we use. The hard part about this, is that children don't usually tell you what they have made the negative connection, sometimes they don't even realize what the negative connection is. Instead you will usually experience the child either shutting down or acting out and you have no idea what caused it. Learning will not take place when a child is tantruming or shutting down. Memory is a powerful tool in learning and can cause powerful emotions that usually help but sometimes hinder learning.

Cailin Nelson said...

I love the part of the book that talks about cognitive, emotional, and social capacities being inextricably intertwined throughout the life course. As Karen Wynn says “you can never put the child in a cognitive bubble…” The child may be more included to learn one way or another – but all is intertwined. We are doing letter recognition with our oldest tots now. One day, an educator did something different – shouted the letter out repetitiously – well this one child perked right up to listen and became engaged. Since then, he reminds us every new letter that we must shout it – and he is retaining more information from this fun memory. I can only hope that the memory of having fun, engaged learning in his early years will carry with him throughout his early schooling.

Lisa Rogers said...

Ellen, You mention, as the book does, about memory and hands on learning. I believe the experiment I read in the book was assembling a rattle with two cups and a block. The children were all shown how to assemble the rattle. Some of the children were allowed to manipulate the cups and blocks, trying to make their own rattle. Other children were only able to watch. Later on, the children who were only able to watch did not remember how to make the rattle, whereas more of the children who were able to try it out, were able to make the rattle. I related so much to that section when I read it. All I could think about was driving instructions. When I go some where new as a passenger (even if I'm trying really hard to pay attention to the directions) ... the next time I try to go there on my own, I'm still pretty lost. But if I'm the driver, and someone is telling me the directions, the next time I try to go on my own, I'm pretty good at remembering most of the directions. Just like the children, when I am actively involved in the learning process, I remembered so much more than just being a bystander.

Sheila said...

1. How do children’s’ memories effect learning and everyday experiences? Relate your response to the book as well as to your real life examples.
Created by life experience, memory is a pattern of information in the mind which partially creates, and controls and organizes the acquisition of new life experience, which in turn creates new patterns of information in memory.
Emotion affects life experience and what information is brought in to memory, and how this new information is organized and prioritized in memory.
Therefore, memory provides the context in which a child’s everyday experience is created, influencing how the child behaves, and feels, and what and how new things are learned and felt.
One would like to think all memories were happy, but of course one is shaped by good and bad memories. Sometimes the bad memories overlay and pervade the good ones. In this case a child’s mentors can help. The variety of techniques to help a child emotionally and intellectually process his way in the world are plentiful. As the book states, children are writing the story of themselves, in essence, their autobiographies, based on their memories, learning through their interrelation to their environment.
At times a teacher employs directed memory to help a child make sense of information received, relating one thing to another, and in learning to focus and make use of previous information in memory. Our classroom employs this technique stories and circle time conversation.

kelly k said...

Pam,
I have also heard of children say that they remember things from a very early age. It is interesting to me the varying memories individuals have. Some adults cannot remember things before they were 5 while others remember things from when they were 2! I am always curious about the things we remember too---the things that children remember. When I was a college student, I lived with my sister and her young family. She had two children aged 5 and 3 and I enjoyed doing all kinds of things with them. We would go to the zoo, crafts, I'd support their fundraisers at the preschool they attended and see them in their school shows but years later when I asked what they remembered about when I lived with them, they remembered how once when I backed out of the driveway, someone hit my car and I was upset. All of the 'nice' family memories I thought I was building (and granted, I still did do that) and they remembered the one bad thing!!!! It's funny how experiences affect us and lodge in our memories while others do not. This is why I personally feel that I have to be so intentional with the children at our center as well as with my own children. Not that I don't 'blow it' but I just want to feed them with experiences that are going to grow them and stimulate their minds and open them up to all kinds of experiences because you never know just whats going to stick!

Pam Fantaroni said...

I,also, found Ellen's comment that children are hand-on learners to be true. I liked the statement that children are more likely to recall their experiences when they have direct experiences rather that act as bystanders. In my class we try to demonstrate how to use a material and then let all the little ones experience it right away. Often times this happens during a transition time. An example; I'll demonstrate how to correctly use a magnifying glass to look at an item before transitioning to plan-do-review time and that magnifying activity will be placed in the science area for the children to explore at their leisure. They have experienced the item in a structured way with lots of verbal prompts and modelling and then they are allowed to explore the item themselves if they have an interest. If someone uses the magnifying activity incorrectly, they hear about it from their peers and usually remember to correct their actions. I guess I never thought of that as a memory building activity. I found her statement that children need to hear at least 4 prompts to remember that activity, so it is important for the teachers to continue guiding little ones on correct usuage while exploring other items. It is a great affirmation fo intentional teaching.

Jackie Whitford said...

Memory stems from experiences that we have in life whether there good or bad. Most of my experience comes from working with infants and toddlers. I am amazed at how much infants and toddlers do really remeber. We as educators show and encourage children these new experiences that they have never been exposed to before and they just sit back and take it all in. In my classroom my kids really enjoy doing flashcards. We use these repeatedly throughout the day. Whatever we are learning about I always have a flashcard or a picture to show them. It amazes me at how much children get and remember for showing a simple card with a picture to go along with your activity. Also setting a routine for the children also plays a huge part in the memory process. This will set up expectaions for the child. Repeating activities and playtime throughout the day can help a child remeber how to play with a particular toy or learn a new skill and this will help children be comfortable in their surroundings and enviornment. By children getting consistency and routine this will help their memory process.

Alexandra Trudo said...

I liked the parent's perspectives about working memory. There was one about using music as a tool. It is so easy to keep a song in memory. Think about all the things children learn from songs: letters of the alphabet (ABC's), animal sounds (Old Macdonald), body parts (Head, Shoulders, Knees and Toes). Another about encouraging pretend play - this requires children to remember specific things about people and their roles and typical scenarios. Having memories helps children make connections to their own experiences.

Susan Trisoline said...

I too, agree with the part in the book about working memory. I think that by encouraging children to think of different way to remember things makes it easier to recall them in the long term. I know at work we sing the kids names to a song or tune they know so they will remember how to spell their name. I also do it at home with my second grader that has trouble with spelling. Spelling tests were not one of his favorite thing to do in school so we started developing little tunes to spell the words and by doing this he has had a much easier time remembering the words during the test. Which has also contributed to helping with his confidence. Memory can be an interesting aspect to observe between the ages. I am always surprised at what some children can remember and other cannot when participating in the same activity but I think adults are the same. I guess sometimes it's what we choose to remember.

Pam Hanna said...

Kelly K.,
Thank you for your response. I enjoyed reading your story, it made me laugh! And you are right; you never know what’s going to stick. We have children that come back to visit the school. Some in middle school, college, and now, the children of past children! When these “kids” come back, and I ask them what they remember about their preschool experience, many say they remember me playing the guitar. That makes me feel so good. It stuck! It makes me realize how important it is to keep this as a learning tool in my classroom, especially when it is something they have remembered after all these years!

Mary Beth Hunt said...

Children's learning is based on experiences. Children remember and build on what has happened in the past. If they have had a positive experience, children will remember the experience in a positive light. A negative experience will also be remembered and may have a negative impact on the child.

We have a sixteen month old boy in our program who has just started walking. He had always been reluctant to take steps on his own. One afternoon another teacher and I worked with the child encouraging him to walk from one of us to the other. We did it over and over again and each time the child reached one of us he would fall in to our arms delighted. This experience seemed to boost the child's confidence. A few days later, we were talking with the child's mother and telling her about the experience. We encouraged the boy to "show mom" who had only seen her son take a few steps. What was amazing was that the boy looked at me for reassurance before walking and then came to me when he could have gone straight to mom. I believe that the child remembered that walking had been a positive experience and that gave him confidence.

Joanne Hogan mentioned a recent unit on the planets. My preschool class is also learning about the planets this month. I try to use music and songs for each of our units. I also have many hands on learning opportunities. I brought in a small telescope and each child gets to bring it home for a night and either write (with help) in our class journal or draw a picture. The children love hearing their stories and their classmates stories. One of our songs is to the tune of "Zippidy Doo Da" naming all of the planets and ending with"Zippidy Doo". After our lesson yesterday, I asked each of the children if they could name a planet or anything about any of the planets. Each child commented and I was thrilled to hear what they had remembered. The last girl to respond said "Mary Beth, don't forget Zippedy Do". I'm still smiling about it.

Based on Adele Diamond's definition of working memory,"holding information in your mind while mentally working with it or updating it", I believe that each of the children I mentioned was processing experiences and prior learning. What I have enjoyed most about Mind in the Making is relating the book to my experiences as a preschool teacher and as a mother.

Grace Curley said...

Jackie W. mentioned consistency and routine as building blocks for memory and the excitement as children make daily connections. February vacation at by center is often a time when " graduates" of our programs come by and visit . Imagine my enjoyment at seeing first and second graders whom I cared for as wee ones pop in my classroom door and say "Hi Miss Grace, guess who??" I almost always get it right, lol. This past week was no exception as one of my all time favs came by with her mom! The funny part was that her mom admitted she almost couldn't remember the route from her house to our center but explained excitedly that her daughter's memory of the once daily trip was as strong as ever; she directed her mom the whole way. I tend to underestimate the strength of daily routines on a child's memory but my ears perked up when this happened and I hugged the child and said " I'm writing about you on my next blog!

Sarah Lockwood said...

In response to Joann Hogan's post I absolutely agree with when the author speaks about the difficulty separating cognition from emotion. We often make lesson plans weeks in advance to use as guides but I think it's so important to keep our lesson plans as flexible as possible. We recently did a month long theme honoring black history month. We covered inventors, stories, fables, equal rights and kindness to name a few. By the third week the children had detached from our "theme" on black history month and all they wanted to talk and discuss was writing letters and sending them to people because of the holiday valentines day, which all got very involved in. I knew it would be unfair to just brush it under the rug and stick to our plans. Myself and the children created a post office and we made a mailbox,cash register with money, stamps, post cards and everything else that is associated with a post office and the best part was the children created it all! It was so amazing to watch and see how much they knew about writing letters and the post office. A wonderful teachable moment that i had to run with, but of course a clear example of emotion interfering with cognition.

Denise Jones said...

TO Kelly K and Pam H-
I laugh when my almost eight year old tells me she can remember being born- it was a tough delivery- the cord around her neck! AND, she says it with a smile! So, I'm pretty sure she doesn't remember! But, going back to the book, and remembering how Ellen explains how the studies show the infants will watch things longer when they are new. Also, the comparison of the teddy bear and the ball- when the hand was reaching out for the ball, instead of the bear, it was something new(and renewed the interest of the spectators). Children remember the car accident Kelly had because it was different! She was always engaging in positive and happy memories with the children, but when she was "upset" it was something NEW! They didn't often see Kelly upset! And Pam- when you have the kids play the guitar-it's a new experience- they don't do that every day- it is special!
As, teachers, we need to spice up our days to include NEW and exciting things- routine is GREAT! But, so is the unexpected!

Denise Jones said...

To Alex Trudo-
In addition to your comments on using music to enhance memory, I felt compelled to add that music is in my life every day! Not only in my classroom with my 2.9-3.4 year olds, but in my home life -with my husband and children.
A day without music, is like a day without laughter!
I use music for just about
any-everything! Transitions, motivation, clean-up, waiting, relaxation, mood enhancing, etc.! When the children are getting out of control- I sing! When I am losing it- I sing! When things are not going well- I sing. When things are great- I sing. Singing always brings attention, in a positive way, back to focus.
Suggestion #8 in Chapter#1 reminds us to TAKE CARE OF OURSELVES! " Being well rested and taking breaks are just as important for adults as they are for children." Looking back, and remembering how her daughter was able to finish her paper after a short yoga class, not only her daughters "voice was strong" again, but her ability to concentrate and finish the paper was renewed. I feel that music has the ability to give us that "break." Sometimes I call it DEAD TIME! (Drop Everything And Dance)! Personally, I feel that public schools need more DEAD TIME!

Rosemary Murphy said...

In her research on understanding how memory develops, Patricia Bauer discovered "why people remember some things and forget others depends on the circumstances at the time of the experience." "You can't talk unless you have something to talk about or think about how two different things are related unless you think about (remember) the properties of each object." You need memory to solve problems, to read, and to communicate with others." All these higher cognitive functions depend on memory.

Bauer discovered that children (and adults) will remember things if they have direct, hands-on experiences rather than act as bystanders. Individuals who have "multiple experiences (repetition) will have better memory if they've seen something multiple times and if "there are verbal cues and visual prompts." Children learn best if language is attached to what they are doing. Not only are they engaged in the activity, they are hearing words to describe what they are doing.

Bauer also found that "the experiences must be meaningful and purposeful." She found tht the task will be remembered "when emotional and social engagement are integrated with cognitive work."

Recently the children in our program wanted to know why the moon was see during the day and why it changes its shape. Although not directly linked to the month's themes, the teachers decided to follow the children's interest. One of the activities we found on the Internet was creating the phases of the moon using Orea cookies and a cupcake with blue frosting (the Earth). It was amazing to observe how the children remembered the different phases whether it be waxing, waning, gibbous, or crescent. At the end of the activity, I asked the children to name their favorite phase, locate it on the plate, and then eat it.

We also provided opportunities for them to trace/cut out the different phases and read Library books about the moon. They also made telescopes that they could use to find the moon.

We even gave them homework! Every night they were asked to look up into the sky and find the moon. The next morning they were asked to come in and report on their findings, whether it be telling us what they saw or drawing it.

And, if the moon was visible during Outdoor Play, the children would find it and discuss what the moon looked like. The children would not have remembered so much detail if they hadn't been socially and emotionall connected to the topic.

Rosemary Murphy said...

Denise,
I, too, sing about EVERYTHING! I sing when I want to get the children's attention, when I want to give them a gentle reminder about their behavior, or when we're getting ready to outdoors and want to find a novel way of giving a clue. It really grabs their attention and it's fun to watch them listen for their clue.

I also sing about what the toddlers are doing when I am in the Infant-Toddler room. I use the melody from "Mary wore a Red Dress" If I want redirect the Toddlers from running, I look around and begin singing about what one of them is doing. "Jimmy is jumping, jumping, jumping. Jimmy is jumping all day long." The others stop running and then begin moving in appropriate ways. I then sing about it.

Singing is such a great way to link language with what the children are doing. My songs are spontaneous and made up as I go along. The children love it and can't wait for me to sing about them.

Joanne Hogan said...

I am so glad that Rosemary and Denise talked about the importance of music in the classroom. What a wonderful way for children to make emotional connections. We have a sing/learn series of cds in my classroom and there are about twenty cds, all of which revolve around numerous topics that children can relate to. The music allows them to move their bodies and the children always ask me to play the songs over and over. I am amazed at how quickly that they learn the words and repeat the information that they learn. We also use songs for transitioning which helps them to remember what is going to happen next. As educators of young children, we need to keep things exciting and fun. Sometimes it's easy to fall back on books and discussion to convey information, but using techniques to build on emotional connections appears to be the best way to help children retain information.

Sandy Durazzano said...

Jackie Whitford posted about routines being a huge part in the memory process and that it sets up expectations for the children. I agree with that. For one of my little guys, the routine at my house actually starts in the morning at his house when he wakes up...he first confirms with his Mom what day it is, if it is Monday or Friday it is his day to bring in the newspaper at my house (on these 2 days he is usually the first one to arrive). This is such a big deal to him, his Mom tells me he is extra good at home so as to get out on time. If someone gets to my house first and brings in the paper this little guy will walk in the house with his chin on his chest, he is so disappointed that he missed out on his turn. Routines are great for the children as well as for all of us adults, it gives us all a rhythm for the day. However we do need to be flexible with routines when the need arises. I am a firm believer if things are going well and the children are engaged just because the clock says it it time to move on we don't. I let things take on their natural course until the chilren lose interest. Often times I let the children with their ctions tell me when it is tome to move onto the next thing.
Many people posted about music being a key motivator I too use music with my little ones and make up songs as I go along. We have a "magic" song for cleaning up the room. I sing this with my hands covering my eyes, all the while peeking, then as
i sing I add in the names of the children who are helping to clean the room, once the names start coming it is funny to see the non- cleaners start picking up toys and putting them away so they can hear their names too!

Debbie drago said...

Post- # 7- Memory (2)
When I think more about memory skills, it reminds me about the different ways children and adults learn. I know for myself, I learn best by using my eyes and ears. I remember information more easily if I can see it, say it and then write it. A lot of children are also visual and tactile learners. This has many implications to how we plan activities for individual children. We need to observe children closely to see how they learn best; through which sense or senses. At our center, the teachers are responsible for a certain group of children to observe, plan for small group activities and to assess at least twice a year. This helps us when it is time for evaluations, we can refer to our anecdotal records and photo documentation to complete the Creative Curriculum on line assessments.
I also think about the repetition that young children need and often crave to help them learn a particular skill or topic. Galinsky talks about this repetition on page 325. How many times can you recall that a child has asked you to read the same book? The children don’t get tired of hearing it even if we are bored with the repeated readings! This may also be true about the art materials that we provide on a daily basis. Robyn Fivush suggests that “mothers that are highly elaborative with their children, helps their child’s memories”. We as teachers should ask a lot of open ended questions and why, what, where and who questions too. It is a good reminder to focus on what works best for the children in our class, rather than what is comfortable for ourselves.

Pam Fantaroni said...

I liked the comment Jackie said about memory stems from experiences that we have in life whether they are good or bad. I have a little guy who has very challenging behavior. We feel it probably stems from a lifetime of trying to seek attention and unfortunatly he was able to get the attention he needs by doing negative actions. We are trying to break that cycle and give him positive reinforcement when he does something good. It is working and his brain is remebering if he does something good he gets rewarded for his actions it thru praise and hugs. We make sure we praise and tell him the reason for his positive action. We are still working on this and we are hoping the parents are doing the same. We ,also, make sure he gets lots of extra one-on-one time and close supervision and he loves doing jobs around the class.

Deb Drago said...

Post# 8- Self-Directed, Engaged Learning: Brain Development
I have always been interested in reading and learning about the brain and how young children learn. In the past, I have attended some workshops on this subject. “Brain Gym” was one of those trainings which suggested different activities and movements for children to do to help them to develop the right connections in the brain. There is going to be a conference on Brain Networks at BSU on April 9 if anyone is interested, let me know and I will forward the information.
It is amazing to think about all of the skills that are developed in young children during the first few years of their lives. The experts believe that is important for parents and teachers to talk, read and sing to infants and toddlers. Too bad that often art, music and recess are taken away in some schools to make room for academic learning. We as educators need to incorporate these into our schedules throughout the day to benefit children in their future growth.

kellyk said...

I use songs as well to help with memory. I see this as a tool that works for me and it helps the children too. Sometimes it is a song or just a rhyme. We recently were teaching our two year olds how to write the number 4. When they did this, I would say "down and over and down some more....that's how you make the number four!" Weeks later when we were reading a counting book, one of the girls pointed to the "4" on the page and repeated the little rhyme. It was just a little thing but it made me feel good that she remembered it!

Alexandra Trudo said...

I like that idea about using a rhyme. Another tool for remembering letters is associating them with a name or common word. The little ones in my program are starting to associate letters with their friends' and family members' names. Parents have told me how impressed they are that their children point out letters and say "A for Allison, B for Ben, C for Cristina, D for Daddy, E for Elmo, etc." Having a familiar word associated really helps to implant it in their memory.

Cailin Nelson said...

One of the tactics we use to teach letter recognition is to cut out the new letter, have the child paste it onto a piece of construction paper. Then we flip through magazines finding objects that start with that letter (all the while we are talking about its sound…) Once we have found a few things the child cuts/pastes the pictures onto the construction paper and the letter is hung around the kitchen. We review the letters everyday while eating lunch. The act of finding there own pictures empowers the children which the enjoy (emotional attachment) and they look forward to the structure of recapping what they have learned. It always makes me laugh when the last plate is served how anxious they are to start. The never cease to amaze me – just today – we were doing the letters (and have several to go through) and I got pulled away for a moment. Once things got settled one focused child kindly redirected my attention to “the one I missed.” How dare I…

Cailin Nelson said...

We installed garden boxes in the fall to start a vegetable garden with the children come spring. We are very excited and have gone all out completing the start-up process with a composter. As fall was coming to a close we talked about the composter – often dug up worms to add to it ect. Well, it has been months since we composted and while block building one child built a composter for his home, lol. It is obvious to me that he is interested in this contraption for his memory has held on to it. I look forward to see where the garden takes our learning this spring/summer. I think it will be rewarding to tend to our plants, cultivating our product, and indulging in some good healthy eats! Many of the seven life skills will be intertwined in this project such as focus and self control, perspective taking, making connections, taking on challenges, and engaged learning.

Rosemary Murphy said...

Cailin-
Talk about making connections! We are planning to introduce gardening to our intergenerational program with Maples this spring. And to think that I have the opportunity to incorporate many of the life skills is exciting!
Thanks!

Sarah Lockwood said...

Cailin, that was a great example! I would have though of something like that would stick with a child who has great interest, very good example. I have often linked memory with how children are socially and emotionally developing. Many children i have worked with have had wonderful parents to guide them in their stages and steps of development but i have also had children who have not had support or a nuturing environment at a young age. I often think of how these memories set in them at an earlier age will affect their future development and goals.

Denise Jones said...

To add to what Sandy was commenting on about Routine, and how important it is in the child's eyes! I have 2.9-3.4 year olds, and they are all about routine! There are two brothers in my class who HAVE to sit down for snack when they first arrive at school. Hungry? No! It started because mom bought NEW lunch boxes for school, and this is THIER stuff. They need to sit down and examine, compare, and sort out what they will eat now, and what they will save for lunch!(Math talk!) The routine of these two boys, has become the routine of our class. We used to snack around 10am, but now it's about 9:15am- talk about flexibility!

Denise Jones said...

In addition to my last comment, I wanted to add a comment about a game that I play with my preschoolers for routine and memory:

In the beginning of the year I always speak in full sentences, and give them full directions, but as the year goes on, it gets repetitious, and therefore, I leave parts out for the preschoolers to fill in the words.

Now its time to. . .

Before we can have snack we need to . . .

Bellies to the . . .

Ill be coming around the table when I . . .
(sung to coming 'round the mountain)

What's going to work?. . .

I feel it really bring in the focus, and I feel they are helping me set the routine, instead of me just telling them.