Nora starts a lot of her sentences now with, “When I get bigger and bigger”. She says things like:
When I get bigger and bigger, Ima gonna put on my own shoes…and my coat and my mittens…and Ima gonna take my umbrella…and go outside and STOMP all the puddles. By MY-SELF.
When I get bigger and bigger, Ima gonna walk all the way to the MU-seum.
When I get bigger and bigger…Ima gonna eat my LUNCH…
Proof that the “as-long-as-you-cover-up” mentality hasn’t been around for very long…
Not a fan of the snarky comments, but I love these pictures.
The Documented Life Project: Week 4 Prompt #documentedlife #moleskine #planner #artjournal
Sharing and turn taking are things we value as adults, but they are extremely vague concept for kids. Most of the time, kids really only understand how they work when it comes to making sure they get their turns! Through their developmental lens, many preschoolers adhere to the philosophy that ‘What’s your is mine and what’s mine is mine.’ This is why ‘He’s not sharing!’ or ‘She took my toy!’ is such a frequent complaint at preschools and play dates.
Often, our response is to force sharing. (Or at least the appearance of sharing!) We set timers or pry something from their clenched little fists, in an effort to restore order. But this approach robs kids of critical problem solving practice and opportunities to develop their own social skills. We may value peace and order as adults, but kids need a manageable amount of conflict and chaos to give them meaningful social skill practice.
Given their own tools and scripts as well as adequate opportunities to practice, kids will not only gain the skills they need to be socially competent, but they’ll also increase their confidence in their own ability to solve their own problems.
When we coach a child through the process of asking, ‘Can I have a turn when you’re done please?’ we communicate several key points that ease the process for both kids involved.
1. I want a turn. This empowers the child who is asking. It helps the child to know it’s OK to communicate your needs and wants to others, and that you can and should do that clearly and politely.
2. You get to finish. The magic ingredient in this phrase is ‘when you’re done’. It communicates to the child in possession of the object that no one is trying to take it away or force them to ‘share’. It lets them feel a sense of control, which almost always has the result of softening the child’s white knuckled grip.
Without these three extra words, children only hear that they are losing something– that someone is taking something away from them. With those three words, consideration is given to the child with the object. Instead of losing an object, they are gaining an element of control.
Caught up, finally, on the prompts for #documentedlife The Documented Life Project: Week 3 Prompt #artjournal