All Modules B6-Development Matters in the early years | Page 54
hot, ball" but they also answer pointing at
participating and answering to the routine's
They start anticipating what step of the routine
children
things.
questions according to expectations from
is next and identify and relate the thinking keys
routines. They can predict the next step to
It is important to keep modeling and asking
each routine and their developmental level.
with the different experiences they live in
come in the routine.
the children as we introduce new routines.
Verbal language skills are very limited at this
school.
Reflection
They need the language to be able to
age making teachers’ work very challenging.
Children compare, classify, analyze, and find
Children are constantly identifying what kind of
express their thinking later, and our roll as
But six months later, the type of emergent
out
models is, therefore, crucial. It is also very
words children are using are very different to
spontaneously
important to be open minded and start
previous years.
moments during the daily routine.
looking carefully to understand how
Parents have approached teachers and
Children are by nature inquires, but somehow,
routines, the thinking keys, and concept maps
children at
directors to share experiences related to the
we have observed that now, their questions are
they can better understand information.
meaning of their world”
routines’ language used at home.
deeper and their interest for understanding what
We have to say that at this stage, the
We believe the way we see our roll as early
is going on is more evident and stronger.
differences from children that are not
childhood
The
practicing the routines is not that evident.
discovered a new dimension of possibilities
hypothesizing and reflecting are evidence of a
But the benefits of starting early have
to work with children this young.
huge change going on in our classrooms.
this
age
are
constructing
teachers
has
changed.
We
how
things
are
during
discussions
different
centers
heard
are
actively
participating
in
the
or
alike
thinking concept (key) their thinking is related
and
other
to.
between
become apparent later when they are older
They are aware that by using the thinking
Parents have manifested that their children
have been using the thinking keys and some
them
routines at home when playing.
We have seen projects we used to do, now are
richer in their content and deeper in the
reflections, connections and understanding.
and start participating and communicating
Teachers feel they need to understand better
more. We are noticing children that were in
the topics and their relation to each other.
the younger toddlers being more active and
using some thinking words earlier than
Children’s questions are more demanding.
children just coming in the older two’s
We are finding a new meaning to our
classroom.
profession.
Early childhood needs to be seen as the
starting point to encourage thinking routines
and language, start using thinking maps and
raise our expectations of preschool children
thinking potential.
Exploring Thinking Routines with
Exploring Thinking Routines with Older
Toddlers 1 to 2 1/2 years old
Twos 2 1/2 – 3 years old
Exploring Thinking Routines with PK- 3
3 - 4 years old.
Exploring Thinking Routines with PK-4 &5
4 - 5 years old.
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