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. 53