While on duty watching your little one in the pool or at the beach, look for the hidden secrets your child is discovering while exploring water. Those seemingly simple pours or splashes probably involve some serious thinking and problem solving that we adults don’t readily see. And it is a lot of fun to speculate about what is going on inside that little mind.
Take my daughter Whitney at the pool in the videos below, when I slowed down and really observed her play, there were lots of really interesting nuggets of thinking I could notice. This first video shows her transferring water back and forth between cups:
We take for granted the transferability of water. That of course when you pour from one cup to the other, the same amount of water is going to show up in the new cup (eg the law of conservation). However, our little ones do not take this for granted and want to experiment again again to test what will happen.
There is a lot of stuff they find fascinating that we view as trivial. Here a serious interest in “Overflow”:
Of course, we don’t pour additional water into a cup that is full but our toddlers will do it again and again. They are discovering the personality of water. It overflows down the sides when they continue to pour in the cup.
Lastly, what happens when another cup is pushed down instead of another — aha! –Displacement occurs:
While they are running their experiments in understanding water, they are also exercising all sorts of thinking, communication, social & emotional and physical skills. Again, this is how the richest learning works. In the context of figuring out something they care about, and show an interest in, they challenge and exercise all the budding skills of development from the physical skill of twisting their wrists to pour the water to the cognitive skill of trying out, remembering and employing the tactic that delivers the desired result. So try to be as creative as you can in supplying tools and encouraging play extensions that come to mind based on what interests your child. Over the summer, there will be lots of opportunities]]>
How do we get to know and cultivate the individual minds of our children? What are the components that comprise an individual mind? How do we meet their learning needs and strengthen their strengths. The research is clear that intelligence is not the narrow skill measured by IQ tests but the versatile and adaptive use of mental capabilities to respond effectively to real situations and needs in their world by figuring things out, solving problems, and creating products. Your babies and children employ and sharpen these tools as they engage in their world. We want our kids to use their competences to become independent, critical and creative thinkers who also build strong relationships, able to deeply connect with the people and world around them.
And it is never too early to start. Every day we can discover more about our unique baby. Minds give off little signals that reveal what they are if we listen and observe. We as primary caregivers in a child’s life have a dramatic influence on how this development and plot plays out. So spend chunks of time where you have no agenda except to listen and observe what your baby reveals about what they are interested in; how they react to things. It is all there is we take the time and patience to learn. Over time, we can help them identify and engage their profile of strengths.]]>
I realize that it is easier said then done. How do we actually identify and engage our child’s uniqueness.
One simple observation is that we see our child’s strengths by comparing and contrasting their behaviors to what other kids are doing around their age & stage. Sports is a great example, I had no clue about my son’s athletic and soccer skills until he joined a soccer team and I saw him playing with others. Watching him play in the backyard alone was not nearly as helpful as seeing him play in a context with others his age.
I know that it is politically correct these days to say we never want to compare our kids to others and I do understand the downside risk of comparing motivated by a desire to brag about our child or to satisfy our own pride of raising the “best” kids. Instead we want to be motivated by a chance to really get to know our own child better. The simple fact is that every child is unique and they give off signals all the time about what makes them so. Group settings help us see those signals more clearly. We want to expose our kids to a diverse range of activities so that we can actually see what most interests them, heightens their joy and draws out their skills and lets them shine.]]>
I personally believe the current debate does not help us make sense of what direction we parents should take. Amy Chua’s ideas about high expectations and assuming that a child is strong – - not fragile – - cannot be easily dismissed. Nor can the high test scores of Eastern cultures (See NYTimes article) . Yet neither can we dismiss the western or American advances in the cognitive sciences that highlights the diversity and complexity of each human mind. It indicates that minds really are all different, each possessing a different profile of strengths and able to contribute to the world in diverse ways. And it is not just about our academic profile; it is about creativity, emotional intelligence, social intelligence and practical intelligence as well as qualities like happiness, joy, compassion and wisdom. Our world is swimming in an immense diversity of professions, roles and responsibilities; yet our schools and cultures narrow intelligence and assessments down to reading, writing and arithmetic. (see Ken Robinson’s TedTalk)
The key to parenting best practices is to tune into your child’s unique mind and profile of strengths and help them become who they truly are. Assume their mind and profile is a mine rich in gems of inestimable value. Our job as parents and educators is to bring out those brilliant gifts by finding great ways to engage that mind in meaningful ways — with activities, projects, and education that challenge and cultivate that richness. We can have faith that are kids are wired to live life well. They want to master their world and win hard fought skills, knowledge and character traits. Yet, we adults in their lives do have a major role to play in helping them to pursue their dreams, to see that they can be, do and have anything, if they put their mind and concentrated effort towards it.
Contrary to some child-centered beliefs, it does not happen by letting children do whatever they want. Amy Chua is right about the fact that watching TV the amount of hours the average American child watches is not going to help. How do we parents provide the right experiences and right expectations to satisfy our universal desire to have our children thrive in a changing unpredictable world.
We need the debate to shift to ideas for how we identify what our children are interested in, what is their unique mind like and how do we provide the kind of opportunities that will strengthen their unique profile. In other words: How do we best provide an individual-centered education? Even parents of infants and toddlers have a huge role as the first and most important teacher. Most of the posts in this blog give concrete examples of how to get down on the floor with your child, enter and see the world through their eyes, observe what they are interested in and developmentally able to do, respond with appropriate exchanges and invitations to extend the play and exploration. It is never too early to get to know your child and cultivate their budding abilities.]]>
“Wow, look at how tall your block tower is. You placed 1, 2, 3 blocks in that tower, congratulations”. Start early and be explicit about how effort leads to specific results that get your attention and praise.
Whitney as most toddlers enjoyed stacking blocks on top of each other to create a tower. She would look up at me frequently after each block was successfully placed as if to say “see I did it” and get my approval. I would certainly play along describing what Whitney was doing and showing my excitement.
We are never really certain what is going on inside that little head of our toddlers. But it is always fun to speculate. Whitney’s baby babble in this video really threw me for a loop as I had no idea what she was saying nor what purpose it was serving so I tried to focus on the block building. One thing I could have done is shifted to different surfaces to explore the effects. The surface of the rug made it particularly difficult to get the third block to stack without falling. If we moved just a couple feet we could have compared the tower build on the wood floor to the carpet and probably made some discoveries there.]]>
While learning to use objects, our babies imitate how adults interact with them. This imitation becomes internalized and our baby begins to develop a specific schema for interacting with a specific object. Researchers call this mental schema a “sensorimotor concept”. For example, Whitney observed us adults using a brush numerous times and at 10 or so months could imitate that “brushing” schema:
Even though whitney would use the back side of the brush and almost never actually have an actual effect of combing her hair, She enjoyed repeating the concept of brushing. As whitney bangs the brush against her head and attempts stroking it, she develops a sensorimotor schema or concept for the brush that combines visual, tactile, and kinesthetic representations of brushing. These non verbal ideas are the foundations for thought and reason!]]>
It is these early intuitive experiences with sequence, number & numeracy that provide the foundation for later abstract mathematical symbol systems. It is the same with more and less of stuff; babies notice the difference. More ice cream for the sibling can bring about a temper tantrum. We can help our babies reflect on these logical and numberical aspects of their world by drawing attention to them and narrating a bit as I attempt in the video.]]>
As mentioned last post, one of the first steps in the development in logic is a baby’s realization that he or she can make something happen. As our babies’ day-to-day experiences accumulate, they begin to notice patterns in their world. They begin to organize and integrate the world into spatial and sequential categories. They explore the features of different objects and learn to “figure things out” — what makes a shoe a shoe, a ball a ball, etc. Bring a bunch of varied objects into their reach and enjoy the show.]]>
By three months, our babies demonstrate that they can remember that they know that doing one thing makes another thing happen and show that they can make it happen–again and again. With Whitney’s ability to coordinate vision, reaching and kicking, something even more dramatic is happening to her mind. She is learning that she can make interesting things happen AND can remember them for short periods of time! Coordinating eye, hand and foot movement is a remarkable achievement but it is the feeling of mastery at making things work that truly promotes our babies’ conceptual and logical development. The more opportunities we offer that enable them to “make things happen”, the stronger this critical foundation for logic and learning.]]>
These babbling patterns are voice structures that serve as a foundation for speaking sentences at a later date. Whitney has even taken a basic voice structure, the “dadada” and added some slight variations to the end. In this way she invents the idea that a core sentence can have different endings and thereby slightly different meaning. Although her babble has no meaning, it has a linguistic structure that prepares her for finding ways to express herself.
Sounds, coos and babbling are the important foundations for later language skills. The ability to even control her mouth positions to produce a Da or a Ga or a Ma is no small feat. Another aspect is the turn taking nature of the babbles if you simply repeat the babble sounds you here your baby making, you will see how they give you space to finish your turn and then they read that cue and then take their turn. This is important skill for back and forth conversations. There are lots of rich language skill building opportunities to support your budding linguist.]]>