It’s Morning Time

Every day without fail, directly following breakfast, your son selects to play with play dough. You are ANNOYED, despite that he’s ready and willing to play happily and independently. Why are you annoyed? Likely because he has LOTS of other toys to play with and because he’s always making a mess with the play dough and then doesn’t bother to clean up afterwards. AMIRITE? Consider a few things: If you don’t want the child to engage in a specific activity, don’t make the activity readily available OR EXPLORE WHY the child is drawn to a specific activity AND what can be changed to encourage cleanup to be part of the process. For example, he says “I’m done”, you respond: “I like the way that you kept most of the play dough on the table. I’m ready to HELP you clean up all of the pieces on the floor”. If he gets upset, you may say, “part of using the play dough is knowing how to clean it up and put it away.” If he persists and refuses to clean up, consider sharing: “If you don’t help clean up the play dough, then you will not have it for tomorrow (because it will harden and dry), so, you can clean up on your own or I can help you.” Often times, it’s a matter of reframing what the child already knows and sharing it back to them (and usually) without judgement. It is also possible that the child does not understand that the play dough will become ruined and he may need to experience the natural consequence of seeing the play dough dried out and ruined to understand the importance of taking care of his toys or belongings. More on that later!

Another thought...maybe, this activity is a “default” activity for him because it’s “safe”, familiar, and doesn’t feel challenging. How can the activity be modified to spark his curiosity and further exploration? Could you add a small rolling pin? Maybe a few cookie cutters? Or even 5-10 small objects (not small enough to be choking hazards) that can be hidden in the play dough and sorted? Can he practice taking small sections and rolling balls of play dough? Could he practice quantifying with the small balls of play dough? How about rolling long pieces to create shapes or letter shapes? The play dough activity could be the beginning of so much learning, just imagine the possibilities! 

5 Playtime Favorites

Play dough (of course)

Playing with sand

Painting

Drawing with chalk

Using (kid-safe) scissors

Why make these options available? 

These are wonderful options for teaching children independence and giving them the ability to create something.  All of these activities are considered pre-writing experiences that help children develop the ability to write letters and numbers. The more opportunities that children are given to develop their fine motor skills and strengthen their hands, the more likely they will be able to exhibit control with writing utensils, eating utensils, dressing themselves, completing other activities with their hands, and furthermore, the easier it will be for them to write. AMAZING, right!?

Benefits of Some Playtime Favorites

Play Dough

This activity is great for…

• Strengthening hands by squeezing the dough, controlling hands to roll balls, and flattening it, too.

• Establishing fine motor control by using fingers to roll strips of play dough, squeeze in between the pincher grasp fingers (thumb, pointer, and middle finger), and to pick up small pieces.

• Exploring through trial and error for color mixing play dough, attempting to roll balls or strips, and create balls of dough that roll.

• Experiencing a freeform imaginative activity by creating shapes and imagining a storyline about the creations.

Word to the Wise: Consider making your own at home or purchasing non-toxic playdough (in case someone, ahem, decides to try and taste a little). A wipeable mat may be helpful for this activity and a small dustpan and brush may be helpful for cleanup.

Point of Interest: Malleable texture of the material

Playing with Sand

This activity is great for…

• Developing hand/eye coordination by watching the sand and trying to capture with hands.

• Experiencing freeform imaginative play through the creation of structures, shapes, and storylines.

• Opportunities for pouring and transferring sand from one container to another, you may consider using funnels, containers with and without spouts; and you may also try adding water to experiment! 

Point of Interest: Grainy texture of the material

Word to the Wise: If using sand inside, store in a small bin with a lid. Share “the sand stays in the bin.” And, consider a small dustpan and brush or dust buster for the child to use during cleanup.

Painting

This activity is great for…

• Offering a non-verbal form of expression by creating something unique from within oneself.

• Opportunities for creative expression to create a storyline about the creation.

• Experiencing cause and effect, as related to cleaning the brush versus not cleaning the brush, mixing colors to create new colors, and the amount of water on the brush as it effects how vivid or dull a color looks on paper.

Points of Interest: Use of a brush, color mixing

Word to the wise: Consider having your child wear a protective oversized shirt to cover their clothing and allow the child to paint over a wipeable surface (or outside). Start with washable, non-toxic paint, and have small towels and wipes available for spills and dirty hands. Consider providing watercolor pots first, prior to liquid paint (for sake of mess control).

Drawing with Chalk

This activity is great for…

• Developing gross and fine motor skills, depending on the size of the piece of chalk and the space available to use the chalk.

• Practicing line drawing (and even scribbling), creating shapes, and leading into the ability to create numbers and letters in an impermanent way, as chalk on a board can be easily erased.

• Creativity and imagination come into play and help bring a child’s ideas into focus and out into the world.

Point of Interest: Creating something on pavement or creating something impermanent that is easily erased/”disappears”

Word to the Wise: Find a small cloth or sponge that can be used for wiping away chalk and a small bowl with water, so the child can tidy their space when finished or so the child can wipe or wash away any of their drawings.

Using (kid-safe) Scissors 

This activity is great for…

• Utilizing fine motor skills to exhibit muscle control and results are seen when properly holding scissors.

• Developing hand/eye coordination to maneuver the scissors and hold a piece of paper or string simultaneously.

• Practicing how to safely use and construct with scissors allows for the creation of increasingly intricate and beautiful projects.

Point of Interest: The parts of the scissors, the ability of the blades to cut paper and string 

Word to the Wise: Point out the parts of the scissors – “these are the handles, these are the blades, we hold the scissors by the handle, the blades are sharp, the scissors are only for paper and string, we walk holding scissors with the blades down”

The Developing Child

In Montessori classrooms, there are specific areas of the room that support the child’s care of self, care of others, and care of the environment. Through these hands-on learning experiences, the child builds concentration, develops coordination, establishes independence, and uncovers a sense of order. It is through these activities that the child learns about themselves, those around them, and their environment. Children love to feel involved and included, as though life is happening with them, not just to or around them. Determining activities within your home where the child can be included will increase their sense of pride, validate their abilities and interests, and help them to feel like a valued part of a community, especially on their “home days”. YOU’VE GOT THIS, MY HERO FRIENDS! 

Want to encourage these activities year-round?

Here’s how! You see, simplicity allows for creativity and sparks the imagination. The available activities do not need to be fancy or complicated to spark joy and encourage learning. Children learn by doing, by having hands-on experiences and by making these options readily available on a shelf, in an organized container, in a cupboard or on a table; children will feel empowered to choose activities for themselves and proud of their ability to successfully navigate each step of the process: selecting the activity, using the materials, tidying the components, and returning the pieces to their places. In many Montessori classrooms, this is known as: “The Cycle of Work”. Each part of the process takes time to learn and mastery of each step happens over time. You know, like heroes in training!

Need a Starting Point?

4 Lists to Create 

1. Identify your child’s strengths

2. List the areas of challenge

3. Create a list of interests

4. Brainstorm one-person vs. two-person activities (for siblings or friends to join)

How to Select Activities

Curious to know what activities to offer? Wondering what experiences would be a good match for your child? Observe! In Montessori classrooms, teachers observe the behaviors of students and listen in on their storylines. Through these keen observations they match activities to student’s skill set(s) and interests. By meeting a child “where they are”, the child can find success through the activities provided, work towards mastering the related skills, and show progress in preparation for the next set of activities. 

Can’t do what I’ve suggested, that’s ok! Find ideas that are similar to the activities I shared and promote the refinement of skills in those ways, instead. You can consider modifying any of the activity ideas shared to meet your needs! Perhaps, you cannot draw with chalk at your apartment building, could you offer chalk and a mini chalkboard to use inside or could you use chalkboard paint on a wall or the side of a toy shelf? You might need to get creative in order to offer some of these ideas, but with a little creativity it can be possible. Now imagine, all those hands-on experiences could lead to an ability to write, an interest in reading, a desire to count, “a want” to share experiences and uniquely original storylines with others, and a need to be creative in a variety of ways. Pretty SWEET, right!?

Challenging to Take Proper Care 

New activities (and routines) take time to learn and it’s OK! Think about Natural vs. Logical consequences. Not sure about those...that’s ok, too, read on, friend! At times, you’ll need to allow for natural consequences, as sometimes, it is the best way for a child to see cause and effect for themselves. Another way to curb behaviors that result in these types of consequences is to pre-empt the likely behavior by participating in an activity by modeling or showing how a material or activity is to be used. Want to join in on the FUN!? You should! Have a seat near your child and embrace “being a kid again” by participating in the activity with them. You’ll be surprised by how much your child is intrigued by your participation with the activity and just because you participate once, doesn’t mean you need to participate every time, however, showing the child how to use a new toy, material or project, allows them to be more successful with the activity, as they will likely try to mimic the activity or the series of actions that you, as the adult, have modeled. Remember, children are like sponges and they’re always trying to soak up what’s around and see how they fit into the bigger picture.

Want help implementing some of these activities in your home? Or, want more ideas to consider? Contact Stacey for consultation packages: info@homedayhero.com