Tag Archives: early childhood teaching resources

The value of parent volunteers in the classroom – Readilearn

value of parent volunteers

I have always welcomed and appreciated parent volunteers in the classroom. The value they add to the classroom program and children’s learning is enormous. I always loved that we could do much more with the assistance of parent volunteers than we could without.

But effective use of the parent volunteer’s time requires a certain amount of organisation and preparation. Just as there is little point in a parent volunteer turning up at a scheduled time if you are unprepared; there is also little value in a parent appearing at the door during class time and asking, “Can I help?”

Parent volunteers can play a very important role in the classroom, especially with group work in literacy and maths, assisting with art lessons, outdoor activities and work in the computer lab. They may also help in administrative-type roles such as changing reading books and checking sight words. Perhaps they could read to groups or individual children, or listen to children read.

utilising parent volunteers

How their support is utilised will depend upon their availability and your class program.

For a variety of reasons, not every parent is able to offer regular assistance in the classroom. Indeed, parent help should not be viewed as an expectation but appreciated as a gift of their precious time.

when parents volunteer

Sometimes parents welcome the opportunity to share a special skill or information related to their

Continue reading: The value of parent volunteers in the classroom – Readilearn

Happy first birthday, readilearn! – Readilearn

 

This week we celebrate readilearn’s first birthday. Last year we launched with just over one hundred resources to support early childhood teachers in their role. Now there are more than 250, and the number continues to grow with new resources uploaded nearly every week.

Resources across most areas of the curriculum support teachers of children in their first three years of school. All resources are original and teacher-made, designed to lighten workloads by providing lessons and activities teachers would make themselves, if they only had time.

The collection consists of digital stories, and interactive resources for use on the interactive whiteboard. There are printable activities, teaching suggestions, and notes for distribution to parents. If you can’t find what you’re looking for, let us know and we’ll do our best to support you.

This week, in celebration of the milestone, I have uploaded two new free resources which can be personalised for individual children on their birthday.

Continue reading: Happy first birthday, readilearn! – Readilearn

Classroom minibeasts – Readilearn

Learning about minibeasts in the classroom is a great way of engaging children with science knowledge, appreciation of nature, the interrelationships between people and the environment, sustainability, and caring for our planet. It fits beautifully into the science curriculum in an early childhood classroom when children are learning about living things, their needs, their external features, and their life stages.

With live minibeasts in the classroom, it is possible for children to observe all these aspects of a tiny creature. They can use their observations to consider how the life stages of minibeasts compare to those of others, including themselves.

My personal favourite minibeasts for the classroom are butterflies, but there are many others equally suitable; such as:

  • Silkworms
  • Meal worms
  • Stick insects
  • Cockroaches
  • Spiders

The timing and choice may depend upon your location.

For Australians, Minibeast Wildlife is a great resource.

This week I have uploaded some new resources to support a unit of work about minibeasts in an early childhood classroom. These are resources I used for many years in my own classroom. I hope you find them useful too.

Butterfly diary is a free printable resource for recording observations of butterflies in the classroom. Observing the stages in these brief lives helps develop an appreciation for all life. Recording observations integrates science learning with other subject areas

Continue reading: Classroom minibeasts – Readilearn

Shaping up – activities with 2D shapes. – Readilearn

Shapes are all around. Everything we see has a shape. Some of those shapes are regular, some not so regular. In early childhood, children are introduced to the basic regular shapes of circles, triangles and rectangles, including the special rectangle that we call a square.

Even before they begin formal learning, most young children can recognise and name these four basic shapes. They see them in picture books and encounter them in puzzles and games.

But learning about shape goes much deeper than just being able to recognise and label those colourful images.  An understanding of shape has relevance to many other activities such as reading maps, construction, laying tiles, and stacking items. They need to know how shapes can be combined to form others, and what happens when they are cut, flipped or turned. They will use their knowledge of shape in more advanced geometry such as finding perimeter, area, and volume.

The colourful, and sometimes humorous cartoon-like, ways in which shapes are introduced to young children, can make them appear fairly basic, and parents and teachers may state with pride, “My child knows all the shapes.” But with shape forming a basis for so much other understanding, it is important to use language that enables understanding and discourages the formation of misunderstanding.

Misunderstandings occur when objects

Continue reading: Shaping up – activities with 2D shapes. – Readilearn

Introducing author Cynthia Mackey – Readilearn

This month I am pleased to welcome first time author Cynthia Mackey to the readilearn blog.

Cynthia has always loved children’s literature.  After years of teaching preschool and kindergarten, she is proud to have written her first children’s book, Katie Shaeffer Pancake Maker.  Cynthia writes in her spare time and has plans to publish more picture books for children.  She lives on the west coast of British Columbia, Canada with her family and her piano where she faithfully continues her weekend pancake tradition.

Synopsis: In Katie Shaeffer Pancake Maker, Katie is too young to use the stove so she dreams of making her very own pancakes. Join Katie and her friend Baxter in this fun story as they use a passion

for collecting and building to find a way to realize Katie’s pancake dream!  This upbeat energetic tale with great potential for reading aloud will appeal to adults and young children alike.  The book includes a predictable rhyme that will have children chiming in as the story unfolds.  Children will celebrate with Katie and Baxter as their pancake dream becomes reality!

Welcome to readilearn, Cynthia. We are looking forward to getting to know you a little better.

Thanks for inviting me!

Cynthia, when did you know you wanted to be a writer?

Continue reading: Introducing author Cynthia Mackey – Readilearn

Fair trade – what’s it to you?

What do you think of when you hear the word “trading”?

International trade? Stock market trading? Trading one item for another? Perhaps a Trade Fair, or selling items at a market stall? Trading as your *business name*? Maybe you are committed to purchasing “Fair Trade” in support of the  World Fair Trade Organisation’s aim of making international trade more equitable?

As an early childhood teacher, I think of trading games that we use in maths lessons to help children understand place value. In our decimal system, we use ten digits in various combinations to represent numbers. Placement of each digit is vital; for example, 290 is very different from 902.

Without a firm understanding of place value, it is difficult to work with numbers efficiently. I believe that many difficulties with number stem from insufficient understanding of place value. Children need to experience numbers in a variety of contexts to fully understand the decimal system.

For younger children just beginning to learn about two-digit numbers, we may connect interlocking blocks or bundle popsticks to form groups of ten.

 

When children have a firm understanding of the grouping process, and the way the numbers are represented with two digits, they move to a similar process with numbers over one hundred. It is at this time that we introduce trading.

Instead of using interlocking cubes or other items that can be linked or bundled, ten individual cubes are traded for one ten, and ten tens are traded for a one hundred flat, and so on.

I feel so strongly about the importance of children learning place value, that I have made a variety of resources for teaching it. The resources, available from readilearn; include:

Beginning place value – the train game

Race to 99 – A place value game for maths groups

The interactive resources

Let’s read 2-digit numbers

and Let’s write 2-digit numbers

Playing games has always been a favourite activity for me, and always popular for family gatherings. We’d quite often we’d spend holidays, like Christmas and Easter, when the children were growing up, playing board games or card games. One of our favourite games, especially if there were larger numbers of people (up to ten) was a trading game called “Billionaire”. It is a raucous game. Everyone is engaged all the time. Play involves trading cards (commodities) with each other, and this involves much shouting (over the top of each other) and laughter. If you have never played it, but enjoy games, and have a group of four or more to play, I highly recommend it. (Sorry, I couldn’t find it to add a photo. It’s hidden away in the games cupboard somewhere.)

I couldn’t write about trading without mentioning Jack and the Beanstalk. Mother sends Jack off to the market to sell the cow. Along the way, he meets a man with a handful of “magic” beans which he offers to trade for the cow. Not having heard the saying, if it sounds too good to be true, it probably is, Jack agrees. Of course, Mother is none too pleased and throws the seeds out the window. But, as the story shows, Jack was right to trade and rewarded for his ignorance of the oft-touted adage. (The story also raises other issues regarding trespass, theft, and causing fatal injuries. But we won’t go there this time.)

This week at the Carrot Ranch Charli Mills has challenged writers to In 99 words (no more, no less) write a story about trading. It can be the profession of old or of modern day traders on Wall Street. It can be trading places or lunches at school. What is traded? Is it a fair deal or a dupe? Trade away and go where the prompt leads you.

For my response I’ve ended up in the playground yet again. It involves a little trading of cards, but more a trading of power. I hope it works.

Trade fair

Cards, were coveted like gold. To belong, one was enough; more better. Each lunchtime the boys showed off new acquisitions, compared intelligence and strength points, and traded duplicates. Fair and friendly battles pitted minds, the winner claiming card supremacy. Then bully Boris won, and none dared challenge. Until Justin, tired of Boris’s tactics, dared.  The group gasped. It seemed Justin would be crushed. But clever cardless Frank slipped in and showed the winning move.  Boris growled, “Inadmissible” and threatened repercussions. Defiant, Justin handed Frank a card, bestowing membership. Empowered, each boy followed, declaring Frank the Master, and trading opened.

Thank you for reading. I appreciate your feedback. Please share your thoughts.

 

Thinking mathematically – Readilearn

Mathematical thinking involves more than just being able to count and recite number facts. The ability to solve mathematical problems requires us to think flexibly and creatively with numbers. We need to see that there are multiple ways of interpreting a situation and reaching a solution. It is never too early to get children thinking.

An easy way to get started is to give children a variety of objects to count. Rather than always counting groups of similar objects; for example, counters, bottle caps, or teddy bears, it is important for children to realise that collections for counting

Continue reading: Thinking mathematically – Readilearn