From Restless to Ready

Is Repeating a Grade the Right Choice?  A Thoughtful Look for Early Childhood Educators   By Mrs Becky Udman Early Childhood Consultant, Torah Umesorah   It’s one of the hardest questions we face as early childhood educators:Is this child ready to move on—or would they truly benefit from another year? Grade retention is never a simple decision. It’s layered with emotion, pressure, and a deep desire to do what’s best for the child sitting right in front of us. And in early childhood, where development can vary so widely, the answer is rarely black and white.   When an Extra Year Might Make Sense When a child “sticks” out amongst his peers in more then one area of development we want to consider what Dr Ross Green, a renowned clinical psychologist and author,  teaches, “Children are not lacking the will, they are lacking the skill.” When teaching young children our

Movement Builds Minds:  3 Ways to incorporate more kinesthetics in your learning   Have you ever noticed how children remember songs with motions better than spoken directions alone? That’s because movement anchors learning. When children act out information, march while counting, or form letters with their bodies, they strengthen learning in several ways at once. They create multiple memory pathways — visual, auditory, and kinesthetic. The more pathways involved, the stronger the retention. The best part? You don’t need special equipment or extra time. Movement can easily become part of your everyday classroom routine.   1. Add motions to songs and stories Whether students are singing along or just listening, involve them by adding motions for them to mimic. When reading a story, invite children to copy your movements, use hand motions for key words, or act out parts of a story as you read.   2. Use cross-body warm-ups