CENTER MANAGEMENT

I am frequently asked about center management. There is no “right” or “wrong” way, but you do have to adapt to your district’s requirements, the age of your students, and your standards. Here are some strategies that I have used in the past.

Weekly Contract
Each week my students received a “contract” with ten centers they “got” to visit during the week. We did center rotation for 45 minutes at the end of the day when they were too exhausted to sit and listen. They got to choose where they went and how long they stayed in each center, but the goal was to do all ten activities by the end of the week. If they finished they got “Fabulous Friday”! What was Fabulous Friday?? They got to take their shoes off and do whatever they wanted. They LOVED it!!!

After visiting a center they colored it in and then raised their hand. My assistant walked around with a hole punch and would punch the activity after they explained what they did or learned. (During this time I could pull one or two students to give them extra help.)

Yes, I did limit the centers to 2 or 4 at a time. On Monday we’d go around the circle and they chose where they’d like to start. If a center already had four people they had to make another choice. When someone left a popular center then they could go there. This really worked itself out. If they wanted to stay in blocks all day Monday they could, but then they’d have to work a little faster the rest of the week to complete their center cards. It was amazing how they became self-directed learners by the end of the year!

Black and white version of the center contract.
https://drive.google.com/file/d/1vZDUXcND9hjVewlJLkmdEg3E-25eS7tW/view

Color version of the center contract
https://drive.google.com/file/d/15ToM6nqTjRomfwH-MuKC9OcskocyIWa5/view


Numbered Centers
I visited another kindergarten that had something similar. Children had index cards with numbers 1-10 on them. These were tied to a string that they wore around their necks. Scattered around the room were the numbers 1-10 with something to do at each station. As children completed the activity they raised their hand and the teacher punched their card.




Check List
Another idea might be to have a class list with the children’s names at each center. Write the focus goal at the top. As children complete assignments they make a smiley face or other comment next to their name.


Choice Board
Make a choice board with the different learning centers you have in your classroom. Put dots to control the number of children who can play in each center at a given time. Write each child’s name on a clothespin or put Velcro on the back of their photo. Children take their clothespin or photo and clip it by the center where they would like to play. If all the spaces are used, then they must make another choice. They may stay there as long as they want. When they leave they take their clothespin and attach it to another center that is open.

*Use alphabetical order to determine who chooses first each day. For example, on Monday the first five children in the alphabet get first choice. On Tuesday, the next five in alphabetical order, etc.


Documentation
Let children can take photographs of the work and projects they do in centers.

WHAT'S IN YOUR BACKPACK?

PLAY GIVES CHILDREN A CHANCE 

TO PRACTICE WHAT THEY ARE LEARNING!

Fred Rogers

Fred Rogers is my hero! What a legacy of kindness, love, and gentleness he left us! It is so true that children learn through play, but many parents and administrators "don't get it." Here's a poem to send home or to share at your first parent meeting about how children learn through play.

WHAT’S IN YOUR BACKPACK?

What’s in your backpack?
It’s empty today.
Where’s your work?
Did you just play?

When I built with blocks
I learned about shapes.
I balanced and shared –
Our skyscraper was great.

I played in the windy house
And talked with my friends.
I rocked a baby
And played pretend

In science I observed,
Guessed, and experimented, too.
The same things grown up
Scientists do.

Art was messy.
I created and explored.
I solved my own problem
When I spilled glue on the floor.

My fingers got a work out
With puzzles and clay.
Those same muscles
Will help me write one day.

I counted and sorted and
And measured, too.
I used my brain
Like a math whiz would do!

Out on the playground
I ran like the wind.
I learned to take turns
And helped a hurt friend.

Story time is what
I always like best.
I can use my imagination
And give my body a rest.

I sang and danced,
Learned a finger play, too.
I answered questions
And said “please” and “thank you.”

There will be time
For worksheets and tests,
But talking and playing
Is how I learn best.

I love to go to school!
I’m glad I’m me.
An empty backpack
Means I’m learning, you see!


Backpack Book
Here's a little book you can make to send home the poem.

Punch holes in the top of a lunch bag (which is actually the bottom of the bag). You will need to do this for the children. Put a pipe cleaner through the holes and twist to make a handle.
Lift up the flap and tuck the bottom of the bag under it. Glue the poem to the inside of the book.

LEARNING CENTER SIGNS

IT LOOKS LIKE I'M PLAYING BUT...

Just because children are playing, doesn’t mean they are not learning!!! Here are some center signs for you to post in your classroom to help parents, administrators, and other visitors recognize all the skills that children are developing.

Why use learning centers?

Learning centers are the most natural way to organize a classroom and encourage children to become active learners. Centers encourage children to make choices, explore at their own level, engage in hands-on discovery, solve problems, work with friends, use language, and be creative. Centers are also an effective way to use classroom materials, time, and space. Above all, learning centers capitalize on PLAY, which is the most meaningful and FUN way for children to learn.

*Hands-on activities in centers provide many pathways to the brain and are engaging for young learners.

*Children can work at their own pace and level.

*Executive function skills of task initiation and task completion are nurtured with centers.

*21st Century Skills are enhanced as children cooperate with others, communicate, problem-solve, and think critically.

*Centers give children the opportunity to develop organizational skills and responsibility.

*Centers can provide children with purposeful practice for automaticity.

*Children take it in and take it in and take it in…and then something comes out! With centers we are laying a foundation by giving children a variety of rich experiences.

Click to download the signs

Thanks to Carolyn Kisloski for these fantastic center signs.

GAMES FOR LEARNING CENTERS

These games are perfect for children to play with a partner or with a small group. Peer teaching is one of the best ways for children to learn, so children who have mastered skills will be able to help their classmates succeed.

Pony Round-Up
Why? upper and lowercase letters, numbers, beginning sounds, etc.
What? spring clothespins, heavy paper
How? Cut ponies and saddles out of cardstock paper using the pattern on the following page. Print an uppercase letter on each pony, and a lowercase letter on each saddle. Children take the ponies and stand them up using the clothespins as legs. Next, children match the correct saddle for each pony.

https://drive.google.com/file/d/0B1SnEagA4jljMXRUdG1rOUp2Y0k/view?usp=sharing


Teddy Bear, Teddy Bear
Why? matching upper and lowercase letters, pictures and sounds, sets and numerals, math facts and answers, etc.
What? heavy paper, clothespins
How? Cut bears and shirts out of paper. Write uppercase letters on the bears and lowercase letters on the shirts. Children match bears and shirts with clothespins.

https://drive.google.com/file/d/0B1SnEagA4jljTTAxcXBUZzU1dHc/view?usp=sharing


My Messy House
Why? sight words, letters, numerals, shapes, etc.
What? different colors of construction paper, clothes pins, piece of string
How? Cut clothes out of construction paper and write skills on them. Tie a string (clothesline) between two chairs. Spread the clothes on the floor as you say, “My house is so messy. Who can help me clean it up?” Children take turns choosing an item, reading it, and then hanging it on the clothesline.

https://drive.google.com/file/d/0B1SnEagA4jljSDk1Z2ZjUldqSlU/view?usp=sharing

Concentration ~ Memory
Why? visual skills, shapes, sets, things that go together, etc.
What? poster board, stickers
How? Take ten 4” cardboard squares and put like stickers (or draw like pictures) on two of the squares. Place the cards face down on the floor or on a table. One at a time, children turn over two cards. If the stickers on the cards match, then they may keep the pair and have another turn. If the cards do not match, then the next person may have a turn. Children must use visual memory skills to try and remember where matching pairs are.

*Use holiday and seasonal stickers to make concentration games.

HOW TO MANAGE LEARNING CENTERS

Since I’ve been at this rodeo for over 50 years I have seen many ways to manage centers. There is no “right” or “wrong” way, but you do have to adapt to your district’s requirements, the age of your students, and your standards. Take a look at the strategies below and see if you can find one that would work for your classroom.

Weekly Contract
Each week my students received a “contract” with ten centers they “got” to visit during the week. We did center rotation for 45 minutes at the end of the day when they were too exhausted to sit and listen. They got to choose where they went and how long they stayed in each center, but the goal was to do all ten activities by the end of the week. If they finished they got “Fabulous Friday”! What was Fabulous Friday?? They got to take their shoes off and do whatever they wanted. They LOVED it!!!

https://drive.google.com/file/d/1vZDUXcND9hjVewlJLkmdEg3E-25eS7tW/view (black & white)

https://drive.google.com/file/d/15ToM6nqTjRomfwH-MuKC9OcskocyIWa5/view (color)

After visiting a center they colored it in and then raised their hand. My assistant walked around with a hole punch and would punch the activity after they explained what they did or learned. (During this time I could pull one or two students to give them extra help.)
Yes, I did limit the centers to 2 or 4 at a time. On Monday we’d go around the circle and they chose where they’d like to start. If a center already had four people they had to make another choice. When someone left a popular center then they could go there. This really worked itself out. If they wanted to stay in blocks all day Monday they could, but then they’d have to work a little faster the rest of the week to complete their center cards. It was amazing how they became self-directed learners by the end of the year!


Numbered Centers
I visited another kindergarten that had something similar. Children had index cards with numbers 1-10 on them. These were tied to a string that they wore around their necks. Scattered around the room were the numbers 1-10 with something to do at each station. As children completed the activity they raised their hand and the teacher punched their card.



Check List
Another idea might be to have a class list with the children’s names at each center. Write the focus goal at the top. As children complete assignments they make a smiley face or other comment next to their name.


Center Rotation
Center rotation is another option if you want all children to work in small groups and experience different centers and activities. Each day you will have the opportunity to work with a small group, and then they can rotate through 3 different centers.

How? Write the numbers “1, 2, 3, 4” on small pieces of paper and put them in a basket. You will need as many pieces of paper as there are children in your room. Children choose a number and that is where they will begin. After 15-20 minutes children clean up and rotate in a clockwise direction. For example, children in station one go to two, two go to three, three go to four, and four go to one. Within an hour children will have the opportunity to experience four activities, including working with the teacher.

1. Teacher Directed
Phonological Awareness
Reading Readiness

2. Social Play
Housekeeping
Blocks

3. Small Motor
Puzzles
Play dough
Erase boards
Blank Books

4. Independent
Listening Center
Library
Math
Technology


Tickets to Centers
Cut out pictures representative of the different centers in your classroom. Cut out the same number of pictures for each area as children who can play in that area. Glue the pictures to poster board cut in 4” squares. At center time, shuffle up the cards and allow each child to draw one. Children then go to the centers on their card.


Tips for Center Rotation

*You can either create four groups based on skills, or randomly assign children to different stations where they should start.

*Use a timer to make sure everyone gets the same amount of time in an area.

*Exercise or do a brain break between rotations.

*Adapt the length of time to the age and ability of your students.

*Have several choices in each station. After children complete the “main course” (assigned task) they can have “dessert” (choice).

WHAT'S IN YOUR BACKPACK?

PLAY GIVES CHILDREN A CHANCE 

TO PRACTICE WHAT THEY ARE LEARNING!

Fred Rogers

Fred Rogers is my hero! What a legacy of kindness, love, and gentleness he left us! It is so true that children learn through play, but many parents and administrators "don't get it." Here's a poem to send home or to share at your first parent meeting about how children learn through play.

WHAT’S IN YOUR BACKPACK?

What’s in your backpack?
It’s empty today.
Where’s your work?
Did you just play?

When I built with blocks
I learned about shapes.
I balanced and shared –
Our skyscraper was great.

I played in the windy house
And talked with my friends.
I rocked a baby
And played pretend

In science I observed,
Guessed, and experimented, too.
The same things grown up
Scientists do.

Art was messy.
I created and explored.
I solved my own problem
When I spilled glue on the floor.

My fingers got a work out
With puzzles and clay.
Those same muscles
Will help me write one day.

I counted and sorted and
And measured, too.
I used my brain
Like a math whiz would do!

Out on the playground
I ran like the wind.
I learned to take turns
And helped a hurt friend.

Story time is what
I always like best.
I can use my imagination
And give my body a rest.

I sang and danced,
Learned a finger play, too.
I answered questions
And said “please” and “thank you.”

There will be time
For worksheets and tests,
But talking and playing
Is how I learn best.

I love to go to school!
I’m glad I’m me.
An empty backpack
Means I’m learning, you see!


Backpack Book
Here's a little book you can make to send home the poem.

Punch holes in the top of a lunch bag (which is actually the bottom of the bag). You will need to do this for the children. Put a pipe cleaner through the holes and twist to make a handle.
Lift up the flap and tuck the bottom of the bag under it. Glue the poem to the inside of the book.




Check out Laura Pearson's excellent advice for parents:
Edutude.net = Where education has an attitude!
info@edutude.net

Fun Activities to Boost Your Child's Learning Outside the Classroom

As a parent, seeing your child struggling in their studies can be tough. The traditional classroom setting can be challenging, and children who struggle may feel overwhelmed and discouraged. However, as a parent, you can help them learn and grow outside the classroom. Here, we present some creative ways parents can help children learn outside the classroom when they're struggling at school.

Find Helpful Educational Apps and Websites

One of the easiest and most effective ways to help your child learn outside the classroom is to find educational apps or websites that can help them. There are apps that can be a great supplement to their studies. These apps offer interactive learning modules and provide quiz questions for the student to test their understanding of the subject matter.
Put Together a Study Plan

Another creative way to help your child learn outside the classroom is to create a study plan together. Together, you can identify what subjects they struggle in most, and make a plan to focus on improving that subject. Having a clear plan can help them feel more confident and motivated to tackle their studies.
Enroll Them in Online Lessons or Tutoring

Online courses and tutoring are great ways to support your child's learning. Online courses can give them access to resources, quizzes, and assessments specifically designed for their grade level.

Tutoring can offer a more personalized approach to learning, allowing them to work through their difficulties with an expert in the subject. Finding the right online course or tutor can be a great way to help your child stay ahead of their peers and catch up in subjects they may have fallen behind in.

Find Ways to Make Learning Enjoyable

While it may be tough for children to develop an interest in difficult subjects, finding ways to make learning fun is an effective way to engage them. This can involve incorporating fun games, quizzes, and learning exercises into their routine. For example, if your child is struggling with multiplication, try playing multiplication games with them to make the subject more engaging.
Ensure They Remain Positive

When a child is struggling in school, it can be easy for them to feel discouraged and lose motivation. As their parent, it is important to help them stay positive and focused on their goals. Be sure to remind them of their growth and accomplishments, and encourage them to keep working hard.
Making Time for Them a Priority

Children who feel isolated or unsupported often struggle to thrive academically. Emotional support from parents can prove to be a valuable tool in motivating children to reach their potential. Spending quality time with your child can be an effective means to provide this support and foster a love of learning, both in and out of the classroom.
Pursue Educational Materials to Aid in Learning

Enrolling in educational courses is a wise decision to support your child's learning. By enhancing your knowledge and skills, you can assist your child in overcoming their struggles and provide them with better guidance. It also helps you stay up-to-date with the latest learning methods and strategies.
Prioritize Your Children's Needs

Finally, it is important to prioritize time for your children to learn, grow, and develop outside the classroom. Encourage them to engage in hobbies, sports, or other activities that allow them to develop essential life skills like teamwork and problem-solving. The more support and care you provide to your child, the more equipped they will be to achieve success in their academic and personal life.

Children who are struggling in school need their parent's support outside the classroom as well. There are various creative ways parents can help their children learn and grow, such as creating a study plan together, signing them up for online courses or tutoring, spending quality time with them, and more. By providing the right support and encouragement, you can help your children achieve success both in and out of the classroom.

WHY USE LEARNING CENTERS?

Learning centers are the most natural way to organize a classroom and encourage children to become active learners. Centers encourage children to make choices, explore at their own level, engage in hands-on discovery, solve problems, work with friends, use language, and be creative. Centers are also an effective way to use classroom materials, time, and space. Above all, learning centers capitalize on PLAY, which is the most meaningful and FUN way for children to learn.

Why use learning centers?

*Hands-on activities in centers provide many pathways to the brain and are engaging for young learners.

*Children can work at their own pace and level.

*Executive function skills of task initiation and task completion are nurtured with centers.

*21st Century Skills are enhanced as children cooperate with others, communicate, problem-solve, and think critically.

*Centers give children the opportunity to develop organizational skills and responsibility.

*Centers can provide children with purposeful practice for automaticity.

*Children take it in and take it in and take it in…and then something comes out! With centers we are laying a foundation by giving children a variety of rich experiences.


IT LOOKS LIKE I’M PLAYING BUT….

Just because children are playing, doesn’t mean they are not learning!!! Here are some center signs for you to post in your classroom to help parents, administrators, and other visitors recognize all the skills that children are developing.

https://drive.google.com/file/d/12i0cGopnEY28T3hxovLjiZeoOYYVEy0W/view

Dramatic Play – It looks like I’m playing, but I’m developing social skills, emotional skills, independence, oral language, my imagination, responsibility, and the executive function. I may use these skills as a mother, father, safety officer, or politician one day.

Blocks - It looks like I’m playing, but I’m developing motor skills, math concepts (number, size, shape, space), oral language, social skills. eye-hand coordination, self control, and my imagination. I may be a builder or architect when I’m grown.

Art – It looks like I’m playing, but I’m developing my creativity, small motor skills, problem solving, sharing, cooperation, independence and responsibility. I may use these skills as an artist, illustrator, or designer one day.

Math - It looks like I’m playing, but I’m developing oral language, social skills, small motor skills, concepts about quantity, shape, size, pattern, and an interest in math. I may use these tools as a computer programmer, accountant, or mathematician in the future.

Library - It looks like I’m playing, but I’m developing alphabet knowledge, oral language, print knowledge, listening skills, eye-hand coordination, concepts about the world, and the desire to read. Maybe I’ll be a publisher, author, or librarian when I grow up.

Science - It looks like I’m playing, but I’m developing a curiosity about the world, sensory skills, problem solving, language skills, and experience with the scientific process (observing, predicting, experimenting, recording, reporting). If I’m a doctor, lab technician, pharmacist, or landscaper I will utilize these skills.

Small Motor - It looks like I’m playing, but I’m developing small muscles, eye-hand coordination, attention span, social skills, and concepts about size, shape, color pattern. I might use these skills as a chef or dentist one day.

Language – It looks like I’m playing, but I’m developing oral language, alphabet knowledge, print connections, phonological awareness, visual skills, book knowledge, phonics, motivation to read. No matter what I become when I grow it, it will be important to know how to read.

Writing - It looks like I’m playing, but I’m developing eye-hand coordination, small motor skills, alphabet knowledge, self confidence, vocabulary, and an interest in print. I might use these skills one day as a journalist, administrative assistant, or poet.

Thanks to Carolyn Kisloski for these fantastic center signs.

FEBRUARY HAPPIES

February is a great time to focus on kindness and friendship! You'll find ideas for morning meeting, transitions, math, reading, science, and social studies in FEBRUARY HAPPIES. 

Here's your link for a FREE download:

06-February 

https://bit.ly/drJFreeFeb

EGG-CELLENT AND EGG-CEPTIONAL LEARNING TOOLS

WORKING ON LESSON PLANS FOR APRIL THIS WEEKEND?

If you can remember where you put all those plastic eggs from last year's hunt, then I've got tons of learning activities where you can recycle them.

Letters
Write an upper case letter on one half with a permanent marker and the lower case letter on the other half.

*Children can match letters. They can also write words or draw pictures of things that begin with that sound and put them in the egg.

.

Word Families

Write onsets (consonants or blends) on one half and rimes (word endings) on the other half. Children twist around and read words. You could also ask children to write the words.

Two Letter Sight Words

Practice making and reading two letter words by writing a letter on each half. Ask children to write the words or use them in a sentence.

Numbers and Sets

Write numerals or number words on the eggs. Children fill with the appropriate amount of beans or paper clips.
Can they write all the different ways they can make five?

Compound Words

Make compound words with eggs.

Science

Let children draw pictures of all the animals that come from eggs.

Writing

Write a poem about spring on a small sheet of paper. Fold it up and put it in the egg.

Math Facts

Practice addition and subtraction with eggs.

Puzzles

Write sight words or spelling words on the eggs. Write the same word on a 1” x 4” sheet of paper and cut between the letters to make a puzzle. Place puzzle pieces in the egg. Children shake and then open and put the pieces together to make the word.
*You can also put random letters in the egg and ask children to see how many words they can make and write from the letters.

SMALL MOTOR CENTERS

Keep those little hands busy with these materials.

Cookie Cutters
Materials: cookie cutters, pencils, scrap paper, scissors

Children trace around the cookie cutters on scrap paper and then cut out with the scissors.



Children can hole punch and then use the shapes to make ornaments or a necklace.

Paper Plate Sewing Cards
Materials: holiday plates, hole punch, yarn

Punch holes around the outside of the plates. Let children “sew” yarn through the holes.

*You can also make sewing cards out of old greeting cards.

Play Dough Writing

Let children make a pancake with the play dough and then write with a golf tee. This will strengthen those little fingers as they practice writing letters, numbers, shapes, words, etc.

Bells
String bells on pipe cleaners and string to make jewelry.



Gifts for the Birds
Materials: pipe cleaners, cereal with holes

Let children string cereal on pipe cleaners. Twist the ends to make a circle and hang outside for the birds.


Cut It Out
Materials: catalogs and advertisements

Put catalogs, coupons, advertisements, etc. in a center with scissors, glue, and paper.
Children can cut out objects they would like to “get or give” and glue them on a paper.

HOLIDAY LEARNING CENTERS

While you're out shopping this weekend, stop at the Dollar Store and pick up some holiday "treats" you can use for learning centers and games.

Match and Memory

Materials: stickers or gift cards, heavy paper cut in 3 1/2” squares

Attach 2 of each different sticker to the squares. Younger children can use these as a matching game.

Older children can play a memory game with these by place them face down and turning over two at a time.



Fit Like a Puzzle

Materials: puzzle and frame, marker

Write an uppercase letter on each puzzle piece and a lowercase letter on the shape in the frame. As children match up letters they will complete the puzzle.

*Use for math facts, synonyms, number words, and other skills.

Foam Letters

Materials: gift bag, foam letters, paper, pencils

Place foam letters in the gift bag. Children draw a letter, write the letter, and then draw something or write a word that starts with that sound.

*Hide the letters in the classroom for children to find. Can they get with a friend and make a word with their letters?


Silly Glasses

Materials: silly glasses, paper, pencil, clipboard

Children walk around the room and write words they can read.

*Can they find a word for each letter of the alphabet?

*For a partner project let one child wear the glasses. The friend takes a pointer and points to words for their friend to read.

Book Presents (Danielle Underwood)
Wrap holiday books up like presents. Randomly choose a name out of a popsicle tin and let that child unwrap the present. After reading the book, display it for the children to look at during free time.

Holiday Brain Breaks (Sharon Smith)
Have the children stand and in place and

Melt like a snowman…
Waddle like a penguin…
Twinkle like a Christmas tree…
Prance like a reindeer…
Laugh like Santa...
Smile like an elf...

*Adapt for different seasons and themes.

Here's a video I did several years ago where I demonstrate the activities for December:
https://www.youtube.com/watch?v=JT6ZaiWeiVs

WORD BAG

This is a super idea for a center, homework activity, or partner project. It can easily be adapted to different skill levels and age groups.


Word Bag
Put flash cards with vocabulary words, sight words, spelling words, etc. in a zip bag. Add different multi-sensory materials similar to those below. Children can take the bag and choose any material they like to reproduce the words.

*Wikki sticks

*magnetic letters

*colored pencils 

*alphabet stickers

*alphabet blocks

*dry erase board

*play dough

Mystery Word
Choose a word each day as a “mystery word." Write it on the board and then tape a sheet of paper over it so the children have to “take a peek” as they enter the classroom. At morning meeting discuss the meaning of the word. Can they dramatize the word? Can they use it in sentences?

More?

You could do shape bags, letter bags, etc. for young children.

CUT IT OUT

Here's a blog and Youtube video I made to help parents work with their children on scissor skills.

*You might even find an idea or two that you can use in your classroom!

http://bit.ly/drjean-CutItOut

Helping Your Child with Scissor Skills

WHY?

Fine motor skills involve the small muscles in the hands. Learning to control their hands is important for eye-hand coordination and every day tasks such as dressing, eating, brushing teeth, etc. Small motor activities also nurture bilateral coordination – using both sides of the body at one time to perform a task. Cutting may sound simple to an adult, but using both hands to do different things as you cut is a complex skill for young children.

Providing children with a wide variety of activities and multiple materials at home will help them feel competent and capable when they start school and they are expected to write, draw, and cut with scissors. Blocks, dressing toys, puzzles, stringing beads, play dough, crayons and markers, sand and water toys, cooking activities, construction toys, and clapping games and finger plays are meaningful ways that children develop small motor skills naturally as they play.

Observe children as they are engaged in cutting and other small motor activities. You can almost see their brains “firing off” as their minds and bodies work in unison. You’ll often see their tongues moving as they concentrate. As children cut, draw, and work with their hands it’s good for their brains, self-regulation, and a sense of competence.

Many teachers have noticed a decline in children’s fine motor skills over the years. “Tap and swipe” just doesn’t activate the brain and hand muscles like cutting and drawing and building and stringing. Activities involving scissors and fine motor skills can be a fun way for parents to interact with their children. In addition, they are a great balance to “screen time” because they are real, active, and hands-on!

You want your child ready for success at school by purchasing the backpack, school supplies, packing their lunch, and dressing them properly. You can also help your child get ready for this big step by practicing scissor skills.


Tips!!!

*Supervise! Make a cutting tub for your child with a plastic tub and a pair of safety scissors. (Act like it is a gift for your child when you present it to him or her.)

Model, model, model! Demonstrate these activities and get the child started by engaging with them and carrying on a conversation. Vary the materials in the tub to keep them interested.

*Once the child is familiar with the cutting tub you can take it out upon their request or to entertain them when you are busy.

*Discuss rules for using scissors. No cutting hair, clothes, or anything that is not in the cutting tub.

*Set realistic expectations. Children have to crawl before they can walk, and they have to do a lot of tearing and snipping before they can cut out a shape. Follow their lead and let natural development unfold.


Getting Ready

Picking up a pair of scissors is probably something you don’t have to think about, but children will need some guidance is how to hold scissors correctly.

Thumbs Up – put a sticker or draw a face on the thumb to remind them to keep it on top. Put a ribbon or colorful tape on the hole where the thumb should go.

Helper Hand – Explain that one hand will cut and the other hand will be the “helper” and hold the paper. “Show me your cutting hand. Show me your helper hand.”

Open and Shut – Practice opening and shutting the scissors and pretending it’s an alligator taking little bites. (Working with tongs or tweezers can help this motion.)

Flying Elbows – Children have a tendency to flap their arms when they cut. Encourage them to keep their elbows at their sides. You can also wad up a sheet of paper to go under each arm to stabilize the forearms.

Tearing – Children need opportunities to tear before we ask them to cut. Start with thin paper like tissue paper and magazines and progress to thicker paper like cardstock, cardboard, and paper plates.

Encourage children to make small tears to make confetti. Let them fill a water bottle with the little pieces to make a shaker. Or, let them glue the confetti to a paper plate to make a collage.

Snipping– Give children thicker paper (such as construction paper, index cards, or grocery bags) to begin snipping. They can practice opening and closing the scissors as they make fringe.

*Strengthen muscles by cutting play dough.

*Give them 1” strips so they can snip through.

*Let them snip straws or yarn.

*Offer paper plates, greeting cards, wrapping paper, food boxes, and other types of paper in keep children interested.

*Collect natural objects like pine straw, leaves, and flowers for them to cut.

Lines– Draw lines on heavy paper for children to practice cutting lines.

*Draw “paths” about 1” to ½” wide for children to cut between.

*Make dots (use stickers) for children to follow and cut lines.

*Cut up junk mail into strips.

*Ask children to cut out triangles, squares, and shapes with straight lines.

*Have children cut coupons out of the newspaper.

Curves- Have children cut on curved lines.

*Let them cut out complex shapes or objects from magazines or advertisements. (Toys are always fun!)

*Have children trace around cookie cutters and then cut out the shapes.

*Encourage children to do creative activities by providing them with paper, markers, yarn, and a wide variety of art media.

It’s the Process, Not the Product!

Early childhood teachers will agree that when it comes to drawing, cutting, and creating it’s the process, not the product. Your child might not be Edward Scissorhands, but she’ll certainly feel more comfortable and competent when she’s handed a pair of scissors at school!