I was reminded recently from a character education professor and former elementary school principal of the importance of starting our school year by acknowledging our strengths. The professor suggested that regardless of your role—educator, parent, family member, neighbor, or friend , its so valuable to make a point of asking children “How do you have fun?” Helping the children to articulate their talents goes a long way to validating children’s strengths.

Sadly, that’s not the usual approach to asking each other about our progress. Only asking “How’s it going in school?” actually is a difficult question for the child to answer unless they are successful learners by the traditional route of linguistic and/or mathematical intelligences.

I’ve found the guidelines that Howard Gardnerr developed years ago defining strengths as we approach learning tasks using a variety of intelligences to be helpful..

Those of us participating in Rhythm, Rhyme and Storytime are well aware that we are tapping into musical intelligence. Recognizing that we each apply multiple intelligences helps in identifying and appreciating our strengths.

This semester, let’s foucs on each child’s individual strengths and of course, let’s us all find ways to HAVE FUN AS WE GATHER TOGETHER for our Rhythm, Rhyme, and Storytime!

One of the first observations I had when I moved to Capitol Hill was that a simple neighborhood playground adventure was filled with international diplomacy! Within 15 minutes of play, I heard five different languages spoken, but the children in their busy-ness didn’t seem to find it a distraction to their games.

Likewise, the music we share at our Rhythm, Rhyme, and Storytime are a blend of cultural rhythms and melodies created in diverse cultures. In a small way, our class sessions encourage families to experience the world through growth in musical expressions. To be culturally curious is life-long!

A common critique of Western Music offered for children is that although it is filled with repetition and rhyme that appeals to young children, it is often sung in voices that mimic chrildren and can be construed as insulting and bland. Musical selections taken from folk songs accompanied by the instruments of their particular area, offer a deeper depth of richness and respect.

At Rhythm, Rhyme and Storytime we take extra care to match musical offerings and literature selections to match the needs of our local families in attendance which brings deep joy as we join together in singing, dancing, celebrating our diversity.

Our Fall Session Schedule for 2024 is

August 15, 23,30

September 13, 20, 27

October 4, 11, 18

Sharing music along with stories that depict our cultural awareness and diversity give us historical context to our current experience Tapping into the natural curiosity of children, we believe in the value of expositing our youngest children to music that has complex rhythm and tonalities. Offering music and literature that represents more of our global community right here in Capitol Hill is a top priority for us!

Listening/Interpreting/Hearing?

A first grader overheard me in conversation with my teaching assistant one day. I had been describing the various homes I lived in. When telling my assistant how tiny the first home that my husband and I owned, I said it was like living in a “cracker box.”

Not long after, I overheard one first grader repeat to another student sitting at her table in a whisper, that I live in a cracker box.

It made me think about all the other missed messages I unintentionally send and others repeat? How can my teacher language be consistently accurate, I wonder?

My first answer is that I need to talk less.
Next, I need to listen to my own talk too, and ask myself if I could say things more clearly with accuracy?

I don’t think I would be described as a teacher who drilled facts in a monotone voice to my students. When I try to be precise and polished in speaking, I seem to lose my words! I do better, it seems, when in spontaneous situations and more informal settings. But, I do hope I can learn from the times I haven’t spoken so others understand the message.

Our Mission

Learning-World was incorporated in 2012, in St. Louis, Missouri. Since moving to Washington D.C. we continue our mission– to provide literacy programs through music, story sharing and movement for the young and the young at heart.  Our international focus utilizes literature and music from around the world. We foster personal growth and enjoyment through participation as we play and dance to international musical themes. 

In addition to our classes, we sell handmade items including dolls from third world countries supporting families with young children in their efforts to get an education. Proceeds from our products is reinvested in the promotion of educational activities and products that promote literacy for our young people. We believe that everyone, regardless of ability or talent, is musically literate and capable.

 Building academic and musical literacy skills in families begins with listening and communicating with one another. We believe strongly in  fostering relationships within the family community by creating fun, shared experiences, and that both the individual, the family, and the community benefit. 

Interested in fostering more family conversations that speak specifically to emotional, physical, and spiritual needs of your children?

What would happen if more families talked openly and directly about cultural differences, race relations, gender and other social/emotional issues with their young children?  Would acknowledging differences such as poverty, segregation, inequality of sexes, etc. scare our young children? Do families wrestle with what to say, or how to say what children are able to hear?

As I shared a bench outside my first grade classroom one afternoon with a young mother and her first grader, our conversation centered on the mother’s feeling of inadequacy regarding “teaching” her child important life lessons and attitudes. She explained how she had grown up in a vacuum of information-sharing and now that she has the opportunity to teach her child, she is overwhelmed with concerns that she is inept, inadequate, and doesn’t understand enough to share impartially and without prejudice.

“Why not draw on the resources available to us through children’s literature?” I asked her.

I know that in my teaching lessons, I often center activities around themes from books –fiction and non fiction to help with concept development. There is a plethora of resources available for helping guide young children and their grown-ups!

Is it okay to form bubbles of protectionism around the children and shelter their exposure to community concerns? Is it acceptable to ignore the issues altogether because of a fear that you are miscommunicating?

Utilizing quality children’s literature as families intentionally direct conversations regarding the social issues that affect everyone is a great way to begin eliminating apathy and developing empathy for oneself and for others.  And it doesn’t have to be all too too serious, either.

For instance, the issue of feeling inferior or of being tiny compared to classmates is beautifully addressed by Rachel Bright and Jim Field in THE LION INSIDE. Combining poetry with vivid illustrations tell the story that you don’t have to be BIG and BRAVE to find your ROAR and that “even the smallest creature can have the heart of a lion.”  Taking that theme alone is a week’s worth of meaningful conversations among family members.

To continue with this effort, I will collate book titles, themes, and authors with suggested  family/book club activities.

 

 

 

 

 

Our success as educational leaders is in the way we continue to model ways we are continuing our learning!

Those with years of experience have much to learn from our digital natives and vice versa…I love thinking about the energy and enthusiasm that the student teachers’ I’ve sponsored represent! I also love thinking about the gifts of being a grandparent.

Judy Ford in her book, Wonderful Ways To Love A Grandchild wrote: “Both generations, relieved of obligation and expectation, are free to fully appreciate and delight in each other as individuals.”

Grandparents and Grandchildren are GIFTS to one another!

1. Help lighten up AND relax
2. Stay open to mystery, magic, awe
3. Help regain the intuition and imagination of our youth
4. Help widen our view of unconditional love
5. Help us regain our freedom

Being with a grandchild fills us with hope about the ongoing process of regaining innate sense of endless promise!

An annual “ritual” of cleaning out files at the end of each calendar year, yields itself to a lot of self reflection–especially as I read over my journal entries from the past.  Here are some notes regarding discipline that are worth re-thinking:

 

discipline–from Latin word for teaching

every child is different every family is different, each situation is different BUT there are universal rules of behavior that apply to everyone, at all times

along with each “NO” always offer a “YES” in the form of an alternative

correction and reward work better than punishment–positive reinforcement–rewarding and praising good behavior works much better–it builds self esteem

anger triggers anger     try to remember at moments of high anxiety (it won’t be easy) that your long-term goal is to teach right behavior

discipline can be a laughing matter. Humor is the leavening of life–and a surprisingly effective tool (taking each other less seriously more often will add sunshine to your days)

 

NO USELESS LUGGAGE–if you have packed wisely you have eliminated all

anxiety

fear

evil forebodings

low spiritedness

false responsibility

heaviness of heart

 

 

 

 

I believe that even our youngest children at Learning World Little Step (2 year olds) are capable of expressing their thought process in order to participate in the planning process each day.  Helping children become conscious of this capacity to establish their goal begins by following their lead based on their own interests.

As children plan, they  may use their imaginations beginning to demonstrate understanding that by following their own actions, a result might occur! By planning, we are promoting children’s self-confidence and inner control. Planning also encourages children to articulate their ideas, choices, and decisions. It also supports a development of more complex interactive play where they take on imaginative, productive and creative give and take with others.

Ideally, children continue practicing the skill of planning at home. Once children have a consistent time and place to plan, and actually begin the planning process, they will prove to be competent decision makers which parallel their parents support and understanding that children learn best by following through on their special interests.

How?

Provide paper and a variety of drawing and writing tools. Suggest to the child he draw or write what he plans to do.

Talk with each child in turn about the plan. Remember to anticipate and appreciate a variety of drawing and writing styles–

scribbles, tracings, shapes, designs, figures, letters, etc. Try to note as many connections between the child’s plans and actions which leads to closure and the opportunity for reflection. Planning is just the beginning!

 

RESPECT?

Finding Balance?

Respecting the child by giving time and undivided attention?

Here are some notes I had with my husband recently regarding a conversation we had about finding balance and ways to articulate children’s long-term needs. I decided to share this on our Learning World blog as the grandmother that I am, more than as the Center Director for Learning World.  We are all in the process of learning–life has so many new opportunities for us to learn from.  The last six months, I’ve been living in the lower level of my youngest daughter’s home, where I set up a school for the Little Folks in Washington, D.C. My thoughts on this blog entry are a result of a conversation I had with my husband who has remained in St. Louis to complete his work on his Ed.D. in Character Education at the University of Missouri.

Our first question together was:

If a parent, when with a child— perhaps nursing or feeding or doing an activity— is multitasking with a computer or smartphone, the child is likely to be aware of the lack of full attention on the part of the adult. One of my questions  is whether this matters? Does the model for children of not being fully present by looking into their eyes for periods of time, or not being fully engaged in an activity with the child, have a negative effect in the long term?

Is one of the triggers when children “act out” for attention, or whine in disagreement with their parents, a result of not having a basic need for undivided attention satisfied?

Of course, this can be viewed from both perspectives: the child’s point of view—and the parent’s point of view. Parents need to feel their own needs are being met also.  There is nothing more demanding than the care of young children and although we have many books on this subject, they really don’t prepare parents for this imbalance!

What are ways to accommodate the needs of both the adult and the child? If the child needs a certain amount of undivided attention and the adult has needs of keeping income flowing, continuing to do work, etc., I wonder if the goal might be to find a balance so that the child has sufficient undivided attention that the child develops the security and the awareness of their connection with the adult and the adult has the time to complete the work that is needed.

I suppose this question has much to do with how do we show respect for one another.

Balance: giving the child sufficient undivided attention  so that the child develops a sense of confidence in self and awareness of their value as a member of the community and providing time so parents may serve the community by doing the work that they are obligated to do.

The challenge is to put the two areas of responsibility into balance and to eliminate as much as possible all the things that are superfluous. For example if the dad has the responsibility of being on a conference call and the child wants to be with the dad during the time of a conference call there is a dilemma. Prevention of  this dilemma  might be to better prepare for the conference call with the young child more involved.

There is no formula for reaching a balance that meets the needs of the child and the needs of the parent. But there might be some standards and procedures the parents can follow to find this balance.

Talk Together:

One possibility is to talk with a child about the schedule and to let the child know what the needs of the parent are. Of course the child may be too young to describe their needs, but it is the responsibility of the adult to anticipate as much as possible when the child will need full attention and to structure ways to meet that need for full attention.

By talking together, I assume parents will keep their points brief!  Try to explain basic needs in as simple a language as possible.

When a parent explains in child-friendly language some of the details of the upcoming call, then, even very young children feel respected and are willing to give a little time to their parent. On the other hand, the child may use that to exploit the parent by cajoling and throwing a tantrum at the time for the conference call. This is not something that happens without cultivation. The child needs genuine experiences where their needs are respected.

Nurture:

Nurturing Takes Time: Its Organic, Not Mechanical

Think of the children as growing plants, not as machines. Learning is recursive, that until the child grasps and internalizes concepts, its not meaningful.

When we are nurturing parents we are patient parents–patient with ourselves as well as with our little ones.

Pace

Is it possible to adjust the pace set each day to more adequately meet each one’s needs? Isn’t it hard to be rushed out the door, to be on time for school, for instance, when you really have no concept of time! How can parents more fully prepare the children to meet deadlines? Are their some key phrases that could help with this?

Perhaps by saying something like “This is a hurry up time”  or  by singing a favorite song and suggesting that shoes and coat need to be on before we reach the end of Twinkle!

Flexibility

Simplicity

Providing a manageable, age appropriate environment. You don’t ask children to deal with problems they don’t comprehend. With the youngest, you provide choices that are simplified, suitable for the child’s developmental level.

Consistency

Although I am considering this a “standard” I am well aware how difficult it is to be consistent in our day to day dealings with our young folk.  Just when you think you have confidence in your system and schedule, something changes. Change is the constant.

As I consider these ideas, I hope to elaborate more.

When I was away for several months to care for our grandchildren, my husband commented that we weren’t sharing information as regularly and consistently as he had hoped. He suggested that we find a time each day where we could talk. The challenge for me was the times that I was free (nap time, for instance, was when he was often in meetings. and because of the time difference I was usually so tired by 10 p.m. which would be 9 p.m. his time!) He thought we could consider one process —to have the conversations that we need during the day time and to ask the grandchildren’s permission to have a conversation. If we have a conference call and talk about things that are important to us and the child has anything that comes up in the middle of a conversation we can defer to the child’s needs and resume our conversation afterwards, he suggested. He went on to infer that the children benefit by hearing us discuss our ideas together–that this would demonstrate more inclusiveness.

In thinking about his request,

I realized that by asking children’s permission to make phone calls is one small step in being respectful. I also thought about times when I’ve asked the children to tell my husband something they’ve learned or wanted to recite. I’ve been thinking that although it may be kind to talk over possible ideas the child could share on a phone call, I do hope that as much as possible, children are not requested to “perform”. Of course, we grandparents, love hearing their poems, their songs, their recitations, but not after they have been cajoled into sharing these things—capturing the tone and intent of their sharing, is what we really delight in. 

A favorite “Family Circus” cartoon from many years ago shows the mom yanking on her son’s trousers holding him back from running off as she politely speaks into the telephone to her Aunt Nancy assuring her he wants to speak with her! Seeing this cartoon always makes me chuckle, but in reality, the actions bring me discomfort—its hard to be “forced” to have to be “polite” or to do as you are told in those circumstances!

If the grandchildren have the opportunity to chime in on their own free will and say the things that occur to them, we are supporting their ongoing creativity and discovery of independent thinking.

When is it appropriate to have “private conversations” and to care for children at the same time?

Another observation I’ve made is when at the local parks, it is more common to see adults preoccupied with their cell phones than in watching over the children on the play structures.  Of course, this is a natural setting that might be conducive to getting some things checked off the “to do” list while the children play. However, adults miss socialization opportunities for their young ones by guiding and modeling appropriate ways to share equipment, etc.  Playground time is the key time to teach community awareness so why do we ignore this and zone out? It is only after the child has been pushed down the slide or off the climber and has crashed to the ground with wails of cries that the adults abruptly end their conversations, and tend to the little ones. Meanwhile the child never really learns how to take turns, or how to ask if they might play with the ball next.  They learn by being pushed aside and perhaps even, bullied, and the adults around them don’t seem to notice.

If the parent is aware that there can be a balance between using the cellphone and giving the child undivided attention the parent might be willing to sacrifice some of the conversation on the phone for the sake of giving the child needed attention. If the parent can have a sense of joy and excitement in seeing the child develop and grow and thrive in that loving support then the parent may value the time with the child more than the time on the phone.

These ideas for young children can also apply to adolescents because children and all people need to understand their place and value. By communicating what we’re thinking and what we’re doing, both adults and children can build bridges of understanding between their worlds and have the kind of stable relationship that involves both a sense of connection and a sense of freedom.

If the parent and the child both communicate their ideas and needs and plans clearly then the relationship has resilience and stability that enables both parent and child to cope with the changes that inevitably occur in daily life. People have resilience when they understand their needs are important and the pressure of the world is an issue for everyone.

It is possible for parents to find balance between undivided attention for children and living their lives and fulfilling their responsibilities beyond the child. This question of balance is a significant challenge. As with any balancing act you can fall off one side or the other. But there are strategies such as those shown in First Steps in a Grown Up World by Mary Edge Harlan, that give the parent ways to see life from the point of view of the child. (This timeless book written by a Nursery School Director was first published in 1952 and remains a favorite on my bookshelf!)

Children and parents have different needs and to assume that if something is beneficial for the parent, it follows that it will also be beneficial for the child, can be fallacious. We need to have ways parents can communicate and lead the family forward to the mutual benefit of parent and child.

One step that an outsider (someone who is not the main caregiver–a teacher, friend,) can take is to give a perspective that enables the parent to understand more fully how life is perceived by the child.  If an outsider can help the child find voice and help the parent  through the eyes of a child, then the outsider can be a resource who will give the family a greater chance at having a stable and productive relationship.

 Perhaps the key to the work is developing language that expresses the thought of the child in a way that the adults can see the world through children’s eyes

Finding balance between work, leisure, and family is a challenge. What steps can I take to document the way to give voice to the needs of preschoolers and other children, I wonder? 

It will take effort and time to develop the language in a form that parents can fully implement but it’s good work and worthy of the effort. This is the essence of love– seeing from other people’s perspectives– being aware of their needs, appreciating the value of each individual, being joyful in the relationship, and being thoroughly accurate and honest and candid about what’s working and what’s not working in the relationship.

Remember the poem: I wake in the morning early, AND always the very first thing…I poke out my head, I sit up in bed, and I SING and I SING and I SING! (Rose Fyleman)

Observing young children as they develop the ability to express themselves through singing is something I SING about. As a student of literacy since the 1960’s, I am thrilled to read recent brain research which confirms what childhood educators instinctively know about young children: When children are surrounded by shared, fun, musical experiences (including listening and chanting  poetry) they gravitate to writing, reading, and expressing themselves with fluency. It’s a delight to watch!

Join us for the joy of sharing music!

Call for dates and times: 314-359-2161  Ask for “Angela”