How Do You Have FUN?

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!

Cultural Awareness and You

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!

Teacher Language?

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.

Observations

Something that I learned as an early childhood educator over the years, is the importance of taking time for observation. It is easy to get so caught up with the plans and activities for the children, but I believe it’s the time spent observing how the children participate, their conversations, their interactions and their progress from week to week, that is more valuable.

When I taught a group of three and four year olds many years ago, I remember thinking how they are considered as always part of the “in-between age”—not totally independent but a mixture of both– being dependent and independent (sometimes all in a few minutes).

I also recall how easy it is to overestimate what these children can do and to expect too much as well as underestimate them and to open up too little physical, social and intellectual opportunities for their growth.

That’s why I feel we should learn how to Keep a Watchful Eye — Enjoy Your Child As He Is! At our Rhythm, Rhyme and Story-Time sessions, we’re taking time each week to share our observations and rejoice in each child’s development. Of course we are mindful not to compare children against one another, but to appreciate their noticeable achievements of progress from week to week.

One of the games we play is the Two Part Directions Game. Can your toddler follow simple directions such as “Pick up the apple and bring it to me?” Can your 7-9 month old pick up a cup by its handle or pull a string to bring a toy attached closer to him? At 12 months can he hold a toy in one hand and manipulate another toy in the other hand? Let’s just enjoy the children and find new ways to celebrate our observations.

Maintaining Your Reading-Friendly Home!

While recently visiting with a teacher/mom/ colleague as we browsed at books at her favorite bookstore in her hometown, I thought about the qualities it takes to the maintaining of a reader-friendly home. My friend was excited to share the children’s section of the local bookstore with me as we both had team-taught first graders together. Now, with her baby of four months, we explored the variety of board books with colorful illustrations and simple texts. The rhyme and natural rhythms we discovered in the books were music to our ears!

I wondered about how parents foster love for reading. Do they prioritize reading by reading aloud each day from the time the babies were born? Is reading associated with a fun, belonging, safe time for children? Do parents sing books too?

Is your home filled with a variety of reading materials? Keeping a variety of reading materials around such as magazines, postcards, photo albums or scrapbooks, newspapers, and for young children—magnetized alphabet letters and beginning reading and alphabet games are a good start!

Keeping reading materials nearby for easy exploration such as books near the changing table and high chair for baby can be helpful. Storing books near comfortable sitting spaces and consider creating a special reading place as the children grow — maybe give them their own reading nook shows them how you prioritize establishing good reading habits over other entertainment. Put a basket full of books and magazines next to favorite places to sit.

In thinking about establishing a reading environment, consider limiting your children’s screen time (including tv, computer, smartphones, tablets and video games) to make sure they have time for reading. When children reach elementary school they benefit by the consistency of your example as you create learning spaces for them.

Keep reading activities family-centered. Reading shouldn’t be exclusively in isolation.
Read together too. Read a book aloud or ask your child to read to you . Make a habit of sitting together while you each read your own books too.

Years ago an elementary school librarian shared her story of a child who didn’t learn to read in first grade, second grade, and when in third grade explained to his mother that if he mastered how to read, he wouldn’t be a part of the family unit as he once had been. He knew that first and second grade is the appropriate time frame to “learn to read” but in third grade you “read to learn” and he was afraid to be left of his own worried that this learning was in isolation of others. He wanted assurance that the family would continue reading together, learning together, laughing together, sharing together, even after they knew he was capable of reading alone.


Sharing time together as you learn alongside one another will establish life-long habits fostering community, friendship, security, and fun. Just a few thoughts to the establishment of good reading habits in your home!

Winter Rhythm, Rhyme and Story-Time

Thursdays: December 2, 9, 16 at 11:30 a.m. Outside (if weather permits!)

We invite all toddlers and their caring adults to join us for literacy and musical fun, 11:30 -12:15 weather permitting! Meet us across from Hill East Community Garden (look for tall gate 1729!)

This week’s theme is MONKEYS! Is there a monkey at your house? We will sing and dance to HAND, HAND, FINGERS, THUMB by Al Perkins among other great books and songs! It’s so much fun supporting your child’s musical and literacy growth through play.

Membership includes coloring book of rhymes and books we’ve shared! Contact me for more details.

Rhythm, Rhyme, Story-time Expectations

Expectations for the class!

When I hear from parents their feelings of worry that their children did not meet expectations during the class time, I ask that they rethink what it is that they feel the children are supposed to be doing. Maybe the children didn’t pick up the musical instruments, or they had their back to the books we were sharing, while others were sitting quietly looking at the pictures.

I invite you to free yourself of this worry! Each child learns in a different way and when they are very little that looks like body movement in different ways. We cherish each learner in our class.

That doesn’t mean we don’t have expectation for the adults!

You are your child’s first (and main) teacher. So I do expect you to look at the pictures in our books and to pick up the instruments at the right time. I expect you to demonstrate “good listening” throughout the class!

I do not expect you to walk around the class. I will take measures to provide a safe environment, so that your children can explore peacefully while we are in class. If your child needs your attention, I will let you know. Mostly, I expect that as we all realize how play impacts our learning, our play together should be fun and inspiring!

Together we expect joyful growth and deeper connections.

Gratefully,
Angela

Literacy Connections

Each time your children engage in reading/rhying play with you, they’re learning volumes about language, literacy, mathematics, patterning, rhyming and reading!

Early childhood experts believe that each child learns from rich and varied literacy experiences. In Rhythm, Rhyme, Story-time, we nurture your children’s natural curiosity for learning as we listen and interact with stories, chants, play with props and read in an informal setting that enriches communication connections.

We have so much to learn from our children! The love of learning is the most important part of education!

I believe that as we are willing to become fellow learners alongside our children, our connections grow. That is why I am hopeful about Rhythm, Rhyme and Story-time. Sharing literacy with our little ones is one tiny way to begin the wonderful journey of rediscovering our natural childlikeness!

Learning World in D.C.

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. 

Book Lists On The Subject of Acceptance

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.