Category Archives: Nursery Teacher Training

Summer Reading

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According to nursery teacher training 30 percent of what a kid learns during the school year is lost during the summer if parents fail to provide appropriate learning situations. The same can be said for reading. Reading, by description, means gaining meaning from print, not just pronouncing the words.

Parental Influence on Reading

Try a variety of reading activities suggested by early childhood education this summer to make this a family venture, such as:

  • Let your kid see you read. Subscribe to the local newspaper, check our library books, register in a book club and contribute in a book appraisal. Your attitude toward books makes an impression on your kid.
  • Register your kid in a book club. As order forms appears in the mail, help your kid choose a book they would like and which is suitable for their reading level.
  • Plan regular trips to the library. Keep library books in a particular bag for easy returns. Also, help your kid post the revisit date on a calendar – a simple way to teach him responsibility.

Incentives to Make Books a Kid’s Friend

Adults can offer incentives to promote reading by registering kids in summer library programs. Often libraries give a tote bag, certificates, and award ribbons for the most books read in their age level, gratitude in local newspapers and end-of-summer picnic for contestants.  In programs such as this, everyone’s a winner. That’s because reading skills have been increased and the kid has been exposed to different authors and diverse interests.

Another incentive combines art with reading. Provide a variety of markers or crayons, paper, paste and scissors. After reading a book, ask the kid to draw a favorite picture from the text. Display the artwork in a famous place in the home. Or, send the extended family, grandparents or friends the drawing. Modified books attract even the most unenthusiastic reader.

Special Reading Sites

It’s true, reading can take place almost anywhere; a desk, kitchen table, propped up in bed or under a shade tree on a warm summer day. However, creative parents who want to add a little something special to a kid’s love of reading can use some of the following ideas suggested by Montessori teacher training online.

  • A Raised platform in a kid’s bedroom provides a particular nook for quiet times with books. If bunk beds are part of the room, turn the top level into a retreat. Throw some soft pillows, puffy animals and a reading light into a comfy corner.
  • Try this recipe for creative reading as suggested by Montessori training- Dry out the bathtub, fill with soft pillows, add some picture books or easy readers and blend in one or more children. You’re sure to make memoirs and don’t be amazed if bathtub reading is a do again request.
  • Check backyard sales or thrift stores for large beanbags. Place in a silence corner of your home or your kid’s room. Provide multicolored tote bags filled with much loved books nearby.
  • For a simple reading site, turn a card table into a personal corner. Throw a sheet or blanket over the table, long sufficient to touch the floor. Add a safe lamp and your kid will find this hide-away a fun place to enjoy books.

Conclusion

Parents who promote a kid to read make a difference in whether the kid struggles through school or masters developmental tasks. Successful reading may even decide if your kid is later admitted to one of the better universities.

 

 

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Connecting Kids with Nature

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The most vital thing to remember when it comes to kids and nature is to provide young kids with optimistic experiences of the natural world. Teacher training course in Mumbai has coined the term, “ecophobia,” which means the fear or dislike to the natural world. By teaching young kids about rare species, pollution, and other environmental tragedies we sometimes teach kids that their relationship with nature is based on worry and fear instead of love and wonder. We can take Early childhood care and education advise of “no bad news until fourth grade” to mean that we must not weigh kids down with the problems of the world until they are developmentally ready to take some kind of act to address those situations.

Through optimistic experiences with nature, we set the stage for a lifetime promise to caring for the Earth, animals, and our communities. Early childhood is indeed the time to plant the seeds of wonder. Let kids discover and find out for themselves the splendor of nature by making sure they have many opportunities to play outdoors. Even if the kids protest and tell you they’d rather play inside on the computer or in the dramatic play area, persist that they go outside. When they say, “But there’s nothing to do outside, it’s boring,” trust in the inborn power of kids’ growing interest and thoughts. They will find ways to bond with nature on their own by discovering worms and dirt and leaves and sticks and rocks and bugs, and the endless amazing classroom that is the outdoors. Even in urban surroundings, kids can experience nature in many ways. Weeds grow in sidewalk cracks and sunlight makes amazing shadows on the ground. These are things just waiting to be discovered.

Inside the classroom, provide kids with hands-on experiences with water, sand, birdseed, dirt, and yes, even mud. Remember, hands and clothes can always be cleaned! Sticks and branches, rocks and gravels, shells and leaves can all be sorted, counted, used to build amazing structures, explored with magnifying glasses, and used in art projects. Gather bugs and let them go when you’re done, take a nature walk this fall to discover nature’s preparation for the forthcoming winter, or view the clouds in the sky and ask kids what they see. If you’re feeling daring, let kids use hammers and nails with donated scraps of wood, not for building a particular product, but for the pure sensory fun of the process.

Many of us, out of the best of purpose, want to teach young kids about the world’s ecological and enviourmental problems because we think we’re helping to create future responsible citizens. Let the pre-primary school teachers’ work on this level of activism.

Conclusion:

Youthful kids need to learn to love the Earth before they can be asked to save it. That’s a job ready-made for early babyhood professionals.