Early childhood educators like to emphasize that young children learn with all their senses. From the time they are born children learn about their world by touching, tasting, smelling, seeing and hearing. Which is why it is important to have many sensory experiences available at school and also at home.
Too often we find reasons why we don’t offer this type of play to our children; such as not enough room or too messy. But with a little imagination, time and tolerance we can overcome these reasons and provide this important type of play to our young children.
In order to protect floors could you use plastic office chair mats? If space is a consideration maybe plastic dish tubs could be filled with your sensory material, then they could be put away when your child is done playing. If having a mess is holding you back, remember having your child help clean up when the playtime is done is an opportunity for creative problem solving. Enlist their ideas on how to clean up the messes.
While we all instantly think of sand and water as the stock materials for sensory tables try to think “out of the box”. Mediums such as dried beans, bird seed, shaving cream, potting soil, snow, dried field corn fallen leaves, and yes, MUD, are just some of the many different sensory items you can use. (But remember the age of the child who will be using the sensory table as some of these may be a choking hazard.)
To keep your sensory table appealing, interesting and to promote different learning experiences don’t forget to vary the add-ins you put in these different mediums. Along with the various tools such as: spoons, cups etc., other ideas could be tweezers, sponges, PVC tubes, turkey basters, alphabet letters, sea shells, egg beaters etc.
But above all, remember, that although sensory play provides an opportunity for our children to engage in active learning, it also provides us another opportunity to play with our children and for us to have an excuse to get a little messy!
Myth Dispelled – “I Don’t Want to Live With Old People…”
“I don’t want to live with a lot of old people.” We residents of Kendal at Oberlin hear comments like this from some of our friends when we encourage them to consider moving into our community. To tell the truth, some of us may have spoken those exact words – until we actually saw how intergenerational life is here at Kendal. We have an Early Childhood Center under our own roof, so even those of us who don’t volunteer in the Center are cheered by seeing youngsters as they take excursions along our corridors and walkways or play next to our cafeteria. The high school students who are our dining room servers provide another level of interaction, highlighted every spring when they bring their prom dates to show off their “dress-up” attire. And our other staff – housekeeping, facilities, wellness, nursing, etc. – in the process of performing their tasks help us feel we belong to a multi-age community. And when storms close the public schools, our KORA “Snow Day Teachers” provide activities for the children of these staff members.
Kendal is not a “gated” community in any sense. Non-residents, including members of Kendal –at-Home, are attracted to many of the programs presented by KORA committees. Increasingly, community organizations, most notably the Oberlin Heritage Center, make use of our facilities for public programs that bring overflow crowds to our auditorium. Because Kendal residents are so active in community and church groups, many meetings of these groups take place here – as becomes apparent when trying to schedule the Crossroads or Green Room. And our mile-long circular Kendal Drive attracts college students and others for jogging or just a leisurely walk to watch the birds and other wild life in our ponds, woods and natural meadow areas.
Oberlin College and Conservatory students volunteer to assist in the Stephens Care Center, present recitals in our auditorium, and provide programs for our committees. Many Lorain Community College and Joint Vocational School students receive part of their training here. Students in the Oberlin Public Schools, including the Model U.N. participants, Ninde Scholars and International Baccalaureate candidates, give talks about their studies and display their projects. In return, Kendal residents write “publicity plugs,” provide “grandparent” readers for kindergarten students, staff the “listening post” for middle school students, tutor and occasionally teach courses in the high school.
Among the small town advantages of Oberlin is that within easy walking and biking distance are a magnificent art museum, a world-class Conservatory of Music, and the full range of Oberlin College academic, athletics, drama and other facilities – all of them open to Kendal residents. Many of us audit classes and/or participate in winter term and Exco courses – free of charge. With the College’s 1200 events a year, including concerts, operas, plays, dance performances and lectures, at little or no ticket price, we Kendal-ites have far more opportunities to mingle with audiences of all ages than time and energy permit. We offer our own talents to the community by participating in the Musical Union and church choirs, and by showing off our Lawn Chair Precision Drill Team in such events as the annual city-wide Big Parade. Some of us also serve on City commissions and many of us on church and community boards and committees.
So, it’s true, we Kendal residents live with a lot of old people – very fascinatingly talented, experienced and wise old people – but we keep our curiosity, creativity and intellectual capacity alive thanks to the extraordinary intergenerational opportunities that Oberlin provides.
John Elder, KORA President
KORA is the Kendal at Oberlin Resident Association. Visit their web site at www.kaores.kendal.org.
If I think about most of those memories happened outdoors and included a lot of nature-based play. For instance:
Chances are they don’t. Childhood has changed. American kids now spend 27% of their time with electronic media. How much of their time do they spend outside? One percent, on average, and that includes highly structured, adult-led activities like soccer and baseball leagues.
“Unstructured” outdoor play free play amounts to only about 30 minutes per week for each of our children. That’s barely four minutes per day. Yet American two-year-olds average 2.6 hours of television per day.
Today, children’s access to green play spaces is often limited or dangerous
Kids’ free time dropped by 38% between 1979 and 1999. Parental fears have been magnified by “24/7” media coverage, whether it is sunburn, bee stings, or crime. Parents can not ignore the steady flow of worrisome news.
The big villain is plugged-in play, (i.e. cable television, digital music devices, computers, and video games). They have been the major factor in the disappearance of outdoor play.
As a result, childhood has changed dramatically and we don’t even have a hypothesis about what the long-term impacts will be!
Only recently have we begun to grasp the powerful and positive impacts nature and outdoor experiences have on children’s healthy growth and development.
Regular habits of active play during childhood are one of the best predictors of active adulthoods, a perfect prescription for combating the obesity epidemic. One in five four-year-olds in the U.S. is clinically obese. School children who use playgrounds with trees, fields, shrubs, and vegetated edges show more creative play, better concentration, and more inter-gender play than peers with equipment-focused playgrounds. Outdoor play in green settings reduces the symptoms of attention-deficit hyperactivity disorder in children.
According to the “hygiene hypothesis,” early exposure to plants, animals, and soil helps children’s immune systems to develop properly, making them less vulnerable to allergenic conditions like asthma and peanut allergies. Frequent, unstructured childhood play in natural settings has been found to be the most common influence on the development of life-long conservation values.
The virtual extinction of nature play is an unprecedented mutation of human childhood. We have unintentionally removed a life force that has been at the center of children’s physical, social, emotional, creative, and intellectual development throughout the history of humankind.
Parents are you confident that nature play has been replaced in your children’s lives by equally valuable and positive influences? If your answer is no, then start making those experiences for your little ones. Grow things as a family, make place for sand/dirt and water play in your yard, dig in the dirt or creatures, visit the metro parks, (not just the play ground) plan a time each day for a walk to discover one new thing in your neighborhood, and then take the time to learn about it – the really positive aspect of the tools of technology.)
Most of all build those memories and relationships with nature’s free equipment right outside your door.
The daffodils are blooming and the robins are singing, and just where are they at your house?
(Information and statistics from Green Hearts Inc.)
Because Tai Chi works on the inside of the body it helps to relieve the sense of inner turmoil so many of us feel. It can alleviate stomachaches, nervousness, fear, anger and frustration.
Tai Chi slows us down so we can think and feel. It is not complicated. It doesn't have to be done exactly right. There is no competition. No race to be first. No need to be best. The important thing is to relax, feel the energy and find a feeling of peace. As we slow down, the internal energy can flow to all parts of the body. The visualization is peaceful. There is a nice warm feeling inside.
Kids are the embodiment of change, and change can be very stressful. Their minds and bodies grow at phenomenal rates, so they are constantly having to work with new and different bodies, making coordination and balance a big issue. Tai Chi, with its emphasis on balance, is well suited to address all these challenges.
Tai Chi works to integrate the mind and body, skeletal and muscular systems, and left brain and right brain. In physical terms, this centering is built around an awareness of moving with good posture and from a low center of gravity, or the vertical axis.
So what does all of this mean for your child? Well, in this instance, your child will be part of a unique intergenerational experience where we are trying to blend the energies of the young child with the energies of mature adults. The calm, grounded nature of mature adults blended with the energetic, curious nature of children should produce an interesting Tai Chi experience for all.
Everyone will be learning eight easy exercises that we will repeat. These exercises are called the Eight Pieces of the Silken Brocade. I have modified them so that people in wheelchairs can do them easily. The children will learn the feet/body movements of the standing version. Most of all, this is a time for your child and for the residents to enjoy some time together in a meaningful way; using movement as the common factor.