The pendulum swings in the education every twenty years or so they say.  They, the POLICY MAKERS, tell us, the EDUCATORS, what is the best thing for our students and we comply. Yes, sometimes dragging our heels, spitting nails, or just complain to our colleagues about the changes.

I don't always love change, but I understand it is necessary. I am more than happy to listen and try something new IF I believe it will benefit my students.  However,  I won't throw out what I know works!  Just like the old saying goes, "Don't throw the baby out with the bath water!" I believe you need to balance the two extremes for optimal results with your students.
LET'S TAKE A LOOK...

Teachers have debated teaching "letter of the week" for years! One side argues that it is ineffective to teach letters this way as children learn letters that are meaningful to them such as the letters in their names and they won't retain letters taught in a week by week basis.  The other side of the pendulum believes in this systematic approach as they are sure to cover all the letters through thematic teaching incorporating the letter through the majority of activities during the week. 
Truth be told, I am somewhere in the middle! I introduce a new letter each week based on the scope and sequence that my county puts out for our Voluntary Pre-Kindergarten program.  I introduce the letter and the sound through Interactive Alphabet Activities. We practice writing it and we even make an alphabet flip book that my pre-kinders read and then take home to practice.  However, every book we read does not begin with that particular letter and I do not make a craft to go along with each letter. Does this make sense?

Teachers are so passionate about this topic.  Process art gives children the freedom to create and express themselves through a variety or art mediums.  The materials are available as children use their imaginations to design their art. Product art consists of teacher led projects where children follow a set of directions or patterns to make a similar product.  
So I am here to ask, what is wrong with a little of both? I give children ample opportunities at the art center daily to create.  Some days it is process driven projects where children need to cut and glue pieces to make a something in particular like a snowman and other days I put out a variety of materials and my pre-kinders are free to create what ever their little hearts desire! Just as children have different learning styles, some children love the process where they can express their creativity while others want direction and want it to look like a particular object when completed.  Its a win-win as children are able to practice lots of fine motor activities such as cutting, tearing, drawing and gluing all while engaging in the art process.

I have been reading the book, Play: The Foundation that Supports the House of Higher Learning by Lisa Murphy and agree with a LOT of what Lisa  has to say. I agree that children in preschool, pre-kindergarten and even kindergarten need ample time to play as they build social skills, language and have time to manipulate their environment.  That being said, I am intentional about the skills and standards I need to teach.  The blending of play and skills needs to be done with hands on, engaging manipulatives, games and activities to create optimal engagement with these little people! In my classroom, we accomplish this through small group activities as well as during center time.  
There are many different ways to structure our programs, but we as the educators need to know what the current research says, meet the children where they are and then incorporate the social and academic skills that will prepare these children for life as well as school! So please, won't you meet me Somewhere in the Middle?

As with all kiddos right now, my pre-kinders are over the top with excitement! Christmas is right around the corner:) So we have tried to embrace the craziness and roll with it this month!!

Center time provides students the opportunity to choose what they want to do and where they want to go.  It includes the dramatic play area, blocks, the alphabet center, the math center, the science center, the sensory table, the puppet theater, computers and the art center.  Children start this time by verbalizing where they want to start playing.  For example, "I want to go to blocks today." This helps develop language with my students and helps them develop a plan for where to start.  

Center time is every preschoolers favorite time of the day.  I am going to share with you a peek into my classroom center time.  We try to incorporate a lot of open ended centers for my pre-kinders to engage in along with a sprinkling of games. Students learn to take turns, share, build vocabulary as well as practice skills taught during small groups in an open ended way!  
The alphabet center consists of all things language.  We play games like Roll and Cover, write on the magic boards and use LOTS of alphabet manipulatives!  Some days there is an adult stationed there to help facilitate a game and other days the children work and play independently with alphabet materials and writing instruments.  


The Math Center offers a variety of maniplatives that are often open ended and games that might need some teacher direction.  Some days students ask us to leave the materials out from our Small Groups (read more HERE) to explore further.  I do have a plan for what materials will be set out each day, but the students often take the lead and embrace our choice or change it quickly.


The Block Area is limited to four students as it makes sense for the amount of blocks available.  There are several types of blocks such as Legos, colored blocks and Bristle Blocks in addition to the large wooden blocks so more than one type of block is allowed out if there is enough space on the large carpet.  Manipulatives such as cars and animals are often added after building structures and roads.

So many preschoolers and kindergarten friends come to school  with little fine motor practice.   The first thought when fine motor comes up is pencil, paper activities,  but the reality is there are so many ways to build fine motor BEFORE children are ready for pencil, paper activities.

Clothes pins and larger tweezers offer children practice with the pincer grasp.   We practice using pop poms and small objects  as they are grabbed and moved from one place to another.   Alphabet Mats and sensory tables provide a place for integration with these skills.