It’s Our Time to drive in our cars
It’s Our Time to play the jingle bells
It’s Our Time to snuggle together
Every time children and caregivers in Our Time come into the classroom, they are greeted with their peers and a fun activity at Gathering Time. Maybe it’s puzzles, blocks, or builders. When the teacher sings the toys away, the children know that when the sticks come out, it’s time to sing hello. They’ll get to tap, thunk, scrape, click, and roll hello to each other. Then they’ll sing about their day with the bars, bounce on their grown-ups laps, play instruments, dance, and in my classes, we always end with a snuggle.
This is a part of a routine that children learn and look forward to every week. But why do we work so hard in Kindermusik to build this routine?
In short, optimal learning for a child happens in a classroom where he feels most comfortable. Think back to one of your best educational experiences. It could be a wacky funny teacher you had in high school, or a fun environment at work with people you enjoy being with. Do you remember how comfortable it felt to be in that place on a regular basis? How much did you learn when you were there?
For me, it was my course at UW in early childhood social/emotional behavior. Every time I walked into that classroom, I was greeted warmly by my professor, Gail Joseph, and was delighted to see what sort of snacks she brought for us. It was “food for thought”. J I always knew what to expect and that made me feel comfortable and happy to be there. Looking back on that experience, I realized that I retained more from that class than almost any other at UW. And now I use what I learned there in my professional life every day.
In Our Time, children develop this same comfort when they learn a good sense of self-esteem from the familiarity of their environment. They know that after the sticks are put away, they get out the bars. When the bars come out, the teacher sings to them what will happen in class. The best part is, when we sing about cars, jingle bells, and snuggling, we actually do those activities in class. That may sound like a simple concept, but try and think about all those checklists you’ve made, either mental or on paper, and how good it feels to check those items off when you complete them. Children get to make their checklist when they sing with the bars every day in Our Time.
You may have your own way of building a routine at home with your child. Maybe you both sit down at breakfast and go over what will happen in your day. Maybe you and your child draw a picture together to go over the fun things you did. The more ways you can discuss and recap a routine with your child, the better. Not only does this bring them immense joy and self-esteem to know that their expectations are being fulfilled, but it helps them to build memory retention.
Quite often, a toddler will look out the window and see that it’s raining. Then they’ll go outside, feel the rain, and go back in and say “Mommy, I need a coat.” She won’t see the rain and connect that she needs a coat right away until she builds a temporal sense of cause and effect. Routines are one of the best ways to build this skill.
This developing sense of routine is one of the many reasons why Kindermusik is so beneficial for a child’s development. And it’s important to provide for our children a consistent learning environment. In fact, some children are still developing their sense of the classroom routine in the second or third semester. So every day when you come in with your child and bounce, sing, dance, and play, know that it is just another vital component to your child’s learning.
-posted by Teacher Aaron, who looks forward to his routine everyday!
You might know that Teacher Aaron is our first (and much beloved by his families), male teacher. And you might know that he is about to graduate from UW with a degree in Early Childhood Development and Family Studies. You even may have discovered that he played the trombone and euphonium in high school.
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