Author Archives: Heather Shumaker

In the Dark

Last weekend we hosted a party to celebrate the dark. It was ostensibly a Halloween party, with costumes and bobbing for apples, but the main ingredients were simply nine kids running around in the dark. Kids love to be outside … Continue reading

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3 Responses to In the Dark

  1. I was briefly frightened of closets and unlit rooms and basements as a child, but I loved being outside at night; on a farm, outside at night was, ironically, a safe place. Just this week, I felt that shiver of energy when the dark came on with howling wind, and I felt that same embrace of the night as exciting and thrilling. But also safe. Thanks for the reminder.

  2. Heather Shumaker says:

    Yes, it’s funny how closets and basements are the “dark” that scares kids, but the real dark doesn’t so much. Thanks for sharing your love of night!

  3. Marisol says:

    The darkness is mistery, is does not have adjectives of color. Everywhere wacht the dark is interesting. Good idea

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Kids need Good News

I stumbled on a bit of environmental good news this month. Amid tales of climate problems, declining honeybee populations and invasive carp it’s rare to hear good news stories about the environment. Since 2004, Americans are driving less. Much less. In … Continue reading

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4 Responses to Kids need Good News

  1. Cari Noga says:

    At 6 and 9 my kids are both still quite insular, so my priority is presently increasing awareness of the world around them, taking the good with the bad. So I like to simply draw attention to the newspaper as I’m reading it, usually at breakfast. I’ll often show a picture and try to engage them on the subject. I do like the idea of helping kids feel they can make a difference, too.

    • Heather Shumaker says:

      Sounds as if you have a great breakfast balance. The first step is just noticing all that’s going on around us, as you say.

  2. I’m in this for my grand (!#!) nieces and nephews, and I’ve learned that when I’m around the house, if I don’t tell their parents, my nephews and nieces, the good things that happen, cynicism tends to abound about everything from government to compost. Yup, the children need to hear some good things because honestly, it’s a challenging time for this coming-up generation. But if they are fed on fear and darkness and the resulting helplessness, that’s no good either. Thanks for the reminder.

    • Heather Shumaker says:

      Glad you’re putting those good words of optimism in there! Serious problems need optimistic people to help solve them. Your grand nieces and nephews are lucky to have you.

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Homework Letter Update

First, thank you to the folks who have read my controversial post “Why we say “No” to  Homework.” I must admit, I was blown away by the thousands upon thousands who read that post. Many of you have asked excellent follow-up … Continue reading

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8 Responses to Homework Letter Update

  1. Marta Zeegers says:

    Hi Heather,
    As a Pre-K ECEer, I was rather stunned last year when a parent approached me to find out why her just-turned-four year old daughter wasn’t reading yet. She was baffled as to why we weren’t doing worksheets. I tried my best to explain my classroom, and that I would not be asking any of the children to do worksheets or pressuring them in any way to “learn to read” but rather providing a literacy rich environment within a larger child-rich environment.
    Don’t know if my message got through to her, but I hope so!
    I love your book, my copy has so many dog-ears and creases… I share bits of it with whoever will listen! Thanks for making the language so easy to use!
    Cheers,
    Marta

    • Heather Shumaker says:

      Good to hear your story, Marta. Yes, I’ve heard from many teachers that parents ask for worksheets and homework, even at a young age. The process of education goes both ways. So glad the book is serving you well. Those kids are lucky to have you.

  2. Robbye Edwards says:

    Love to hear others who have the same opinion on homework. My 17 year old is an “Out of the box” learner. He makes all A’s, other than Algebra 2. When trying to speak to his teachers about his learning style all of them agreed with my opinion except his Algebra teacher. He would rather spend his time at home building computers, websites and Apps., riding dirt bikes and rebuilding his 73″ Duster. We are blessed to go to a private school that has an understanding of learning styles:)) He is being moved from that class to a teacher who supports our decision. He still has homework but he is not up until 2 AM( seriously) like his classmates. I’m pretty sure he is going to grow up to be a healthy, happy, productive member of society!

    • Heather Shumaker says:

      Good for you for speaking up and finding a teacher that was a better match. Wonderful – thanks so much for sharing your story.

  3. Lisa says:

    Heather, I’ve been fighting the homework battle for over two years. I have 7 kids – my oldest is now a high school senior, and I am sad to say that when he was in elementary school, I just didn’t know better, and I would fight with him daily over homework, taking on the role of drill sergeant/enforcer, because that’s what I thought I was supposed to do. It wasn’t until my fifth child was in first grade a couple of years ago that I had kind of a revelation. She was coming home from school every day with a packet of worksheets to do, and she would cry and dawdle and complain that she was tired, and I would sit there and make her do her homework anyway. Then she started complaining of tummy aches and saying she didn’t want to go to school, and that’s when it hit me: this is all just too much for a six-year old. I started reading everything I could get my hands on about homework and realized that as a practice, it’s not evidence based and has no intrinsic value, especially in elementary school. I tried to reason with my daughter’s first grade teacher, but I was met with “My way or the highway.” I ended up telling the teacher flat out that I just wasn’t going to make my daughter do homework anymore and I really didn’t care if her grades reflected it, and that teacher and I had this huge falling out over it, drama drama drama, blah blah blah. Anyway, my daughter didn’t do any homework for the rest of the school year and did just fine academically. But since then, I’ve taken it to the district and the school principal, trying to get the homework policies changed, and nobody will budge. So I fight individual teachers about it, and sometimes they are receptive, and sometimes they are not. I now have a high school senior and a seventh grader, both of whom manage their own homework pretty well. I have two fifth graders (twins) who have daily homework, but I’ve made clear to their teacher that I will only support homework to the extent that it doesn’t create stress and tension in our house, and that it doesn’t interfere with other activities/pursuits. My fifth child is now a third grader and I’m actually pulling her to homeschool her because she’s falling through the cracks at school. I really feel like her first grade teacher did her a huge disservice with her inflexible authoritarianism and turned my daughter off to school, rather than instilling in her a love of learning. In second grade my daughter was placed with a teacher who was counting the days until her retirement, and this year she’s gotten placed in a 3-4 combo class with a teacher who is teaching full time for the first time – AND she’s very committed to homework as a necessary practice. So I finally realized that if I don’t do something a little drastic to try and turn things around for my daughter, she’s going to have years of misery ahead of her.

    Anyway, you’re right that the problem is a big one. The whole thinking surrounding homework needs to change, but I’m really not sure how that is going to happen. I am really losing confidence in the public school system, what with overcrowded classrooms, Common Core, and homework policies that are not supported by evidence.

    I write a blog about school and homework if you’re interested: http://hometownhomeworkchronicles.wordpress.com

  4. Lisa says:

    Also, I meant to address your point, too, about your son remaining responsible for mastering the material even without doing homework, and I just wonder how a child can do that when so often, teachers do make mastering the material dependent on homework. So often, it seems that teachers rush through lessons (I’m sure due to time constraints) and then expect the practice and application of the lessons to take place at home. How do we deal with that?

    • Kim Dunn says:

      Good question Lisa! My son (a 9th grader) has wanted to only learn it in the classroom. When I have let him slack off on homework on and off through the years, my assessment is that he still doesn’t know as much as I would expect. This shows up clearly with the scores on his math tests. Of course his math teacher would say he needed to do the homework for practice. They are on a block schedule, meaning there are chunks of classroom time that could be dedicated to math practice. I can’t imagine the teacher talks the whole time. The end result is that the output is poor, time is wasted at school and at home. Unless I completely jump in and teach it to him, much understanding gets lost. When he is home sick, I do the teaching and get better results with less effort in a shorter period of time. A lot about life today is just pushing through the volume of things in our lives instead of truly learning and absorbing and appreciating life.

  5. Good for you, Heather! I opted to homeschool for the same reasons. I hope your bravery has an impact on the public school system. Hooray for teachers who are willing to listen with an open heart!

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Recess is as vital as Lunch

What if you heard a teacher say: “Your assignment is late. You can’t eat lunch today.” Preposterous, we say. Lunch is essential for giving kids energy. It boosts brain power, helps focus and concentration, and gives kids a social break. … Continue reading

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5 Responses to Recess is as vital as Lunch

  1. deidra says:

    My son’s old school withheld recess for kids who did not complete their work. When I complained and said it was a punishment, the principal wrote back and said it was a consequence and not a punishment. It happened to other kids in his class and other kids at the school. I am really not sure how she was able to get away with it, because the NYC DOE Wellness Department had a policy prohibiting the use of physical as a punishment or reward and a policy against withholding recess as punishment.

    • Heather Shumaker says:

      Wow – a school violating its own policy about not withholding recess. A true educational and cultural gap there. Glad he’s at a new school!

      • deidra says:

        We are very happy too. His day is a little longer, but the trade off is 30-45 minutes for lunch and 45 minutes for recess. A much less hectic and more humane lunch/recess period.

  2. Jaime Havard says:

    The school my son attended was usually the #1 school in our state and they stopped having recess for classes 3rd grade and up a few years ago. For years I thought the principal just wanted to keep that top position and I blamed her. When I started investigating Common Core and related testing issues I realized it was not the ranking…. it was the growth. They are under an incredible amount of pressure to continue to grow even though the scores are already knocking on the ceiling. Testing begins in 3rd grade so a regular recess period vanishes – to squeeze those last percentage points out of successful students. There is no finish line in the “Race To the Top”.

    • Heather Shumaker says:

      Third grade is far too young, as you know. My next book is compiling research that shows academic performance and even test scores tend to go UP when kids have recess. Sometimes school officials will be swayed by the logic of the data.

      Perpetual growth is impossible to maintain no matter what you are measuring, especially humans.

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Kindergarten Crash

If you have a new kindergartener, perhaps this scene happens in your family: Sudden crash when you get home. Screams. Tears. Droops. Falling asleep in the car or on the sofa. You know something’s not right. What is it? Kindergarten Crash. … Continue reading

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12 Responses to Kindergarten Crash

  1. janwsyc@yahoo.com says:

    I totally agree with you Heather. Many elementary teachers don’t know child development which I would think would be a requirement of their teaching position. A professor in my graduate school class asked me what I thought early childhood education was missing in their curriculum some 20 years ago. I said social and emotional development which is the most important in preschool. Lots of preschools have caught on. Too bad most elementary educators haven’t learned this! What is wrong with the system??? Jan Waters

    • Heather Shumaker says:

      I’ve heard from many kindergarten teachers who know kids need something different – yet they are part of school systems that require a set curriculum. It’s heart breaking for these fine educators who feel their hands are tied and can’t give kids what they most need.

  2. I observed with mixed emotions yesterday the beginning of all-day kindergarten as mandated by my home state of Minnesota. I don’t know if it’s required for the children to attend or just required of all schools to offer ADK, but I wasn’t aware that kindergarten is optional. Perhaps that fact is conveniently hidden from public view by those for whom controlling children longer each day is in their best interest. If ADK is optional, I’m sorry that most parents leap at the chance to dump their kids into the hands of “the system” at such an early age.

    At the same time, I am mollified by the fact that many kindergarteners in my town can now spend a full day, five days a week, away from their godawful home situations. We have a sizeable share of free- and reduced-price-lunch eligible families in town. As a former Big Brother to a Little who came from a poor home with little discipline, supervision, and parental guidance, I’m glad that maybe a few more kids can be influenced positively by more exposure to a safer, saner environment than they get at home.

    But on balance, no kindergarten, or home schooling if school attendance is required, is the way to go. Most kids can easily be taught at home what they learn in school, outside of some social graces. But as you say, the vast majority of kids grow up in day care, so socialization is no longer the issue it once was.

    Great post as always, Heather

    Chris

    • Heather Shumaker says:

      Chris, yes, it’s often presented as “of course you have to go to kindergarten.” Minnesota’s new law seems to similar – kindergarten is still OPTIONAL, but it’s presented as the start of school. Ex: “Thanks to a law signed by Gov. Mark Dayton in May, all Minnesota families will have the option of sending their young children to all-day kindergarten free of charge.” The previous law was that parents had “the option” to send their kids to half-day kindergarten.

      The other issue you bring up is frequently used to advocate for early childhood programs. Especially for kids from dysfunctional homes, kindergarten and preschool need to be a time for social and emotional learning and processing.

  3. Erika Cedillo says:

    I wish I had read this last year! I feel you because we went through the same and you put it in clear words!! And after this year I totally agree with you, the adults’ expectations from a kindergardener are way too high, we need to readjust to their real age. My story has the twist that my girl has a developmental delay and all they could see were her behaviours. It was really hard to make them see further that she was really communicating, with her actions she was trying to tell that things were not good for her. I also agree with you that we need to read the signs and advocate strongly for our kids, that’s what I did. In addition, I have decided to hold her back and do KG again, but this is related with her being born in the fall and her delay. Thanks so much for your blog!

    • Heather Shumaker says:

      Thanks for sharing your story, Erika. Yes, all behavior has meaning, and your daughter was certainly communicating. So glad you stood up for your child and found a solution that works for your family. All the best for this year.

  4. Mel B says:

    Interesting. I have twins currently in ADK. One thriving, one in melt-down mode. I have lots of thinking to do. The “twin” issue complicates it even more. Leave one in and allow the other a shorter week? What does that do to the sibling dynamic? How will my 3rd grader and the twin Kindergartner react if I allow a shorter week for the melt-down Kindergartner? I’m quite positive they would ALL like to stay home 1-2 days/week. Hmmm…will be a good discussion for my husband and I.

    • Heather Shumaker says:

      Ah yes, the sibling question. Thanks for writing. Sounds as if you will have good discussions with your husband about this and I’m sure you’ll come up with a good solution. Here’s some ideas you might find useful or could help other families in a similar spot.

      It’s certainly easier with older siblings – acknowledge what you’re doing and why. “This is what a 5-year-old needs. When you were 5, we made sure we met your needs. Now Jacob’s 5. He needs more time to rest.” You can tell your older child stories about when s/he was 5. Describe what her kindergarten year was like, what you did to meet her needs.

      As the parent of twins, you certainly are used to navigating the extra challenges of fairness between twins. Besides fairness, there’s individual needs. “You were both born on the same day, but different people have different needs. It’s my job to support each of my kid’s needs.” There’s no harm in giving both kindergarteners a rest day sometimes, but if one is truly thriving and loving ADK, you might try giving the thriving twin an option at early pick-up time. If s/he’s already happily engrossed in class when you come along with an option to go home, your child might say “Oh, no, I want to stay and do this.”

  5. Helen Rubin says:

    31 years ago I bought the book of Florida school laws! There I discovered that my rising age 6 in Nov son was only required to attend 4 hours per day thru age 6 (he was placed in an experimental pre-1st class so technically skipped K because of his age and school convenience). The principal was mad that we even asked for our rights, more upset when we wanted to continue the 4 hours throughout the year! The children had compulsory nap time for most of the afternoon so he may as well have been home with me and his younger brother.
    Thank you for this post Heather – it is so sad to read of the same issues in early schooling around the world when ‘all’ academics know that play is best!

    • Heather Shumaker says:

      Four hours a day sounds perfect. Good for you for being a sleuth and standing up for your rights and what you knew was right. Love this story.

  6. Tawn says:

    I love this post in many ways; parents have so many rights to decide how to educate their child, and many 5yo are NOT ready for a full academic day. That being said my daughter did great in full day kindergarten last year; but it was set up well. Three recesses (without the older elementary school students running over them at the playground), lunch after recess, snack, PE and music alternating days, as well as computer labs a few days a week, reading groups, math groups . . . lots of action built in and good quiet time corners in the classroom.

    • Heather Shumaker says:

      Three cheers for three recesses! Maybe that made all the difference. So glad your daughter had a good experience. Thanks for sharing.

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Simple Hellos

When I talk about raising children, people often ask me about manners, particularly greetings. As we think about what’s truly polite, it’s good to step back and examine how we greet people ourselves. Last week I flew out to a … Continue reading

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4 Responses to Simple Hellos

  1. janwsyc@yahoo.com says:

    You are so right on Heather!! well said Jan

  2. I second that “well said.” Always feels ingenuous to say “great” in response to “Hi, how are you?” or similar greetings. Maybe we should come up with a greeting exchange that’s closer to neutral rather than encouraging everyone to be happy and having to pretend everything is perfect in your world as well.

    Chris

    • Heather Shumaker says:

      Yes, pretending hurts the spirit. Passing people on the sidewalk, I say “hello” or “good morning.” With friends and family it can be neutral to say “It’s good to see you.” That leaves it open to all emotions – it’s good to see you, no matter what emotions you have with you today. Let me know what you come up with!

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Parent Signatures: Teaching Kids we don’t Trust Them

It’s still summer vacation in most parts of the U.S., but soon the dreaded Signatures will return. I’m talking about parent signatures on everything from school work to piano lessons. It used to be that parents signed their names for two … Continue reading

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8 Responses to Parent Signatures: Teaching Kids we don’t Trust Them

  1. Melya Long says:

    Thanks for the article Heather. I do not think Alberta Education has reached such a regulated level. I work with preschoolers and although the demands are not so extreme, sometimes I wonder if Child Care Licensing will reach that extreme. There are so many common sense practices that have become regulated and I hope signatures will not become one of them. One of my first jobs is to cultivate trust with the parents. Children learn from that too. One of the Covey’s wrote a great book on trust. Cultivating trust within families is so important. A new chapter needs to be added regarding the education system in the US.

    • Heather Shumaker says:

      Melya, So glad signatures are not part of your program’s day! As you say, cultivating trust is the first step. Everyone needs to feel safe before learning can take place, and that safe feeling starts with trust.

  2. deidra says:

    We treat our children with so little distrust in so many ways in the school system. Most schools don’t even let kids second grade and higher walk up to the classroom themselves before school starts. They have to wait in the cafeteria until the teacher comes up and escorts all the students at once up to their room. What does this say? I don’t trust that you are capable of walking up to the room by yourself to put your things away and find something to do (read, write in your journal, play with math blocks) until I am ready to start instruction. Will a child make a mistake? Of course they will. But then you talk about it and what is expect ed of them. Kids have so little power these days, we have to throw them a bone once and awhile. It means the world to them and teaches responsibility.

    • Heather Shumaker says:

      Hmm…I hadn’t heard of schools that don’t let kids walk to their own classrooms. Certainly shows lack of trust and stifling of independence, probably in the name of safety. I’m thinking of calling one of my new chapters “Safety Second.” Experiencing reasonable power is necessary at all ages.

  3. JR says:

    I agree that we are over-emphasizing parent signatures and that it has all of the negative effects you describe. However, it does one thing: insulate schools from the “you didn’t tell me” of helicopter parents who refuse to allow their children to fail, ore even to struggle. Some of these parents either do not understand or do not appreciate the value – nay, the necessity – of the struggle in learning. Unfortunately I think the hyper-signing is here to stay until helicoptering is under control.

    • Heather Shumaker says:

      Love it! Glad it has been working so well for you. Vicki Hoefle has a lot of wisdom, doesn’t she?

      Thanks so much for sharing what worked for your family. Year by year I tell teachers they won’t be seeing my signature on spelling lists and other logs. It gets harder as more teachers get involved.

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Dealing with Disasters

The plane over the Ukraine this week shocked the world’s adults. What about the children? It can be tricky to talk about disasters in the news.  Kids don’t need to know about many disasters, but some events are so big … Continue reading

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Yes, There are Bad Guys

When the film “12 Years a Slave” came out, an adult friend of mine asked: “Should I watch it?” Yes. It’s an uncomfortable topic, and difficult to watch in places, but the history it covers deserves attention. Adults must participate … Continue reading

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4 Responses to Yes, There are Bad Guys

  1. Your best point was starting a dialogue early and adding bits of information gradually as the child grows and understands more. Sound advice.

    I don’t remember when I first heard of historical atrocities. I guess around 5th or 6th grade. We had a large Jewish community in town, and the teachers would occasionally bring in Holocaust survivors who lived in town to tell us first hand what they went through. Seeing tattoos of their prisoner numbers on their arms helped me understand that real people were harmed, not just a statistic in a history book.

    Chris

    • Heather Shumaker says:

      Yes, we had real life people come to our school, too, but this is almost a thing of the past as far as WWII goes. We still can make it human for people by telling stories, especially stories about children so kids can identify with them.

  2. Emily Plank, Abundant Life Children says:

    Did you happen to see this article? http://www.nytimes.com/roomfordebate/2014/07/09/should-books-for-childrens-be-political/dont-shy-away-from-books-about-tough-issues — Similar to what you are talking about. When we traveled this last spring, we were faced with some difficult history in some of the countries we stopped in: Vietnam and Ghana, in particular. Plus, we saw evidence of lots of human suffering. We kept the conversations simple, but we told our kids about the Vietnam war and about the slave trade. We also told them that we have a responsibility to work for fairness for everyone — these lessons have been significant. I think you bring up a really good point about not waiting for 7th grade when they get flooded with all the horrors at once.

    • Heather Shumaker says:

      Yes! Thank you, Emily. Some good thoughts about what the role of children’s books is. Books are a godsend for teaching about so many difficult topics.

      Wow – sounds as if your kids saw slave centers first hand. Sobering. Glad you were able to give them simple explanations that fit their ages. This is the first step in a life long of caring and justice-seeking ahead of them.

      It’s important we show what we’re working towards, and not paralyze kids. Thanks for sharing.

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Groups and Forced Participation

Kids spend much of their young lives herded into groups. Now we’ll sing, now we’ll march in a circle, now everybody clap your hands. Many group activities are terrific fun for young children. Kids often gravitate toward the group and … Continue reading

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19 Responses to Groups and Forced Participation

  1. Patty Horvath says:

    I really loved this article. I am a para professional in Dade Co. Schools and have been trying to get this across to the teacher in my class all year. It is good to see it in print. I also liked the examples to connect with these children.

  2. Jenifer says:

    I was thinking about this regarding my daughter (who is almost 4) and kindergarten/grade school. She’s always been comfortable and happy watching activity at preschool or anywhere else until she feels ready to join (which doesn’t always happen). I worry about her being forced to join story time, and worse, music class or gym class. She’s got two years until she’s eligible to start public school, so I know she’ll change a lot, but it’s definitely something I’ll be giving a lot of thought to over the next couple years.

    • Heather Shumaker says:

      Three is an age many kids thrive as observers. Glad you’re thinking about this issue. Sometimes just letting other adults know you’re fine with her observing style is all it takes to make everyone comfortable. An “It’s OK with me if it’s OK with you” can take you a long way.

  3. I am very grateful for your article. You have touched on a very delicate subject and handled it perfectly, I am not sure what happens in the classroom of all ages, but we forget the individual child the moment they enter a center. Your article deals with all ages in care. Some of the youngest infants are exposed to circle time and report cards when they enter care. Often times a child’s facial expression isnot taken into account when herded into group activities. I understand that children have to comply, but when they cannot for whatever reason, they can be labeled as non-compliant, learning disabled and the list goes on. Your post is so valuable. I wish we could rethink these group activities for the very young. There will be plenty of time for children to stand in line and wait.

  4. Jennifer says:

    I am an EC teacher in a self-contained classroom for children with autism. We have desks, bean bags, etc. where students can sit away from the group, yet have parallel participation. In addition, we have “break cards” available for those willing to sit with the group, but may become overstimulated during a lesson. Students with autism often struggle to look, listen, sit, and process information simultaneously. It is often in their best interest to let them keep a comfortable distance and interact at their own pace to avoid anxiety, overstimulation, and/or unwanted behaviors. Thank you for this article. I think it applies to all children, especially those with sensory processing issues.

    • Heather Shumaker says:

      You bring up important points. There’s such a range of individuals, and groups do provide an enormous amount of stimulation. Keep up your wonderful work.

  5. CJ says:

    I like this but I would like more information on what is developmentally appropriate. What age do we start working with them to identify what they are feeling so they can learn to get over their fears? I doubt a fifth grade teacher is going to be ok with a child sitting out of whatever activity they choose, at some point we have to teach them that they are going to have to do things they don’t want to, like homework. I definitely agree with this article but there has got to be a next step here to transition them from young learners exploring themselves and their world to academic achievers that are learning that the world has rules and expectations of them.

    • Heather Shumaker says:

      Thanks for your thoughtful comments. I’d certainly ask a 2-year-old on up if they’re scared of something, or something’s bothering them. You never know what it might be. A scary-looking tree branch by the window, a kid who pushes them… As for transitioning to the next stage, that’s an excellent question. I believe it’s a gradual combination of both respecting individual styles/ fears and setting expectations. Other ideas?

  6. In my recently published book All About Bullying (Alles over pesten, see url) I approach the problem of bullying from a psychological, sociological, historical and philosophical perspective. The idea of a childhood in which a child grows up with allmoste uniquely other children from the same age (as happens in schools), is quite new. People used to live in vertical groups (different ages), which had two important benefits: 1) your position (and status) is a given fact which automatically changes in time (for new group members arrive and old members die) and 2) social knowledge about group life can be transferred from one generation to the next. These are two important features that lack in schools, where children have to define their position in the group against other group members of the same age, and without the knowledge of how to be a positve and supportive group. That is an important reason why bullying is a main problem in schools. Now, with regard to your story I would like to add the possibility of bullying: the child is bullied, the group is not safe. Of course this refers to your suggestion that a child might be worried, but if he or she is bullied, there is also a possibility that he or she cannot tell you about it, for this will reinforce the bullies and the child will severely be punished for telling.

    • Heather Shumaker says:

      Best of luck with your book. Yes, groups are not always safe. Kids – spectators, not just the picked on child – need support speaking up and setting limits on behavior that hurts people.

  7. Loved this line, “Don’t force kids to participate, but don’t let their actions disrupt the group.”
    Thanks for this nice short article!

  8. vannamaria kalofonos says:

    very very true- it’s hard to convince teachers to allow children not to participate or join when they are ready

  9. Gina says:

    Thank you for this article. On my son’s first day of Kindergarten, I was asked to see the teacher after class. She told me my son was extremely defiant. Horrified, I asked what happened. She said he refused to to stand up and introduce himself when it was explained that the whole class would have to. She then asked if he frequently displayed this type of defiant behavior. I thought “Really?? A new school, new teacher, new classmates, is it any wonder why he might be hesitant?”. It’s too bad she didn’t read this article.

    • Heather Shumaker says:

      Gina, this story is remarkable – except that it’s also unfortunately common. Thanks so much for sharing. Would you mind if I share this story as an example? Hope your son’s found a better fit this school year!

      • Gina says:

        Please, feel free to share. It is my hope that no child should have to be labeled “defiant” when the whole situation isn’t taken into account.
        Yes, thank goodness, this year he has a better fit!

        • As I kindergarten teacher, I always am careful not to create situations where the children are forced to be self-conscious and often embarrassed. Their consciousness of self is slowly waking up, at their own rate, and does not need to be forced. Some children simply are not ready to be noticed by naming themselves, or even being part of a daily ‘show-and-tell.’ And I have visited so many early childhood programs where indeed the children are made to introduce themselves, to “share” something for their experiences, etc…It is because adults in general seem not to understand early childhood development and it makes me sad.

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