Child Care Plus (Page 4 of 4) in pdf

+ QUESTION

that say “clean” on one side and “messy” on the other)

engages children in deciding which areas of the room have

been well-cared for. And children eagerly jump in to

make corrections when they define an area as “messy!”

QUESTION: My challenge has been keeping children

focused so clean up doesn’t take forever; some children

Y Change the pace.

Start children cleaning up at

need repeated reminders to get things put away.

different times and in small groups. If the block area has

more to pick up, start them early. This makes it likely

ANSWER: It’s easy to think that the children are the

that most children will complete clean-up around the same

reason a transition is not going well when, in fact, they

time and be ready to move to the next activity.

may really be telling you that your strategies need a

makeover!

When children know what to do and the

These suggestions should help you see how to apply a few

environment supports it, they are more likely to follow

of the principles for effective transitions to clean-up

through.

Teach children to take good care of their

time. You may get even more ideas as you review other

“school” and why it’s important. When things are clean

strategies discussed in this newsletter. +

SHW

and put away, children can find the materials they need

and nothing important gets stepped on, lost, or broken.

+ RESOURCE REVIEW

Y Teach clean-up expectations. Children need to know

exactly what is expected during clean-up time. Group

The Center on Social and Emotional Foundations for

meetings can help clarify expectations and problem-solve

Early Learning has published 21 briefs summarizing

when it is not working. Use step-by-step directions and

effective practices for supporting children's so-

model what you want to see children doing.

cial-emotional development and preventing challenging

Y Provide environmental cues. Help children easily know

Helping Children Make

behaviors. Brief 4 is about

where things belong. Label shelves/bins with pictures to

Transitions between Activities

. To download, visit

help guide putting things away. Draw outlines of tools,

, and click

musical instruments, or cooking utensils on peg board to

on “What Works Briefs.”

help children hang those materials and stay organized.

Y Make it fun and playful. Engage children in a variety

of clean-up games. One favorite is having children pick up

CHILD CARE plus+

is designed to support inclusion of children with disabilities in

early childhood settings by supporting child care providers, parents, and community

toys by color. Some programs use a special song.

service providers including social workers, therapists, physicians, teachers, and

administrators.

Y Make clean-up a group responsibility. Rather than

CHILD CARE plus+

is published quarterly. Subscription price is $10 per year (four

asking children to clean up what they have used, clean-up

issues). Contents may be reproduced without permission; please include reference.

should be a community event that is part of “taking care

CHILD CARE plus+: The Center on Inclusion in Early Childhood

of our school.” When children finish cleaning up an area,

The University of Montana Rural Institute, 634 Eddy Avenue

Missoula, MT 59812-6696

their job is to look around to see what else needs to be

1-800-235-4122

(406) 243-6355

done.

Touring clean-up areas with “inspection signs”

ccplus@ruralinstitute.umt.edu

: Sandra Morris; Susan Harper-Whalen; Sara Leishman

(signs

DITORIAL

OARD

The University of Montana Rural Institute

634 Eddy Avenue

Missoula, MT 59812-6696

MMU002

Child Care Plus Page 4

Related Articles

Related forms

Related Categories