Concrete Materials

A child playing with concrete materials.

Why is it so difficult for young children to understand things?

It is not because they are young or that they are still learning. It is about their developmental stage. 

According to a theorist named Jean Piaget, children go through 4 stages of development. From 0 to 2, they are in sensorimotor, from 2 to 7, they are in preoperational, then from 7 to 11, they are in concrete operational, and finally, when they are older than 11, they are in formal operational. The definition of operation: “is the ability to accurately imagine the consequences of something happening without it actually needing to happen” (MentalHelp.net, 2020).

Children can connect symbols with objects during the preoperational stage, but they are unable to do operations, so they need to have the physical objects to learn from (Santrock, 2019). We need to use real objects, or at least pictures, to illustrate concepts when we teach them. The coronavirus can be tricky to teach, but we can begin by using pictures. Cool science experiments such as this are good at helping children gain an understanding.

Then in the concrete operational stage, children can use operations, but they are restricted to concrete objects, so they are still unable to do algebra (Santrock, 2019). When you show them 2 blocks and ask them to make a bridge without touching them, they are able to visualise it in their minds. But don't expect them to do so with objects that are somewhere else.

Whereas in the formal operational stage, children can think abstractly, and they can imagine for themselves what future they would like to create (Santrock, 2019). This is when children are becoming teenagers, and we can harness their sudden "idealism" by guiding them in a positive direction. 

One good way to teach Math to children is using the CPA (Concrete-Pictorial-Abstract) approach. Concrete objects are first used to teach concepts, then for Pictorial, children connect physical objects to pictures, and finally for Abstract, children must have a good understanding of the previous stage, to use mathematical symbols to solve problems (MNP, 2020).

Obviously, this means that children need toys to learn from, not iPads or phones. If we allow children to use technology as the primary means of learning, they will not be able to develop properly.

References

MentalHelp.net. (2020). Cognitive Development: Piaget’s Concrete Operations. Retrieved from MentalHelp.net: https://www.mentalhelp.net/cognitive-development/piagets-concrete-operations/

MNP. (2020). CPA Approach. Retrieved from MATHS NO PROBLEM!: https://mathsnoproblem.com/en/mastery/concrete-pictorial-abstract/

Santrock, J. W. (2019). Life-span Development (17th Edition). New York: McGraw-Hill Education.

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Sink or Float

Children observing a boat they have constructed.

This is a popular science experiment for kindergarten children. I have done this experiment 3 times, here is a write-up of each activity. I have to mention that these activities have integrated the different domains required by NEL. There is no need to make time for "English" or "Math" lesson.

Activity #1:
.Group children into 4 groups to try the next science experiment. The following are suggested instructions, children only have to ensure area is clean.
.Introduce the following materials: salt, baking soda, stones, 1 marker, 3 containers each group.
.Talk about the activity, and children have to gather hypotheses on which ingredient will cause the manipulatives to sink or float.
.Distribute worksheets with 2 sections. Instruct each group to do 1 worksheet, and to do their hypotheses on the top, the findings at the bottom.
.Get children to pour the ingredients into the 2 containers, 1 container will be empty.
.Pour water equally into the 3 containers, get them to tell the teacher to stop when water level is reached.
.Instruct them to label the containers as such: Salt, Baking Soda, Water
.Give them some time to explore the containers by dropping the manipulatives into the containers.
.Allow free-play, but only introduce the materials for them to use. Allow them to use anything in class, but put them back.
.Summarise the activity by getting children to share their findings, and compare with their hypotheses.

Activity #2:
.Introduce the materials used: milk, soap bubbles, coloured water, 3 containers to hold the liquids, 1 transparent cup for them to pour inside, 1 container of random objects, 1 dropper
.Get each group to come to the teacher to collect the containers of liquids and materials, while the rest will wait.
.Encourage them to make their own hypotheses again for this experiment, then test them out by trying.
.Inform them to use the dropper to add in the liquid, so they don't mix together. Then they can add in the small objects to see whether they sink or float.
.Summarise the activity to talk about density.

Activity #3:
.Divide children into groups.
.Distribute materials (that can either sink or float on water) for children, get each group to build a mini boat on their own using the materials. They are allowed to use anything else, but they must ask permission.
.Inform them the boat has to stay together and floating on the water.
.Show each boat, ellicit hypothesis from the children on whether each will float or sink.
.Bring each boat to the container of water near the garden to test out, place them one by one gently on the water, to test the hypothesis.
.Mention the boat must float for 10 seconds to succeed. Get them to redo when unsuccessful.
.Summarise the activity, get children to share their honest reflections. Talk about what makes their boat float. (E.g. Using light materials)
.Ellicit curiosity, ask them how a heavy ship floats on water.
.Talk about principle of buoyancy.
.Link to the heavy aeroplane able to fly in the sky.
.Get them to try the experiment with an orange, unpeeled then peeled at home. Get them to share their findings the next day.

(The next day)

.Talk about the Science experiment they conducted at home the previous day, get them to share with their friends on their hypothesis and findings.

.Get them to share about what they did at home, for them to remember what they did. (Nobody tried the experiment at home)

.Link to the principle of buoyancy, of the ship.

.Mention that heavy objects will sink in water, but when placed in an object that has buoyancy it will float.

.Demonstrate the orange science experiment with them, talk about how the skin gives buoyancy but the orange will sink in water.

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Toxic People

Toxic people.

Before tackling this issue, we need to define what toxic people are. 

A toxic person is defined as someone who makes you feel physically and emotionally tired and negative, but what makes it worse is that they are very good at confusing you, and you realise you trust their opinion more than you trust yourself (Langslet, 2018).

We can identify such people in our lives, but the challenge is to cut them away.

While adults can easily walk out of a toxic relationship, teenagers struggle with that, as they believe strongly in the opinions of others, even if a friend is constantly being sarcastic or even abusive, so they need self-esteem to realise that they are being abused (Rivera, 2013).

What makes it worse is that young children are susceptible to such people. It affects their development later on. Verbal, physical or sexual abuse has long-term effects on children’s self-esteem. Sometimes adults need to be discerning as to who the toxic people are, to protect these young ones. We as adults will sometimes struggle with healing those wounds, but are children capable of doing so?

Some relationships are worth keeping or repairing, but some people are like snakes. If you get bitten by a snake once, it is obviously the snake's fault. But if you allow the snake to bite you again, you are the one to blame. In the same way, we tell children to keep their hands on their laps; when they don't, and their hands get injured, the blame lies with them.

Hence, if certain people do not give you peace of mind, you have to make a difficult decision.

References

Langslet, K. (2018, April 6). 3 Signs a Toxic Person Is Manipulating You (and What to Do About It). Retrieved from GREATiST: https://greatist.com/live/dealing-with-a-toxic-person#8

Rivera, M. (2013). TOXIC PEOPLE. The Hispanic Outlook in Higher Education, 33.

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Independence in Children

We have all been there. For those of us who have kids, getting out of the house on time is already a challenge. Shoes are not tied. Clothes are not worn properly. Then we start to help them, we start to scold them.

But, it is during these time-restricted moments that learning has to take place.

Erikson describes autonomy vs shame & doubt as the second stage in his psychosocial theory, it entails children discovering their will, and they should not be restricted or punished, as they will develop shame and doubt about themselves (Santrock, 2019).

As adults, we should allow children to make mistakes. Children are not miniature versions of ourselves. They have unlimited energy and potential. They need adults to be there to encourage them.

For myself, I was quite restrained or pampered when young. That caused me to cry even when going home alone at Primary 3, and that involves only crossing 2 roads. I believe children should be free to be by themselves. Check out this video, one of the children used to be in my current kindergarten.

References

Santrock, J. W. (2019). Life-span Development (17th Edition). New York: McGraw-Hill Education.

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