Bev Bos: Little Kids

Newsletter from Bev Bos: a guru of early childhood education says it all

Dear friends,

One of the things that confused me, and then irked me, was when I started using the computer and had to deal with all the assumptions it would make about the words I was using. In fact, it just happened with "assumption" -- it just now suggested other words to me. Huh? Often, the computer gives me five or so words to choose from, none of which make sense to me. When I write and I'm on a roll with my brain going faster than my old fingers can go -- the last thing I need is to be interrupted by a machine.

Michael and I were talking recently about how the same thing happens to children. A three-year-old kicks a ball with a mighty foot and the ball goes sailing across the lawn and someone notices and says "wow, did you see that ball move? And, the assumption is, I think I should sign her up for soccer." All the little kid wants to do is kick that ball until she is tired and maybe kick it again the next day but, the last thing on her mind organized sports with the rules and try-outs, the competition, practices and games. It's possible she might be enthralled with the uniform though.

We have a piano in our house and every grandchild that comes to visit loves to "play" the piano and that's exactly what they do ... play with the piano. Actually, I guess it's more like bang on the piano. They certainly don't need piano lessons -- yet.

Sometimes I've observed programs for young children that have very specialized cooking projects ... each child making something by using the one tablespoon of this and one half cup of something else ... as if the product is more important than the process. At our preschool we encourage our parents to cook or prepare food that the kids can be involved in but it isn't something that has to be so precise. They help with beating the eggs and mixing the pancake batter etc., but there is plenty of batter so no one feels inadequate when things go awry. I once watched an early childhood teacher give each child "one" orange to juice. What's wrong with that you might ask? A couple of things. First of all, most young children don't care for orange juice and no child on this planet is going to be satisfied with just "one" orange. We provide lots of oranges and everyone can juice as much as they want and they do not have to drink the juice if they don' t like it. There are plenty of adults around who love orange juice so it never goes to waste.

So, why am I writing about this? It's because I'm scared. Childhood is such a precious time. You don't get a second chance to have a childhood. One of the most discouraging things I hear people say is, "It's never too late to have a happy childhood." I don't agree. It's never too late to have fun and act child-like but childhood is so much more than just having fun. Besides, thinking back on all the times I've watched adults acting like three-year-olds, it is very often really sad. When we think about "organized" lessons of any kind for young children we have to keep in mind what we know about how young children grown and develop -- best. Playing by kicking a ball and rolling it randomly is so different from play that is restricted or confined within the of "rules" of the game. It is no secret that young children simply cannot collect information. We know that, developmentally, they only remember what is important to them. W ith "lessons" of any kind comes the angst of remembering what was "taught" the day or week before -- a much too ponderous a task for the young child to bear.

There are those that say a child born today could live to be one hundred and twenty-five years of age. So why, I ask, are we in such a rush to have them perform? Some parents say, "but, my kid likes it." Kids will often do anything to please their beloved parents. It is up to us to know how important it is to have a childhood and to understand when the child kicks the ball, or bangs on the piano or drums, they do not finish by saying, "Hey, how about some lessons!" They just really want to do all those things -- the kicking, banging, mixing, running -- and acting like a three or four-year-old acts.

So, if you are looking for an easy place to start maybe it is just digging a hole in the backyard, or 5 pounds of flour and big bowl and spoon, or a large cardboard box and a roll of masking tape. Childhood shouldn't have to be so hard, in fact, it can be such a beautiful thing.

Love, Bev and Michael

Today's letter is part of our latest "Starting in a Corner" CD-ROM subscription. Volume 3 will also include:

Project Plans for our preschool's versatile Train Table.
Review of the children's book "Ferocious Wild Beasts" by Chris Wormell.
Video of Bev and how she reads to kids in a gathering at school.
Music Video - Shh! The baby's sleeping!
For subscription information call Turn the Page Press at 800-959-5549 or go to www.turnthepage.com

New Knees and Crowns with Technology

MY PRIOR VISION: Replace a knee
1. Saw through bottom of leg bones just below the knee.
2. Saw through thigh part of the leg bone just above the knee.
3. Take out original knee.
4. Glue new knee to the stubs of thigh bone and bottom bone.
5. Learn to walk again.

ACTUAL WITH TECHNOLOGY: Total Knee Replacement
1. Cut 9 inch incision down center of knee.
2. Pull soft tissues to expose the knee joint.
3. Use digital computer animation to show how much arthritic bone to remove to fit new cap of titanium on both the thigh bone and bottom bone.
4. Chisel ends of bone to fit caps.
5. Glue caps onto ends of bones.
6. Walk about four hours later.

MY PRIOR VISION: Crown on Tooth
1. X-ray problem tooth.
2. Drill and prep problem tooth.
3. Make impressions.
4. Place temporary crown.
5. Avoid chewing for 14 days.
6. Return to get final crown.
7. Drill to perfection to fit crown in mouth.
8. Glue new crown into mouth.
9. Check and adjust bite.

ACTUAL WITH TECHNOLOGY: Ceramic Crown on Tooth
1. Take full digital x-rays of teeth.
2. Prep problem tooth.
3. Take digital picture with micro camera to make template of crown.
4. Use CAD CAM in back room to make ceramic crown.
5. Bake crown in oven in back room for 20 minutes.
6. Glue new crown into mouth.

This past month I did both of these ACTUAL WITH TECHNOLOGY's. Which would you pick?

I am glad I chose TECHNOLOGY.

Two-Year-Old Digital Natives

With the correct, specific series of seven buttons to push, one can turn the 52" screen on and find Sprout, a PBS program for pre-schoolers. As part of the Comcast package deal, this program is on 24~7. Often the topics are relevant (or at least almost watchable) not only for the two-to-five year old, but brothers, sisters, moms, dads, and grandparents as well. Sprout is as close to quality programming for tots that I find on TV.

Digital Grandma Kay has a long ways to go to remembering those specific series of seven buttons. Two-year-old Digital Native Max has conquered them. As "we" watch Sprout, Max keeps up with what is on the screen, plays with toys, is aware of what food is being consumed anywhere in the house, acknowledges anyone arriving or departing, operates toys with digital devices to make sound, color, and action, informs us when the phone is ringing, responds to any demands made by us, and entertains with gymnastic feats of strength and endurance. Max feeds play animals imaginary food while Sprout shows real animals eating real food on real farms. Max does jumping jacks and somersaults while Sprout shows animated characters going to Gym-School. Max cues in to Thomas the Train as next coming up by making the sound of a train tooting while watching a story about falling down and getting "owees" on the animated character's knees. One cannot tell if he distinguishes real from imaginary from animated.

This morning Sprout showed how to load a disk into a computer to play a game. Why? I am not sure, because there is a website that has innumerable games that relate to the Sprout show at www.pbsKids.com which Max uses. Sprout uses an old white, boxy computer that only faintly resembles the laptop Max accesses. A four-year-old with limited vocabulary explains that if you hit the number 5 on the computer keyboard, a 5 will pop up on the screen. His reasoning of why this happens made more sense than my answer of "It is a little bit of magic!"

I just finished reading Grown Up Digital by Don Tapscott. Tapscott's description of the 20-year-old Digital Native watching television is an exact match to my observation of our two-year-old Digital Native grandson Max.