How frequently do you use the phrase, “Show me,” or “Take a look,” or “I see”?  These phrases may have become so common in our daily communication because most of us are visual learners. When we use images, video, graphs, maps, or demonstrations to learn something new, we are visual learners.

As early childhood educators, we may be accustomed to accommodating to different learning styles in our work with children, but these same concepts apply to adults.  Research in educational theory and cognitive psychology indicates that visual learning is among the best methods for teaching both children and adults. This means that professional development materials for teachers should also be responsive to visual learners.

Pre-K Storypath© is one example of a professional development resource that supports visual learning. Pre-K Storypath is a supplemental curriculum that supports teachers in their goals to develop children’s language and literacy, build positive school-family relationships, scaffold children’s cognitive development, and practice authentic assessment.

Visual learners benefit from Pre-K Storypath’s innovative InGraphics™ format. Similar to a graphic novel, InGraphics™ teacher’s guides present a story in a sequence of realistic illustrations. The illustrated story is a model of teachers implementing curriculum and demonstrating best practice in their classroom.

The InGraphics™ story motivates readers to continue reading to find out what happens next. This visual format is especially appealing to young adults who came of age in a digital world. And InGraphics™ materials are culturally relevant—People of color see themselves mirrored in the culturally diverse characters.

The hybrid combination of visuals and text improves comprehension, especially for teachers who are learning English as a second language. The reader is able to slow down, review, skim, and skip. The images deepen understanding by providing details and context not included in text.

Take a look!

 Each Pre-K Storypath unit is based on a child-centered dramatic play scenario:

• The Restaurant
• The Post Office
• The Zoo  

Post written by Ann Gadzikowski.  Ann Gadzikowski, a graduate of the Erikson Institute, is an early childhood administrator and consultant in the Chicago area. She is the author of Story Dictation: A Guide for Early Childhood Professionals (Redleaf Press) and teaches early childhood education courses at Oakton Community College.

In March of this year, the National Governors Association and the Council of Chief State School Officers proposed a set of common core standards for early childhood education. In response, the Alliance for Children, joined by leading authorities in early childhood education such as David Elkind, Lilian Katz, and Ellen Galinsky, issued a statement that raised “grave concerns” that the standards do not support “child-initiated learning and play.”

Unfortunately, media coverage and public discussion of this issue often simplifies and polarizes the opposing positions by framing the argument as play vs. learning: Shall we allow children to play or shall we insist that they learn?

The truth is that the issue is more complex than play vs. learning. If you listen carefully to the advocates for play, you can hear that they are advocating both play and learning. We can do more than just “allow” children to play. We can support, encourage, protect, and facilitate children’s play in ways that ensure they share a rich learning experience.

One approach that supports both play and learning is Pre-K Storypath©.

In Pre-K Storypath, children’s natural desire to pretend creates opportunities for developing new knowledge and skills. During purposeful dramatic play, children develop vocabulary, solve problems, and interact socially. This focus on dramatic play increases children’s motivation and engagement.

Each Pre-K Storypath unit is based on a child-centered dramatic play scenario:

• The Restaurant
• The Post Office
• The Zoo  

Post written by Ann Gadzikowski.  Ann Gadzikowski, a graduate of the Erikson Institute, is an early childhood administrator and consultant in the Chicago area. She is the author of Story Dictation: A Guide for Early Childhood Professionals (Redleaf Press) and teaches early childhood education courses at Oakton Community College. 

From Learn Every Day About Bugs and Spiders: 100 Best Ideas from Teachers

Learning Objectives

The children will:

1. Learn about colors and patterns in nature.
2. Practice their small motor skills.

   

Vocabulary

• butterfly
• color
• different
• meet
• pattern
• same
• sprinkle
• wings

Materials

• cheese grater
• broken crayons
• cups
• pictures of butterflies
• wax paper
• iron and ironing board
• old towels

Preparation

• Grate the broken crayons into small pieces, and place the pieces in cups on the table.
• Trace and cut butterfly shapes out of wax paper. Each child will need two.

What to Do

1. Show the children pictures of butterflies, and talk about how colorful their wings are. Be sure to point out how both wings look the same and share the same pattern.
2. Invite the children to create their own butterflies by sprinkling colorful crayon pieces on one of the wax paper butterflies.
3. When the children finish sprinkling crayon pieces on the wax paper butterflies, place the second butterfly on top of the first one, so that the crayon bits are sandwiched between the two layers.
4. Move the butterflies to a location away form the children for ironing.
5. Place a towel on a tabletop. Place another towel over the first butterfly and apply a warm iron. Move the iron around until all of the wax melts (Note: An adult-only step.) The butterfly should now have a pretty stained-glass look.
6. Repeat with the remaining butterflies.
7. Hang the butterflies in a window for the children to enjoy.

Assessment

• Ask the children if they know of other bugs that are colorful. Suggest ladybug, bumblebees, and beetles if they get stuck.
• Have the children draw pictures of colorful make-believe bugs.

Children's Books

• Butterfly, Butterfly by Petr Horacek
• Velma Gratch and Way Cool Butterfly by Alan Madison
• The Very Hungry Caterpillar by Eric Carle

Savor this tasty berry by whipping up a batch of Biscuit Blossoms, a fun take on strawberry shortcake from Snacktivities: 50 Edible Activities for Parents and Children by MaryAnn F. Kohl. Preparing this special treat with children ages 3 and up is a great way to spark the imaginations of budding chefs and shows how much fun good food can be.

Ingredients

Spinach leaves

Refrigerator biscuits (or your favorite biscuit recipe)

1 pint fresh or frozen strawberries, sliced with top removed

Utensils

Oven preheated to 375 F or according to biscuit directions

Paper towels

Baking sheets

Oven mitts

Kitchen scissors

Spatula

Process

1. Wash the spinach leaves under running water and pat dry with paper towels. Set aside.

2. Open the package of biscuits and separate the biscuits from the roll. Snip tiny cuts around the edge of each biscuit with kitchen scissors to form flower petals. Or, cut biscuits in half and press them into flower shapes.

3. Place the biscuit blossoms about 2 inches apart on the baking sheet. Use a finger to press a dent in the center of the biscuit; arrange strawberry slices in dent.

4. Bake the biscuits for about 10 minutes or until lightly golden brown. Wear oven mitts and remove the biscuits from the oven. Cool a little.

5. Remove the Biscuit Blossoms from the baking sheet with a spatula and arrange them on the serving tray with spinach leaves. Serves 4-6.