Early Childhood Chapters

This is the podcast for educators, childcare professionals, and parents who work with children ages 0-5. Hosted by Gryphon House Books, each episode features interviews with leading authors and experts who break down the latest research into practical, actionable strategies for the classroom and home.

Voices of NAEYC: Highlights from the 2024 Annual Conference 11/16/2024

Creating Safe Spaces for Young Children: Emergency Preparedness in Early Childhood Settings 11/04/2024

Creating Safe Spaces for Young Children: Emergency Preparedness in Early Childhood Settings In this episode, we talk with Andrew Roszak, an international expert in disaster preparedness and emergency management, specializing in early childhood settings. Andrew shares insights from his journey, starting as a firefighter and paramedic to becoming an attorney and advocate for safety in schools and childcare centers. He provides practical advice for early childhood education professionals on how to prepare for various emergencies, from natural disasters to cybersecurity threats, and sheds light on how to conduct drills without traumatizing young children. What You’ll Learn: The Importance of Preparedness: Why creating safe spaces in early childhood settings is essential and how gaps in preparedness can impact the well-being of children. Types of Emergencies and Threats: From natural disasters like tornadoes and wildfires to modern-day challenges such as cybersecurity threats, Andrew discusses the wide range of emergencies childcare centers need to prepare for. Age-Appropriate Emergency Drills: How to implement emergency preparedness drills that are age-appropriate, non-traumatizing, and effective, with specific strategies to reduce fear while teaching crucial safety skills. Cybersecurity in Childcare Settings: Understanding the rise of cyber threats against childcare facilities and why centers need to safeguard their digital infrastructure. Tips for Educators and Administrators: Practical, low-cost steps that childcare professionals and administrators can take today to improve safety, including the use of familiar games to practice drill skills and the importance of clear communication. Books by Andrew Roszak: Institute for Childhood Preparedness: Free Online Training Resources: Courses covering emergency preparedness, cybersecurity, and more, available on the Institute’s website. About Our Guest: Andrew Roszak, JD, MPA, EMT-P, is the Executive Director of the Institute for Childhood Preparedness. With a background as a paramedic, firefighter, attorney, and emergency preparedness advisor, Andrew’s expertise lies in helping schools and childcare centers plan and train for various emergencies. His dedication to creating safe learning environments has made him a leader in the field of early childhood safety. Tune in to Learn: Prepare your center, safeguard young children, and gain the tools needed to foster a culture of safety and preparedness in your classrooms. Whether you're a teacher, administrator, or parent, this episode equips you with actionable strategies to protect the children in your care. /episode/index/show/51210c34-3d7c-4733-b9ce-3b5065df2041/id/33770077

Curated Moments: Bringing Reggio Emilia to Life for Infants & Toddlers 11/03/2024

So You Want to Write a Book: Becoming a Gryphon House Author 10/30/2024

Loose Parts Alive: Inspiring Child-Led Nature Exploration 10/29/2024

Loose Parts Alive: Inspiring Child-Led Nature Exploration In this episode, we sit down with Laura Wilhelm, Ph.D. and Carla Gull, Ph.D., the authors of Loose Parts Alive, to dive into the limitless potential of living loose parts. From the flutter of a butterfly’s wings to the sway of trees in the breeze, discover how integrating nature into your learning space can spark creativity, curiosity, and critical thinking in young children. Learn practical tips for incorporating plants, animals, and even the human body into open-ended play, and hear real-life examples of this magical approach in action. Loose Parts Alive: Nature's Role in Early Learning - Show Notes Join us for a thought-provoking conversation about the philosophy behind loose parts play, which encourages children to interact with open-ended materials in ways that promote creativity, exploration, and environmental awareness. Dr. Gull and Dr. Wilhelm share insights on the benefits of loose parts, specifically living loose parts in nature, for fine motor skill development, sensory experiences, and social-emotional learning. They emphasize the importance of using natural and varied materials, from pine cones to acorns, to engage children’s curiosity and help them connect with nature. The discussion also highlights the accessibility of loose parts play for all children, regardless of abilities, and provides tips for implementing loose parts safely in classrooms or homes. Key Topics Discussed: The Philosophy of Loose Parts Play: Why loose parts aren’t prescriptive and how they foster a mindset of exploration and curiosity. Nature as Loose Parts: How to use natural elements like sticks, leaves, rocks, and even living creatures to engage children. Loose Parts and Fine Motor Skills: The unique benefits of physical interaction with diverse materials over screen-based learning for children’s development. Safety Tips for Loose Parts Play: Guidelines for using loose parts with young children, including ideas for mitigating choking hazards and using tools safely. Accessible Play for All Abilities: How loose parts create inclusive learning environments that meet children’s diverse needs and sensory preferences. Quotes: "Loose parts are more than just stuff; they’re an invitation to wonder, discover, and invent." — Dr. Carla Gull "The natural world is accessible to everyone. There’s nature even in a crack in the sidewalk." — Dr. Laura Wilhelm Additional Resources: by Dr. Carla Gull and Dr. Laura Wilhelm hosted by Dr. Carla Gull Free download: Related Titles from Gryphon House Books: , by Ruth Wilson, and more. Connect with Us: Listen to more episodes of Early Childhood Chapters by subscribing on your favorite podcast platform. Follow Gryphon House Books (@ghbooks on major channels) for the latest on early childhood education resources and new releases. Episode Transcript Emily Garman: Carla Gull and Laura Wilhelm, welcome to early childhood chapters. I'm excited to talk to you today about your new book, Loose Parts Alive, published by Gryphon House. So let's just get right into it. One of the things I thought about when I was reading your book, what I kind of expecting to read, was, here are what loose parts are, and here's how to use them. But it's not that kind of book, and it isn't really even talking about HOW you should use loose parts with children, because that is the nature of loose parts at all. It's not prescriptive in any way. It's more illustrative of a whole philosophy of just thinking about the way we interact with children and present materials to them, and even just thinking about education. So I'm wondering if we could start out with you talking about that a little bit, what you hope to accomplish with the book, why you wrote the book. Carla Gull, Ph.D.: Yeah, thanks. So just loose parts. That's a big topic, oftentimes misunderstood. I have a large Facebook group, over 140,000 people from around the world. And lots of times, you know, people come in not as used to these loose parts kind of mindset. They're like a loose parts of small things on top of a table, like no loose parts can be so much more than that. And so this concept of loose parts alive, that kind of came out, both Laura and I have done a lot of work in the national context with children, and, I've also done some research on other classrooms and loose parts, with preschoolers. And with that, in our research, we found, interesting things coming up as part of the research like, a person's body could become another variable in the environment. The environment itself became some of the loose parts, invitations that were there as well. And things that were alive, like roly poly and such were part of that. And so, as Laura and I started chatting about possibilities for this, that concept of loose parts of life in that, living aspect of it. There is a quote that we have in the book by Simon Nicholson, who kind of coined maybe the phrase “loose parts,” though the concept of loose parts has been around for ever. The first time someone picked up a rock or a stick and used it for something different. But he has this quote in there that I think is very expansive of what loose parts could be. In training. I share this, and people kind of like have an audible gasp at times. He said, “there's evidence that all children love to interact with variables such as materials and shapes, smells and other physical phenomena such as electricity, magnetism, gravity, media such as gases and fluids, sounds, music and motion, chemical interactions, cooking and fire, and other people and animals, plants, words, concepts and ideas.” He says, “with all these things, all children love to play, experiment, discover and invent and have fun. All these things have one thing in common, which is variables are loose parts.” So to me, this is much more than wooden things that aren't painted, that are pre-scripted that children can interact with, but brings in the whole environment and concepts and words and ideas. That is a much more expansive, loose parts mindset than just “stuff,” if that makes sense. Laura Wilhelm, Ph.D.: Yeah. And I would just add that in talking about this book, I especially have a passion for working with teachers of young children and helping them get over that sort of hesitation in, presenting science activities, especially for our youngest children. So with this, we have lots of possibilities for low cost and no cost. I had someone correct me that nothing from nature is no cost. So we'll say low cost when we're talking about things like sticks and rocks and acorns and pine cones, but the unscripted, open ended nature of materials. We can think about it as the reason children like playing with the box better than the toy, because toys are often plastic and they have a similar smell and texture and similar surface temperature, where a pine cone is going to have very interesting little holes that your finger might fit in. If you dip it in water, it'll close up and then it'll open again. So there's lots of science possibilities. It's going to have an interesting earthy smell. It's going to have an unusual texture that very young children very often don't have an opportunity to experience. And so with this book, we especially wanted to focus, because we both have other books that sort of define loose parts and tell why that's a good idea. So with this book, we really wanted to get into plants and animals as loose parts, along with other concepts of that loose parts mindset. Emily Garman: I never thought about things like, yes, natural objects, twigs and leaves and rocks and things, but our bodies or animals or plants, things that are alive and and even things that can move on their own! Carla Gull, Ph.D.: Yeah. One thing that I think that is a key part of this conversation is that, we're interacting with something that is living, that's breathing, and part of that, it needs to be done with wonder, curiosity, respect and honoring that. It's another living being. And so we don't want to do anything that would harm that animal or plant in ways that would be detrimental to its existence, just for our pleasure. But they are variables in our environment. And so and we talk about death, decay and decomposition and at what point, you know, once we see a flower that's alive, but then we pick it is that when it becomes a loose part, you know, so there are some questions there. But sometimes we may be observing an animal and then we have plastic toy animals or wooden toy animals that we can play with, with other loose parts. And we're taking the perspective of the animal through those things, but we're using the live animal that we're seeing as part of that. And for smaller critters and things, we may be using tools to help us observe carefully and release back into nature, so that they can still have their own existence as part of that. And so it's a little bit of a mindset shift, thinking that all of the things around us that we are part of nature and we are part of the natural environment around us that are living beings, this other than human world, that's existing around us, and we can interact with it in a loose parts mindset in a respectful way that also allows us to explore and experiment and have that curiosity and wonder and awe as part of it. Laura Wilhelm, Ph.D.: Yeah. And I would just add, we want to be very respectful of the natural environment so that when we collect sticks and rocks, we can put them back again. I noticed, in some of the Texas state parks, they, caution about puddles of water because they're, because they're going to be microcosms. They are so just being mindful and respectful of the natural environments, when we go out in them, I think is important to remember. Emily Garman: I really liked what you said, Carla. A loose parts mindset. Children have a way of not assigning a particular and limited role of what an object is, or what it can do, or what it can be. Whereas adults we have lost that, I think a little bit. To think a stick could be so many different things and different kinds of play. And so with that loose parts mindset, we encourage that creativity. Carla Gull, Ph.D.: Yeah, I love it. And we do have a resource with Kaplan about developing loose parts mindset that's free and downloadable, if anybody's interested in that as well. But, you know, some of those principles are just that experimentation and exploration, allowing the children to help co-create the spaces, and adding water, just, you know, transforms everything that we do in responsible ways, including water in our existence, our outdoor spaces and things like that. Emily Garman: The idea of this loose parts mindset, this way of presenting materials to kids, it's very accessible, I think. In a lot of philosophies of education, there's this idea that, well, in order to do Montessori or order to do Waldorf, or in order to do this or that, we must purchase all of these specific and expensive materials. And unless it's this type of object and this type of item, it can't really be, the “right” way to do it. And this just turns that on its end. You know, it says you go outside, you find what's there. Anybody could do that, whether you live in the middle of a big city, in an apartment building, whether you're in the country, in a school building with a huge budget or no budget, it's totally accessible. And I love that about it. Can you talk about that a little bit? Laura Wilhelm, Ph.D.: Yeah. And I would say not just outdoors, but also in your house. If you look around, you've probably got really interesting things, and your friends and your coworkers probably have really interesting things that they'd be happy to share or donate, so that children can explore them. I know, one director I was visiting, a teacher had brought in a bunch of mason jar rings for canning, for home canning, and she said, I didn't know what the children would do with them, so I put them out. Well, the children had wonderful ideas. This was a preschool classroom. And of course, one of the first things was putting them on their arm so that they had an arm load of bracelets. But then pretty soon they were finding what fits inside, how they can arrange them into shapes and make pictures from all the circles, and making the circles concentric, seeing, you know the wide mouth that fits inside the regular, putting the lids matching the lids to the rings. Just so many possibilities. And because they're metal, they've got an interesting taste. They've got an interesting texture, they've got an interesting smell. So when we take that idea of just a jar ring, you know, that, you wouldn't even think about and all the possibilities, then take that into the natural world or bring the natural world inside. Think about all the things you can explore in all the ways in your food items, in your kitchen, from items, in your cupboard or closet, that you might not think about, and you might not know. How would a child use a cork? But children will have an idea. And so it's sort of, stepping back as a teacher and trusting the child, trusting they're having the wonderful ideas, which is a concept that Eleanor Duckworth, who was a student of John Piaget, she used and she has a book called The Having of Wonderful Ideas. But it's really about us stepping back and letting children have a wonderful idea, just presenting the materials and trusting them. Carla Gull, Ph.D.: Yeah, I happen to have jars right next to me. I have no idea. Small office that’s not even mine, so. But yeah, I was playing with it in all kinds of ways. It can do all kinds of things, and our bodies become part of the ways that we manipulate it, and experiment and explore with it as well. I really appreciate that. And it can be a lovely leveling factor that it's very accessible for everybody. And at the same time, some spaces in more urban areas don't have as much of this, but we can grow those parts, we can grow things that then become consumables that we're using as part of our programing. And then also I, I've been doing some programing as an outdoor educator in a local preschool where they have very good volunteers that pick up all the leaves and all the sticks. So it's pristine. So I bring in sticks, bags of sticks with me, just so that we have some additional options while we're there, for play and such. Well, I did also want to add caution around whether it is a low cost, no cost kind of thing. And it's also okay to spend money on tools and resources that are going to be durable for us to use with children over the long haul kind of thing. I know that I've found a lot of things that are free that then broke and then became hazards. And so I did just do a podcast episode recently about why it may be okay to buy, loose parts from time to time. And I know that, as far as, like, products in the natural world and such, there are different study materials and tools that can help us interact and understand the natural world, that are durable and easy to use with children. Laura and I both have been working with product development with Guidecraft and Kaplan, to have some support materials along those things. So like we have some loose part STEM kits, that have natural items and tools, really cool bug jars and things like that. Do we have to have those to have good experiences outside? Not at all. But if we have some grant money and it's within our budget and we want some good, durable materials, there are some products out there. Emily Garman: I'm glad you mentioned that because obviously I've seen the Kaplan materials, the kits, and I know you were both involved in developing those, but the materials in those kits, they're natural items and, and some of them are very exotic seed pods and types of wood that we might not see even in just in the United States at all. So that's interesting in itself. But they're also, treated in such a way. I mean, they're natural items, but they're treated in such a way that they're really durable and they're, clean and they're kind of uniform in that you've got maybe eight of the same sort of similar shapes and feel of wood in there. So it's good for a classroom setting where the kids will be kind of sharing these items. And, you know, there's something to be said for having a kit. It's pretty fun. I like kits. Carla Gull, Ph.D.: And, I actually have a website all about kits and such as well. So that's out there and available, loose parts kits and collections and how they can be helpful for us. And we can create those as well. And so we can get a divided tray, and/or purchase a divided tray that stacks with other ones and things. There is that one through Kaplan. But, we can create our own collections of loose parts with the children using responsible harvesting techniques and such as well. So we don't want to take more than our fair share. We want to make sure we leave plenty of acorns for the squirrels and those kinds of things. Emily Garman: Usually when you talk to people about this, you say people have really concerns right away about choking and small items that very young children could choke on. And so you describe to me a choke test; that there's a way, to determine what items size wise are appropriate to use for what ages of kids. Laura Wilhelm, Ph.D.: All of us have touched a little bit on safety. And so I'm glad we're getting this into this podcast because it's very important we want our children to be safe. And for children under three especially, and then older children who may have issues with swallowing or tongue thrust so that they are more prone to choking, we need to first of all, supervise by sight and sound at all times, especially when they have small materials, but also for children under three. It's just a good rule of thumb to have materials that would not fit entirely inside a paper towel tube. If that's the case, then if it's larger, then they're not going to choke. You can get something called a choke tube, which is just a clear Lucite, cylinder that you can test and see if things will fit entirely inside if they're smaller beads, seeds, things like that. Make certain that you are near a child who's interacting with them, especially the child under three, or has swallowing issues so that you can supervise very closely. There's interactions. There are certain things that are more likely for children to choke on when they're eating. And so the same way you want to supervise closely, you want to slice grapes, carrot sticks, that kind of thing. Some other safety issues that we want to make certain we address are things like varnishes and paints. If you're getting something used, either something you have something from a thrift store or garage sale, there may be concerns about the surface. And so unfinished wood, unpainted plastics are good because then you don't have to worry as much about there being lead content in the paint if you have something that you love, but you're not sure if it's safe, you can put it inside an orange juice bottle and just glue the lid on, and then the children can see it, explore it, and, know that they're safe because they're not putting that in their mouth. Especially children under three, because they learn through all of their senses and touch and taste are big parts of those senses and smell like to get it close, to really explore it. It's just how they learn about the world. And we want to honor that and we want to make sure they're safe. You also want to check things regularly for rough edges, sharp edges; things like seashells can easily get chipped and have a very sharp edge. And so just make that part of your routine as you're putting materials out, just check and see if anything's happened since the last time you use them, especially if you're sharing materials between teachers and a program or borrowing things because things happen. Carla Gull, Ph.D.: Similarly, we have a section on safety and risk, kind of along... /episode/index/show/51210c34-3d7c-4733-b9ce-3b5065df2041/id/33670507

Early Childhood Chapters - Podcast Trailer 10/17/2024

Early Childhood Chapters

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