Hide and Seek - Big Tinkers

What is Critical Thinking?

People use critical thinking skills to gather information, evaluate it, screen out distractions and think for themselves. These skills help us identify which knowledge to trust and how to use new and old knowledge together to decide what to believe or do. People also use these skills to develop arguments, make decisions, identify flaws in reasoning and to solve problems.

Also referred to as “higher-level thinking,” critical thinking draws on many other skills that matter (e.g. focus/self control, communication, making connections, and even empathy). Kids won’t fully develop critical thinking until adolescence or even adulthood, but remarkably there is lots that you can do to help your kids build its foundation during preschool and early school ages. How do little kids build a base for such a complicated set of skills? A key building block to critical thinking is the ability to develop theories about the world and to adjust your theories as new information becomes available. Kids can practice this as they attempt to solve mysteries or actively wonder about why things are as they are. As a family, the more you ask questions, make predictions and allow kids to take active part in discovering the answers to their questions, the stronger you make their foundation for critical thinking. As kids grow out of the 3-to 5-year-olds' freewheeling relationship with reality, you can also train them to question information and see the inconsistencies or flaws in certain ways of thinking.

Why does it matter?

In a world that is increasingly saturated with media messages and where information comes from a wide range of sources that differ in quality, critical thinking is more important than ever. Kids need this skill in order to be informed and empowered consumers, to either suggest or evaluate new solutions to complicated problems, to make decisions about our society and its governance, and to form the beliefs that guide their personal and professional lives.

What is Focus and Self Control?

We think of self control as a child’s ability to focus on something in such a way that maximizes learning. In order to do that, they first need to direct their attention and focus on a single thing. They also need to discern which information around them is most important and deserving of their attention. Thirdly, they need something called “inhibition.” Think of inhibition as the ability to control impulses, block out distractions and continue attending to the same thing. Focus, discerning and inhibition all require rather fancy brain work and are thought to be part of the “executive functions” or the set of cognitive processes involving the prefrontal cortex that help us manage ourselves and the environment to achieve a goal.

Why does it matter?

Our world is full of distractions, more today than ever. Kids who are in any learning situation need the ability to control their impulses, block out noise and attend to the person, objects, events, or discussions that are central to learning. As classroom teachers, we saw that kids who did this ruled the classroom. As outdoor educators and parents, we know the same holds true outside of school.

But don’t take our word for it; the research is impressive. It turns out that these executive function skills are closely tied to success in the classroom, higher level education and life beyond school. Experts like Adele Diamond of the University of British Columbia have shown that, “If you look at what predicts how well children will do later in school, more and more evidence is showing that executive functions—working memory and inhibition—actually predict success better than IQ tests.” Although these skills are difficult for young children and don’t crystallize until adulthood, the more kids practice them, the better at them kids become.

What are schema and why should you care?

There are patterns of repeatable behavior known as "schema" that you can notice in your child's play during early childhood (~18months-age 5 or 6). No matter where you are in the world, these same schema are exhibited by kids. Experts believe that when kids repeat these patterns in different situations, kids develop physically and cognitively. In turn, they are better able to understand, navigate and interact with their worlds, resulting in transformative learning. Kids naturally become absorbed in repeating these patterns, and practice with schema is highly engaging for them.

“Children’s schemas can be viewed as part of their motivation for learning, their insatiable drive to move, represent, discuss, question and find out.”—Professor Cathy Nutbrown, UK

How are schema useful to parents and teachers?

First, it just feels great to better understand your little ones. Once you notice these patterns, your child's seemingly random and (occasionally frustratingly) repetitive actions suddenly appear elegant and purposeful. Best of all, once you realize that they are really exploring a certain schema or two, you can pick activities for them that give them the opportunity to practice them, increasing their engagement and extending their learning.

Does every kid get absorbed in schema?

These are universal patterns, but different kids will engage in schema in different ways. For example, some kids dabble in schema, engaging in several at any given time. Others move from one schema to another over time. Others still stay working on a single schema for years.

How should you support your child as they exhibit schema?

Exploration with various schema is built into Tinkergarten activities. It's also interesting to notice how some of the best kids' toys enable children to practice with schema. To get started, check out the most common schema and see if you recognize these patterns in your child's behavior. If you do, check out our activities that help to extend his or her learning by supporting that schema. For fun, mention these to your friends as you watch their children at play. They'll be in awe of your observation skills, any maybe even refer to you as the toddler-whisperer?!

The scoop on common schema:

Transporting

You may have noticed that your child seems to spend lots of time picking up objects, putting them into a container, perhaps only to transfer them to another container or dump out the container and start again. Your child may also simply love to haul around hefty things (e.g. logs, books, blocks). Kids may also love to fill up wagons, carts, strollers, etc. so they can "transport" objects or people around.

Rotation/Circulation

So many children become engrossed in spinning around and around to the point of dizziness…who hasn’t?! Kids who are focused on rotation/circulation spin themselves or become fixated on watching things that rotate, like a wheel, or the clothes dryer. That is the magic behind rolling down a hill.

Trajectory

Many kids go through a phase or just always seem to like moving in straight lines. They probably like to walk along the cracks in the sidewalk, balance on the curb, walk along a log, climb up and down ladders or whiz down slides. Some can't get enough of those swings. They also love to throw, drop, roll and toss all kinds of things.

Positioning

Kids like to order, arrange and position objects or themselves. They may arrange blocks, cars, rocks or other objects in lines, rows, piles or patterns. Drawing, painting and sculpture work likely includes lines and patterns as well. Lining up may be a favorite activity, and where friends and family stand, sit or walk may be of particular interest.

Enveloping/Enclosing

Kids like to cover, wrap or enclose things and themselves. For example, your child may hide themselves under the bed covers, love to wrap up in a towel after the bath, or use a single crayon to cover a whole piece of paper during art time. You may also notice a time when your kids continue to find places to tuck objects or themselves out of sight (aggrrr, not the keys again!). They may love to sit in tunnels, climb into empty boxes, hide up in trees, build forts, or squirrel away in a little area under the stairs. Or, they may love to tuck treasures away into boxes, bags, pockets or hidden nooks around the yard.

Connecting

A child might spend a great deal of time connecting things to one another. You may notice that they love to join the train tracks together, link LEGOs in long chains, build “fences” out of blocks, each block touching its neighbor. They also love to use tape, glue, string, and other things that connect objects.

Transforming

Kids like to transform the shape, feel and look of things and themselves. You'll notice this when they are dressing up in costumes or putting on make up. These are your potion-makers and demolition crew, who may add milk to their mashed potatoes, make potions in the backyard, knock down buildings and towers, and mix all of the play-doh colors together...in short, they can be a big sister’s nightmare!

What are Gross Motor skills?

Gross motor skills involve movement and use of the large muscles of the body (e.g. those in our arms, legs and trunk/torso) that enable such functions as walking, running, sitting upright, climbing, and throwing. In the first 16 months of the average baby’s life, she rapidly acquires significant gross motor skills: rolling over, sitting up, standing, crawling and walking. Toddlers and young children go on to build gross motor skills such as throwing and catching a ball, balancing on a log, jumping, and running in a game of tag. Gross motor skills develop through practice and repetition, which is why a baby takes weeks to perfect each new milestone motor skill, and a child will attempt that same climbing stunt again and again or take a whole season to learn how to throw or catch a ball successfully. Each child develops at his or her own pace and in his or her own way. Typical gross motor skills development also requires that the brain, spine, nerves and muscles need to be intact and undamaged. If damage has occurred through birth trauma, accident or illness, then progress of motor skills, as that of other skills, may be not resemble the notes below.

Why does it matter?

Gross motor skills are essential for every day, important body movements including walking, keeping balance, reaching, lifting and even sitting. These skills are essential for getting around, accessing the things we need and participating in games, sports and other activities that promote wellness, social development and learning. Gross motor skills are also necessary for other physical functions. For example, a child’s ability to sit and hold his upper body strong and steady will likely impact his ability to use his hands to write, draw and cut as well as his ability to follow instructions and participate actively in a classroom setting.

Typical Gross Motor Development by age:

18-24 months Babies learn to walk well, skip, jump, and run. They learn to climb on stairs, logs, small ladders and age appropriate playground equipment (or, if like ours, on equipment designed for kids much older!). They also enjoy moving and grooving to music. 24-36 months Toddlers run, jump and climb with improved coordination. Toddlers start to enjoy playing games that coordinate more than one gross motor skill like those that involve running, kicking and/or climbing. Toddlers also enjoy experimenting with movement in certain directions such as: forwards and backwards; in straight lines; rotating until dizzy, etc. Age 3-4 Large muscle movement grows more coordinated. Children can run faster and switch both terrain and direction with much more ease, making chasing games and races both fun and helpful. Many children this age begin to use pedal toys and attempt to hop with both feet and then on one foot while keeping their balance. They can toss objects in the direction of a target and play catch at short distances. Age 4-5 Large muscle movement grows even stronger and more coordinated. Most children master the hopping with one or both feet. They can run, jump forward and often skip. They can throw objects and often hit a target. Games that involve kicking and throwing while running are now possible and fun. Toddlers this age love to balance on the edges of objects and walk in straight lines. Movement that is rhythmic is both highly engaging and possible. Ages 5-6 Large muscle movement only continues to grow stronger and coordinated as children’s energy level soars at this age. Most kids can hop, skip, and even jump rope. They easily throw balls at targets and are improving their ability to catch balls that are tossed to them. Kids this age start to take more risks with their climbing, making it an great age to begin climbing trees, challenging logs and rocks.

What is Self Reliance?

Nearly all parents agree that we want to raise our children to become independent and self-reliant people. When they are babies, children rely on us for their basic needs and mobility. As they grow, they rely less directly on us for these basic needs but still need us for love, protection, direction and help. As they grow into adolescence and early adulthood, they will rely on us less and less, separating from us to prepare for the transition to adulthood. Even though much of the separation dance plays out during adolescence, how we offer our kids both support and independence in their early years paves the way for them to develop self reliance later on. Many well-intending parents may become too involved, protective or demanding of their children and, by doing so, actually foster dependence in them. In turn, their kids grow to rely on others for motivation, happiness and direction, unable to make sound decisions for themselves. Independent children, however, possess the belief that they are competent and capable of taking care of themselves. They were given the freedom to experience life and learn its many important lessons, both the joyful and the not-so-fun ones that come from taking risks and doing things for and by oneself.

Why does it matter?

Independent children emerge as intrinsically motivated, natural explorers. They are capable decision makers who have had practice weighing various options and, with the support and guidance of their parents, have been allowed to and lived by their own decisions. This kind of self reliance helps children navigate all realms of life. Academically, they advocate for themselves, take chances and try new things. Socially, they are less dependent on others for happiness, making them far more likely to weather the ups and downs of young friendships and social power dynamics. They have likely had the chance to identify and pursue their own interests and, therefore, have a rich sense of self. They are also more likely to make sound judgements and far less susceptible to engage in negative behaviors, succumb to peer pressure or become either bully or victim. As children grow into adulthood, these same patterns continue to play out. Self-reliant adults have an easier time feeling happiness, self-respect and the respect of others. They are better decision-makers and often accomplish more given the self confidence and self awareness that comes from having been allowed to try, succeed, fail and learn along the way.   “Trust thyself: every heart vibrates to that iron string.” - Ralph Waldo Emerson, Self-Reliance

What is Teamwork?

Teamwork is the ability to be both an individual contributor and a supportive member of a group. Not easy for little ones, but never too early to start learning how. Although the notion of teamwork seems rather self explanatory, the combination of skills that are required for kids to effectively work on a team is rather complex. People can work effectively in a group when they have a sense of their own strengths and needs, the ability to understand the needs and motivations of others, the ability to agree and focus on a common goal, and the capacity to adjust their personal needs for the good of the group. Needless to say, young kids are too young to master these skills, but they can make tremendous progress if we give them genuine experience with teamwork and help them develop the foundations that underlie this more complex set of skills. On a most basic level, kids start to build teamwork skills as they learn to negotiate and share limited resources. Anyone who has kids know that these skills do not come naturally, but are developed with age and practice. Kids who have experience sharing and working in groups without the dominant management of parent or authority figure (e.g. the good old pick-up game of kick-the-can that was managed only by the kids in the neighborhood) get much more opportunity to develop the self awareness and skills needed for effective collaboration. The more chances we give kids to feel the pleasure in sharing and giving, the more quickly they become effective at sharing. In addition, when we model how to set a goal and allow kids to practice working towards that goal, we model the behavior they will eventually adopt as their won. Finally, when they experience success as a member of a team, they develop a lasting sense of the power of teamwork and the motivation to start to value a team over themselves.

Why does it matter?

Collaboration makes the cut on nearly every list of top 21st-century skills—and it has become not just a goal but a requirement for most jobs. Technology increasingly enables people to work together with people who differ by geography, culture and mindset, and businesses and institutions worldwide expect employees to work effectively in both face-to-face and in virtual teams. Those who collaborate effectively will not only be effective workers but will be poised to help find solutions to the increasingly complicated challenges this young generation will face. Further, in most schools from elementary level up, kids get more out of the curriculum if they know how to work well in groups, and this trend of increased peer-to peer-teaching and learning is only gaining ground in older school years. Research even shows that how well young children solve simple problems in groups predicts how they will transition to and fare in formal schooling.