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Show n tell note for kindergarten12/11/2023 ![]() I will never forget that little girl and her snake! At the time, I felt bad for the children who forgot their show and tell item. Two return with pieces of paper and one says, “this is my picture, I drawed it here.” Another brings a small scrap, calling it a snake. Mary reminded the children that “we are listening now” and to “stay on your bottom.” A couple of children leave the carpet and appear to be searching. I see a lot of my friends brought things to share with us.” Various children presented objects and were encouraged to “tell us about it.” When one child hands Mary a book to read many of the children had difficulty sitting still. In one, I observed show and tell.Īfter some confusion, the children gathered and Mary announced, “Let’s get started. ![]() When I was gathering data, I spent time in the classrooms of the four teachers. If you follow this link you can read the case studies of four teachers and their journey to embrace this innovative approach and abandon themes. In 2007, after years of sweat and tears, I successfully defended my doctoral dissertation on emergent curriculum. Keep reading to find out how commenting will give you a chance to win a copy of this wonderful book by Lella Gandini and Cathy Weisman Topal! If you don’t follow this practice, tell us why. This leaves me wondering, is this a practice that endures? What do you think about show and tell? Please share your experiences by commenting below. There are better ways to reap the developmental benefits without the potential problems. I question the value and contend that there are just too many disadvantages. Now, in retrospect I think I made the right decision. If it goes well, children can develop a sense of community, they can develop their expressive language skills and it can be an opportunity to enhance self-concept. Soon, I abandoned the practice altogether, feeling slightly guilty knowing that there were benefits of show and tell. This proved difficult for some children, who cried when someone took their toy out of the box. After circle, the idea was that anything in the bin was shareable and children could play with whatever item they selected. At circle, some children still had little to say, but others talked so much, that the children sitting and listening began squirming, fidgeting or talking. When children arrived in the morning, their treasured possession was placed in a bin until circle time. I then changed the practice to show and share. The rest seemed too upset, shy or not yet developmentally ready to tell the rest of the children about what they had brought. Arguments and tears resulted and by circle time, only a few children had anything to tell. Children came with cherished possessions that they did not want to share and kept them tightly in hand until the morning’s circle with ensuing attempts from other children to grab them. Being new to teaching, I did not anticipate the result. I started with a letter to families asking that they send something for “show and tell” on the designated day. I was immediately taken back thirty years to when I first tried show and tell in my classroom. The text that went along with the photo, stated that the show and tell box was ready for the children and that every Friday this practice would be followed. Recently, a photo appeared in one of these groups that depicted a plastic bin, decorated with coloured shapes and labelled “Show and Tell”. I learn so much from members from around the world. I am a member of countless early childhood education groups on Facebook.
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