All posts by Vyshnavi Ramesh

Lego & all the learning benefits: Part 1

As expected, A’s first set of Lego Duplo has opened up a world of learning opportunities for her. Obviously, we have all read numerous articles on how Lego promotes STEM education. However, what I would like to analyze is the specific skillset attained by blocks. To do this, I’m going to revisit an old friend, the competency.

Let’s start off with the formal definition. A competency is defined as an effective ability, including attributes, skills and knowledge, to successfully carry out some activity which is totally identified. While the term competency is typically applied in formal learning environments, I firmly believe that competencies are achieved at every stage of life. Since the first pediatrician appointments, we have been asked about A’s milestones such as feeding, laying down for tummy time, rolling over, etc. In my mind, these milestones are competencies achieved by the child. Taking the concept further, each competency has a number of sub-competencies as well. My mind was blown when my nurse at the hospital explained why it was so difficult for the newborn baby to learn to feed – the child must learn to a. suck; b. swallow; and c. all while breathing. The competency of “feeding” had so many sub-competencies!

Coming back to blocks. The obvious first competency to be achieved by the child is to put two blocks together. But wait! That isn’t the first one! While A was fascinated by the first sight of the Lego blocks, and even though it seems elementary, she couldn’t start off with putting two blocks together! So we started with what seems like the second competency: Taking two blocks apart.

So, why is this the easier competency? Let us look at the sub-competencies for the two competencies of putting together and taking apart Lego blocks:

C1: Taking blocks apart given a set of blocks that are joined together
C1.1: Identify where the two blocks meet
C1.2: Grip the blocks in the right way that they come apart
C1.3: Pull in the right direction until they come apart

C2: Putting blocks together
C2.1: Identify two blocks that will fit together
C2.2: Identify the right location to join them
C2.3: Grip them appropriately to push them together
C2.4: Join the two blocks together

We shall now identify the easier competency. Is difficulty a subjective factor? To some extent, definitely, but we can break it down into as many objective factors as we can as well, and allow learner subjectivity to be a factor too. Factors are also task-specific – while some factors are common ones, many factors are specific to the competencies we are analyzing. For recap, here is an overview of the cognitive, psychomotor and affective domains. Let us identify a set of factors for difficulty in this case:

  1. Number of sub-competencies
  2. Cognitive processes required for each sub-competency
  3. Psychomotor skills (fine and gross) required for each sub-competency
  4. Affective stimuli induced by each sub-competency
  5. Subjective difficulty of each sub-competency

Here’s an analysis of each sub-competency with respect to the cognitive, affective and psychomotor domains:

Sub-competency Cognitive Affective Psychomotor
C1.1 Analyze Characterization Perceptual abilities
C1.2 Evaluate Characterization Skilled movements, Perceptual abilities
C1.3 Apply Organization Fundamental movements, skilled movements, perceptual abilities
C2.1 Analyze Characterization Perceptual abilities
C2.2 Evaluate Characterization Perceptual abilities
C2.3 Apply Organization Skilled movements, Perceptual abilities
C2.4 Apply Organization Fundamental movements, skilled movements, perceptual abilities

So, C1 has 3 sub-competencies to master, while C2 has 4. While this does not automatically make C1 the easier competency, it is certainly a factor. The sub-competencies of C2 require more cognitive, affective and psychomotor processes as well. Another factor is how difficult each of the sub-competencies are. With A, she certainly found it easier to accomplish C1 before C2.

While this is not conclusive evidence to prove that C1 is easier than C2, the logic has certainly worked in the case of A. One of the reasons the logic may not work is the assumption of higher cognitive levels being more difficult than the lower ones. Another reason it may not work could be differences in psychomotor skills. Every learner is different especially in the case of little ones. It is important to identify these differences and guide learners in the way that suits them best!

Disclaimer: As with any course design process, this is iterative and I may have left out some obvious sub-competencies. Please let me know if I have!

 

First blocks!

We got blocks for kiddo today! She got Lego Duplo, nice and big blocks so she can’t put it in her mouth. She was fascinated from the first moment she laid eyes on the box! First she was excited by the rattling in the box. Then she opened her eyes wide at the bright colors! Her dad showed her how to join two blocks together, and she was amazed! She was thrilled to make a small plane and watch him fly it.

All in all, a great buy! She’s only played with it for ten minutes so far and we’re already very excited. Bring on the Lego, bring on the creative learning!

Favorite songs!

When all else fails, music usually doesn’t. Of course, as with anything else, A is very particular about the songs she listens to / watches. She has “her music” and we have “our music” and we can’t mix those. She loves nursery rhymes and the typical kiddie songs. Personally, I love the songs that teach her little things, like movements, direction and so on. I love how these songs develop her cognitive and psychomotor skills in a really fun way! They keep us occupied in the best way possible – through learning! These are our favorites:

  1. One little finger
  2. If you’re happy
  3. Wheels on the bus
  4. Old McDonald
  5. Skidamarink
  6. Grandparents are special

#5 and #6 are really my favorites more than hers – I just think they’re the sweetest songs and animations ever! In case you hadn’t noticed, we’re rather partial to the YouTube channel Super Simple Songs. A also likes Little Baby Bum, but her dad and I prefer Super Simple Songs for the simpler animations and because A seems to learn more from it.

What are your kids favorite songs? What are your favorite songs for them?

An achievement to remember!

This week, A learnt to traverse the entire slide structure independently! She can walk with support to the steps of the slide structure, climb up the steps, cross the bridge leading to the slide, maneuver herself onto the slide, slide face-down, stop herself at the end, get down, and begin making her way back to the steps!

Wow, is my little baby growing up fast or what!

Travel Recipes, Part 1: Instant Rasam Powder

If your toddler is anything like mine, chances are that travel plans send you in a frenzy of packing food. Did I say travel plans? I meant pretty much any plan that involves taking more than 100 feet outside your home. Like a switch had been turned on, A developed the typical picky toddler characteristics a week before she turned one. We have a vacation to Hawaii coming up, and I’m busy planning out her meals. In the next series, I’ll be sharing with you a bunch of travel-friendly recipes that you can prepare in advance and then use a microwave at your destination for final boiling / cooking, etc.

On a good day, my daughter is happy with a simple meal of rice-dal-rasam and veggies, finished with a bowl of yogurt. On a bad day, of course, she’ll eat anything between nothing and a handful of goldfish crackers. But when I travel, the optimist in me would like to aim at one balanced meal a day, and I believe firmly in a balanced meal of rice (starch), dal / steamed lentils (protein), rasam (spices which aid greatly in digestion), veggies and yogurt (dairy) form the perfect meal.

With that in mind, I’ve come up with an easy instant rasam / saar mix, which you can just mix with water and bring to a boil, and voila! Rasam on the go!

Ingredients:

dhaniya / coriander seeds – 1/4 cup
whole red chilli – 1/2 cup
whole black pepper – 1 tsp
jeera / cumin seeds – 1 tsp
mustard seeds –  1/4 tsp
fenugreek seeds -1/4 tsp
toor dal / split pigeon pea – 1/2 cup
tamarind – key lime size ball or 1 tbsp

For tempering:
ghee – 1 tbsp
asafoetida – 1/2 tsp
mustard seeds: 1 tsp
cumin seeds: 1 tsp

Method:

  1. Roast the toor dal separately.
  2. Roast all the other ingredients together.
  3. Once all ingredients have cooled, grind them together to a fine powder
  4. Heat ghee. Once ghee is hot, add mustard seeds. Allow them to crackle, and then add cumin seeds and asafeotida.
  5. Mix tempering with rasam powder
  6. When you want to prepare the rasam, mix 1 cup water, 1 tsp rasam powder (or to taste), 1 finely chopped tomato, salt to taste and bring to a boil.
  7. Your rasam is ready! Serve with hot rice.

Sensory Play & Development, Part 4: Sand play

Although sand play as a sensory play has been touched upon time and time again, I still wanted to bring it up on this blog because it’s very easily accessible to most of us, cheap and such a a great part of a healthy sensory diet. Your child is typically ready to play in sand between the age of 12-18 months (of course, bear in mind that every child is different, sooner or later is just as fine too!)

My criteria for allowing A to play in the sand pit at the neighborhood park was a crucial one to me: I allowed her to get her hands dirty when I saw that she had (for the most part) understood the distinction between playing and eating. It is important to note that mouthing is how children at this age explore things. If your kid is trying to eat dirt, or sand, it is because that’s part of their process of exploring. Not that I’m justifying eating the sand! I bring it up because once you understand why they do it, it may make it easier to deal with it!

As A learnt to eat different kinds of solids, she also learnt about taste, developing tastes of her own, she also learnt what doesn’t taste good. While I did not let her enter the sand pit for many months, she always knew the texture and feel of sand from here and there – on the steps of the slide, the slide itself, etc. For many months, she also tried to eat it. One fine day, I realized that she was just playing with it and not eating it. The very next day I decided she was ready to play in the sand pit, with her sand toys!

Eating or not, sand is a wonderfully sensory toy. You could start off by making a non-toxic sand pit at home using edible items such as roasted semolina (rava / sooji), or cornmeal. That way, even if your ever-curious child tries to mouth some, it isn’t the worst thing. Eventually, they will learn that there are way more fun things to do with the sand than eat it!

We also introduced sand toys at this stage. They don’t have to be fancy or sophisticated toys! sand toys can be as simple as empty plastic containers and extra ladles from your kitchen. Your little one will love trying to scoop out sand from the pit and pour it in the bucket! Of course, she may try to pour some on herself too. My little one pretty much needs a wash and a new set of clothes by the time she’s home, but so what! You could also take an old sieve and pour sand through it, or use a mould of some sort and wet sand to make sand sculptures. Using sand toys in the park has also introduced the practice of sharing to A, as she learns to share some of her toys with her friends at the park.

Sand play has become her favorite new addition to her long list of park activities. It’s a great form of independent play – of course, a huge plus in my book, giving us time to catch up on some reading or with some friends. I’m so happy she’s learnt how to play with sand. Do try it out !

 

 

STEM and kiddos

Through my PhD, I dealt with higher education, with late teenagers and undergraduate education in STEM-related courses. So when I was pregnant and discovered that Amazon and Flipkart had a separate category of toys called “STEM toys”, I was astonished! Why would my little baby want to play with toys that taught her engineering at a year old, I wondered.

Since then, I’ve been experimenting and playing with a lot of toys, courtesy A. She goes through phases of toys. As a 6 month old, when she first started playing with toys, it was all about the color and sound and not much else. Rattles were a favorite, as were anything grab-able and hold-able. As she approached a year, she moved on to stacking rings, her eyes focused as she maneuvered the rings over the rod and formed a stack. After her birthday, she started working on puzzles and shape sorters. I was amazed at her sponge-like mind, learning to use new toys everyday!

So this brings me back to my original question – what are STEM toys? STEM toys are toys that promote learning in Science, Technology, Engineering, and Mathematics. They claim to help children work towards careers in these areas (a claim which I question for the time being). They promote cognitive and psychomotor development in children, which I definitely do see.

So what are some of the popular STEM toys? A browse through Amazon and others brings up robots, building blocks, physics and electromagnetic kits and the like. There are also numerous articles detailing that “STEM toys so far have been geared to boys” and “it’s time to make them for girls too”, which is certainly baffling to me. I recently attended a mind-blowing talk by Leah Buechley, a keynote speech at FABLearn 2016, where she speaks of this issue. She is the mind behind Lilypad Arduino, and a champion of feminine making traditions. During her keynote speech, she broadened the audience’s view on STEM toys and activities, leading me to believe that STEM is everywhere, and that it is the world’s view of STEM toys which is pigeonholed into a subset of toys. Here are some of my favorite toys which I believe promote learning

  • Shape sorters: These seemingly elementary toys teach shapes, and then matching a shape to its appropriate slot. Its not just about matching the shape, but also turning the shape to fit into the slot appropriately. Some shape sorters double up to teach colors as well. Of course,  shape sorters can double up as stackers, blocks, even grab-ables for the little ones.
  • Puzzles: And of course, I mean much simpler puzzles to start with, such as this one. Apart from the obvious skill of matching the right piece to the right location (like the shape sorter), playing with these also provides numerous teachable moments about the objects in the puzzle like animals or food. Pulling the pieces out of the puzzle individually also helps develop fine motor skills.
  • Stackers: In addition to the fine motor skills of grabbing, holding and placing, these also teach sizing and order. For example, largest on the bottom and smallest on the top? Stackers include the old favorite – stacking rings, but also stacking cups, stacking blocks that even have books embedded in them, and more. You could stack these one on top of the other and it’d be a fun game to make a tower than doesn’t collapse, teaching balance in the process.
  • Boxes and lids: not a toy! But this is my kiddos personal favorite. She started off trying to close her snack box. She then moved on trying to close any box with the lid I gave her. One day, she found a sippy cup top and a random cup, and just trying to match the two just because they were the same size! Which they didn’t belong to the same set, I was amazed at how her young mind worked! These days, she is easily kept occupied with a bunch of random boxes and lids, working her way through matching them, and then closing them until they seal!

These are just some of our current favorites. I’m sure there are many more out there! The thing is, STEM is way more than what we know, it’s everywhere! What are some of your favorite toys (for your kids or yourself!)

The real shock of the election…

On the outset, let me just say that I do not know much about politics. I have made no pretense of understanding much about political matters, nor do I try to feign an opinion.

But living in US during what appears to be one of the most hard-fought presidential campaigns ever, one can’t help opining peripherally. I think, for me, the real shock is not that Donald Trump is the next President of the United States. Sure, I understand, we all live in our social bubbles and social media had me convinced that Clinton would win. I was all-for a female leader, but that still wasn’t the biggest disappointment.

No, the real shock is that he has enough supporters for this to happen. It is one thing that his values are far from ideal, and his treatment of women sub-par to say the least. But the fact that he had more than half the voting population support said values? As women, we want to see the world move towards equality, and respect to womenkind. We do not want to see ourselves regress. As a woman, I am sad to see this regression. As a mother to a baby girl, I shudder to think that society can regress further.

Is this what we want for our kids? Is this the world we want them to grow up in? Isn’t this world, that we work towards building, all for them? Aren’t we supposed to progress, and not regress? These are just some of the issues that shock me about yesterday’s outcome. I hope and pray that things get better, moving forward, and that the people on either side of the divide in this country are able to overcome their differences, and understand that they are all here for the same important reasons – to make a better society, for all mankind.

A day of shocks!

We started the day with finding out that Rs 500 & 1000 rupee notes had been banned overnight in India! It’s election day in USA, and creative juices of the WhatsApp literati started flowing. “USA is counting votes, India is counting notes!” “TV channels were prepared to cover Trump vs Clinton, Modi came out of syllabus!”

I must say, it was fun reading the variety of messages that poured in!

And then the counting for president of USA commenced. For weeks, months, even, the polls have all been pointing towards Clinton. Long story short, America’s new president will be Trump!

A very surprising day. While I promised to blog about my toddler, the turn of events affects all of us, especially the people of tomorrow – our children. I just wanted to record this day, this time, this very memorable day of shocks.