Problem-Solving with Young Children
My young grandson loves listening to Lion King music when driving to and from preschool. Each time we get into the car he has me start the CD at the beginning. Immediately, when the dramatic music of flight from the kingdom begins, he asks why the music is so sad. Each time I respond with the same answer that the animals are sad because they have to leave their homes. I do not embellish on the fighting, the killing and the war that is part of the story; but he knows it is a sad situation. Finally, after talking about the Lion King story for several weeks, I asked my grandson what he thought was happening when he heard the sad music. He painted a vibrant picture with words of sadness, but still asked why. Part of my response to his question will be to take him to see the Lion King play. After reading John F. Barell’s book, “Why Are School Buses Always Yellow”, I was able to engage in the following critical thinking dialogue with my grandson by asking good questions:
When my grandson asked, “Grandma, why are they playing sad music?”
Mary Ann Burke, Ed.D., Digital Education Expert, is a substitute distance learning teacher for Oak Grove School District in San Jose, California and the author of STUDENT-ENGAGED ASSESSMENT: Strategies to Empower All Learners (Rowman & Littlefield: 2020). Dr. Burke creates digital language arts and substitute teaching K – 12 activities for teachers and parents. She is the Cofounder of the Genparenting.com blog. Burke is the former Director II of Categorical & Special Projects for the Santa Clara County Office of Education that supports 31 school districts serving 272,321 students in Santa Clara County. She is also a previous Director – State & Federal Compliance for Oakland Unified School District, the former Director – Grantwriter for the Compton Unified School District, and was the initial VISTA Director for the Community Partnership Coalition in southern California. Much of her work focuses on creating innovative digital trainings and partnership programs for teachers and families to support students’ learning. These programs were featured as a best practice at a National Title I Conference, California’s Title I Conferences, AERA Conferences, an ASCD Conference, the NASSP Conference, and statewide educator conferences.
As a grandma of infant twin baby girls, I spend hours caring and observing their various playful antics and needs in stimulating play activities. During the first six months, infants focus their days on eating, sleeping, and exploring their world with lots of loving cuddles. As your baby becomes more mobile by rolling, crawling, pulling up, and starting to walk, you can set up stimulating play areas to encourage exploration and redirect your baby from forbidden and dangerous explorations (i.e. extension cords, outlets, and small furniture that can topple on baby). These stimulating play areas can contribute to your baby’s cognitive, social-emotional, and large muscle growth. Babies love to move around and experience their environment. They love to play 
Your children’s use of technology can support their internet browsing, staying connected through social media, and checking in with you with a cell phone. The wrong kind of use can get in the way of your children’s education and make them more self-centered. Children ages 12 to 18 spend nearly two hours a day texting alone, 8 to 10 year old children average almost 8 hours a day using technology, while those ages 11 to 18 spend more than 11 hours per day (see Is Technology Harmful to my Kids? What Parents Need to Know By Joshua Straub, Ph.D.). 
About a year ago, my daughter and son-in-law were getting ready to choose a preschool for their daughter, who was not even three at the time. There were several alternatives, as well as pressure to get into a preschool before all were fully enrolled. One school even required that my granddaughter come and visit the school without her parents to see if it would be a good fit for one of the two remaining spots. This was hard to believe given her age.