A Notebook, Reprise
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do less. live more.
a sketchbook, Revisited
Not long ago, I wrote a post about using a notebook to streamline the process of keeping my children’s artwork together. After many frustrated cleaning episodes (aren’t they all frustrated, though?) collecting pieces of artwork, it finally dawned on me that providing my kids with a book of blank paper and allowing them to create in their own art journal would kill many birds with one stone: they would have a stack of blank paper to work with (so I would stop needing to go into the garage to get them more); their artwork wouldn’t be strewn around the house, then stacked on the counter for months and months; and it would already be archived for posterity.
A few months later, I have some insight to share on the efficacy of the art journal: (1) get a notebook that isn’t spiral bound—this will make it harder for your children to rip the pages out of the notebook and immediately throw them on the ground just like they used to (and, yes, I am speaking from personal experience); (2) they will find other ways to thwart you, so keep your expectations realistic. For example, shortly after implementing the art journal, my daughter began a new art hobby: cutting the paper in the journal into tiny, tiny, tiny pieces of paper and, you guessed it, throwing them on the ground.
However, this story has a happy ending. Eventually, the thrill of throwing arty confetti all over the floor wears off. I’m happy to say that my kids have stuck with their journals and filled them. Now it’s time to get them new ones. (FYI: Another great tool for this is ArtKive, though it’s not quite as technologically advanced as a notebook;)
COMMUNICATION MADE EASIER
The art journal is only one use of a notebook, however, and a notebook can also serve as an excellent way for teachers, caregivers, and parents to stay in touch. I first recognized the awesome power of the notebook when working as a physical therapist in the public school system. The parent of one of my preschool students was frustrated with frequent staff changes in the classroom and with her lack of information about what was happening day to day. She suggested: “What if we kept a notebook in his backpack? Could you write me a note each time you see him to tell us what you worked on?” In the end, that’s exactly what we did. It took only a few moments and we used the notebook to correspond back and forth.
Photo by Hannah Olinger on Unsplash
I saw the same principle applied in a different classroom: this one for middle school students with significant disabilities. Most were nonverbal and significantly cognitively impaired, so they weren’t able to communicate information from home to the teacher or from the teacher back home. At the beginning of the year, the teacher purchased a simple spiral-bound notebook and put it in each student’s bag. When a child started in her classroom, she told parents to check the notebook daily. She used it to share what they worked on in class, if the child was running out of needed supplies, or if something notable was coming up in the school or class schedule. Likewise, parents used it to communicate with her. I used it too, and shared information with the parents about physical therapy sessions, equipment, and anything else that was “nice to know” but didn’t necessarily warrant a phone call.
Photo by Easton Oliver on Unsplash
PROACTIVE vs REACTIVE
Parents of children in childcare are often concerned when they don’t feel like they know what happens during the day. This isn’t an issue of trust or respect for the teacher—though it may be perceived this way—but rather part of the guilt and grief that can sometimes accompany being separated from your child all day, even if work brings satisfaction and financial stability. From the teacher perspective, lack of follow-through on requests, perceived lack of parent participation, and perceived lack of respect for teacher guidance can all be stressers in an already stressful job. A notebook is inexpensive and simple and opens lines of communication before they are needed, allowing parents and teachers alike to be proactive rather than reactive.
Photo by Matt Ragland on Unsplash
MAKING IT EASY
Incorporating the notebook into a classroom routine need not be time-consuming. In fact, some of the responsibility can be handed over to the child. If there is a set time during the day or week to fill out notebooks, kids can be responsible for getting their notebook and bringing it to the teacher. They can even be asked to discuss what went on that day or whether there is any information that’s important to tell their parents. This reinforces memory and learning of the material and experiences of the day. When children receive a new notebook, they can decorate the cover and it becomes an art project. When filling it out with the teacher, children can talk about the day, the date, or the season to reinforce lessons learned in school. If behavior issues arise, completing the journal with the teacher can be an opportunity for them to brainstorm solutions (dubbed “problem-solving” by the authors of How to Talk so Kids Will Listen and How to Listen so Kids Will Talk). Comments need not be lengthy or brilliant. As with many things, good lines of communication are built by small consistent effort.
The caregiving notebook can be used to enhance communication in any care situation—older adults, for example—but in the case of early childhood education, the notebook can also serve as a chronicle: of health events that could be shared with a healthcare provider, of new things learned and things experienced, of a conversation starter for a parent-teacher conference, or simply a fascinating record of the wee years.
Do you have a great idea for enhancing communication between caregivers, or a great use for a simple notebook? Share your insights in the Comments section below.
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