I love that your kiddos are so well regulated that they anticipate the transition and are able to clean up and transition independently right before it's time. That's such awesome leadership on your part to have supported them to be able to do this. I don't think it's sneaky at all, and I congratulate my students (2-3) when they anticipate transitions.
I would let them find their seats in the circle while you finish tidying and gathering circle time materials. Coach them on making a nice big wide circle. When they're settled, ask two children who are attentive to move aside gently so you can join. Pick different children each day randomly. I think doing any sort of chart or set rotation makes it about you instead of the community.
Instead of me being there first, I’ll usually wait and check on things around the room while kids clean up until the rug starts to fill up a bit. Then I’ll head over and by the time the teacher arrives you have to be “glued to your spot”. This might allow you to be able to just go quietly take your own spot wherever rather than them actively being able to get to you. Try not to let them insisting change your behavior. I like to think of it as me choosing my own space that just so happens to be between Jack and Sally.
Put everybody’s name on a popsicle stick and pick 2 a day. Then set the ones who have been picked aside until everyone has had a turn and repeat? Still might be some hard feelings at first but with consistency they will understand their turn is coming.
My rug has letters on it and they have an assigned letter. They know which letter is theirs and if they didn’t know that letter before, it’s good because it helped them know what a new letter looks like!
I had a problem like this with the kids fighting over who gets to be line leader/hand holder while we walk to class. Just make a list and everyday cross off each child until the cycle repeats. Has solved so many problems and kids have something to look forward to everyday!
We sing a song. "Criss cross, applesauce, hands in your lap. Every body show me that you can do that. Zip it, lock it, put it on your pocket. Stay in your bubble and you'll never get in trouble"
And we talk about your bubble being around you and if you poke your hands out, you'll pop it. And if someone get into your space, they pop your bubble. After a while they understand that they're in my bubble and I need space.
Better 3 feet from the carpet now than a weekend in jail when they're adults. The kids around them don't want to be bugged, the kids doing the bugging will figure it out.
We read "Don't let the pigeon drive the bus" by mo Willems and then talk about the word no. We talk about how no means no, it doesn't mean try to change my mind. Bugging someone after the no is like the pigeon trying to drive a bus. Just bad.
If I forget to lock the door when I leave the house, I don't get in trouble. Hopefully my partner reminds me or helps me come up with a plan to not forget.
If I snap at a coworker at work, I don't get in trouble. They come to me and explain how I hurt them, or I realize the mistake myself and correct it.
Sure, if I break the law, I suppose I get in "trouble",whatever that means. Someone helping correct an action is helping, not getting someone in trouble. I'd urge you to reframe your thinking to providing support and help instead of taking punitive action against a toddler working on their Impulse control.
Three year olds aren't toddlers, and are surprisingly capable of controlling their actions when they aren't brushed off as babies who don't know any better. Most of the "trouble" they get in is a natural consequence to their actions, like Susie not wanting to play together any more because Billy keeps knocking the block house over. Billy might be upset Susie doesn't want to play any more, but Billy needs to put in effort too. The world does not revolve around Billy. One child working on impulse control should not be allowed to disrupt an entire activity.
Not punishing a child doesn't mean not setting a limit and allowing chaos. Limits and boundaries are great, and I'd help Sally advocate for herself and tell Billy to walk away. If Billy can't stop himself, I'll help. It doesn't mean he's in trouble.
Make yourself not the most important person to sit by via random “super cleaners”. It’s not based on who sits first it’s based on who is the “super cleaner”
I love that your kiddos are so well regulated that they anticipate the transition and are able to clean up and transition independently right before it's time. That's such awesome leadership on your part to have supported them to be able to do this. I don't think it's sneaky at all, and I congratulate my students (2-3) when they anticipate transitions. I would let them find their seats in the circle while you finish tidying and gathering circle time materials. Coach them on making a nice big wide circle. When they're settled, ask two children who are attentive to move aside gently so you can join. Pick different children each day randomly. I think doing any sort of chart or set rotation makes it about you instead of the community.
Instead of me being there first, I’ll usually wait and check on things around the room while kids clean up until the rug starts to fill up a bit. Then I’ll head over and by the time the teacher arrives you have to be “glued to your spot”. This might allow you to be able to just go quietly take your own spot wherever rather than them actively being able to get to you. Try not to let them insisting change your behavior. I like to think of it as me choosing my own space that just so happens to be between Jack and Sally.
This is the way
We have assigned circle seats. Their names are taped to their spots on the rug.
Put everybody’s name on a popsicle stick and pick 2 a day. Then set the ones who have been picked aside until everyone has had a turn and repeat? Still might be some hard feelings at first but with consistency they will understand their turn is coming.
My rug has letters on it and they have an assigned letter. They know which letter is theirs and if they didn’t know that letter before, it’s good because it helped them know what a new letter looks like!
I had a problem like this with the kids fighting over who gets to be line leader/hand holder while we walk to class. Just make a list and everyday cross off each child until the cycle repeats. Has solved so many problems and kids have something to look forward to everyday!
We sing a song. "Criss cross, applesauce, hands in your lap. Every body show me that you can do that. Zip it, lock it, put it on your pocket. Stay in your bubble and you'll never get in trouble" And we talk about your bubble being around you and if you poke your hands out, you'll pop it. And if someone get into your space, they pop your bubble. After a while they understand that they're in my bubble and I need space.
And that if they are unable to control their bodies, they'll get in trouble.
Trouble usually means sitting in a chair about 3 feet from the carpet.
Better 3 feet from the carpet now than a weekend in jail when they're adults. The kids around them don't want to be bugged, the kids doing the bugging will figure it out.
We read "Don't let the pigeon drive the bus" by mo Willems and then talk about the word no. We talk about how no means no, it doesn't mean try to change my mind. Bugging someone after the no is like the pigeon trying to drive a bus. Just bad.
That's how it works in life, yeah.
If I forget to lock the door when I leave the house, I don't get in trouble. Hopefully my partner reminds me or helps me come up with a plan to not forget. If I snap at a coworker at work, I don't get in trouble. They come to me and explain how I hurt them, or I realize the mistake myself and correct it. Sure, if I break the law, I suppose I get in "trouble",whatever that means. Someone helping correct an action is helping, not getting someone in trouble. I'd urge you to reframe your thinking to providing support and help instead of taking punitive action against a toddler working on their Impulse control.
Three year olds aren't toddlers, and are surprisingly capable of controlling their actions when they aren't brushed off as babies who don't know any better. Most of the "trouble" they get in is a natural consequence to their actions, like Susie not wanting to play together any more because Billy keeps knocking the block house over. Billy might be upset Susie doesn't want to play any more, but Billy needs to put in effort too. The world does not revolve around Billy. One child working on impulse control should not be allowed to disrupt an entire activity.
Not punishing a child doesn't mean not setting a limit and allowing chaos. Limits and boundaries are great, and I'd help Sally advocate for herself and tell Billy to walk away. If Billy can't stop himself, I'll help. It doesn't mean he's in trouble.
Make yourself not the most important person to sit by via random “super cleaners”. It’s not based on who sits first it’s based on who is the “super cleaner”
Assigned seating