Fidget Spinners

Fidget Spinners

My oldest daughter came home and said she needed a “fidget spinner.” I wasn’t certain what this was, but started to research it a bit.  My response to her was, “No,you don’t need a fidget spinner.”  A few days later and I found out that fidget spinners are now banned at her school, according to her.

With more and more posts on the internet, facebook, etc–some in mockery, some showing benefits–had me still intrigued by this new “object.”  At the very same time, I have been looking very deeply into classroom management at Little Newtons.  As the Founder, I feel it is imperative to always be doing quality assurance and making sure the program is doing what we say, that we stand by what we deliver and offer the most exceptional education and care.  One very important part of LN’s program is classroom schedules.  My philosophy surrounds keeping children engaged, strong education and fun.  With that comes sticking to the schedule.  Typically when we see children getting bored, antsy, looking for other things to do, it is because they are sitting too long.  Which brought me to the thought of fidget spinners.

Are fidget spinners something that we are using to keep children “engaged” in their studies longer? Do they distract from learning?  Children’s minds are very complex but do we want them”playing” with an object while trying to learn math, reading, etc.  What if we broke up the learning a bit?  The body as a whole needs to be exercised.  What people are saying is more detrimental to those in office jobs, is sitting all day.  So many studies have come out saying that extended periods of sitting results in a less production.  What if we focus on a learning subject, say reading, for 15 mins, then stand up and “shake our wiggles out” while counting by 5s, then move to another area of the room for a different activity?  Would that negate the need for an additional “object” to occupy our attention?

It works for children 0-5 years old, and we see how engaged they are for the shorter periods of time and how effective the learning is, while not needing a lot of outside resources to keep them engaged.

  • Daniel Johnson
    Posted at 14:19h, 06 June

    In the interest of full disclosure, I have no affiliation with LN, nor do I yet have children; but I found your school’s webpage and your comment while searching for early education positions near Minneapolis. As an individual with a B.A. in psychology and pursuing my master’s in School Psychology, I was compelled to comment.

    I commend your philosophy and approach to learning, and strongly agree with you. Before schools resort to outside resources, or worse- immediate diagnosis of a condition, the body as a whole needs to be addressed and a holistic approach to learning implemented. Then we can help students to harness/direct their energy and strive toward productive learning. Perhaps it is obvious to some more than others, but what many might consider a sign of ADD, et al, is really just a child being a child. Kudos.

  • Alise Mcgregor
    Posted at 19:34h, 06 June

    Thank you so much! We appreciate the feedback! Have a great day!

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