Painted Paper Snakes

On February 10th we will enter the "Year of the Snake"
Actually it is "The Year of the Black Snake" so maybe we should have painted them black.
Well...we'll leave that up to the next artist. Children may have a different opinion and want to choose their own colors.

You will need:
Paper or paper plate
Paint
Foam rollers, paintbrushes or anything you like to apply the paint
Pencil
Scissors
Googly eyes or markers

Red paper or felt

• Begin by painting with any color(s) you like.

• We did one snake on large paper and one on a paper plate.

• We used orange, brown and green paint and used pattered foam rollers.

• After drying, draw a spiral on the back of your paper.

           Note that the head will be in the center of the plate.

• Cut along the pencil lines

• Add some eyes and a tongue and you have a snake!

Happy New Year!

Singing is Fun! (and educational)

Remember that song from your childhood? 

You are my sunshine, my only sunshine, you make me happy when skies are gray....

Okay maybe that wasn't yours but it's pretty easy to recall the memory of "your" song and you may have even found yourself singing it from time to time.

Music and lyrics go beyond the tune and the words and give us positive emotions- cementing themselves in our memories.

What songs do you know?

What children's songs, chants, nursery rhymes do you know by heart? When you really start to think about it it's probably ten times what you think. You may have tucked them away somewhere but if you saw a list of children's song your mind would begin singing them again.

Because singing brings such innate feelings of joy and other positive emotions, the brain increases it's secretions of the chemical serotonin which improves memory. Singing also requires us to take in more oxygen- increasing our state of alertness

Singing is also a great group activity and builds a sense of community Do you remember the crowd singing Edelweiss at the end of the music festival in the Sound of Music? Unifying indeed.

Singing is also great for learning language, increasing vocabulary and breaking words into syllables (phonemic awareness).

Sing with your children
Sure you may not make American Idol- but your child doesn't care. Join in and model that singing is something everyone can do. Keep in mind- singing should always be joyful so be sure to focus most on the pleasure and the increased learning is just a bonus.

Here's a quick list of songs to refresh your memory:

The Wheels on the Bus
Dinah
B-I-N-G-O
The Farmer in the Dell
London Bridges
All Around the Mulberry Bush
Three Blind Mice
Georgie Porgie
Hickory Dickory Dock
Row Row Row Your Boat
Icky Sticky Bubble Gum
The Alphabet Song
The Rainbow Song
The Ants Go Marching
Apples and Bananas
Baa Baa Black Sheep
A Bear Went Over the Mountain
On Top of Spagetti
The Birthday Song
Baby Bumble Bee
Clementine
Down By the Bay
Itsy Bitsy Spider
Little Red Caboose
Five Little Fishies
Five Little Pumpkins
Head and Shoulders
Hey Diddle Diddle
Skidamarink
Hot Cross Buns
Humpty Dumpty
I'm A Little Teapot
Jack and Jill
It's a Small World
Jack Be Nimble
Jack Spratt
Kookaburra
Little Bo Peep
Little Boy Blue
Twinkle Twinkle Little Star
Rock A Bye Baby
Mary Had a Little Lamb
Miss Mary Mack
Oh Susanna
Old Man Tucker
This Old Man
Pop Goes the Weasel
Rain, Rain, Go Away
Ring Around the Rosy
She'll Be Coming Around the Mountain
Shoo Fly!
Shortnin' Bread
Skip to My Lou
There's a Hole in My Bucket
Three Little Kittens
Three Little Piggies
Where is Thumbkin?
You're a Grand Ol' Flag
Yankee Doodle

Check out Kiddidles long list of children's song along with audio.
Add a new song to your list and start singing!

In our Resource Libraries:
"And the Cow Jumped Over the Moon! " by Pam Schiller and Thomas Moore
"Curriculum: Art, Music, Movement, Drama" by Child Care Exchange
"The Laughing Baby: Songs and Rhymes From Around the World" by Anne Scott

We also have a number of children's music CD's from Katherine Dines, Raffi, Greg & Steve, Bev Bos & Tom Hunter, among others.

Boxes for Valentines From Upcycled Tissue Boxes

Here are a couple fun ideas for creating boxes to collect valentine's. If using for a class project, have each child bring in an empty box to decorate.

There is no fixed way to do this project. The two children who completed this project each chose an animal they wanted to create from their empty box and had fun creating their animal from the box.

You will need:
an empty tissue box
paint
paint brush
tape
scissors
any spare paper, decorations, embellishments, etc.

First paint the box. Tissue boxes are coated with a shiny surface so two coats were needed with both of the boxes we decorated. Let dry.

Decorate with any items you have around. 

This kitty used pink paint, pink paper for ears and below nose,
white stock card paper with marker for eyes, nose, mouth and whiskers
 and attached the pieces with tape.

For the dragon, we used an empty food box for teeth,
painted and cut a paper plate and for its horns,
and colored white stock card paper with markers for the nose and eyes.
We slit the box on top and inserted the horns
and attached the remaining items with double sided tape.

Teach.... Don't Tell or Yell

As parents most of us want are children to be successful in life- which includes social and academic success.

Keep in mind that how our children are treated influences their ability to learn.

In times of stress the brain secretes a chemical called cortisol. When the brain is awash in cortisol the body is not receptive to learning. The body sets itself up biologically to react by "flight or fight". As a result their body is not focused on learning but rather on identifying threats.

On the other hand, positive feelings such as laughter, joy and relaxation, induce the brain to secrete the chemical serotonin which stimulates the mind's ability to process and learn new information. The old adage "laughter is the best medicine" has proven true.

From a guidance point of view- if you want a child to really learn what you are trying to share with them, teach...don't yell or tell. Children's bodies will be more receptive to what you have to say if they are in a relaxed learning state and feel safe from threats.

For a great detailed article on the influence of stress on the brain visit Dr. Perry's article "Aggression and Violence: The Neurobiology of Experience" at Scholastic.com

Five Emotional Needs of Babies

Babies, just like children and adults of any age have five critical emotional needs.

• The need to feel repected
• The need to feel important
• The need to feel accepted
• The need to feel included
• The need to feel secure

Babies brains are developing rapidly. Our brains contain brain cells called neurons which communicate with each other through connections called synapses. How these synapses communicate- the pathways they form- depends upon early life experiences. If a baby's needs are met and their caregivers are emotionally available, they will feel secure...wiring their brain to trust. Babies who have the opposite experiences will have differently shaped brain paths.

In addition to the brain connections, babies that experience chronic stress excrete higher levels of cortisol- a stress hormone. Prolonged stress in infancy alters the brain structure, giving them a predisposition to depression or aggression later in life. Also, high cortisol levels make it difficult for real learning to take place as it reduces synapse activity. Babies feel stress when their needs are not met. They need a consistent, loving caregiver that responds to their cries, and problems solves to find what they need.

 

Babies who have loving, emotionally available caregivers who make authentic connections with them have positive feelings and emotions, such as joy, laughter, and positive engagement. The brain releases the hormone serotonin during these times which makes the synapses more receptive to connections and learning.


Ways to strengthen those connections:
Respond to your baby's crying within 90 seconds.
Use a pleasant, soothing voice.
Talk to your baby about what she might be feeling or what is happening around her using simple language.
Move slowly and let your baby know what will be happening next, especially if it involves moving him.
Look into your baby's eyes and hold and touch her lovingly.
Sing and read to your baby.
Engage in play with your baby, being sensitive to your baby's responsiveness.
Use routines such as diapering and feeding as opportunites to connect rather than rushing through them.

We have MANY books on infant development in our Resource Libraries:

"Ages and Stages" by Karen Miller
"How to Raise Emotionally Healthy Children" by Dr. Gerald Newmark
"Our Babies, Ourselves" by Meredith Small
"You are My World" by Amy Hatkoff
"A Guide to Social-Emotional Growth and Socialization" by West Ed
"Touchpoints: Birth to Three" by T. Berry Brazelton
"Your Child's Growing Mind" by Jane M. Healy, PhD
"Smart--wiring your Baby's Brain" by Winifred Conkling


"Babies in the Rain: promoting play, exploration, and discovery with infants and toddlers" by Jeff A. Johnson
"Games to Play with Babies" by Jackie Silberg
"Building Baby's Brain Power" by Noreen Darragh Lantry, RN & Katherine Hummel, LCSW
"The Diaper Bag Book for Babies" by Robin Dodson and Jan Mades
""Baby Play & Learn: 160 games and learning actviities for the first three years" by Penny Warner

Glitter Snow Dough

With this activity you can re-create the freshly fallen snow that glimmers in the sun after the storm. It's a great way to make an indoor snow scene that lasts.

You will need:

1 cup flour

1 cup water

1/2 cup salt

1 tablespoon vegetable oil

1/2 teaspoon cream of tartar

2 tablespoons white tempera paint

2 tablespoons white or iridescent glitter

A few drops of peppermint extract (optional)

Instructions

To make a batch, combine all of the ingredients except the paint, glitter and peppermint extract (if using) in a medium-size pan and cook over medium heat, stirring constantly, until the mixture holds together, about 5 minutes. Remove the pan from the heat and let cool for 15 minutes.

Add the paint and glitter (peppermint extract- optional) and knead into the dough.

Store the cooled play dough in a ziploc bag in the refrigerator for up to two weeks.

If you want, create a sculpture and allow to air dry.

We made a snow woman and snow man.

Once they dried- they brightened our bookcase all year round!



Lacing Valentine's with Magazine Sentiments

This Valentine project  uses mostly repurposed materials.
It is also loaded with fine motor opportunites as well as letter recognition.

You will need:
paperboard
ribbon or yarn
hole punch
scissors
glue
magazines
large plastic lacing needle

• Begin by cutting heart shapes from your paperboard. We used a cereal box.
• Hole punch around the edge being sure to line holes up with the inner and outer points of the heart shape.
• Lace a large plastic needle- using about 5-6 feet of ribbon or yarn. Insert ribbon through the eye of the needle, doubling over. Make sure both sides are even and knot at the end.
• Create a slip knot on the inner point of the heart by inserting the needle through the hole and pulling the needle through the ribbon loop at the back side of the heart.

• Above are steps to recreate the lacing we did. There is no right or wrong way to lace. For younger kids a simple one-way lacing or side lacing stitch will be easier.

Lacing stitches- over and under only (one-way)



Lacing with a side stitch

Cut out letters from magazine and glue your Valentine sentiment in the center of your heart

Children and Violence in Media

Is TV and digital media- good, bad or both?

Recent events have given government leaders along with every American pause to think about how violence in the media is affecting children. This unfortunately is not a new issue but one that has been on many early childhood specialists minds as early at the 1980's.

In 1990 the National Association for the Education of Young Children (NAEYC) released a position statement, "Media Violence in Children's Lives". This statement came long before the atrocities at Columbine High School. In their position statement- written in 1990, NAEYC said they believed there was a trend toward increased depiction of violence in the media and they felt it jeopardized the healthy development of significant numbers of our nations children.

Fast forward to today, and NAEYC's Position Statement still holds true.

Research consistently identifies three problems associated with heavy t.v. viewing of violence:

1) the children are less sensitive to the pain and suffering of others

2) the children are more fearful of the world around them

3) the children are more likely to behave in aggressive or harmful ways toward others.

Heavy viewing (>4 hours/ day) is related to less effort in school, poorer reading skills, playing less friendly with peers, having fewer hobbies and increases the likelihood of being overweight.

Children under the years of 7-8 and children with learning disabilities or mental disabilities are most vulnerable to the impact of violence in media.Typically developing children under the age or 7-8 have a difficult time distinguishing between fantasy and reality. If they see multiple acts of violence on TV or from video games, they see the world as a more dangerous place that it really is. Consequently, they respond in ways using excessive force because they view situations as greater threats than they actually are. Children who routinely view images see these violent acts as "normal" and also learn that aggression is a successful and acceptable way to get a goal met.

Children who watch excess television are also less imaginative in their play. They are less creative and tend to play imitatively- reenacting rather that creating. Creative, imaginative play is essential to a child's social-emotional development. Playing creatively is a natural way for children to express their feelings, overcome anger and gain self-control.

So what can we do?

Limit and screen media

Limit media to 1-2 hours per day. That being said, it is also important to know the content children are viewing. This is bound to create some initial time pressures on parents who often rely on media in order to keep kids occupied as parents work on daily tasks. 

Parents can begin by viewing all media with children. If it is deemed acceptable, it can go on the "safe" media menu. If media violence is present (very likely the case as many "G" rated movies contain violence) parents can use this as an opportunity to create dialogue. Ask the children how the "victim" might feel, what could they have done to avoid the fighting, etc. - then keep it off the "safe" media list. The same thing can be done with video games, computer games and computer web sites.

Take advantage of technology

Stay positive. Rather than focusing on what shouldn't be viewed, focus on finding positive educational media. While technology can in itself create more access to media thereby increasing screen time, we can see it as an opportunity to be selective about the media we choose to use with our media allotment..

Guide Children

There are many factors that feed into aggressive behaviors- media is only one of these.
Children who have their basic needs met are more likely to develop the resilience needed to prevent them from using violence to meet their needs. Providing positive guidance and modeling appropriate ways to manage anger and solve social problems teach children the skills they will need to live peaceably with others. If you see children imitating violent behavior, bring them back to creative problem solving and open dialogue on how the other person might feel, etc. Also focus on opportunities in life to work with children on non-violent conflict resolution.
Using positive guidance and understanding child development stages are important tools in helping children develop strong social-emotional skills. The following materials, as well as the linked articles throughout this post can give you more details on how to guide children against using violence.
Understanding Child Development as a Violence Prevention Tool by the American Psychological Association.
Violence Prevention for Families of Young Children by the American Psychological Association.

Life for a developing child can be complex. Children need adults in their life to set limits to keep them safe, show them how to manage feelings, solve  personal conflicts and help them develop self-control and resiliency.

These books are available for loan in our resource libraries:

"Teaching Children in Violent Times: Building a Peaceable Classroom" by Diane E. Levin
"The Kindness Curriculum" by Judith Anne Rice
"The Values Book" by Pam Schiller & Tamera Bryant
"Creating Caring Children: The First Three Years" by Diane Carlebach
"Social and Emotional Development" by Riley, San Juan, Klinkner, & Ramminger
"Challenging Behavior in Children" by Barbara Kaiser & July Sklar Ramsinsky
"Children with Challenging Behavior" by Linda & Tom Brault

Heart Punch Valentine's

This is an activity with endless opportunites for children to create valentines simply by punching hearts and gluing. There is no right or wrong way to glue them on, offering plenty of creative opportunities for the child.
The younger the child, the larger the heart punch will need to be.
Small punches will make small hearts which will require a greater level of fine motor skill.
We used magazines, but stiffer paper- such as construction paper will also be easier to handle for younger children.

You will need:

a heart punch
paper (we used magazines, brown construction paper & card stock)
glue
scissors

Toilet Learning

In the past the process was called "toilet training". Today, "toilet learning" has become a more popular term because it describes a skill that the child learns like self-feeding or walking. In simpler terms, toilet training is something you do “to” your child and toilet learning is something you do “with” your child.

Don't ask yourself "When should I begin?," but "Is my child ready?"

Readiness

Toilet learning should be a positive developmental process for both child and parents. Since every child is an individual, there is no “right” age by which a child should be using the toilet. However, most childrenhave learned this by 3 1/2 to four years of age. If the child is ready emotionally and physically, toilet learning should take only a few months. Most problems usually occur when adults do not acknowledge the child's lack of readiness. Remember, it is easier to deal with diapers than numerous accidents involving clothing, linens, furniture, or upholstery, when toilet learning is started too early. The child whose parents have treated the acquiring of toilet learning in the same way as any other developmental step, such as walking or talking, is likely to be a comfortable, confident child. Anticipate ups and downs and try to stay relaxed. Your child will learn to use the toilet when she is ready.

Most children show signs of readiness between 18 and 24 months. Toddlers will initiate the process and indicate they are ready in several ways:

• They may stay dry for several hours.
• They may be able to tell you by sign, word or sound they have to use the toilet.
• They may tell you they have urinated or had a bowel movement, verbally or by tugging at their diaper.
• They may show an interest in older children using the toilet.
• They may show an interest in wearing underwear.
• They have mastered walking and the ability to sit down and get up with ease.

Toilet learning needs to be at the child's pace and with their cooperation. Readiness includes having both muscle control and timing. Children must first be able to recognize that they have to go and then control themselves until they get to the bathroom, undress, and sit on the toilet. This can be developed to some extent through trial and error on the part of the child.

NOTE: Any sign of resistance shows the child is not ready and toilet learning should be delayed if it is going to be a positive and successful experience for both child and adult.

There are many ways for you to help your child.

• Most important are the 3 C’s; be casual, confident and consistent.  Be gentle and understanding about accidents. Remain calm and undisturbed. You need to make the process fun and offer encouragement, avoiding any pressure or punishment. But don’t set up a system of rewards. Your child should feel in control of the process. Offer encouragement and be supportive. Give hugs and praise her for small successes. And don't make a bigger issue of toilet learning than you do learning in other areas.                                  
• Make sure to dress your child in clothing that they can easily get on and off by themselves. This includes using under pants or training pants instead of diapers.
• You should also have a bathroom that is easily accessible to the child and have a potty chair available that lets thechild reach the floor with their feet so they feel secure.
• Change your child after accidents; don't leave a child messy and/or wet for punishment.
• Don't keep your child on the toilet against their will.
• Periodically ask the child if they need to go to the bathroom. Key times would be before and after nap or before outside play.
• Teach your child about how the toilet works. This will help with the child's fear of being flushed down with everything else.
• Read books about learning to use the toilet or potty chair.

Supporting Toilet Learning at Child Care 

All adults involved need to have a strong commitment to working together as partners to help the child with toilet learning. This includes home and child care. Some children, even though they have learned to use the toilet at home, may not be able to use the toilet at their child care until they feel comfortable there. On the other hand, a child may also master toileting more easily when in a family or child care setting where there are other children to imitate - especially if they are near the child's own age.

Storytime with CFC in January

We host a monthy Storytime at the Markleeville Library.
For the month of January we read:

The children loved looking for the moving mouse on each colored page and had a great time reciting the book from memory.

We made our own little fireplaces to make us feel cozy (since it has been below freezing for the past 2 weeks), with hanging socks and mittens.

Paperboard Fireplaces

You will need:
paperboard
scissors
tape
paint or markers
string
1" clothespins
felt, scraps of fabric or paper
yellow and red cellophane or tissue paper

There is no set formula for how big or small the fireplace is. But we did include the template we created and used.

Be sure both "legs" are exactly the same size and cut in the same place.

We also made Alton Brown's Parsnip Muffins which 80% of the kids loved!

Visit our Fruit & Vegetable of the Month post on Root Vegetables.

Quality Child Care Can Grow the Economy

According to the UC Berkeley report "Economic Impacts of Early Care and Education in California" by Jennifer MacGillvary and Laurel Lucia from  August 2011, over 850,000 children in California use child care. The child care industry in California brings in over 5.6 billion dollars annually in receipts.

High-quality child care can grow California's economy by:

• Boosting parent's participation & productivity in the workplace. Quality, stable child care not only enables parents to work, but improves their productivity.
• Improving businesses' bottom lines by reducing absenteeism, reducing turnover, and enhancing productivity.
• Supporting women's careers and earnings. When women exit the workforce, even temporarily, their skills depreciate and they lose seniority- effecting their career opportunities and earning power.
• Quality child care programs support student parents and thereby help create a more skilled workforce.
• Offering a high return on investment.  High-quality child care programs offer society a return on investment of $2.69-$7.16 for every dollar invested. Savings come from a healthier, skilled workforce who had a rich early childhood experience.
• Increasing purchasing power. Quality child care enables parents to fully participate in the workforce increasing their buying power. The use of quality child care creates jobs in the early childhood field. Both the parents and the child care providers have increased buying power, in turn creating more jobs.

Quality early childhood programs create productive, educated workforces with purchasing power AND invests in the future by supporting the strong development of children and future workforces.

Support the field of Early Childhood Education- California's economy depends upon it.

Strategies for Inclusion

Little more is needed to offer inclusive child care beyond the creativity and passion quality child care providers already possess. Child care providers who are passionate about welcoming all children of diversity and ability will be successful at creating a place where all children belong.

Some strategies often used to successfully meet the needs of children with different needs are listed below. Using all strategies for every child is not necessary and will most likely not be needed. Additionally, you will find many of the strategies you use and develop will also buoy the children in your care who are typically developing. Inclusive environments are rich, high quality environments in which all children thrive.

When working with a family of a child with special needs, begin by asking, "How does (name of the disability) effect (child's name)' development?" You can begin thinking about needed strategies using the information the child's parents provide.

Environmental supports

Environmental changes can be related to lighting, noise levels, visual and auditory input, physical arrangement of the room and accessibility of materials. Some examples might be arranging the furniture to accommodate a wheelchair, defining play areas with taped lines, using picture schedules, and offering both visual and auditory cues for transitions. Be sure to familiarize yourself with any special equipment the child uses to ensure the child's ability to use the equipment fully and properly within the child care setting.

Materials adaption

Adapting materials on-hand can be easy and low-cost. Examples are adding large knobs to puzzles, tracing the board in a 12 piece puzzle to provide a visual template and adding scents to play dough, or taping the paper down while a child draws. There are endless ideas on how to adapt the materials you already have to increase success for students with different needs. Knowing how the child's disability effects their development will help you envision material adaptions you can make to increase their engagement in learning opportunities. Visit Child Care Exchange for a matrix of examples.

Child preferences

Using developmentally appropriate practices we focus on offering learning experiences which are meaningful to the child. It is much easier to gain child involvement when the activity is meaningful to the child. This is a particularly powerful strategy for increasing engagement. For example, cutting for some children may not be a preferred activity. However, creating a truck with a few snips using simple shapes will increase involvement. Ask the child's family what their interests are so you can create plenty of preferred activities to engage their child.

Activity simplification

Most of the time activities involve a number of different elements that build skill upon skill.  You may need to focus on one or a few of the skills at a time. If cutting in a continuous motion is difficult for the child an adult may begin cutting and have the child snip the last portion. This allows the child to practice cutting with scissors and allows them to experience the end result (the papers seperating). This simplification allows participation, practice and success for the child.

Personal support
Adult support is needed for all children. Many children with disabilities will need a higher level of adult support which can vary throughout the day. Providing one person who consistently interacts with the child can improve communication and increase opportunities for learning. It is also important to mention there is a fine balance for using adult support. Allow the child the opportunity to do what they are capable of, being observant about when to step in with help and guidance.
Peer support is a great strategy for inclusion. Peers can provide strong motivation and intrinsically provide age-appropriate social opportunities. However, be sure to reverse the roles allowing the child with the disability opportunities to help their peers in other areas in which they have strength. 

There you have it. A heart of gold, a creative mind and strategies make inclusion work!