Clever Kids Learning Center, Utah, Colorado

 

        Dates of Closures in  2010:

 May 31  -  July 5 through 9  -  September 6  -

October 11  -  November 11,  25 & 26

  December 24

   

 Special Events

  Preschool West - March 15th 7:45am-9am - Parent Breakfast

Preschool East - March 19th 4pm-5pm - Step into Spring Party

Preschool North - March 24th - Walk in Breakfast

 

Happy Birthday

 Caelo - Toddler 1 - March 10th

Maya - Preschool East - March 10th

Cooper - Preschool North - March 10th

Ms. Nicole - Preschool 1 - March 10th

Zach - Infant 2 - March 13th

Jack - Preschool North - March 20th

Aiden - Preschool 1 - March 24th

Kayla - Toddler 2 - March 27th

Chase - Preschool West - March 31st

 

 A Message from the Director

 This is the time of the year  when parents  of school agers start thinking of summer programs.  I  want to officially notify you that we will be unable to offer a summer program for the year of 2010.  There just isn’t space available in this big building of ours! I also know that this means some of our parents who have children heading off to kindergarten might decide to leave us at the beginning of the summer and get everybody into one drop-off and pick-up!  Please keep in mind that we will need to have at least  two weeks’ written notice about your child’s last day at Clever Kids. (But don’t make us say “goodbye” too soon!)

 During the month of April, our program celebrates the Week of the Young Child.  This year it will be recognized from April 12 through 16.  Special events will be announced in the April  newsletter, but I did want you to have plenty of notice about a date with an early closing time for the center.  The entire center will close at 5:00 p.m. on Tuesday, April 13, 2010.  This does not affect the infant and toddler rooms at all, but the preschoolers will need to be out of the building by 5:00 p.m. The center is closing early to begin a special event for our staff members to specifically acknowledge them during the Week of the Young Child.

 I would also like to ask for your help in developing a curriculum theme around “recycling.”  I am interested in any ideas you have that would be of interest to young children, contacts you have made through your work or personal efforts in recycling, or resources you can recommend.  As a program, we try to instill the idea of recycling  throughout the center.  We focus on using the backsides of paper for drawing, to taking a walk with children to the recycling bin in the parking lot.  We also recycle batteries and encourage all of you to bring them here instead of tossing them in your trash can at home.  We know that the children we have now will be the recyclers of the future, so we want to train them with that concept early! 

 

 In Classrooms Around the Center…

             Young children’s natural curiosity about math arises in their every day work and play. Math is more than numbers and rote counting. Young children investigate size, quantity, categorization, patterns, space, speed and sequence. Learning does not happen on its own. Clever Kids teachers systematically introduce mathematical experiences into children’s daily lives and curriculum. Learning early math concepts can be put into five areas that require specific materials and teacher interactions.

 

 Classification - grouping things according to common traits

 In small groups children sort animals by color, glass pumpkins by size and leaves by shape. In the dramatic play area children put all the utensils in one container and dishes in the other. Fruits and vegetables have separate containers, too. It all comes very naturally in their daily routine, especially at clean up time. At snack time when “gorp” is served, you see children sorting raisins, chocolate chips and cheerios. They readily compare the amounts of each and comment on their favorite ingredient.

 

Seriation - grouping objects based on differences (smallest to largest) or a repeating sequence or pattern

 The classic stories ” The Three Bears” and “The Three Billy Goats Gruff” picture graduated quantities in the most child friendly way. The stories get re-played by the children in dramatic play where the different size bowls are set for each character, or outside where a different pitch or loudness of voice indicates a different goat. The variation in sizes take shape at the play-dough table as different beds, bowl or chairs are made. Nesting cups, measuring spoons and lacing beads are just a few of the materials used by the teachers. Colorful fruit loops and yarn always invite children to experiment with pattern and quantity. In art, collage is often where the patterns can be spotted.

 

 Numbers - number recognition, one-to-one correspondence or quantity

 Children love to count! They want to count everything around them! On the way to school they count red or blue cars, stop signs they pass or cars in line at the local Starbucks. They help to set up the lunch table making sure the plate, cup and spoon are set in front of every chair. They pass the musical instruments at music time, one instrument for every child. Materials that fit together like pegs and peg boards, nuts and bolts, markers with lids, egg cartons and plastic eggs are offered to solidify the one-to-one correspondence. Numerals are introduced and children match the quantity with the corresponding number. Teachers encourage number writing as often as possible.

  

Space - spatial exploration

 Preschoolers run, climb and move around the classroom with confidence. They write in two dimensions and build in three dimensions. Children fill and empty containers with sand and water using all kinds of scoops and transforming the shape of the materials. The water tables in our classrooms are one of the most popular centers next to blocks (another place for exploration of space and problem solving.)  Legos® and Tinkertoys®, boxes and lids, bottles and cups are just a few materials that fit together and come apart.

Children’s awareness of space can be noticed on the playground as they walk around the tire swing in motion in a predictable pattern.

 

Time - time concept

 Preschoolers deal with time in concrete ways before they understand clocks and calendars. “It’s time for lunch” is associated with food, not the time of day.

To help children learn about the passage of time, we use starting and stopping signals in the forms of music, dimmed lights or counting. Timers are sometimes set by the computers to measure the length of time each child works there, or for the “beat the clock” game for clean up. The study of living things indoors and outdoors and taking photos of them, help children describe and reflect on changes over time.

 

Toddlers and Challenging Behavior: 
Why They Do It

The year between age 2 and age 3 is an exciting one.  Toddlers are realizing that they are separate individuals from their parents and caregivers.  This means that they are driven to assert themselves, to communicate their likes and dislikes, and to act independently (as much as they can!).  Toddlers are also developing the language skills that help them express their ideas, wants, and needs.  At the same time, toddlers do not understand logic and still have a hard time with waiting and self-control.  In a nutshell:  Two-year-olds want what they want when they want it!  This is why you may be hearing things like “no” and “me do it” and “no diaper change!” more than ever before. 

 

Learning to Handle Strong Feelings

As a parent, your job is to help your young toddler navigate the tide of strong emotions she is experiencing this year.  This is no small task, since the emotional lives of 2-year-olds are complex.  This year they are beginning to experience feelings like pride, shame, guilt, and embarrassment for the first time. 

Older toddlers are a lot like teenagers.  Their feelings may swing wildly from moment to moment.  They may be joyful when getting a popsicle and then despair when it drips on their hands.  So toddlers really need your loving guidance to figure out how to cope with their emotions. 

 

Your child is struggling with this when:

•  He has a meltdown when you can’t understand his words
• She says no when she means yes (you are offering her a favorite treat)
• He gets so angry that he might throw a toy
• She cannot settle for a substitute-if the purple pajamas are in the wash, she is inconsolable (even though you have offered the pink ones, the polka dot ones, the ones with the cupcake patch on the front, etc.)
• He acts out when frustrated-will give up or get angry when he can’t figure out how to make the jack-in-the-box work

 Your child is learning to manage strong feelings when he:

• Uses words or actions to get your attention or ask for help
• Talks to himself in a reassuring way when he is frustrated or frightened. For example, he mightsay to himself, Daddy will come back, after you drop him off at child care. Or, I can build this again after his block tower collapses
• Re-enacts a stressful event, like a doctor’s visit
• Uses words like I’m mad rather than throwing or hitting
• Tells you the rules or shows that she feels badly about breaking the rules. For example, your child might say no to herself as she does something off-limits, like opening the fridge. Or he might tell you at the park, don’t walk in front of the swings.

From zerotothree.org

Dates of Closures in  2010:

 

February 15  -  May 31  -  July 5 through 9  -  September 6  - October 11  -  November 11,  25 & 26  -  December 24

   

 

       A Message from the Director

I am excited to announce that Ms Jennifer has  been selected as a recipient of the Terri Lynne Lokoff/Children’s TYLENOL National Child Care Teacher Award!  She will receive her award of $1,000 at a special  award ceremony in Philadelphia in mid April!  I am so pleased that Jennifer’s project proposal was selected as a winner, and I am so pleased to have her on my staff and working with our young children!

            The Terry Lynne Lokoff Child Care Foundation (TLLCCF) was started by Terry Lynne’s parents after her tragic death in a car accident. The foundation is dedicated to acknowledging the child care work that was so important to their daughter, and strengthening the connection between QUALITY early child care and success in school and life. Ms. Jennifer joined teachers from across the nation in an application process that asked her to design an enhancement project that illustrates the educational, social & emotional benefits for children in her care. A committee of national early childhood educators and experts reviewed and scored the applications.  Ms. Jennifer will be one of 50 recipients to receive $500 for her project and $500 to acknowledge her dedication to the profession of early childhood education.

            Ms. Jennifer’s project is called “Picture This.” The focus is to use technology to increase parents’ attachment to the classroom and understanding what it is that children do all day when parents are at work!  She will purchase a camera dedicated for use in her classroom and a portable DVD player. The photos and videos will be a great way to document the growth and changes of each child.  They will also allow Jennifer to be able to share with parents the wonderful things she and Ms. Heather see their children doing everyday!  Children in child care spend a great deal of time with teachers and interacting with peers; this project will allow families to experience some of what children do when they are apart all day. Of course, her students will love seeing themselves in action, too!  Congratulations, Jennifer!

 

Special Events

Infant 1 - Feb 10th - Come & eat a bagel with your sweet heart @ 8

Tod 2 - Feb 12th - Parent Appreciation Party @ 3:30

 

 

 

 

 “Art, to the child, is more than a matter

of painting pictures or making objects.

It is a means by which he expresses his individuality

and communicates his ideas about himself and his world.”

 Jane Cooper Bland

 

As you look at the painting by your child or notice the art display walking through the classrooms, you may ask yourself – why is art so important? Following are ways in which art is of value to young children and at the same time a goal of the art experience.

• Develops creative thinking
• Provides means of communication and self expression
• Serves as an emotional release
• Strengthens self-concept and confidence
• Increases self-understanding
• Heightens aesthetic awareness and sensitivity
• Enhances the ability to visualize
• Provides problem-solving/decision making opportunities
• Develops appreciation for the individuality of others
• Leads to the integration of the individual
• Serves as a balance to classroom activities
• Aids physical coordination
• Develops work habits and a sense of responsibility
• Aids the adult in understanding and helping the child
• Generates joy

 

 

In Toddler 2, the children have been learning much about wheels. The fact that round objects roll was a concept taught repeatedly in various ways. On one occasion, plastic lids were introduced and rolled across the floor. Key learning words such as “wheels, rolling and round” were used again and again. The children were encouraged to engage in an art project in which the lids were available to stamp paint onto paper. Cardboard tubes were also added as tools to work with. It was exciting to watch the children discover that the ends of the tube were circular. Not only did they roll the tubes across the paper, but stamped circles with them as well. A variety of paint colors and tools were available for the children to choose from to create a class mural. After the tubes dried, they were cut into smaller circles and strung onto ribbon which was hung across a mirror. This was a way to transfer a part of the children’s art into a sensory activity.

        In the Toddler 1 room, wheels were a focus of their study as well. After experimenting with different kinds of objects with wheels and the motion of rolling in “The Wheels on the Bus,” the teacher brought out a very unusual canvas for painting. A long and narrow mirror was taped to the wall. Instead of brushes, a variety of round items were used with black paint! Wow, you should see those toddlers go! They were very excited and surprised to see their reflection in the mirror as they were painting! The process, not the product, was of importance as the teachers planned and conducted this activity.

         The Preschool 1 children explored a different canvas, too. Empty tissue boxes, sponges pinched in clothes pins and paint were used for this art activity. As the boxes got coated with paint, they turned into dinosaurs, rocket ships and sparked wonderful conversations. Since the boxes were recycled, teachers explained to the children the meaning of the word and they were reused in the block area.    

          As Preschool West learned about winter and all of its properties, they took time to paint with a variety of colored cubes. The children experimented with the new art medium as they transferred their thoughts and feelings onto a paper. Children also discovered that as the cubes melted the colors overlapped and created new hues. Soon some of them learned that if you paint in the same spot over and over again, or if the paper gets too wet, it will tear! Science concepts were observed as the solid ice cubes turned back to liquid as they melted, and temperatures were noticed as children’s hands came into contact with the frozen cubes. Children shared their ideas and ice cubes by discussing what was happening in their pictures with teachers and classmates. New vocabulary, like blotting, pooling, seeping and infusing become part of the project. Eye and hand coordination, small motor skills, spatial concepts and social interactions were all concepts melded as part of the activity. Children also followed a well-known process: put on a smock, paint, place painting on the drying rack.  In other words – sequencing! And some people think that children are just playing!

            In the infant room, the painting experience is different. It has noting to do with expressing feelings and ideas, but is all about sensory stimulation. In the Infant 2 room the older infants are gathered at the paper covered table. The paint and painting tools are available for exploration and children examine the brushes and sponges with their fingers and mouths. They smear the paint around with hands and look at their fingers covered with paint. They pull them into their mouth to taste the new substance. Some of the children find the cool and smooth texture quite pleasing and some show dislike by the look on their faces.

         In the Infant 1 classroom, children experiment with paper.                   

Tearing and ripping the pages of magazines is a multi sensory activity that children really enjoy. Infants feel the different texture and thickness of paper. They try to put it into their mouths. And you can tell they smell the pages, too. As they crinkle the paper in their hands, they hear a new sound and are amazed with their accomplishment. The teachers point and name the colors and objects on the pictures in the magazine.  

               This month in Preschool North the teachers introduced the color dabbers. Usually the cups filled with tempera and brushes are the tools at the easel, but this time the dabbers replaced them. Children with excitement explored the activity. They used the starched arms (large motor) to make the lines, shapes and dots on the large piece of paper. The preschoolers talk about their painting with the teachers and their peers.

               Preschool East combined the artistic expression with development of fine motor skills, important for pre-writing and writing. Spray bottles filled with watercolors were used at the easel, the table and outside on the snow. The children really enjoyed painting the snow and watch the colors spread.

  

 

  

Dates of Closures in  2010:

 

January 1 & 18  -  February 15  -  May 31  -  July 5  -  September 6  

                October 11  -  November 11,  25 & 26  -  December 24

   

  

Happy Birthday

Sophia H - Toddler 1 - Jan 2nd

Kelle - Preschool East - Jan 9th

Ms. Deb - Jan 9th

RJ - Preschool 1 - Jan 25th

Ms. Sarah - Jan 30th

 

 

 

A Message from the Director

 

 

   Thank you  to absolutely everyone who handed out cards, pictures,  good wishes, gifts and goodies to all of us at Clever Kids!  We sincerely appreciate your kind words and treats!

                   Have you read the updated version of the Parent Handbook yet?  There are several changes for you to read about.  One that is worth noting is that all food brought into the center for special events such as birthdays must be store bought and in original packaging.  Another is a reminder from FPS that vehicles should not be left to idle in our parking lots.  (This is also more healthy for the children walking by a running vehicle and for our environment in general.  Less fumes into the air! )  Also, if you are joining your child for the occasional lunch date, the price has increased after 17 years; it is now $2.00 instead of $1.00!

                 One item that is not new but needs a reminder is to be sure you are out of the building with your child by closing time.  Please allow enough time to gather your child and his or her belongings before the 5p.m. or 5:30 p.m. closing time for each wing of the building. So many parents make such efforts to get here to follow this policy, it is unfair if others are allowed to take five to ten more minutes to actually leave the building. Please know that we appreciate the efforts of so many of you in this matter, and will be more diligent in monitoring those who are regularly late in getting to the center.  Late fees are assessed at $1.00 per minute after closing times.

                  After reading the updated version of the Parent Handbook, the last page should be signed and turned in to the main office by January 11, 2010.  Place the signed page on the desk of the main office if one of us is not in the office.

                   Classroom composite photos are available for purchase! A photo of your child and classmates is available for $10.00 through the main office.

 

In Classrooms Around The Center . . .

 

            Young children’s curiosity about the world around them, their “sense of wonder”, is a powerful engine for their work and play. With curiosity and natural need to make sense of the world, children are motivated to ask questions, explore how things work and take risks. Modern technology has hidden from view some of the basic ways things work. Our food comes from stores and very few children have seen or were engaged in growing or processing it. Toys that once were pushed or pulled now have a battery powered engine that makes them go; all children need to do is find the on and off switch.

            Building with blocks provide the children with ample opportunities to investigate, explore and experiment. The young scientists and mathematicians express their ideas and knowledge through the simplicity or complexity of their structures. And all this starts at a very early age. Infants use simple, soft, washable blocks to play. Before they are used to balance on top of each other, the blocks become a pleasant chew toy that brings relief for swollen gums. As the infants grow, they enjoy the bigger size blocks. Teachers encouraging words and gestures make it possible for children to try a new skill of balancing two or three blocks, and watch them fall  accompanied by giggles and hands clapping. They try it again and again.

            A wider variety of blocks is offered to toddlers. Small wooden blocks, sponge blocks and Duplos® bring new experiences and new ideas. Their structures are linear and not very long. Duplos® are used to build towers and you notice animals or people are sometimes incorporated into a scene. Knocking things down still brings enjoyment, not frustration.

            Given a variety of different materials, children will become skilled at selecting those they need to do what they want. They may find that the unit blocks cylinders are best for building the tallest towers. They may discover that the squishiness of foam blocks is a problem if they want to put a heavy weight on the building, but the lightness of the blocks is perfect to build the top of the tower or use them for decorative trim. They are likely to choose waffle blocks when they want to build a house for the toy people because the joints interlock and keep the blocks from pulling apart. Through their body language you will notice when the structure is in danger of falling and what steps they take to fix it.

            Through conversation, questions, and gentle probing, children will come to a new understanding about the structures and forces involved. Some children will need repeated exposure to ideas and experiences over extended periods of time to let go of old ideas and begin to refine and deepen their understanding.

           

            We all built when we were children, but when was the last time you sat on the floor and created a structure? Find  time to sit on the floor with your child. Pull out all kinds of blocks and start building. Make plans and be open to ideas. Let the weak structures collapse and rebuild them stronger. Take pictures and discuss them with your child.

            You will not only build with blocks, you will learn about your child’s interests and knowledge. You will talk about their school experiences and their friends. Most of all, you will strengthen your relationship with your child.

           

Congratulations

 

The fall semester ended and Ms. Georgia, Ms. Maureen and Ms. Michelle successfully completed ECE 103 Guidance Strategies for Children. Ms. Lisa completed ECE 241 Administration: Human Relations for ECE. Balancing work, family, school  (and let’s not forget the holidays!) is not an easy task, but all four ladies showed tremendous determination and dedication. Thank you and congratulations!

 

 

Happy New Year!

 

Preschool West welcomed the year 2010 with a great bash! Princess gowns, costumes and delicious food brought by parents were only a part of the festivities. The participants were all dressed up and ready. At exactly 12:00 following the count down, the shiny ball was raised and then pulled down by all the participants revealing hidden treasures. Everyone cheered and shouted “Happy New Year!”

 

 

 

                                                                                For The Parents

 

 

    Love, Learning, and Routines

For most of us, our lives involve a series of patterns - routines we perform almost every day- like stopping at the same place each day for coffee on the way to work. This is also very true for babies and toddlers. While we play a part in creating routines in our children’s lives, we may not fully realize the role they play in young children’s development.

* Routines help babies and toddlers learn self-control.
Consistent routines- activities that happen at about the same time and in about the same way each day- provide comfort and a sense of safety for young children. Whether it is time to play, time for a snack, a nap, or a loved one to return, knowing what will happen next gives babies and toddlers security and emotional stability. It helps them learn to trust that caring adults will provide what they need. When children feel this sense of trust and safety, they are free to do their “work,” which is to play, explore, and learn. 

* Routines can bring you and your child closer together and reduce power struggles.
Stable routines allow babies and toddlers to anticipate what will happen next.  This gives young children confidence, and also a sense of control, such as when parents say:  “It is bedtime.  Would you like to brush teeth now or after we get your pajamas on?”  Routines can also limit the amount of “no’s” and behavior corrections you need to give a toddler throughout the day, since your child can better predict what should happen next:  “I know you want a cracker.  But it is clean-up time now.  Remember, after clean-up, it is snack-time.”

* Routines guide positive behavior and safety.
Routines are like instructions-they guide children’s actions toward a specific goal. Routines can be used for many reasons, but two of the most important are ensuring children’s health and safety, and helping children learn positive, responsible behavior.  For example, children wash hands before they have snack, or must hold an adult’s hand when crossing the street.

 

* Routines support children’s social skills.
As babies grow, they come into contact with more people and begin to learn patterns and routines for social interaction. Greetings, good-byes, and chatting with others are examples of routine interactions that teach social skills. These interactions are also opportunities to help our children develop language skills.
Play-time and mealtime are two routines that are very social times for children and parents alike.  Through talking, taking turns, sharing toys, learning to wait, and helping others during these activities, young children learn important social skills that will help them later on in school.

* Routines help children cope with transitions.
Depending on your child’s temperament, transitions between activities may be easy or more difficult.  Going from play to lunch, lunch to the store, the store to home…and especially transitioning to bed time, can be challenging.  Routines (like bedtime routines) can help make transitions easier. Some parents use a timer or a “5-minute warning” to prepare their toddlers for a change in activity. Others use a book, song, or special game.

 

* Routines are satisfying for parents, too.
Not only do routines and rituals make transitions easier for children-they also help ease adults into parenthood. The early stages of becoming a parent can be overwhelming and sometimes put a strain on marriage. Continuing a ritual from your early marriage years (like an evening out or a special vacation spot) can help. In addition, taking a special ritual from your own childhood (such as a book that was read to you, a special breakfast made for you on Saturdays) can bridge your transition from a couple to a family.

* Routines are an important opportunity for learning.
Daily routines are often thought of as just “maintenance” activities: meal time, running errands, getting ready for bed, taking baths. But these everyday actions are rich opportunities to support your child’s learning and development, while having fun. Routines offer the chance to build self-confidence, curiosity, social skills, self-control, communication skills, and more. Routines provide the two key ingredients for learning: relationships and repetition. So enjoy these “ordinary” movements with your child. If she’s having fun with you, she’s learning, too!