THE IMPORTANCE OF EARLY LITERACY

From Birth

Listening comprehension predicts reading comprehension. Comprehension is the most important aspect of reading. Comprehension begins when babies first begin to understand the words they hear. At four months a baby recognizes his or her own name. The journey to reading begins at birth when parents speak their first adoring words to their baby.

Excerpt from Read to Your Baby-Literacy Begins At Birth, http://www.readtoyourbaby.com/read_literacy.html

Checklist For Toddlers

I read with my child every day, even if it’s only for a few minutes.

I encourage my child to bring his favorite books to me so that we can read together.

I point to pictures and name them out loud, and encourage my child to point to pictures while we read.

I watch to see if my child sometimes makes eye contact with me when I read aloud. That tells me she is paying attention to me and the story.

I talk with my child throughout the day about things we are doing and things that are happening around us.

I try to be patient when my child wants to read the same book over and over again.

I encourage my child to “play” with books—pick them up, flip them from front to back, and turn the pages.

Sometimes I listen when my child “pretends” to read a book—he holds the book, goes from page to page, and says words, even though they’re not the words on the page.

I give my child paper and crayons so she can scribble, make pictures, and pretend to write.

Checklist for Preschoolers

I help my child hear and say the first sound in words (like “b” in boat), and notice when different words start with the same sound (like “boat” and “book”).

I help my child hear words that rhyme (like moose, goose, and caboose).

I introduce new words to my child, like “bow” and “stern,” which mean the front of a boat and the back of a boat.

I talk with my child about the letters of the alphabet and notice them in books, like “c” for canoe.

I point out signs and labels that have letters, like street signs and foods in the grocery store.

I encourage my child to find the joy and fun in reading. Usually, I let my child choose the books we read.

I let my child pretend to read parts of the book when we read together.

I talk with my child about stories and make connections to things that happen in our own lives.

I ask “what,” “where,” and “how” questions when I read with my child to help her follow along and understand the stories.

I help my child write notes or make books (like an alphabet book), even if his writing only looks like scribbles or marks.

Excerpt from the National Institute for Literacy Website-http://www.nifl.gov/publications/pdf/Literacy_Home.pdf

 

        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

Theme of the Month

Friends and Family

Center Closed  February 15 for Presidents Day

Special Events

Parent Activities:

Infants             February 10th      3:00           

Toddler’s         February 23rd      3:00

Two’s              February 25th      3:30

Preschool 1      February 17th      3:30

Preschool 2      February 11th     11:30

Preschool 3      February 24th      3:30

 Happy Birthday

 Henry-PS3                               February 1st

Ms. Malinda                             February 4th

Addison-PS3                            February 9th

Ms. Tonya                               February 9th

Ms. Mallory                             February 12th

Aidan-PS1                               February 15th

Taylor-PS2                               February 18th

A Message from the Director

Dear Parents,

January has certainly been a cold month.  So many of our families dealt with the challenges of seasonal virus’ this past month.  We do our very best at CKLC to keep the children well by doing thorough cleaning of classrooms, soft materials and toys whenever we have sick kiddos.  We also work hard to enforce our illness policy so that sick children are able to recover at home and well children have the chance to stay well.  We sincerely appreciate your patience and cooperation.

We are very excited about our special event set for February 26th.  Doctor Julie McDonald, DDS, will be visiting our center and will be performing Look/See Exams for the children in Preschool 1, 2 and 3.   A signed Permission Slip, which will be distributed next week, will be required for each child.  This is a wonderful opportunity to teach the children about good dental hygiene during National Dental Health Month.  We hope your children will enjoy this event.

Your children really enjoy bringing and sharing their toys from home with their friends in class.  As a reminder, Clever Kids Program Policy states that toys should not be brought from home unless the teachers request items to enhance an activity or for a scheduled sharing event.  Children are never permitted to bring toys associated with violence to school.  Also, please remember that certain items, like electronic toys or toys with small parts that could be swallowed are not allowed at the center.

In this issue of our center newsletter, we will be focusing on our monthly Parent-Child Activities.  These opportunities to take part in your child’s day here at Clever Kids, and to see them learning through play, is invaluable to you as parents.  We hope you’ll enjoy our recap of last month’s activities and plan to attend those scheduled for February.

Best Wishes, Debbie Freitas

In Classrooms Around The Center . . .

Each month, our classrooms feature a Parent-Child Activity.  These events are a wonderful opportunity for you to observe your child in their classroom environment, and to see first hand how the children at Clever Kids learn through play.  Of course, our parents are invited to join us in the classroom at any time, but these special activity events are such fun.  The children are so excited on event days; they can’t wait to let their parents into their world at school.

In February, we have some fantastic activities focused on our theme, family and friends.  I hope that you all will be able to attend.

            Infants Activity-Baby Gymnastics-Feb. 10th @ 3:30pm

            We will exercise our large muscle groups while doing baby gymnastics on mats and will talk             while we work-out to help develop our listening and early  language skills.

            Toddlers Activity-Create a Friendship Quilt           -Feb 23rd @ 3:00pm

            We will be decorating paper squares and tying them together to display in our classroom.  This fun activity will help us in building our fine motor skills.

            Two’s Activity-Parent & Family Picnic-Feb 25th @ 3:30pm

            Join us for a get together to meet our families and peers while we practice our language skills by having conversations with adults.

            PS1 Activity            -Create Family Photo Page-Feb 17th @3:30pm

            We will create photo pages of our families and then put the pages together to make a photo            book    for our classroom.  It will be so nice to be able to see pictures of our families whenever we want to.

            PS2 Activity-Family and Friends Luncheon -Feb 11th @11:30am

            Join us for this special luncheon featuring a Friendship Taco Ring.  We will make our taco’s just             before our parents arrive and will enjoy serving them.  We love to have lunch with our parents.

PS3 Activity-Create Our Favorite Family Recipes Book-Feb 24th @ 3:30pm

            We will be asking our parents to bring in family recipes this month.  On the 24th, we will create a special page for each recipe which will become part of a Family Recipe Book for our classroom.

In January, our parent-child activities featured the creation of snowmen using lots of different materials.  We had such a wonderful time sharing these events with our families and can’t wait until next month!

Be a Building Parent-Teacher Partnerships

The day-to-day reality of many families is different today than a generation ago. Family members spend far less time together and adults often face an on-going struggle to balance the demands of their families and their jobs. While these pressures can cause parents to participate less in their children’s lives, there remains a great need for them to be involved in their children’s education.

Recent studies show that when families are involved in their children’s education in positive ways, the children achieve higher grades and test scores, have better attendance at school, complete more homework, and demonstrate more positive attitudes and behavior. Reports also indicate that families who receive frequent and positive messages from teachers tend to become more involved in their children’s education than do parents who do not receive this kind of communication. Family and school represent the primary environments in which young children grow and develop, and good schools value parental involvement.

As their children’s first teachers, parents and families can:

Read together. Read with your children and let them see you and older children read. When adult family members read to their children or listen to them read on a regular basis, achievement improves. Take your children to the library to get a library card and help them find books to suit their interests and hobbies.

Establish a family routine. Routines generally include time for completing homework, doing chores, eating meals together, and going to bed at an established time. These daily events are important to make life predictable for children and satisfying for all family members. Encourage your child’s efforts and be available for questions while she is engaged in academic work and spend time discussing what she has learned.

Keep in touch with the school. Stay aware of what your children are learning, what their assignments are, and how they are doing. Make a point of visiting the school and talking with the teachers through parent/teacher conferences or family nights. If you can’t visit, schedule a telephone call to discuss your child’s progress.

Offer praise and encouragement. Parents and families play an important role in influencing a child’s confidence and motivation to become a successful learner. Encourage them to complete assignments and introduce them to outside experiences that will enhance their self-confidence and broaden their interests.

In the effort to connect schools with parents, educators can:

Involve parents in classroom activities. Teachers can let families know how they can be helpful and can ask for their assistance with specific activities. Parents can participate by preparing classroom materials, attending parent-child activity events, and by sharing information about their careers or hobbies. The more involved parents are in what goes on in the classroom, the more likely they are to understand the teacher’s goals and practices.

Give parents a voice in decisions. Parents’ viewpoints should be considered in making decisions about their children’s schooling. Programs can open options for families to become involved individually and collectively in making decisions about goals and standards for their children.

Foster good communication during parent/teacher conferences. When meeting with family members, create a comfortable environment in which parents feel free to share information, ask questions, and make recommendations. Point out the projects that involved their child and share information in a way that encourages respectful two-way communication. Be careful not to make assumptions about a family member’s level of knowledge, understanding, or interest. Schedule an adequate amount of time for the conference so that parents do not feel rushed.

Taken from NAEYC Website, Early Years Are Learning Years, Building Parent Teacher Partnerships, www.naeyc.org

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.

Center Closed  January 18th for

Martin Luther King Birthday

Parent Activities:

Infants            January 12th    9:00 

Toddler’s        January 19th    3:00 

Two’s              January 20th    3:30

Preschool 1     January  21st   3:30

Preschool 2     January 22nd    9:30

Preschool 3     January 13th    3:30 

 Happy Birthday

Averie-PS2                 January 4th  

Isaac-Two’s                January 6th

Ms. Kristen                January 15th

Megan-Toddler’s       January 23rd

Ms. Amanda              January 26th

Lauren-PS3               January 27th

Hanna-PS3                 January 29th

 Ms. Raney                 January 29th

A Message from the Director

Dear Parents,

Our first parent newsletter for 2010 is also my first opportunity to formally greet you as  Center Director.  I want to thank you all for the warm welcome and say how much I am enjoying getting to know your families.  My door is always open and I hope that each of you will feel comfortable to approach me with any questions or concerns.

I am so thrilled to be working with our fabulous CKLC staff.  As the new year gets under way, we have made some changes in teaching assignments.  Ms. Jessica is moving over from our Two’s classroom to PS1; Ms.  Mallory will be helping out in PS2 & PS3; and Ms.    Michelle has been assigned to Two’s.  We are also happy to welcome Ms. Marla as a new Co-teacher in our Infant room.

End of Year Child Care Tax Statements for 2009 are ready and available for you to pickup in the office.  Please feel free to stop by and pick yours up.

Please join us in congratulating Ms. Gloria in our    Infant room, with 10 years of continuous service, and Ms. Tonya in our Toddler Room with 6 years of service, who have achieved their Training and Longevity Awards through the Child Care Professional Development   Institute.

I hope that each of you will be able to attend the parent-child activities we have planned for this month.  There will be many snowmen constructed from a variety of materials.

Finally, many thanks to those of you who generously donated hats and gloves for the children at the St. Anne’s  Homeless Shelter.

Best Wishes,

Debbie Freitas

In Classrooms Around The Center . . .

Our theme for January is Winter Fun and the weather is certainly   cooperating with us.  Each of our classrooms has some wonderful parent activities planned for this month and we hope all of our parents will be able to attend.

In the Infant Classroom, our little ones have been busy putting their handprints on snowflakes.  They’ve had fun crawling under our sheet tent finding the objects hidden under a blanket.  We have enjoyed seeing the growth in each child.  Adam interacts with everyone by smiling and cooing and has such a contagious laugh.  Chance “army” crawls to get where he wants to be, and Ambree is learning to sit up with support.  Damon is quite the talker (lots of babble), and Larenz is learning to grasp toys.  Kylee can hold her head up steadily now, and Ashlyn can roll back to front.  Barrett  gets on his hands and knees and is getting ready to crawl.  We see so many new skills developing each week as our infants learn more about themselves and the world around them.

In the Toddler Classroom, the children enjoyed the new book, “The House That Jack Built”.  They painted with tractors and trucks, and learned that they can be builder’s too when they built block towers, and then knocked them down.  This month, the children will be talking about snow.  They’ll learn how it melts, how cold it is, and how to build with it.  They will be matching mittens, gloves and boots, and learn about how winter clothes keep us warm.  All of the children love books, and this month they will learn about winter clothes, and arctic animals through books.  They will also be making some juice snow cones.  As always, music and song will be a big part of the children’s day.  The children will learn the new song “Once There Was A Snowman”.

The children in our Two’s Class had a wonderful time in December learning all about construction.  They made many towers and castles out of blocks during which they were building their fine motor skills.  Everyone in the class was able to stack at least 4 blocks!  The kids also worked on their gross motor skills while building snowmen and going on winter walks.  They worked on their cognitive skills while observing and discussing the construction going on around our building. 

As always, language skill development was a big part of every day as the children talked with the teachers and each other.  This month, skill development will continue as the children learn all about snow and ice and where they come from.  There will be several scientific projects that will help the children to understand more about snow and ice, and many discussions about these topics.  They will also learn about winter clothing and use their gross motor skills to practice dressing themselves.

In our Preschool 1 classroom, the children had a wonderful time learning all about construction.  They built roads and buildings with blocks, glued houses together and then counted all of the buildings they put together.  The children made clay and then cut out shapes that they painted once they had dried.  The children also did activities designed to teach them more about shapes and colors as worked on puzzles, peg boards and string blocks.  All of these activities helped the children to build their cognitive and fine motor skills.  This month the children will learn more about snow.  They will talk about where snow comes from and what it is made of.  They children will brings snow inside and watch as it’s changes into water.  They will construct snowmen out of snow and play dough and will talk about the different shapes they are using to do it.  In the last week of the month, the children will talk about baking.  They will learn that recipes have directions to be followed.  Each child will participate in baking cookies and will help to add ingredients and to decorate the cookies once they are finished baking.  They will enjoy eating their finished cookies.

The children in Preschool 2 had a great time learning about construction in December.  They had fun constructing snow scenes, and building houses out of graham crackers, frosting and marshmallows.  The children also made special holiday presents for their parents that taught them how to construct a box, and how to make yummy fudge.  This month, the children will be learning all about snow.  They will look at it, feel it and use it as inspiration for artwork.  They will also learn about ice and will work on a number of scientific experiments.  All of the children will enjoy constructing their own snowmen.  They will work on this in the 3rd week of January and parents are invited to bring in items to decorate or “dress” their child’s snowman.  The children will also talk about sledding and skiing, and will be making sleds and skis from popsicle sticks.  All of the kids will enjoy pretending to ski across the country while learning how to enjoy the winter while staying safe.

In Preschool 3, the children also enjoyed learning about construction.  They talked about building, read stories about construction, and did several art projects that involved construction.  The children are learning to write their first and last names, are writing in journals and working on recognizing numbers.  They really enjoyed using play dough to create masterpieces, and learning about cause and effect while playing with shaving cream.  This month, they will be building their fine motor skills when putting on their winter clothes.  They will head outside for winter time fun in the snow.  They will continue writing their letters and numbers.  Some of the children will build on their fine motor skills by sorting objects and doing puzzles.  All of the children will learn more about respecting books and remembering to turn pages from right to left.  They will learn how to predict a story’s end and to put the part of a story in sequential order.  The children will really have fun baking some yummy treats while learning to follow directions and measure ingredients.

Be a Is Play More Than Fun?

We know that play is good for children; we see it in their smiling face.  Watching your child have fun brings joy and satisfaction to you as well. What you may not always know is that play is really helping your child to develop.  Play is how children learn, and it is the essential basis for the skills your child will develop and use later in life.

Through play, children learn about and understand the world around them and how they fit into it.  Different types of play impact your child in terms of their social, emotional, cognitive and physical development. Here are some of the activities your children will take part in while at Clever Kids, and with you at home, and what they are learning while doing them.

Courtesy of Volume 50 of Child Care Aware Newsletter, National Association of Child Care

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!

Coming Soon

Discipline and Limit-Setting: Birth to 12 Months

 In order to follow rules and understand limits, children need to develop self-control. Self-control is the ability to cope with strong feelings and stop one’s self from doing something that is not allowed. Developing self-control begins at birth and continues throughout childhood. Young children learn self-control through interactions with peers, parents and other loving adults.

Babies and Self-Control

Babies are not born with self-control. However, they begin developing self-soothing skills-the beginning of self-control-in their first months. For example, many babies learn how to soothe themselves by sucking on a pacifier or finger. This helps them cope with waiting while a loved one gets ready to feed them. Babies are also learning that they can’t always have everything they want:

A 9-month-old grabs the television remote. He is happily pushing buttons when his caregiver gently removes it from his hand and puts it on a bookshelf. She says: “The remote control is not a toy, sweetie. But how about this instead?” She gives him a toy with buttons to push and doors to open. This baby is learning about self-control because he has to accept a substitute toy-although his caregiver made sure he could still explore with his hands.

What You Can Do to Nurture Early Self-Control:

·                      Help babies learn to soothe themselves. Babies have different ways of calming down. Some need lots of physical contact, such as rocking or hugging, while others like being swaddled or put down for a minute to get a break from interaction. Some babies are soothed by your singing while others need to suck to calm themselves. By trying different things to help babies calm down you help them learn to soothe themselves. You also teach them that they can rely on you, which makes them feel safe and secure.

• Find ways to keep yourself calm. Hearing babies cry can be very stressful and frustrating. It can make you feel worried or even powerless when you want to help a baby feel better but nothing is working. When you feel this way, it’s best to put the baby down somewhere safe (like a crib) and take a few moments to calm down. When you are feeling calm, the baby is more likely to feel calm too.
• Teach babies what they can do, not just what they can’t. If a 10-month-old is throwing a toy car in the house, gently take it from his hand and give him a soft ball instead and show him a place where he can throw it. Over time, experiences like these help him learn right from wrong. And remember, at 10 months, babies are not able to remember rules so you will probably have to keep doing a lot of distracting and redirecting in the months to come.
• Comfort babies. Sometimes caregivers are concerned about spoiling a baby-doing more for her than she needs. If a baby is crying, it is often because she needs you to help her calm down because she is having a hard time coping. Babies need your love and comfort. This helps them grow up to be secure and confident children.

In order to follow rules and understand limits, children need to develop self-control. Self-control is the ability to cope with strong feelings and stop one’s self from doing something that is not allowed. Developing self-control begins at birth and continues throughout childhood. Young children learn self-control through interactions with loving adults and peers.

Young Toddlers and Self-Control
Toddlers express their strong feelings loud and clear. “No!” becomes a favorite word. Toddlers can also become frustrated easily because there are still many things that they want to do but cannot. Here is an example of how toddlers learn self-control:

A 15-month-old tosses his toy truck across the room. He starts to laugh at the big crash it makes. When his caregiver calls his name in a not-happy voice, he turns with a surprised look on his face. “No throwing trucks,” she tells him, and hands him the truck. “You can push the truck or roll it.” He throws it again and looks at his caregiver to see what will happen. “The rule is no throwing trucks. I am going to put this truck away for a little while. Why don’t you try throwing this soft ball instead?” He cries for a little while but, when he sees he is not getting the truck back, he happily starts throwing the ball.

Young toddlers still lack self-control and don’t have the memory to remember rules and limits. You help them develop self-control by patiently repeating rules and gently distracting them with another activity.

What You Can Do:
• Stop the behavior. For example, firmly take the child’s hand and tell her in a serious voice: No hitting. Hitting hurts.
• Help the child calm down. When a child breaks down, he is telling you he cannot cope. When you comfort him, you help him learn how to eventually soothe himself. Keep in mind that some children need space to calm down. Creating a safe place where children can take a break-where there are soothing objects like stuffed animals, pillows, books-can be very helpful.
• Label the child’s feelings. This makes her feel understood and helps her calm down. You are so angry that Paolo took your toy. It’s okay to feel angry. But you cannot hit. Hitting hurts.
• Offer appropriate ways to express feelings, such as using her words if she is verbal, or other strategies such as drawing a picture about her feelings or hitting a pillow, if this is acceptable to you and her parent(s).
• Help the child solve the problem. For example, go over to Paolo together and ask for the toy back. Use a timer to help the children take turns.

What You Can Do to Help Young Toddlers Begin to Cope With Limits
Provide guidance and intervention that is appropriate for you toddler’s age and stage.
1. Stop the behavior. For example, firmly (but not angrily) take your child’s hand and tell her in a serious (but not angry) voice: No hitting. Hitting hurts.
2. Label your child’s feeling. This makes her feel understood and helps her calm down. You are so angry that Paolo took your toy. It’s okay to feel angry. But you cannot hit. Hitting hurts.
3. Offer an appropriate way to express feelings. Show her what she can do to express her angry feelings, like jumping up and down or stomp

Kids N Cars: Never Leave Your Children Unattended in Your Vehicle, NOT even for a minute!

Kids ‘N Cars^TM is a nonprofit organization whose mission is to pursue a greater level of public safety by informing people about the dangers of leaving children unattended in or around vehicles. People leave children unattended in vehicles more often than is widely publicized, and the results are often deadly. Kids ‘N Cars’^TM database, the only one of its kind, includes more than one thousand cases where children were left unattended in or around vehicles.

Below are just a few examples of what has happened to children who were left unattended in an automobile:

* Heat stroke that led to permanent brain damage and death.

* Climbed out of a car seat and shifted the car into gear.

* Carjacking - the car and the children.

* The vehicle can be set in motion by unattended children.

* Power control activation by curious children that can lead to strangulation and other loss of life and limb.

In 1999, 27 children died of hyperthermia (heat stroke) because their parents left them locked inside the passenger compartment of a vehicle.

* Never leave children alone or unsupervised - not even for a minute.

* Never leave car keys where children can find them.

* Always lock cars so children cannot get into a car unsupervised. Unlocked cars pose serious risks to children who are naturally curious and often lack fear. Keep the doors and trunk of cars locked when parked in the garage, driveway, or near home. Parked cars can be deathtraps for kids.

* Crawl around in your family vehicle and look at everything from a child’s perspective. Where are there potential problems? Do the automatic power windows controls “pull” to go up rather than being “pushed”? Does your vehicle have transmission or brake interlocks?

* Teach children about the dangers of a car. A car is NOT a toy. In fact it can be as dangerous as a loaded gun, but weighs over two ton.

* Arm children with facts. They must understand that a vehicle is used for transporting people from place to place; it is NOT a playground.

* Car trunks become a tempting, secret place to hide, and a quick and easy place for abductors to make children disappear.

* Practice escape techniques so that if children are trapped in a car trunk, they know how to get out by yanking the tail light wires, kicking out the brake light fixture and signaling for help by waving or banging on the trunk and screaming.

* If a car has a trunk release in the trunk’s interior, make sure the children know how to use it and have them practice.

* Never leave rear seat folds open. This should prevent children from climbing into unlocked cars and finding their way into a trunk from the inside.

* Install an inside trunk release.