Each day the Child Care Exchange sends out informational emails on the world of Early Childhood Development, Education and Professional Development, which I try to share with you. For more info or to receive their emails directly, please see their website at Child Care Exchange.
********************************************************************
Barb Gallick and Lisa Lee’s article, "Eliminating Transitions," talked about the challenges transitions present for children and adults. While it is primarily geared for those working in Early Childhood and child care settings, I believe the information is also useful to parents who are helping their young children learn to transition from one activity to another.
"As adults, we often find ourselves transitioning from one activity to another in a short time span. Most of the time, we don’t feel we have a lot of control over our schedules, but wish that we could carve out extended time to relax and focus on one project.”
If we relate this scenario to the way a daily schedule unfolds in an early childhood setting, we might begin to see how young children feel each time we ask them to transition from one activity to another. Picture a group of children in the block area who have spent 15 or 20 minutes building an elaborate car wash. They have just gotten to the point where they will be using cars to develop a story and act it out when the teacher says it’s time to clean up for snack. Of course, after snack there’s group time and then the class will be heading outside. Are these children also wishing that they could have had an extended time to relax and focus on enjoying their car wash and the dramatic play possibilities? Do they also feel like they have no control over their schedule?
"Having a daily schedule that creates routines for young children is an essential part of every child’s life whether at home or in an early childhood classroom. Whether the head teacher in an early learning classroom or the parent who home schools their children, evaluating the daily schedule on a regular basis is an integral part of creating an environment that meets the needs of both the children and adults who ‘live’ in that ‘classroom’ each day. We would suggest that you look (with a critical eye) at your daily schedule once a year to determine whether it works for you and the children. One of the most important things to consider when reviewing your schedule is the number of transitions that occur throughout the day.
"Transitions tend to be some of the most difficult and stressful moments in an early childhood classroom. At these times teachers often find themselves dealing with more challenging behaviors and feeling more like police officers than nurturing caregivers. If you are feeling uncomfortable or frustrated during transition times, that is a sign that your current schedule may need to be revised to better meet the needs and developmental levels of the children in your care."
For more specific tips, or to read the entire article, please go to: http://www.childcareexchange.com/resources/view_article.php?article_id=5019448&page=3&keyword_id=
*************************************************************
DEACONESS call to Parents:
You are the experts when it comes to your children and we would love to hear from you. Please feel free to comment or send us an email at info@deaconesschildren.org and let us know what you would like to see on our blog.
Please feel free to join us on Facebook as well at Deaconess Children's services.
For 114 years, Deaconess has been transforming the lives of children in the Pacific Northwest by breaking the cycle of child abuse and neglect and putting Children First!
Wednesday, July 21, 2010
Thursday, July 15, 2010
Gender Differences
Each Day, the Child Care Exchange sends out informational emails on the world of Early Childhood Development, Education and Professional Development, which I try to share with you. For more info, please see their website at www.childcareExchange.com.
**********************************************************************
".... There's very little solid evidence of gender-based differences in kids' brains," reports Lise Eliot, author of Pink Brain, Blue Brain (Boston: Houghton-Mifflin, 2009), in Work & Family Life (December 2009). "To be sure, there are natural differences. But these become magnified through our parenting, marketing, and especially through children's own culture. Indeed, infant brains are so malleable that small differences at birth become amplified over time as parents, teachers, and the culture unwittingly encourages gender stereotypes."
Eliot does, in fact, discuss differences that do exist in the earliest years...
"Early in infancy, boys are a bit larger but, surprisingly, are more vulnerable than girls. They are more likely to be fussier, harder to soothe, and, by three or four months of age, less socially attuned. Boys' senses of touch, smell, and hearing are likely to be a little less acute than girls' — and their language, memory, and fine motor skills also lag during the first year of life.
"Where boys do tend to excel is in their gross motor development — sitting, standing, and walking at the same ages as girls, despite their slower maturation. While girls are easier to care for and more socially aware, they typically do not get as much encouragement as boys do for their physical development and emotional independence — two concerns that become pronounced later in childhood but can be addressed in infancy. The earlier parents are aware of the particular needs of boys and girls, as well as the power of gender stereotyping, the better chance they will have to help kids reach their full potential."
***************************************************************************
DEACONESS call to parents:
In our experience, gained working with thousands of children and parents over the last 112 years, some children will fit the desciptions in this article and some will not. Please comment and tell us about your experiences as you've watched your child(ren) move through their developmental stages and the things you've noticed. We love to hear from you.
**********************************************************************
".... There's very little solid evidence of gender-based differences in kids' brains," reports Lise Eliot, author of Pink Brain, Blue Brain (Boston: Houghton-Mifflin, 2009), in Work & Family Life (December 2009). "To be sure, there are natural differences. But these become magnified through our parenting, marketing, and especially through children's own culture. Indeed, infant brains are so malleable that small differences at birth become amplified over time as parents, teachers, and the culture unwittingly encourages gender stereotypes."
Eliot does, in fact, discuss differences that do exist in the earliest years...
"Early in infancy, boys are a bit larger but, surprisingly, are more vulnerable than girls. They are more likely to be fussier, harder to soothe, and, by three or four months of age, less socially attuned. Boys' senses of touch, smell, and hearing are likely to be a little less acute than girls' — and their language, memory, and fine motor skills also lag during the first year of life.
"Where boys do tend to excel is in their gross motor development — sitting, standing, and walking at the same ages as girls, despite their slower maturation. While girls are easier to care for and more socially aware, they typically do not get as much encouragement as boys do for their physical development and emotional independence — two concerns that become pronounced later in childhood but can be addressed in infancy. The earlier parents are aware of the particular needs of boys and girls, as well as the power of gender stereotyping, the better chance they will have to help kids reach their full potential."
***************************************************************************
DEACONESS call to parents:
In our experience, gained working with thousands of children and parents over the last 112 years, some children will fit the desciptions in this article and some will not. Please comment and tell us about your experiences as you've watched your child(ren) move through their developmental stages and the things you've noticed. We love to hear from you.
Tuesday, July 13, 2010
Excellence and Frivolity
Each Day, the Child Care Exchange sends out informational emails on the world of Early Childhood Development, Education and Professional Development, which I try to share with you. For more info, please see their website at www.childcareExchange.com.
**********************************************************************
"Are you having fun? It's one of the best indicators of organizational vitality — yet we don't value it much." This is what Nancy Austin asserts in her book (authored with Tom Peters), A Passion for Excellence (New York: Grand Central Publishing, 1989). She observes that one of the "8 tough lessons" in the pursuit of excellence is to "inject the frivolity factor":
"While most of us would like to work for (or be) the accessible, accountable enthusiast whose eyes light up when talking about a new product or service, it somehow doesn't seem right. When I was in graduate school, "fun" and "passion" weren't part of my business vocabulary. Instead, we were drilled in emotional detachment and control. And complicated busi ness terminology — instead of plain English — was held up as the preferred language of the professional manager.
"That kind of thinking puts a damper on the enthusiasm that should be part of a successful and well-run enterprise. A fun business atmosphere can cultivate customers as well as good ideas — so lighten up!"
One of the ways we “lighten up” here at Deaconess Children’s Services is through regular, free to in-expensive team building activities which include coffee team meetings, lunches, hiking trips and even the odd wintertime holiday shopping excursion. It gives us a chance to bond with one another, which helps make Deaconess a great place to work.
**********************************************************************
"Are you having fun? It's one of the best indicators of organizational vitality — yet we don't value it much." This is what Nancy Austin asserts in her book (authored with Tom Peters), A Passion for Excellence (New York: Grand Central Publishing, 1989). She observes that one of the "8 tough lessons" in the pursuit of excellence is to "inject the frivolity factor":
"While most of us would like to work for (or be) the accessible, accountable enthusiast whose eyes light up when talking about a new product or service, it somehow doesn't seem right. When I was in graduate school, "fun" and "passion" weren't part of my business vocabulary. Instead, we were drilled in emotional detachment and control. And complicated busi ness terminology — instead of plain English — was held up as the preferred language of the professional manager.
"That kind of thinking puts a damper on the enthusiasm that should be part of a successful and well-run enterprise. A fun business atmosphere can cultivate customers as well as good ideas — so lighten up!"
One of the ways we “lighten up” here at Deaconess Children’s Services is through regular, free to in-expensive team building activities which include coffee team meetings, lunches, hiking trips and even the odd wintertime holiday shopping excursion. It gives us a chance to bond with one another, which helps make Deaconess a great place to work.
Thursday, July 8, 2010
Relationships with Children
Each Day, the Child Care Exchange sends out informational emails on the world of Early Childhood Development and Education, which I try to share with you. For more info, please see their website at www.childcareExchange.com.
******************************************************************
Lilian Katz has spent many years conducting workshops for teachers, parents, and students all over the world. During those workshops, she often refers to her son Stephen, and what she has termed the "intellectual emergencies" she experienced during the years he was growing up. Her responses to these "emergencies," the moments when he analyzed her actions and challenged her decisions as a parent and a teacher, are presented in this insightful, witty book.
With music and words from Stephen incorporated into the book, Katz presents an inspirational work for parents and teachers, or anyone who has ever looked into the face of a child and wondered if she/he was making the right choices.
In her book, "Intellectual Emergencies: Some Reflections on Mothering and Teaching," Lilian Katz makes these two observations about teachers' relationships with children:
"Relationships cannot be developed in a vacuum; we have to relate to each other about something — something that matters to the participants in the relationship. The content of our relationship with children should not be mainly about rules, regulations, and conduct, but about their increasing knowledge and developing understandings of those things within and around them worth knowing more about and understanding more deeply, more fully, and more accurately."
"Cultivate the habit of speaking to children as people — people with minds — usually lively ones. Appeal to their good sense. It is not necessary to be sweet, silly, or sentimental at one extreme, or somber, grim, or harsh at the other end. Let us be genuine, direct, honest, serious, and warm with them, and about them — and sometimes humorous too."
******************************************************************
Lilian Katz has spent many years conducting workshops for teachers, parents, and students all over the world. During those workshops, she often refers to her son Stephen, and what she has termed the "intellectual emergencies" she experienced during the years he was growing up. Her responses to these "emergencies," the moments when he analyzed her actions and challenged her decisions as a parent and a teacher, are presented in this insightful, witty book.
With music and words from Stephen incorporated into the book, Katz presents an inspirational work for parents and teachers, or anyone who has ever looked into the face of a child and wondered if she/he was making the right choices.
In her book, "Intellectual Emergencies: Some Reflections on Mothering and Teaching," Lilian Katz makes these two observations about teachers' relationships with children:
"Relationships cannot be developed in a vacuum; we have to relate to each other about something — something that matters to the participants in the relationship. The content of our relationship with children should not be mainly about rules, regulations, and conduct, but about their increasing knowledge and developing understandings of those things within and around them worth knowing more about and understanding more deeply, more fully, and more accurately."
"Cultivate the habit of speaking to children as people — people with minds — usually lively ones. Appeal to their good sense. It is not necessary to be sweet, silly, or sentimental at one extreme, or somber, grim, or harsh at the other end. Let us be genuine, direct, honest, serious, and warm with them, and about them — and sometimes humorous too."
Wednesday, June 30, 2010
Just Enough
Each Day, the Child Care Exchange sends out informational emails on the world of Early Childhood Development and Education, which I try to share with you. For more info, please see their website at www.childcareExchange.com.
******************************************************
Teachers and child care workers who favor a child-centered approach in their classrooms often encourage children solve their own problems, be responsible for their own achievements. We know, however, that there are times when a little adult intervention may be what's necessary to aid a child "just enough."
According to Alice Honig in her book, Little Kids, Big Worries: Stress-Busting Tips for Early Childhood Classrooms,"Children can accomplish some tasks on their own after trying hard. Others are too easy or too difficult. Children get restless and bored when toys or tasks are too easy. They feel frustrated when tasks are too challenging. The Russian child-development theorist Vygotsky taught that adults or more capable peers are priceless in supporting child learning and accomplishment when a task is just a bit too difficult at the child's present level of development. Then a teaching adult provides just that bit of help that will result in further child learning and satisfaction. Vygotsky used the term 'zone of proximal development' for the difference between what a child can do on his or her own compared with what the child can do with adult help. With the assistance of an adult or more capable child, a child will be able to succeed at a cognitive or social learning task beyond what he or she could have accomplished alone."
They key is to allow the child to do what they can on their own, but to be there, available to help when necessary.
******************************************************
Teachers and child care workers who favor a child-centered approach in their classrooms often encourage children solve their own problems, be responsible for their own achievements. We know, however, that there are times when a little adult intervention may be what's necessary to aid a child "just enough."
According to Alice Honig in her book, Little Kids, Big Worries: Stress-Busting Tips for Early Childhood Classrooms,"Children can accomplish some tasks on their own after trying hard. Others are too easy or too difficult. Children get restless and bored when toys or tasks are too easy. They feel frustrated when tasks are too challenging. The Russian child-development theorist Vygotsky taught that adults or more capable peers are priceless in supporting child learning and accomplishment when a task is just a bit too difficult at the child's present level of development. Then a teaching adult provides just that bit of help that will result in further child learning and satisfaction. Vygotsky used the term 'zone of proximal development' for the difference between what a child can do on his or her own compared with what the child can do with adult help. With the assistance of an adult or more capable child, a child will be able to succeed at a cognitive or social learning task beyond what he or she could have accomplished alone."
They key is to allow the child to do what they can on their own, but to be there, available to help when necessary.
The Impact of Early Childhood Poverty on Adult Attainment
A study, "Early-Childhood Poverty and Adult Attainment, Behavior and Health," reported in Education Week (March 3, 2010) concludes that living in poverty before age 5 can have a critical impact on children's earnings trajectories 30 years later. (The original study report can be found in Child Development, January/February 2010, Volume 81, Number 1, Pages 306–325.)
"Greg J. Duncan, an education professor at the University of California, Irvine, and his colleagues analyzed data on a nationally representative sample of people born between 1968 and 1975. More so than any other periods of childhood, the researchers found, poverty in early childhood was strongly linked to having lower earnings and fewer work hours 30 years later. The researchers estimate that a $3,000 annual increase in family income between a child's prenatal year and 5th birthday is associated with a 19 percent increase in earnings and an additional 135 work hours a year for that child down the road."
"Greg J. Duncan, an education professor at the University of California, Irvine, and his colleagues analyzed data on a nationally representative sample of people born between 1968 and 1975. More so than any other periods of childhood, the researchers found, poverty in early childhood was strongly linked to having lower earnings and fewer work hours 30 years later. The researchers estimate that a $3,000 annual increase in family income between a child's prenatal year and 5th birthday is associated with a 19 percent increase in earnings and an additional 135 work hours a year for that child down the road."
Wednesday, June 16, 2010
No ties on Father’s Day. Just a thanks to Dad for calling the Poison Center
No ties on Father’s Day. Just a thanks to Dad for calling the Poison Center
It’s a good thing Mr. Yuk is around when trouble finds its way into the home of an unsuspecting dad. Luckily for thousands of dads that have needed help, the Poison Information Specialists at the Washington Poison Center (WAPC) have remained a free phone call away.
In 2009, just over 6,000 fathers called the Poison Hotline, 1-800-222-1222, in need of information to help their children. Dads calling the Poison Center account for 9% of the total calls of human exposures. This year is looking to be on a similar track of calls from fathers to the WAPC.
“As a father myself, I know how hard it can be to manage the house,” said Jim Williams, Executive Director of the Washington Poison Center. “What all dads need to remember is whatever just happened, it is likely another dad has recently called the Poison Center for it, too.”
The top substances fathers have recently called the WAPC for are: medications, cosmetic/personal care products, household cleaning products and foreign bodies.
“I panicked,” said Devon McCollum of Kent and 39-year-old father of a 4 ½-year-old son. “We were preparing our elderly cat’s medication, which gets dissolved in water and put in a syringe. The next thing I knew, my 3-year-old son, Matthew is spitting something out and telling me how disgusting it tasted. I saw the empty syringe of cat medication nearby.”
When his son was born, McCollum programmed the number for Poison Control into his cell phone which he used to dial for help the day his son ingested the cat medication.
“I got an expert on the line who told me the cat medicine wouldn't be harmful this one time,” recalls McCollum. “I was told Matthew would be pretty drowsy, but it wasn’t an emergency room visit or stomach pump situation. Sure enough, the kid was out like a light with no other side effects. Thank goodness someone was able to help us so quickly and we were able to avoid an unnecessary 9-1-1 call. The specialist also calmed my nerves because I knew they were experts and had great credibility.”
Every dad should have easy access to the Poison Hotline toll-free number, 1-800-222-1222. McCollum recommends all fathers program the number into their cell phone “just in case.” Displaying the Mr. Yuk stickers and/or magnets in your home is also an easy way to keep the number within reach. To get stickers and magnets for your home, call the WAPC at 1-800-222-1222 and ask – it does not have to be an emergency to call.
“Don’t be afraid, or hesitate to give our experts a call,” Williams said. “Just remember many fathers have been in a similar position and called the WAPC during a difficult situation.”
Calls to the Poison Center are free and confidential (a $30 credit card fee will apply to calls regarding animals). Services are available for non-English speakers and for the deaf and hearing impaired. For more information, visit www.wapc.org.
It’s a good thing Mr. Yuk is around when trouble finds its way into the home of an unsuspecting dad. Luckily for thousands of dads that have needed help, the Poison Information Specialists at the Washington Poison Center (WAPC) have remained a free phone call away.
In 2009, just over 6,000 fathers called the Poison Hotline, 1-800-222-1222, in need of information to help their children. Dads calling the Poison Center account for 9% of the total calls of human exposures. This year is looking to be on a similar track of calls from fathers to the WAPC.
“As a father myself, I know how hard it can be to manage the house,” said Jim Williams, Executive Director of the Washington Poison Center. “What all dads need to remember is whatever just happened, it is likely another dad has recently called the Poison Center for it, too.”
The top substances fathers have recently called the WAPC for are: medications, cosmetic/personal care products, household cleaning products and foreign bodies.
“I panicked,” said Devon McCollum of Kent and 39-year-old father of a 4 ½-year-old son. “We were preparing our elderly cat’s medication, which gets dissolved in water and put in a syringe. The next thing I knew, my 3-year-old son, Matthew is spitting something out and telling me how disgusting it tasted. I saw the empty syringe of cat medication nearby.”
When his son was born, McCollum programmed the number for Poison Control into his cell phone which he used to dial for help the day his son ingested the cat medication.
“I got an expert on the line who told me the cat medicine wouldn't be harmful this one time,” recalls McCollum. “I was told Matthew would be pretty drowsy, but it wasn’t an emergency room visit or stomach pump situation. Sure enough, the kid was out like a light with no other side effects. Thank goodness someone was able to help us so quickly and we were able to avoid an unnecessary 9-1-1 call. The specialist also calmed my nerves because I knew they were experts and had great credibility.”
Every dad should have easy access to the Poison Hotline toll-free number, 1-800-222-1222. McCollum recommends all fathers program the number into their cell phone “just in case.” Displaying the Mr. Yuk stickers and/or magnets in your home is also an easy way to keep the number within reach. To get stickers and magnets for your home, call the WAPC at 1-800-222-1222 and ask – it does not have to be an emergency to call.
“Don’t be afraid, or hesitate to give our experts a call,” Williams said. “Just remember many fathers have been in a similar position and called the WAPC during a difficult situation.”
Calls to the Poison Center are free and confidential (a $30 credit card fee will apply to calls regarding animals). Services are available for non-English speakers and for the deaf and hearing impaired. For more information, visit www.wapc.org.
Subscribe to:
Posts (Atom)