Transcript
December /January2012-13
in this issue Investigation: Containers Young Children and Technology Author/illustrator at CFDRC From the Nurse: Oral Health
Eastern Connecticut State University
CFDRC New Investigation: Containers A unique feature of our Investigations Curriculum is the topics we select to study in depth. We select topics which stretch children’s thinking and lead to inquiry and critical thinking. In doing so, we also select content standards or things we want children to know at the culmination of the investigation. Finally, we select weekly benchmarks (from the Connecticut Preschool Framework Assessment tool), which emphasize things we want children to do (i.e. print awareness, mathematical thinking, personal/social skills, etc.).
Below are the specific content standards associated with this investigation. Please look for notices coming home from your classroom for opportunities for family involvement/ participation in this investigation.
Content Standards: Science: Some properties can be observed with the sense and others can be discovered by using simple tools or tests. Math: Make reasonable estimates. M9: Understand attributes for measuring objects length, Teachers collaborate on an investigation topic by meeting, area, volume, weight, and time. brainstorming, creating a web of their ideas, and deeply consid- Oral language: Describe properties of objects and relationering the content standards (drawn from national and state ships among them. standards). Together we look to see if the topic is rich in con Social Studies: Understand that there are other places in the tent, has multiple opportunities for hands-on experiences, and world that are far away: distinguish families, communities, fits within our curriculum framework. and elements of daily life and culture in places other than where we live. To this end, the Center’s last development day was dedicated to We want to be a resource to you and your family especially the task of selecting and planning the next investigation. ―Containers‖ will be the focus of the next inquiry. As we brain- during the aftermath of the Sandy Hook Tragedy. Your child stormed this concept, we realized the endless possibilities to incorporate many related topics. The webs (to the right) reflect some of the various areas of study classrooms can go to during this topic. Examples of explorations on this topic can include:
natural containers such as shells or sea sponges containers as a means of carrying items (good opportunities to explore cultures by looking at how people in different countries may carry their books to school, groceries, etc.) uses of containers (preserving, storing, etc.) mass, volumes of solids and/or liquids conservation types, materials, and much more.
Supporting Children through Crisis Children may ask questions about the events if he/she watches television or hears others talking about it. Here are a few suggestions:
Monitor what children are seeing and hearing. Limit the amount and type of news coverage your child is exposed to. If the TV is on, make sure you watch with your kids so you can answer any questions they might have about what they’re seeing. Younger kids don’t have the ability to contextualize traumatic events. Be open and honest. Children are perceptive, and even young kids will be aware that something bad has happened, even if they can’t fully process it. When they ask questions, check with them first to see what they know or think has happened. Keep answers simple, and avoid providing more information than needed.
Expect delayed reactions. While some children will have questions right away, others may react days or weeks later.
Offer different ways to express feelings. A child’s fears or anxieties may show up in the form of temper tantrums; nightmares; sudden shyness; or a regression to behaviors she’s outgrown, such as thumb sucking or sleeping with a stuffed animal. Provide different outlets for your child share her feelings, such as coloring, drawing or writing them down.
Keep up your routines. Regular schedules and routines help a child feel safe and secure. As much as possible, stick to your normal routines during stressful times. Reassure your child. Let your children know that they are safe and will not be left alone. Monitor your own feelings. Children will pick up on their parents’ and caregivers’ anxieties. Make sure you have a plan to manage your own feelings and seek help if you need it. Additional Resources
EMPS - 2-1-1 is the access point for Emergency Mobile Psychiatric Services, a mobile crisis line for children and youth. Dial 2-1-1 and press 1 to reach a crisis call specialist who can connect you directly to a mental health clinician in your area. www.211ct.org - visit our website to find local trauma resources. Enter your zip code or town and search (under Search by Service Keyword) for one of the following terms: Child Guidance, Therapy Referrals, Bereavement Counseling, General Bereavement Support Groups or Crime Victim/Witness Counseling.
Please let us know if you require additional guidance. We would be happy to meet with you as needed.
Safety Your child’s safety is of utmost concern to us. As we have shared, we have procedures and protocols in place to reduce risk and mange emergency situations. There are a few ways you can partner with us to increase safety measures: Announce yourself clearly after you buzz in. Make sure persons picking up are on you Emergency Contact list. Children will not be released if you have not indicated so in writing. Make sure you and others picking up your child carry identification and are ready to present it if asked. Share our protocol with your Emergency Contacts people so they are prepared. Please sign in and out at all times. Notify the center if someone other than you will be picking up your child. Look out for each other as we are a small community. When you are buzzed in, please do not hold the door open for the person behind you if you do not know who they are. Have your child stay close to you at drop off and pick up. Together, we will be able to increase safety.
Author Illustrator Visits the CFDRC In December, we were
sketched pictures as Prof. Richards read poetry from
entertained by award-
the book. One child summed it up best as she shout-
winning children’s book
ed ―She’s an artist just like ME!‖ After the sessions
author/illustrator Barbara with children, there was a book talk for families and McClintock. Her visit was the Eastern community coupled with a book signing. coordinated by Education Ms. McClintock has illustrated versions of many Professor Susannah Rich- classics such as ―Cinderella,‖ ―The Gingerbread
Barbara McClintock illustrates for children.
ards. Ms. McClintock
Boy,‖ ―Adele and Simon,‖ ―The Mitten,‖ and more.
shared poems from her
She has also written several children’s books, includ-
newest picture book,
ing ―The Heartaches of a French Cat,‖ ―The Battle of
―Leave Your Sleep.‖ The
Luke and
book is a collection of classic children's poetry
Longnose,‖ and
adapted to music. Illustrated by Ms. McClintock, the
―Molly and the
book includes a CD in which Natalie Merchant sings
Magic Wishbone.‖
and recites the poetry.
This was her second
Ms. McClintock shared how she became an artist and visit to the center.
Choosing Quality Toys: Lessons from the TIMPANI Research Project In collaboration with the Center for Early Childhood Education, the CFDRC hosted a session for families and the community to share the results of the 2012 TIMPANI toy study. TIMPANI (Toys that Inspire Mindful Play and Nurture Imagination) is an annual study designed to examine toy selection by children while rating cooperative play, engagement, and creativity. Professor Jeffrey Trawick-Smith, along with student researchers from Eastern Connecticut State University (Jamie Vallarelli , Jennifer Wolff, and Marley Koschel) studied and coded children’s interaction with toys that were nominated by faculty, staff, teachers, and parents. The toys which scored the highest across all the domains this year were Lego Duplo Blocks.
During the session, Prof. Trawick -Smith split participants into small groups as they interacted with various toys. Afterwards, he asked the participants questions to generate reflection on the toys. Participants experienced and discussed findings similar to the TIMPANI results: open-ended materials inspire more imagination and creativity than materials which have single or closed-ended uses. Participants noted they plan on using the information when making their next toy purchase.
Technology and Young Children Technology and Young Children
it is possible to show children what one million looks like
Education Professor Sudha Swamina- – while in reality, this is close to impossible. Technology than’s main focus is on math, science, also provides children the opportunity to manipulate 3-D and technology in early childhood
images, allowing them to see inside and around geomet-
education. Each semester, her stu-
ric objects such as cubes. An application such as Google
dents conduct a science fair at the
Earth allows children to see earth, space, and stars – mak-
CFDRC. Additionally, she has helped the center’s staff
ing the mysterious more accessible.
develop the digital portfolios which we use at parentteacher conferences. This week, Prof. Swaminathan
Prof. Swaminathan suggests there are social-emotional
spoke with me about the role of technology and pre-
benefits as well. Children have control when using tech-
schoolers.
nology; good technology. They decide what to do and
Q: What are some of the advantages of using technology
where to go adding to their confidence.
in the preschool classroom? Dr. Swaminathan defines educational technology as ―any Q: Are there any disadvantages, and if so, what are they? digital or electronic tool which also serves as a learning/
Prof. Swaminathan briefly addresses this by saying that
teaching tool.‖ A few examples she offers includes a
there are disadvantages associated with overuse and mis-
camera, iPad, computer, and even a tape recorder. The
use. She suggests always using good judgment as fami-
purpose — what it is used for — is what makes it educa-
lies and educators. Technology cannot and should not
tional. For example, a digital camera can be used to view replace interaction with adults and other teachers. photos of an activity children took part in earlier. The reflection and conversation surrounding the photograph
Q: Do you have any advice for families looking to use
are the purpose and therefore make it educational.
technology with their children? What constitutes ―good
Q: How does technology support learning in the class-
quality‖ technology?
room?
Prof. Swaminathan advises that families scrutinize tech-
Technology supports children’s development cognitively, nology. They must sample it first and make sure it is safe socially/emotionally, and physically. Prof. Swaminathan and meets the qualifications of being ―good‖ technology suggests that cognitively, technology supports learning
as described above. She suggests adults sit with children
by giving children the opportunity to see or visualize that as they use technology and engage in conversation about which is not possible. For example, through technology,
it together.
Screen Time and Young Children Excerpts from Scholastic.com: http://www.scholastic.com/resources/article/7-fuss-free-ways-to-turn-off-the-tv
a commercial, and then ask the child to turn off the TV. With most computer activities or video games, you can safely switch off the monitor What is a screen time?
without losing the game. Once the image is off the
We are surrounded by technology in many instances of our daily lives: computers, telephones, gaming
screen, children are much easier to negotiate with.
Let your child click the "off" button. This gives
systems, televisions, portable DVD players, and much
them control over the transition, which can make
more. These devices with screens are often in the
it easier on them.
hands of young children. While these devices have
their role (as Prof. Swaminathan points out), there are
Offer a fun, non-TV alternative, such as a bicycle ride to the park.
limits to the amount of time children should engage in
Reducing screen time can help reduce
using them. The American Academy of Pediatrics (AAP) discourages TV and other media use by
childhood obesity.
Children who spend less time watching television
children younger than 2 years old and encourages in-
in early years tend to do better in school, have a
teractive play for them instead. For older children,
healthier diet, be more physically active, and are
total entertainment screen time should be limited to
better able to engage in schoolwork in later ele-
less than 1 to 2 hours per day of educational, nonvio-
mentary school.
lent programs, which should be supervised by parents
Television viewing at a young age is associated
or other responsible adults in the home (From
with later behavioral problems, but not if heavy
Healthychildren.org).
viewing is discontinued before age 6.
Here are some turnoff tips that really work:
Limiting exposure to television during the first
Provide a five-minute warning by telling your
four years of life may decrease children's interest
child: "In one more commercial, it’s time for bed"
in it in later years.
or "You need to think about saving your game
Resources
soon."
http://www.screentime.org/index.php?id=1
Keep a large clock near the TV, and put a sticker
http://commercialfreechildhood.org/sites/default/files/
on the dial to mark the turn off time.
screentime.pdf
Timing is everything. Wait for a minute and listen http://www.nhlbi.nih.gov/health/public/heart/obesity/ to what your child is doing. Wait for a pause, such
Key Experience: Creating a Tree As children gained knowledge about trees, they applied it accordingly. Below, one class documents children constructing a tree. In order to do this, they had to apply their knowledge of what they know about trees such as the parts of it. To begin our trees in-
On the first day the children talked about various parts
vestigation, we began
of the tree they would include in their creation and
exploring the various
then they drew a sketch of what they would like to
parts of the tree. We
create. On day two chil-
started with the roots
dren discussed and
and worked our way to wrote down various Above: One groups worked together to draw their sketch, and they quickly realize they have run out of space and they need to add another piece of paper to hold their whole sketch!
the top. For each part of the
materials they would
tree we discussed various im- need to create their tree; portant factors of each. For
they then collected
the roots we discussed that
those materials. Over
their job was to help suck up
day three and four chil-
water for the tree and to help keep the tree stable. We
dren were able to coop-
Above: One group works together to determine who will add certain parts to the sketch.
continued in this manner until we got to the crown that eratively create their tree, using the materials they houses the branches and the leaves. After gaining enough knowledge about the vari-
gathered and using their sketch as a guide to their creation. On the last day each group had the opportunity to share what they created with the whole class.
ous parts, the children be-
The children gained
gan a key experience
so much knowledge
which is a meaningful pro- about the various ject that spans over the
parts of the tree and
course of three to four days were able to use that Above: One group works together to create their tree using their sketch to guide them.
(or more). In this key expe- knowledge they
Above: The final products of the children's work can be found in the hallway outside of the Teal Room!
rience the children worked
gained and apply it to
within their cooperative
this experience. It was
groups to plan and create
great to see how different each tree came out, but how
their trees.
thought out and purposeful every step was. Teacher: Amy Tyler
Nurse’s Notes Tips for Your Child’s Dental Health From Danette the Nurse When your child’s first teeth come in, start cleaning them
your child’s teeth and how to teach your child to floss.
with a soft cloth or gauze pad. As more teeth come in,
Shortly after age 4, the jaw and facial bones of the child
clean them with a soft toothbrush. Because too much fluo- begin to grow, creating spaces between the primary teeth. ride can be toxic and can stain a child’s teeth, ask your
This is a perfectly natural growth process that provides the
doctor or dentist if it’s okay to use fluoride toothpaste.
necessary space for the larger permanent teeth to emerge.
Brush your child’s teeth twice a day (See ―How to Brush‖
Between the ages of 6 and 12, a mixture of both primary
from the American Dental Association.) When your doc-
teeth and permanent teeth reside in the mouth.
tor or dentist says it’s okay, use a dab of fluoride tooth-
Why is it Important to Care for Baby Teeth?
paste about the size of a green pea. Brush your child’s
While it’s true that baby teeth are only in the mouth a short
teeth from behind as follows:
period of time, they play a vital role. Baby teeth:
Kneel down behind your child and have him or her stand
Reserve space for their permanent counterparts.
between your knees, facing away from you. With one
Give the face its normal appearance
hand, gently press your child’s head against your chest.
Aid in the development of clear speech.
With the other hand, brush his or her teeth. You may also
Help attain good nutrition (missing or decayed teeth make
push away the upper and lower lips to make it easier to get it difficult to chew, causing children to reject foods). to the teeth. Pay special attention to where the teeth meet
Help give a healthy start to the permanent teeth (decay and
the gums.
infection in baby teeth can cause damage to the permanent
Your child can learn how to brush his or her own teeth at
teeth developing beneath them).
about age 3. Children should be brushing their own teeth
Developing good habits at an early age and scheduling
morning and night by age 4, although you should supervise regular dental visits helps children get a good start on a and check for proper cleaning toothbrush, and apply fluori- lifetime of healthy teeth and gums. The CFDRC will be dated toothpaste in an amount about the size of a small
partnering with a local program called ―Across the Smiles‖
green pea. Encourage your child to watch you and older
in an effort to provide dental health tips.
siblings brush teeth. A good teaching method is to have
Sources: American Dental Association, WebMD, Across
your child brush in the morning and you brush at night
the Smiles Dental Health
until your child masters the skill. Start flossing your child’s teeth as soon as they touch each other. You may find plastic flossing tools helpful. Talk with your dentist about the right timing and technique to floss
Child and Family Development Resource Center Holiday Schedule 2013 Holiday New Year’s Day Martin Luther King’s Day Lincoln’s Birthday Washington’s Birthday Day of Reflection Memorial Day Independence Day Summer Break Labor Day Columbus Day Thanksgiving Day Day After Thanksgiving Christmas Day
2012
2013
Observed On
Observed On
Monday, January 2 Monday, January 16 Friday, February 17 Monday, February 20 Friday, April 6 Monday, May 28 Wednesday, July 4 August 27 – 31 Monday, September 3 Monday, October 8 Thursday, November 22 Friday, November 23 Tuesday, December 25
Tuesday, January 1 Monday, January 21 Friday, February 15 Monday, February 18 Friday, March 29 Monday, May 27 Thursday, July 4 August 26- 30 Monday, September 2 Monday, October 14 Thursday, November 28 Friday, November 29 Wednesday, December 25
* Every last Friday of the month is a half-day; the center closes at 12:30 pm. *
In the event of a closing, the center follows the Eastern Connecticut State University closing schedule. Eastern has a Weather Hotline telephone service that you can use to obtain information on delays, changes, class cancellations, and closings due to inclement weather and emergencies. Hotline Phone Numbers: 860-465-4444 or 1-800-578-1449 You can also find this information by tuning in to WCTY FM 97.7, WDRC AM 1360, WDRC FM 102.9, and WHCN FM 105.9 or by watching WVIT channel 30, WFSB channel 3, or WTNH channel 8.
Pajama Night We are fortunate to have a PTO at the CFDRC! Last month, the members sponsored a Pajama Night which was an incredible success. It was a pleasure to see so many families gather in their pajamas for pizza, snacks, and a movie. Children prepared for the event by working together, in cooperative groups, to make the snacks for Pajama Night. We look forward to many more family-oriented events in the future.
January Mon
Tue 1
Wed 2
Staff Notes Thu
Fri
3
4
Ella's’ Nook Open
7
8
9
10
11
Ella's’ Nook Open
14
15
16
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18
Ella's’ Nook Open
21
27
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30
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Ella's’ Nook Open
12:30 Dismissal for Staff
31 Ella's’ Nook Open
Please welcome Angelica Booker to her new role as Teacher Associate in the Teal Room with Ms. Amy. Angelica has been working at the center since her undergraduate days at Eastern. She moved into the University Assistant position last year upon graduation, and is entering the graduate program in early childhood education beginning with a course this spring semester. Her background in psychology with a focus on children and youth, coupled with her experience at the center, her work in birth-to-3 in Windham, her enthusiasm, dedication to development, and commitment to working within a team makes her a wonderful addition to the Center. Please join me in congratulating Angelica to this new exciting role.
Play with Music: Connect it to Learning
Play music made for children. Many musicians write and sing about topics of interest to preschoolers. Their lyrics and melodies are catchy and easy to learn. The children’s room at most libraries offers CDs. You can download free songs from websites, too. Develop literacy skills through rhymes. When children listen to, repeat, and create rhymes, they learn to match the sounds of language. And what could better inspire rhyming than playful children’s songs? As you listen together, repeat the rhyming words and encourage your child to do the same. Take turns making up your own rhyming verses. Sample music from around the world. Play classical, salsa, jazz, and folk. Chat about the music you like: “I really like the jazz—it helps me relax.” Ask questions: “I hear horns. What instruments do you hear?” Listen for details. Ask your child to focus on the sounds of different instruments, the rhythm of the music, and the words of new songs. This will help your child learn to be a good listener in school.
Make and play instruments. To make a simple shaker, put dried beans between two paper plates, then staple the plates together. Find rhythm sticks outdoors. Use pan lids as cymbals, and march around the house. Try a slow march first, then a faster one. Expand vocabulary. As you listen to music together, introduce and talk about new words like rhythm and note. Listen for new words in song lyrics and talk about what they mean. Recognize and repeat patterns. Children can develop this math skill while listening to music. Take turns copying patterns in your favorite music, then create your own. Start with five or fewer beats before moving on to longer patterns. Excerpts taken from: http://www.naeyc.org/ files/tyc/file/MessageV1N2.pdf
Taken from: http://www.naeyc.org/files/tyc/file/
MessageV1N2.pdf
