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Yoga at Goddard School of Cedar Park

Saturday, September 12th, 2009

Students at The Goddard School® located in Cedar Park, TX benefit from our daily yoga class provided for children ages infant to five years old.

Teachers use the Apple Blossom Yoga guidelines, developed by the Yoga School, to augment cross-curricular learning through motor skills, science, math, language arts and social skills.  Using nature, animals, and a little imagination, young learners gain improvements in focus, body awareness and control, balance, creativity and flexibility.

  • The program is designed to educate the “whole” child through age-appropriate activities to enhance the emotional, social, intellectual and physical development of each child.
  • Regular yoga practice helps children become more aware of their inner selves which, in turn, helps them learn to release anger, frustration and fears.
  • Physical fitness and basic movement skills assist in children’s spatial awareness, rhythm and creative expression.

For more info visit our website at http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx

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Child Development and Learning

Thursday, September 10th, 2009

The Goddard School FLEX Learning Program, based on the latest research in how children learn, provides the optimal environment for a young child’s development. The program’s foundation is the learning continuum that encompasses developmental guidelines with formative assessments, child-focused lesson plans, a creative and fun environment and a personalized child-centered approach that meets each child’s needs.

FLEX Learning is delivered by professional, trained teachers who use assessment results to select the materials and activities that create a fun, challenging and safe learning experience. The result is a confident learner who is ready for school!

The key elements of FLEX Learning are:
1. Developmental guidelines, state standards and formative assessments;
2. Child-focused lesson plans from the Goddard Curriculum Guide;
3. Creative and fun learning environment; and
4. Child-centered learning and teachable moments for a personalized approach

FLEX Learning incorporates seven core, academically accepted learning domains. These are the standard learning domains that are included in most state guidelines for quality early childhood education and are part of the curriculum requirements for most accreditations. The domains are:
1. personal and social development;
2. language and literacy;
3. mathematical thinking;
4. scientific thinking (including technology);
5. social studies;
6. creative expression; and
7. physical development.

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Art Matters

Sunday, August 30th, 2009

Watch a child work with sand sculptures or crayons. Of course he’s having a lot of fun. But is he just killing time — or is he gaining something much more significant?

Art education has always been important for young children, starting with the basic physical benefits. As babies and small children learn how to create, they discover how the connection between mind and hands can bring their ideas to life. Motor skills and coordination improve as little hands and fingers gain new skills in manipulating paintbrushes or clay. At the same time, all this new input stimulates the brain the form new ideas and concepts from new connections, increasing cognitive skills.

Art also allows children (and adults too, for that matter) to express themselves in safe, comforting, socially acceptable ways. If we are angry or sad, we can release those feelings by translating them into creative works. If we are happy, we can give shape to our joy. Art education teaches us how to put structure and order to our often-chaotic inner world.

While some early childhood centers prefers to focus solely on a “book learning” approach to education, the Goddard School puts a high priority on art and creativity as a critical learning tool through all levels of the curriculum. Even our young infants are introduced to tactile experiences and guided to notice and recognize their own handiwork. Our comprehensive Creative art program continues to offer new, fun, age-appropriate creative activities to our students all the way through the Kindergarten level. Your children will graduate from the Goddard School fully aware of their own creative and imaginative powers, and ready to exercise those new skills and insights in school and in life.

Visit our website to learn more about Goddard’s art and creativity programs or email us at cedarparktx@goddardschools.com

Our next blog will provide some details on how yoga is incorporated into our curriculum and why its important.

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The Mathematical Thinking Domain

Thursday, August 27th, 2009

The Goddard School’s FLEX Learning Program covers all the major areas of a child’s educational growth and development in the form of specific Learning Domains: Personal and Social Development, Language and Literacy, Mathematical Thinking, Social Studies, and Physical Development. Let’s take a moment to examine how the Mathematical Thinking Domain helps shape your child’s growth and development from infanthood all the way through kindergarten.

For Goddard School infants and toddlers, cognitive development paves the way for future mathematical skills. Babies learn to recognize and name objects, put together simple puzzles, listen to and understand stories, and comprehend position and perspective. These early steps go hand-in-hand with the self-help and life skills they’re also learning, such as dressing themselves, seeing themselves in pictures, and participating in group activities. By the time they complete the “Get Set” level, the children already know about circles and squares and can match primary colors, follow two-part directions, and much more.

Mathematics as a specific skill set begins for Goddard students at the Pre-kindergarten level. Children at this level begin to work with the calendar and the clock to understand how time works, while gaining new understanding of logical patterns, sequential order, and concepts of “more” and “less.” Introducing the computer as a fun learning tool opens up a whole new resource for fun, absorbing learning. By the time our students reach the Kindergarten level, they are solving math problems, working with fractions, recognizing numbers up to 30, and using their new cognitive powers to reason their way toward solutions.

As impressive as this structured learning process is, rest assured that it’s also a lot of fun. Assembling puzzles, building block towers, listening to stories — these activities make learning a joy for your child, and a child who loves school will become an adult who loves to learn. It all adds up in our Mathematical Thinking Domain!

Our next blog will explore the importance of art in your child’s development.  By the way, a wonderful art enrichment program is Abrakadoodle – check out their website!

To find out more about The Goddard School of Cedar Park, visit our website or email us at cedarparktx@goddardschools.com

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Fun Learning is Effective Learning!

Tuesday, August 25th, 2009

When evaluating preschool programs, avoid ones which tend to be based on filling out worksheets and other rather tedious activities.  These fail to address one critical fact — learning works better when it’s fun!

Yes, the Goddard School is play-based, but our “play” bears no resemblance to random goofing around. Our FLEX Learning Program is based on the latest research indicating that child-focused learning in a creative and fun environment is more effective than simple “book learning” alone.  In the words of internationally known child psychiatrist Dr. Kyle R. Pruett: “Loving, responsive care-giving that includes play provides infants and toddlers the ideal setting for encouraging their own exploration of the environment – the royal road to learning.”

The FLEX Learning provides just such an enjoyable learning environment while applying strict developmental guidelines according to state standards. Parents can see the results on an everyday basis. We keep daily logs of what your child studied, what activities he took part in, and how everything went. You will see your child learn and grow, day by day, month by month. Simply put, our kind of play works.

Goddard School students aren’t just learning how to fill out worksheets — they’re receiving a regular, structured diet of new knowledge, skills training, cognitive development, and life skills. Our brand of structured fun is designed to optimize your child’s learning experience, not take away from it.

Out of all the things your child will learn at the Goddard School, the single most important thing may be the passion to learn more.

Our next blog will share some ideas about the Mathematical Thinking Domain.  For more information about our school, visit our website or email us.

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Second Languages for Young Children

Friday, August 21st, 2009

In an earlier post, I shared some ideas on sign language for parents by guest contributor Tara Kendrick with My Smart Hands.  Here are some interesting ideas on second languages for children.

According to language experts, six-month-old babies babble using 70 different sounds that make up all of the languages of the world.

Children are not preprogrammed with the language(s) of their parents; they learn the language of their environments. For example, the child of parents who consistently speak multiple languages in everyday conversations will naturally speak both languages.

Learning a second language is not as challenging for a young child as you may think. Teaching a one-year-old the word “red” and the Spanish version, “rojo,” is similar to teaching the words “stone” and “rock”. There is nothing confusing about this for a young child.

The key to teaching your child a second language is to immerse him or her in the language. Your child’s teacher probably does this throughout the day by labeling and referencing items and actions in the classroom in different languages. You can work with your child’s teacher by referencing these labels and incorporating the language into your child’s play at home. With your participation, the immersion is complete.

Remember, there are many forms of communication. Introducing young children to second languages such as Spanish, French and sign language encourages brain development in areas that would typically fall dormant. (Sign language can also demonstrate an infant’s listening vocabulary and fine motor development.)

Second languages celebrate cultural diversity and help to create an understanding of the written word. A second language can open doors and unleash curiosities of the world.

Whether your child is an infant or a preschooler, immersing him or her in a second language is the key to success. If the language is new to you as well, label your surroundings so the words are readily available. Following are some age-appropriate activities to help you incorporate a second language into your child’s daily routine.

Infant to One Year
~ Sign as you say words.
~ Sign in one word syllables (e.g., more, mom, dad, ball).
~ Gently move your child’s hands to make a sign.
~ Play music from around the world.

First Steps (12 to 18 months)
~ Add to signing vocabulary, use signs with verbal cues.
~ Say both the English word and the second language word for an object.
~ Practice the second language while playing ball (e.g., As you roll the ball to your child say, “Here comes the red ball, pelota roja.”)
~ Use the second language words interchangeably in your own speech.
~ Name body parts, animals and colors in the second language.

Toddler and Get Set (18 to 36 months)
~ Repeat everyday words in all languages.
~ Link words together.
~ Prompt your child to attempt new words.
~ While playing a game, such as “Memory,” recite words in both languages.
~ Begin to use common words in the second language without repeating in your native tongue.
~ Listen to music in other languages.

Preschool to Pre-Kindergarten (36 months +)
~ Use your everyday experiences for language opportunities (e.g., sign the food item you want your child to find at the grocery store).
~ Sing songs in other languages.
~ If your family has two native languages in your household, speak one language at home and the other outside of the home to practice proper language use.
~ Watch your child’s favorite movie in another language.   Many DVDs now offer language choices.
~ Visit cultural fairs, food markets and restaurants of other cultures.

To find about more about The Goddard School of Cedar Park, visit their website or call 512-258-5292.

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A Father’s Involvement Is Critical to a Child’s Healthy Growth and Development

Tuesday, August 18th, 2009

Prior to the 1970’s, being a parent meant taking the place of a child’s mother.  In fact, the word mother is synonymous with to look after, care for, and protect.  Today, we know that men and women differ in their ways of relating to their child.  The role of each parent is significant but research supports that a father’s role is not only essential but unique.

Research on fatherhood shows children who perform better in school and exhibit less behavior problems have involved nurturing fathers.  This may be due to a father’s unique perspective on parenting.  A father’s interaction with their child differs from their mother’s on everything from discipline to play.  An everyday child rearing task can turn into a stimulating event because fathers tend to engage more physically with their children, especially when playing.  However, fathers want their children to have good behavior and discipline them knowing they will not suffer as many consequences and will be more easily accepted by the outside world.

“Children raised by involved dads are thriving, healthy kids, and fathers do not mother any more than mothers father” says Dr. Kyle Pruett, a clinical professor of child psychiatry at Yale University’s Child Study Center.  That is why The Goddard School® proactively builds a foundation of trust with parents to help them accomplish the difficult job of parenting.  Several elements work simultaneously to develop the cooperative relationship Goddard strives to have with their families.  The Goddard School® provides families with Goddard Parent Guides featuring Dr. Kyle Pruett’s advice on fathering, biting, and many more child development topics.  These parents also receive the Goddard Parent, a quarterly publication with topical information.  In addition, the parents receive a “Daily Activity Report” to establish ongoing communication about what happens each day with their child.

To find about more about The Goddard School of Cedar Park, visit their website or call 512-258-5292.

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Focusing on Reading Readiness for Children – part 2

Wednesday, August 12th, 2009

I shared some ideas on reading readiness for infants.  Here are some ideas for 1 year and up:
First Steps (12-18 months)
1. Read longer stories to your child and allow him or her to interact with the book – pointing, turning pages or even turning the book upside-down.
2.  Name objects as your child points.
3. Sing and give characters of books funny voices.

Offer opportunities for discrimination.
* Talk about the stop light (e.g., red circles mean ‘stop,’ green circles mean ‘go’).
* Play with objects that are similar and point out the differences (e.g., cow versus horse, blankets with subtle pattern differences).
* Make noises! Imitate cars, animals and eating sounds during play.
* Speak to your child in a normal tone to demonstrate accurate sound recognition.
* Enunciate words of interest like M-M-Mommy.
* As syllables start to represent words, such as “juice” and “more,” expand upon them (e.g., “apple juice,” “Would you like more apple juice?”).

Toddler & Get Set (18-36 months)
1.  Read everything – signs, labels, toys and your child’s name.
2.  Take cues from your child – interested, not interested, read or just look at the pictures, read more or stop before the end of the story?
3. Sing and give characters of books funny voices.
4. Find and point out shapes and symbols in your home or community.
5. Recite rhymes and alliterations; pause to allow your child to fill in the last word or phrase.
6. Play games such as Candyland® where symbols lead to action (e.g., two orange squares on the card means to move two orange spaces).

Preschool (36 months +)
1. Read words and point to each one as you read it, moving your finger from left to right, top to bottom.
2.  While grocery shopping, ask your child to find an item that starts with a certain letter or find a particular cereal. Have these items on your grocery list for comparison.
3. While in the park, ask your child to bring you nature items one at a time. Write the word for each item and then write a story with these words.
4. Show your child speech in the written form. Ask your child what he or she would like to buy at the grocery store and add it to your grocery list together, write notes to Dad or make “to do” lists.

Pre-Kindergarten (48 months +)
1. Read with your child. Take turns reading pages, modeling intonation and punctuation cues.
2.  Make up silly rhymes and alliterations.
3. Play “Going on a Hike.” Start by picking a letter and saying. “I’m going on a hike and in my back pack I have a …” Take turns repeating the sentence, naming the previously listed words and adding new word that starts with the chosen letter each time.
4. Help your child cut large letters from old magazines. Talk about words that begin with each of these letters.
5. Ask your child to get something in the pantry that he or she would not recognize by sight; provide the beginning letter sound of the item and ask him or her to search for it by reading the letters.
6.  While driving, ask your child to help you find a particular street sign.

Remember, make reading – as well as any educational experiences with  your child – fun and enjoyable.  This will build a positive experience that promotes a lifelong love of learning!

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Child’s Play: It’s All in a Day’s Work In Choosing a Preschool, Experts Recommend Child-Centered Play

Thursday, August 6th, 2009

With so much information about preschools available to parents, it can be difficult to choose the right program. One approach to evaluating a school that can help parents choose is the level of emphasis on learning through play. For young children, play is the natural way to learn, according to the experts.

In fact, research studies confirm that children who are allowed to play function better later in life, both socially and academically.

“Young children who learn through play are more ready to make their own decisions, advocate for themselves and use creativity to solve problems as they grow,” says Dr. Kyle Pruett, a Yale University child psychiatrist and consultant to the Goddard School, the fastest-growing franchise preschool program in the United States.

Dr. Pruett points out that play helps children learn to solve problems, promotes flexibility and motivation, teaches regulation of emotions and builds resilience and confidence. Play is also essential to the development of the child’s brain, triggering trillions of neural connections that form the basis of healthy cognitive function and mastery of the child’s physical world.

Playing alone and with others not only builds brain development, it also helps children develop social skills and a sense of ethics. The most effective play is free of evaluation and correction (after all, throwing a ball shouldn’t be “right” or “wrong”), while promoting autonomy.

True play is actually hard work.  The child lost in play is exploring infinite possibilities. Caretakers and parents can assist the child’s growth by participating in play and creating an environment that encourages play as a means to meet new developmental challenges.

So after parents have checked the basics that are required for any preschool, how can they find one with the right emphasis on play?

Look at three things:
- Find a school that puts a priority on learning through play. For young children, play is unstructured and freeing. It’s not about expensive toys, in fact, the simpler the toy, the more ways it can be used by a child developing his or her imagination. Toys and equipment should be carefully chosen, first for safety and then for how they stimulate young imaginations and help children develop.
- Look at the total environment. Environment means having clean, safe and spacious places to play, as well as the resources to provide imaginative, rewarding playtime. It also means a caring and well-trained staff, a critical element for any preschool. “Remember, how children are treated is as critical to their development as what they are taught,” says Dr. Pruett.
- Ask about enrichment programs. Only the best preschools offer special enrichment programs at no extra cost, as part of the tuition. Enrichment programs – including yoga, manners and world cultures, for example – develop the whole child by encouraging their innate curiosity and imagination.

At the end of the day, parents know they’ve chosen the right child care program when their children are given time for child-centered exploratory play during the day.  For a child, play isn’t optional. The educational and other benefits of play are so important – in terms of healthy bodies and minds – that parents should put play at the top of their list when comparing preschool programs.

To find about more about The Goddard School of Cedar Park, visit their website or call 512-258-5292.

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How do you deal with YOUR Tantrums?

Friday, July 24th, 2009

For some interesting tips on tantrums, read the following article by local Austin child/family thereapist, Crystal Stevenson.  For more info, CLICK HERE for her website:

Yes, adults have them too….So maybe we don’t act on ours as often as our children do, but that’s because we have more impulse-control, practice at holding our tongues, and know that it wouldn’t be socially appropriate. But think of the last time you were returning something at a store, and the lady before you was told she couldn’t return her item for some reason or another, and the poor cashier is trying to keep her calm, callfor her manager, and then the manager gets an earful and arms are waiving all over the place while she’s explaining her case! Yes, we’ve all seen it (and maybe even done it!).So why do our kids do this daily? Various reasons: First of all, they too are trying to explain their case, and they do not have control over their voices, or the verbal skills yet to explain their case, so they kick, scream, stomp, and wail their arms (sound like the lady above?). They are trying to let you know how mad they are that they don’t have control over their environment, and feel frustrated and helpless that they can’t change it (no matter how many managers the lady yells at, they still wont let her return the item). You are telling your child they can’t have what they want when they want it, and they’re telling you “That stinks!” in the only way they know how right now. Practicing impulse-control is something that comes with age, constant redirection by caregivers, and lack of response to the behavior as they get older are only a few ways you can handle thesetantrums. But sometimes the child just needs to hear, “I know it frustrates you, and you wish things were different.”
Crystal Stevenson, MA, LPC-I
Individual, Family, and Child Therapy

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