Posts Tagged ‘Cedar Park preschool’

Quality Childcare – How to Choose

Monday, June 21st, 2010

At The Goddard School of Cedar Park, we’re frequently asked what issues to consider when choosing a preschool, summer camp or after school program.  Whether you’re evaluating for your infant, toddler, Pre-K or school age child, the following article has some good tips!

by Dr. Michele Borba
Reality Check: Blogging About Parenting Issues and the Solutions to Solve Them

OK, you’ve read the results. You recognize know that the study says the key to reap academic and behavior gains for your child’s success is to find a QUALITY care giver. Of course you want a great day care for your child. But how do you know which facility is the best one for your child? How do you know which is a quality care facility? My strongest recommendation: Observe a few. And always observe when children are there. It will help you decide if it’s a place you want your child to spend part of his or her day.

Here are a few questions to ask yourself and the staff in making your final decision:

1. Does this seem like a place my child would like to be?
Use your instinct on this one. Can you see your child fitting in and being comfortable in this environment? Are the children enjoying themselves? Do they appear to be happy and active? Is there a variety of activities that are age-appropriate for the children? You know your child better than anyone, so rely on your instincts.

2. Are there rich, interactive language experiences?
Watch the staff interaction with the children closely. Are they talking with the children? Are the children communicating with the staff? Are there rich language experiences and if so are they “hands-on” (not just paper and pencil)? For instance, is the staff reading, speaking, listening to the children? Are there outings, art, dress up, and play type of activities in which children can communicate with peers? Is there a television and if so, is it being used as a “baby sitter”?

3. Is the staff knowledgeable about child development?
Ask the staff what their philosophy about early childhood education is (don’t worry if you don’t know their answer – make sure they have one). Ask how the staff is trained in child development and how frequently? How many of the staff are credentialed in early childhood education? How do they stay current on the latest child development research (such as this study)? What is the educational background and credentials of the supervisor?

4. What is the daily schedule?
There should be a consistent daily structure where children know what is expected. Is there a balance between physical activities and quieter ones? Watch the children. Are they doing the kinds of activities your child would enjoy doing? There must be rich language experiences and activities that stimulate cognitive growth to reap those gains. Make sure children are actively engaged in creative play, interacting with adults, and are not just sitting and doing paper and pencil tasks. Make sure the television is not used as a baby sitter! Then visualize your child in this setting: Is this a good match for your child’s needs, temperament and abilities?

5. What is the ratio between staff and children?
It’s always best to have a smaller number of staff to children. You want to make sure your child is being closely watched. You also want to make sure there is positive interaction (face-to-face!!) between that caregiver and your child.

6. Is the staff “kid friendly?”
Watch the interaction between the staff and children. Do they enjoy kids? Are they patient and kid-oriented? Are they respectful towards them? And (most importantly) do the children appear to enjoy the staff? The “kid friendly” rule has always been the one I was the pickiest about when choosing a school for my own children. A key to the study was that a “High Quality Caregiver” was warm, supportive and provided quality cognitive stimulation. Watch for those traits!

7. What is the discipline policy?
Ask what their discipline approach is for inappropriate children’s behavior – especially for hitting or biting. Ask, “How do you deal with aggressive children?”  Make sure they have a thought-out plan and you agree with their plan. Watch how the children interact with one another: are they caring or aggressive? If you witness an aggressive child, how does the staff respond? The NIH report found that the longer a child was in day care the more likely he would be impulsive at age 15. Habits are formed early. Make sure the facility has a proactive approach to behavior and knows how to replace acting out, aggressive behaviors with more appropriate ones.

8. Is the Day Care within my budget?
Are there any additional costs for the program such as materials or transportation? Find out the entire budget. Is it worth the cost?

9. Will my child fit in and be safe here?
Is it well gated? Are electrical sockets covered? Are fire extinguishers available? How well are they equipped to deal with accidents? Is the staff trained in CPR? Hopefully, there will never be a safety issue, but a good day care makes sure that children’s safety is a primary focus. What do you when my child or other children are ill? Find out what the policy is when children are ill at the center. Is there a supervised location where they can be removed from the other children? Could I see my child in this facility or with this care giver? Is this a place where he would fit in, feel comfortable and thrive? (Use your instinct! Get into the shoes of your child and see the caregiver or facility from your child’s eyes!)

10. Does the staff share the same values as I do?
These people will be sharing their lives with your child, so you want them to hopefully share a few similar values. Think through what are your core beliefs about raising your child and watch to see if the staff models them. For instance: Are they respectful? Do they require children to be courteous and are they courteous to children? Are they dressed neat and appropriately?

For more parenting strategies on this and 101 other issues refer to my latest book, The Big Book of Parenting Solutions: 101 Answers to Your Everyday Challenges and Wildest Worries. You can also follow me on twitter @MicheleBorba and subscribe to my daily blog, Dr. Borba’s Reality Check on my website, MicheleBorba.

Pre-K Curriculum Enhancements

Sunday, May 16th, 2010

The Goddard School of Cedar Park will be incorporating several enhancements in our Pre-K and Junior Pre-K program for 2010.  These will be included in our FLEX curriculum described in more detail below.  The enhancements include:

  • SMART Board to engage all of a child’s learning styles and promote technology education
  • Zoo Phonics to facilitate literacy development
  • Computerized academic assessments (CPAA) to individualize each child’s lesson plan and provide valuable feedback to parents and teachers

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.

Find out what we’re doing that’s educational and fun each month with the Goddard School monthly events newsletter SUBSCRIBE HERE

SMART Board comes to The Goddard School

Sunday, April 25th, 2010

The following link provides details on the SMART Board planned for use in The Goddard School preschool and Pre-K program.

SMART board video

This leading edge technology for educators provides the ability for our teachers to more effectively engage all learning styles of our children.  Our philosophy has always be to individualize the child’s learning experience.  The SMART board is one additional tool to assist our faculty in that process.

Find out what we’re doing that’s educational and fun each month with the Goddard School monthly events newsletter SUBSCRIBE HERE

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Climate change is happening all around us and its pace is accelerating. From melting glaciers to increasingly intense weather patterns, climate change is already impacting life on Earth.

Since we are closed on Saturday, on Friday, March 26, 2010 at 10:00 a.m. local time, The Goddard School of Cedar Park and our students will be taking part in what promises to be an amazing and inspiring event in the fight against climate change: Earth Hour. Sponsored by World Wildlife Fund (WWF), Earth Hour asks individuals, businesses, government leaders and others to turn out all non-essential lighting for one hour as a bold statement of collective concern about climate change.  Please visit Goddard Earth Hour for more details.

Earth Hour is the largest event of its kind in the world. In 2009, nearly one billion people from 4,100 cities in 87 countries turned out their lights, as well as international landmarks including the Golden Gate Bridge, Empire State Building, Eiffel Tower and Great Pyramids, and the city skylines of Las Vegas, Hong Kong and Tel Aviv.

We’d like to encourage you to join us in this important effort. Participation is free and easy:

1. Sign up at EarthHour.org
Show your support, find out what Earth Hour events are happening near you and get tips on organizing fun events in your community.
2. Spread the Word
Invite your friends and family to join the movement, become a fan on Facebook and post a link to EarthHour.org on your profile page.
3. Turn off the Lights
Turn off your non-essential lighting at 8:30 p.m. local time on Saturday, March 27.

To get a better sense of the magnitude of the effort, please take a moment to watch WWF’s video about Earth Hour: www.myearthhour.org/news/media.

Our school has long believed in operating responsibly. In the days leading up to Earth Hour, we will take an even closer look at actions we can take throughout the school to operate more efficiently, waste less and reduce our environmental footprint.

Please join us as we turn out and take action!  Contact us at 512.258.5292 if you’d like more details on our scheduled Earth Hour event on March 26th!

The question of how to discipline a child comes up regularly in discussions with parents at The Goddard School.  Here are some helpful ideas on this topic.

goddard school cedar park child care

Contrary to popular belief, discipline and punishment are not equal.  Discipline is positive and should prevent the need for punishment.  In fact, the word “discipline” is derived from the Latin “disciplina” which means teaching or education.  Discipline helps to guide children toward positive behavior, promotes self-control, encourages children to think before acting and is not damaging to their self-esteem.  Punishment, on the other hand, is negative – whether physical, verbal, withholding rewards or penalizing.

Positive discipline teaches children rules and behaviors in a respectful, loving and considerate way.  It requires thought, planning and patience from parents and caretakers, such as:

  • “No, don’t run inside!” becomes, “What happened to our walking feet?  Where do we use our running feet?”  or “We will go outside soon and you can show me how fast you can run.”
  • “No, don’t throw the blocks!” becomes, “When did our blocks grow wings?” or “Let’s try building a castle and see what happens!”

Use positive discipline to redirect your child’s behavior, and you validate the legitimacy of your child’s desires and shows you care and understand.  Redirecting endorses your child’s right to choose and begins to teach that others have rights, too.

Children also respond to reasoning – it just needs to be put into their language.

  • ‘Inside feet’ versus ‘outside feet’
  • ‘Soft hands’ versus ‘hard hands’
  • ‘Inside voices’ versus ‘outside voices’

Create a Positive Environment

  • Show the love; smile, touch, hold, caress, kiss, cuddle, rock and hug your child!  This will not only make your child feel secure and happy, but is essential for normal social development.
  • Listen and answer as an equal – not as an instructor.  This will help build your child’s self-esteem and foster respect.
  • Spend time with your child every day.  Make time every day to drop everything and play with your child – even if it’s only for a couple of minutes.  Your child will realize they don’t need to have a temper tantrum to gain your attention.
  • Catch your child doing something good – praise and compliment!  “You’re doing a great job feeding yourself and keeping your food on your plate!”
  • Provide simple rules and state them in positive terms.
  • Demonstrate the behavior you want your child to adopt – actions speak louder than words.

Find out what we’re doing that’s educational and fun each month with the Goddard School monthly events newsletter SUBSCRIBE HERE

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TV and Reading

Tuesday, February 9th, 2010

To followup on my last post about TV and literacy,  here is some information related to this topic.  Selective TV programming can be beneficial, as noted below.

The American Academy of Pediatrics urges parents to avoid television and other electronic media for children two years of age and under; yet two thirds of infants and toddlers watch a ‘screen’ for an average of two hours per day.

Ever Watchful
Image by BGLewandowski via Flickr

Older children have a similar average; however children ages eight to eighteen have an average of four hours per day. This amount of time spent in front of a computer, television, video game or the like can interfere with school work, physical activity, curious exploration, social interaction and playing. Many children also get in the (bad) habit of eating snacks while watching TV or playing computer games which can turn into a habit of eating when not hungry and contribute to childhood obesity.

Extended exposure to television poses serious risks.

  • Children who watch violent shows or play violent (video) games may become desensitized to violence at a higher rate.
  • These violent (video) games re-enforce stereotypical gender roles which are often demeaning to women.
  • Children who view what is considered “risky behavior” such as smoking, drinking, doing drugs, selling drugs or having sex are at a greater risk.
  • It has been suggested that the more television a child watches, the higher their risk of developing an attention deficit disorder. For every hour a day a child watches a screen, their chances go up 10%. (If a child watches four hours of television every day, they are 40% more likely to develop an attention deficit disorder.)
  • Children are bombarded with commercials. They are conditioned to think they need the advertised products to make them happier.
  1. If your three-year-old watches television every day and regularly sees a happy child playing with a toy, she will begin to believe that she will only be happy when she has that toy.
  2. Commercials may encourage unhealthy eating habits which can lead to an unhealthy eating habit called “snacking habit.” This snacking is generally a component of a sedentary, unhealthy lifestyle.

Watching TV, however, may provide benefits – Sesame Street has long been credited with helping youngsters learn the alphabet and its’ shows also depict racial and social diversity.  Subscribe to The Goddard School newsletter HERE

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Read to Me!

Sunday, January 31st, 2010

Some reading tips from The Goddard School.  It is generally agreed among educators that one of the best things adults can do for their children is to read to them.

Parent Tips:

  • During early infancy, reading helps babies build neural pathways that will eventually provide language development and acquisition.
  • Reading aloud to children encourages association with happiness, love and enjoyment. All of this can lead to children’s greater interest in reading and can result in larger vocabularies and better literary skills.
  • Choose a childcare environment that encourages storytime as an important aspect of the school’s routine.
  • Reading aloud to children also helps them with pronunciation and phonetics. Some children are able to recognize letters and numbers before they can speak, but if they are left to this without guidance their weaknesses can lie in pronunciation and sounding out words.
  • When children speak incorrectly they should be gently corrected so that they are encouraged to use proper grammar and pronunciation. Reading books can help children learn the proper format of sentences which they often mistake in late toddlerhood.
  • Children who are read to regularly, are more likely to continue reading throughout their lives.
  • Children who read are more likely to have better writing skills and be placed in higher level classes.
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Literacy and How to Build a Prison

Thursday, January 28th, 2010

Ever wonder how to build a prison?  I don’t know the details behind the brick and mortar process but it’s pretty easy to predict where one will be needed.  Like many states do, look at the literacy rate per capita geographically.  The population reading at or below a third grade level is a very reliable predictor of where crime will flourish.  This is tied to the dismal illiteracy rate in the prison population – a whopping 70%!
Illiteracy also creates a “prison of the mind.”  Lets imagine that you find yourself enrolled in an advanced graduate course on quantum mechanics.  Problem is, you’ve never had a single course in this subject matter prior!  You’d find yourself on the first day dealing with terms and ideas such as “black body radiation” that have no meaning to you.  Unfortunately this is what some of our young elementary students experience their first day in class.  They have had no exposure to the most basic concepts of reading.  Without aggressive intervention, they will never catch up.

A child reading in Brookline Booksmith, an ind...
Image via Wikipedia

How does this happen?  One reason is the lack of books in the child’s home during preschool years.  The average middle income family will have 13 child appropriate books per child.  A lower income family has none – there will be 1 book per 300 children in these communities!

Besides the cost of crime, illiteracy has other social implications.  How about this sad statistic?  Illiteracy will cost the country $225 billion per year when you consider job training, health and other problems it creates.  This equates to a third the cost of the current financial bailout!

For the next several weeks, I’ll be exploring in more depth the impact illiteracy has to our community.  I’ll also have some suggestions and ideas on what we can do to address it.  As Joseph Addison once said, “Reading is to the mind what exercise is to the body.”  I hope that together we’ll get more of our children “fit” for reading!

Butch Aggen is owner of The Goddard School of Cedar Park and volunteers for Leander Educational Excellence Foundation’s efforts to promote early childhood literacy.   Questions or comments are welcome.

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Toddlers and Biting Behavior

Sunday, January 10th, 2010

Your little one is growing so fast, right before your eyes….Ah yes…those years of realization and exploration. They are adventurous. They are risk takers. They are fearless. They are our toddlers! We love them to pieces! So cute and precious. Look at those big innocent eyes. Those precious, little rounded cheeks. They can do no wrong. You could never get upset at such cuteness and….”OUCH! My child bit me!”

Who knew those little teeth could inflict so much pain?! You begin to wonder where things went wrong. You question yourself as a parent and wonder if your child hates you. How could your little one have committed such an act? Do not fret fellow parents! Toddlers and their biting behavior is nothing new.

Que fominha.. nhac ;B
Image by maria clara de melo via Flickr

First, forgive the little one. No matter how vicious the biting behavior of a toddler may seem, there is not a malicious bone in their body. Biting behavior needs to be dealt with just like all other aggressive behaviors that toddlers often display. It is a matter of discipline. It’s not an issue of weather or not the child is bad. It is not due to bad parenting. Children bite due to a number of reasons. They might bite to gain attention, release emotions of frustration or fear, to soothe gums during teething, to experiment, or to taste something…or someone!

Children use their mouths as a major way to explore the world. They put their mouths on anything they can touch. Sometimes a child wants to know what will happen if they bite someone. They might wonder to themselves, “Will this hurt daddy?” If the child is exploring, it will usually only take one incident for them to learn from a persons reaction that, “Yes! It does hurt!” If this is the case, then you may only need to confirm to the child that they hurt the person, that it was wrong, and should not be done again. Let them know that there will be consequences if it happens again. Supervise your child for a time after the incident, to make sure that they do not repeat their actions.

I’ll continue with more info on biting behavior in my next post.  Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx &  follow us on Twitter @  http://twitter.com/GoddardSchoolCP

Foreign Language at Goddard School

Friday, December 18th, 2009

At The Goddard School of Cedar Park, English is not necessarily the primary language for a child! Here are some suggestions on second language development for young children.
To start out with you begin easily when they are born speaking and singing to them in both English and the second or even third language of our choice. As you continue to do this you will notice your infant paying close attention to both languages and soon it will become very natural for them to hear this.

As the baby continues to grow you can start to associate words with actions or items. For example, if you are playing with a stuffed dog you can say the word in English as well as Spanish and do it repeatedly. You can do with just about anything you do with your baby and toddler. As you feed them you can tell them what they are eating and say the words “spoon” or “fork” in the foreign language as well.

Shiny and colored objects usually attract Infa...
Image via Wikipedia

Exposing an infant or young child to a learning environment, such as The Goddard School, that makes learning languages fun and exciting without being rigid like other learning methods can also be beneficial. Besides becoming accustomed to the new language they are also getting social interaction with other babies and children their age.

There are so many advantages that come with your infant and toddler learning a second language! It is very important to give them the chance to learn early in life – this will make it easier when they begin more formal language classes in school and expose them to the richness of other cultures in the world around us.

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx & follow us on Twitter @ http://twitter.com/GoddardSchoolCP

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