Posts Tagged ‘Cedar Park preschool’

Goddard School – routines and discipline

Friday, October 30th, 2009

Goddard School parents often ask about the role of discipline in their child’s development. Routines and rituals are an important element of this topic. Read on for ideas by child development expert, Dr. Kyle Pruett.

Dr. Kyle D. Pruett, M.
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Routines and Rituals by Kyle D. Pruett, M.D
Ah, routines and rituals…such comforts against the one universal truth that life is nothing but change. Our children seem to get this sooner than we parents. When they struggle as infants to get the day and night thing down, they are teaching us how important and soothing the predictable is when tired, hungry, cranky and the like. As toddlers, we watch in amazement as they doggedly line up their shoes, trucks or dolls in the face of a little uncertainty and in search of the reassuring symmetry of order. These are not simple entertainments, but powerful and effective coping strategies that, if we are lucky, they never quite give up. Some of the uses of the psychological calendar of anticipation and predictability:

-By 18 months:  Children know the routines of everyday life and are very reassured by them: dressing, mealtimes, play, school, bath time, and finally bedtime with a story and a kiss. These are an antidote to the uncertainties of this period of rapid growth.
- By 24 to 26 months:  Children have a reliable sense of the week’s rhythms, and appreciate the difference between a weekday and a weekend.
- By 42 months:  Children begin to anticipate the predictable patterns of the year and its changing seasons, family gatherings, holidays, and birthdays.

All the while they are soaking up the beginnings of culture and ethnic diversity in such vital rituals.

Routines and rituals are especially important (and sometimes hardest) to maintain when a child is ill, or the family is going through a stressful time. Routines around food, clothing, bathing, going to school and sleep can be soothing precisely because they don’t vary in the face of change.  The ultimate routine or ritual is mealtime. Children learn about what matters in life in a regular, predictable, culture-rich and (one hopes) nutritious environment. Plan it and protect it.

Ultimately, they (and we) give up most of these early comforts, going the way of the blankie and binkie. The next generation of routine and ritual comforts owe their efficacy to these early and more primitive coping strategies.  So honor and promote them while you may. They disappear all too soon.

Kyle D. Pruett, M.D. is an advisor for The Goddard School®. Dr. Pruett is an authority on child development who has been practicing child and family psychiatry for over twenty-five years. He is a clinical professor of child psychiatry at Yale University’s Child Study Center.

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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Goddard School – Halloween ideas

Tuesday, October 27th, 2009

Goddard School of Cedar Park has these suggestions for Halloween!

Halloween is a happy, fun-filled holiday for families and provides inspiration for children to express creativity and manners! Parents balance this enthusiastic learning opportunity, however, by providing safe and dependable environments – both at home and “on the trick-or-treat road.”

Pumpkin Decorating
Encourage your children to participate in pumpkin decorating activities.
• A child-friendly and safe alternative to pumpkin carving is to provide children with markers or paint to decorate their pumpkins.
• Use child-drawn outlines to carve the family pumpkins. This is a ‘parent-only’ activity and should be conducted on a flat, stable surface.
• Children can help remove the pumpkin insides using their hands or scoops. Clean up the messes as you go – slimy pumpkin insides can cause slipping hazards.
• Use small, battery-operated lights designed for carved pumpkins in lieu of candles.
• Families who choose to illuminate their pumpkins with candles should use votives or tea-light candles.
• Candlelit pumpkins should never be left unattended and should be placed on sturdy surfaces, away from flammable objects.

Costumes
Children should let their imaginations go – this is the ultimate creative activity! Resist ‘buying’ a boxed costume for your children (and don’t be afraid that you’ll have to roll out grandma’s sewing machine). In order to make costumes safe, consider the following:
• Costumes, masks, beards, wigs and other accessories should be flame resistant.
o Masks may obstruct vision and could restrict breathing. Consider applying face paint or cosmetics instead.
o Ensure masks fit securely and have eyeholes large enough to allow full vision.
o Avoid hats that could slide over children’s eyes.
o Knives, swords or similar costume accessories should not be sharp or rigid; rather they should be made of soft, flexible materials.
• Avoid loose, baggy or long costumes to prevent tripping.
• Children should wear sturdy, fitted footwear – oversized shoes and mother’s high heels are not ideal for safe walking.
• Trim costumes and trick-or-treat bags with reflective tape to make them visible to motorists.

Treats!
Before the ‘treats,’ plan an easy and filling dinner. Pasta with veggies or macaroni and cheese with a salad will fill tummies before the evening takes off.

You’ll remember this one, “Do not eat any candy until you bring it home and we have thoroughly inspected it.” Times haven’t changed much – same credo for your children!
• All treats should be carefully examined by adults for evidence of tampering. Any spoiled, unwrapped or suspicious items should be discarded.

Interested in making the evening more memorable and less scrutinized for the children in your neighborhood? Be a role model:
• Avoid distributing treats considered choking hazards (e.g., gum, peanuts, hard candies and small toys).
• Non-food giveaways such as coloring books, notepads, stickers, crayons and toothbrushes are all good ‘candy’ alternatives.

Trick-or-Treating
Trick-or-Treating is a two-way street. Neighbors are responsible for each others’ children and parents are responsible for their own children.

Your Children’s Safety:
• Young children should always be accompanied by parents or other responsible adults.
• All children and escorts should carry flashlights with fresh batteries.
• Only homes with outside lights ‘on’ should be visited.
• If you allow older children to go trick-or-treating with a group of friends, discuss safety precautions and agree upon a specific time when they should return home.
• Remind children to stay on sidewalks and not to cross through yards or between parked cars, to only approach well-lit homes and to never enter a home or car for a treat.

Your Neighborhood’s Safety:
• Prepare your home to receive trick-or-treaters. Clear your lawn, sidewalk, steps and porch of obstacles or potential tripping hazards.
• Sweep wet leaves away from stairs and walkways to prevent slipping.
• Candlelit pumpkins should be kept away from areas where costumes could brush against flames.
• Pets should be restrained to keep children from being jumped upon or bitten.

After-Party
Host a post-‘treating’ event at your home. Invite neighbors (parents and children) and serve hot chocolate and dessert. This is a wonderful opportunity to socialize and build memories!

Additional Resources: The American Academy of Pediatrics (www.aap.org), National Safety Council (www.nsc.org) and U.S. Consumer Product Safety Commission (www.cpsc.gov).

Visit our website at Goddard preschool or follow us on Goddard Twitter.

All Sorts of Sports at Goddard School

Saturday, October 24th, 2009

Students at The Goddard School® located in Cedar Park, TX, benefit from our organized sports program provided for children.

Children develop teamwork skills as they engage in organized sports including soccer, baseball and basketball in the Sports Mix program, developed by Trampoline™. The most important aspect of this program is to teach children why we play sports – to have fun!

Sports from childhood. Football (soccer) shown...
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~Age-appropriate team activities help children
develop cooperation, sharing and teamwork skills.
~ Children acquire physical skills while learning the appropriate terminology and rules of organized team sports.
~ Physical activity has been associated with the development of basic motor skills including spatial awareness, rhythm and creative expression.

The Goddard School also offers, for children 3 years through school age, advanced dance (ballet and other formal movement) and martial arts.

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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Active Artists at The Goddard School!

Monday, October 19th, 2009

Students at The Goddard School® located in Cedar Park, TX benefit from our art exposure program provided for children ages 6 months to 5 years.

It is never too early to introduce children to great artists and artwork from around the world. For example, our infant suite proudly displays the work of young artists even before they turn one year old! Sensory art activities is a wonderful experience for even a baby.

The Art History for Kids program takes children on a journey through time and geography, from cave art to modern art. Influential artists and the contributions their art has made to culture and society are explored in terms that young children can understand.

goddard_school_cedar park

~Art History for Kids is a cross-curricular program that presents projects ranging from painting and sculpting to puzzles and large motor activities.
~ Age-appropriate vocabulary, hands-on activities and games expose children to the culture and history of influential artists and their artwork.
~ The Goddard School is affiliated with art museums across the country to augment the learning opportunities in the Art History for Kids program.

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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Children’s activity, Goddard School

Monday, October 12th, 2009

The Goddard School® located in Cedar Park, Tx recommends trying new activities with your child!

APPLE PRINTING
Materials:
Apples
Paint (Use washable poster paint for paper prints and fabric paints for clothes)
Paper plates
Something to print on
Newspaper to protect table

A Malus sieversii apple
Image via Wikipedia

Art smocks
Knife to cut the apple
*Children should have adult supervision throughout this activity.

How To:
1. Cover your working area with newspaper, and make sure everyone is wearing old clothes or a smock!
2. Pour paint on to paper plates (one color per plate).
3. Cut the apples in half.  Create an apple silhouette by cutting the apple from top to bottom, or create a circle with a star by cutting the apple horizontally.  Have your child guess what each shape will look like before you cut the apple, or brainstorm different ways to create different shapes with the apple.
4. Have your child dip the flat side of the apple in the paint, thoroughly covering the apple, and then place it on the printing surface.
5. Have fun creating fun designs and pictures with your homemade stamps!

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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At The Goddard School of Cedar Park, we take play “seriously!”  Here are some things we (and you as a parent) will observe.

Get Set (30 to 36 months): Just like the name states, get set for more play. The Get Set child is truly developing an identity. He knows his own name – first and last – and can tell you where his friends are playing. Get Setters know ‘they can do it’ and want to be like adults. They will share and wait turns, communicate in short sentences and demonstrate their personal understanding of the world around them in their play. Get Set children will soak up any information you share with them. They can understand words like “under” and “over” and the description of how a plant grows. Art is no longer about exploring the material itself, but rather what they can do with the material. They will even paint with the opposite side of the paint brush just to see what it will create. Get set for your child to amaze you with his knowledge of good hygiene and specific book choices. A Get Set child can also multi-task now; try singing and doing the motions to the song or have a conversation while he paints.

Two children with instrument. Międzyzdroje.
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Preschool (36 months +): This is the age of expectations. The preschool child’s play looks like going to work. As he mingles among the Interest Centers he is also playing out a role. Preschoolers have a large vocabulary and understand the intonations of language. As they act out a role, they will try on different emotions and see how they fit into their own personality. Preschoolers have begun to connect the spoken word to written language and can orally retell a favorite story. They are interested in cause and effect and can identify their colors, shapes, sizes and weights; and they want to explore what happens when they change them. A preschool child may remain in a particular Interest Center for long periods of time until he has exhausted his curiosity. Don’t forget to stand back because the preschool child also needs his space to move. Watch as he develops rhythm and tempo as both an individual or group learner. Either way, preschoolers are movers and shakers.

Pre-Kindergarten (48 months +): Complexity is the nature of the Pre-K classroom. Pre-Kindergarteners are complex social beings wanting to play with specific friends and still identifying when they want to do it alone. They can recognize how objects and people are the same and different simultaneously, and they can appreciate those attributes. Playing is beginning to turn into concepts. For instance, all of the exploration at the water table develops into an understanding of water – floating, sinking, absorbing, dissolving, etc. Pre-K children use their four years of play experience to develop an identifiable knowledge – they can match by relationships and verbalize invisible concepts, such as time and calendars. They no longer need to see or hold the toy to play; they can recall previous experiences and use the knowledge. While listening to music they can name the instrument, move to the beat and sing along. In Pre-K, phonemic awareness and the written word are magical – writing words is play.

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

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Play dough
Image via Wikipedia

True toys have no bells or whistles, they do not do anything and you do not turn them on. Most toys today have taken the fun out of imaginative play. Manipulating toys and giving them life develops reasoning and problem-solving skills as well as creates a base of simple knowledge of how things work.

Infants
Rattles – Fine motor development toy of the century. Grasping, repetitive motion that creates a desired outcome, music, hand-eye coordination and focusing visually on a moving object are all part of infant learning. Have rattles handy in a variety of colors, shapes, sizes and sounds.

One-Year-Olds
Blocks, blocks and more blocks – Spatial relationships, size and shape discrimination leads to early math skills, fine motor control as well as cause and effect. This true toy is fun at any age! A child may spend hours building and knocking down blocks while developing science skills including balance, gravity and concepts of weight.

Two-Year-Olds
Paint and play-dough – It is messy and that is why they like it so much. This tactile experience will open the doors of creativity and thinking. Let them mix the colors, use different tools and add to the experience by playing some music in the background. Finger paint, paintbrushes and textured paint can be mixed with a variety of painting surfaces for further explanation.

Three-Year-Olds
A ball – Look at everything you can do with a ball – kick it, catch it, sit on it, bounce it, dribble it, play alone or with someone. A ball develops gross motor skills, hand-eye coordination and encourages healthy practices. A child needs to learn to handle a ball before they can handle a pencil.

Four- to Five-Year-Olds
Dramatic Play – Dramatic play is more than dress-up. It is a shovel, a whisk, a pad of paper. It is a pile of dirt, an old tire and a cardboard box. The sky is the limit – if your children have seen it, they want to explore it. Cut the cord off an old landline telephone and let them look inside as the telephone repair man. True toys for a four year old are simply real life items. These toys will allow children to try on new personalities and play out roles.

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

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Potty Training Challenges

Tuesday, September 22nd, 2009

If you’re having challenges with potty training, here’s a guest post by Crystal Stevenson, MA, LPC-I a child and family therapist and a Goddard School parent. 

That is the question on you and your toddler’s minds. Training your toddler to use the potty may seem like it goes on forever, and that’s because it is a long process. There will be a stage that your little one does great, followed by a time where he won’t sit on the toilet even with your best bribe. Remember that coercing a toddler to do something they don’t want to do (including potty training) results in a power-struggle, and this is one struggle I do not recommend entering. Research shows that a coercive approach over a laize-fairre approach does not speed up the process of potty training. A child with the most defiant attitude towards toilet training can literally change his mind in a day. Be sure not to make potty training an issue of your child being told they are a “good” or “bad girl.” These words can cause a regression in using the potty from feeling like they disappointed mom or dad, which causes a loss of self-esteem. Use phrases such as, “You did it!” or “Way to go!” These don’t pass judgment on their character. Try using techniques at home that increase their awareness of when they go to the bathroom, like having on cotton training pants or just going bare bottom in uncarpeted areas of your house. Being in a comfortable environment, where you’re not stressed if they mess the floor (or grass outside), will take the pressure off both of you. Any pressure or tension they feel around pottying can reverse any progress they’ve made, and even cause constipation and Urinary Tract Infections from holding it to avoid the issue. Remember that just by being at The Goddard School they are seeing their friends go daily, which can be very helpful as it encourages them to want to do what their friends are doing!

Children’s activity from Goddard

Monday, September 14th, 2009

The Goddard School® located in Cedar Park, TX recommends trying new activities with your child!

Weather Window Activity
Materials:
Clear dishwashing liquid
Pre-mixed tempera paints in a variety of colors
Aluminum foil muffin pan
Paint brushes
*Children should have adult supervision throughout this activity.

Directions:
1. An adult should mix about 1 Tbsp. of dishwashing liquid with 1/2 Tbsp. of paint. The mixture should have a creamy consistency, like house paint.
2. Pour various paint colors into the wells of a muffin pan to create a pallet.
3. Children can paint ‘sunny day’ scenes on windows and sliding glass doors. Use a different brush for each color.

TIP: Keep paint away from windowsills and woodwork. To remove the artwork, or to fix a mistake, wipe with a moist paper towel.

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

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.