Posts Tagged ‘north austin’

Raising a Generous Child

Saturday, September 24th, 2011
Dalton-0155.jpg

Image by Lee & Ayu via Flickr

At Goddard School of Cedar Park, many parents enroll in our 2 or 3 day part time program specifically for the purpose of positive socialization for their child.  Our curriculum incorporates many opportunities for a child to learn cooperation and sharing.  Here are some ideas on how to raise a generous child.

The ability to give unselfishly to others is not a quality people are born with. Experiences we have and the values we are taught form the basis for the choices we tend to make in our lives regarding generosity. Similar to other behavioral and physical growth stages, researchers have found that children’s moral behaviors also evolve in developmental phases.

Usually young children up to about five years of age are a bit self-absorbed and fairly unaware of other’s feelings. They tend to believe that they should have whatever it is that they want. At around four-and-a-half to five-and-a-half years of age, children like to please adults and are more willing to be coached.

As a child’s moral reasoning develops, parents can model generous behaviors and discuss the importance of generosity. Children will more easily grasp a value such as generosity if they have early and frequent real-life exposure to it. Setting examples and reinforcing good manners at this stage will go a long way.

Don’t despair if your little one seems quite selfish. It’s almost as nature intends for us to learn to love ourselves before we can love others. Remember that a child’s behavior and train of thought will go through various transitions and eventually even a self-centered preschooler can become a warm and generous individual.

By giving your children many opportunities to experience the wonderful feeling of giving to others, they will likely grow up to be generous adults.

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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!

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.
Image via Wikipedia

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.

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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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.

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

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.

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.