Posts Tagged ‘New Place’
Wednesday, February 3rd, 2010
BENEFITS OF A HIGH-QUALITY PRESCHOOL PROGRAM
An estimated five million children are in preschool programs, and the number is growing. According to the Families and Work Institute, children benefit from quality programs with competent staff and good ratios. They suffer fewer behavioral troubles, have larger expressive vocabularies, feel close to their teachers, and enjoy more complex, less aggressive play with peers.
A high-quality preschool curriculum sets specific goals and uses learning and developmental standards that are age-appropriate. The curriculum builds on each child’s interests and natural curiosity and also allows them the opportunity to direct their own learning. Whole-class and small group activities as well as opportunities for individual interactions with the teacher are encouraged.
Preschool benefits children, their families and their communities. Children in quality preschool programs show improvements in the development of social skills and are more proficient in areas such as following directions, waiting turns, problem-solving, joining in activities and relating to teachers and parents. These advanced skills improve efficiency in classroom settings which allow teachers to spend more time working directly with children and less time on classroom management.
Studies have shown children that have attended preschool are more likely to do better on standardized tests, graduate high school and earn higher wages as an adult than their peers who did not attend preschool. They are also less likely to repeat a grade, to be arrested for a violent crime or to become teen parents.
At The Goddard School®, children are encouraged to explore learning centers including art, math, science and computers; to ask questions; and to take time making friends and socializing. The school focuses on building a strong and balanced foundation for each child and encourages them to develop at their own pace while supported by a team of dedicated teachers.
The Goddard School FLEX Learning Program™, based on the latest research in how children learn and designed with the assistance of experts, provides the optimal environment for the development of young children. 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.
To learn mo9re about The Goddard School click here.
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Thursday, January 28th, 2010
How Do They Measure Up?
At The Goddard School®Ballantyne, located in Charlotte, NC, we understand that selecting your child’s preschool may be one of your most important decisions. That is why we have developed a helpful checklist. Although you can’t measure everything in ten simple questions, we think you’ll agree that Goddard is raising the standard.
- Children are treated with respect in an atmosphere that nurtures their independence and self confidence.
- Fitness, foreign language, music appreciation, nutrition, sign language, and/or manners are incorporated into the program.
- An Education Director and School Owner are on-site to provide dependable staff management and open communication with parents.
- A Daily Activity Report is prepared for each child and sent home with parents every day.
- Each classroom offers a multi-cultural and developmentally appropriate environment.
- Goddard teachers have access to professional development and continuing education credit authorized by IACET.
- Teachers are CPR and First Aid certified.
- Detailed Corporate Quality Assurance Reviews are conducted semi-annually in addition to state license inspection.
- Corporate Developmental Guidelines provide the foundation for individualized lesson plans which are brought to life in fun and imaginative ways.
- Programs are developed in coordination with child development specialist, Kyle D. Pruett, M.D. Dr. Pruett is an authority on child development and has been practicing child and family psychiatry for over 25 years. He is a clinical professor at Yale University’s Child Study Center.
To learn more about The Goddard School click here.
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Friday, January 22nd, 2010
TV Time
by Kyle D. Pruett, M.D
Are you surprised that the American Academy of Pediatrics says no television before age two? This standard alerts parents of infants, toddlers and preschoolers that their children are strongly affected by the talking tube and that they need to consider the way their children are exposed to its powerful influences.
If you chose to allow your children to view television, consider limiting the amount of “watching time” in their first three years to 30-90 minutes per day. This is more than enough for their young brains and eyes. Children prefer, and benefit from, interacting with people far more.
- The programming you chose should be specifically directed at the age of your child. Most good parenting magazines regularly publish guidelines that tend to be more objective and reliable than an advertiser’s suggestions.
- Commercial-free is far better for eyes, ears, and minds. Fewer interruptions and a generally higher level of intellectual and emotional content are the benefits.
- A child’s room does not need a television. Television may inhibit a child’s desire to read and play imaginatively for years.
- When your children watch television, watch with them. They may need your help to decipher the barrage of messages, and only you know when they have had enough. Occasional babysitting by means of television so you can get something done is understandable, but may be a waste of your child’s time and mind.
These guidelines should be discussed regularly by all adults in your household. The evening news may matter to the grown-ups, but it is frequently incomprehensible and somewhat frightening to your little ones. Media-literate parents are great blessings to their children.
Suggested resource: Coalition for Quality Children’s Media www.cqcm.org
To learn more about The Goddard School click here.
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.
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Monday, January 18th, 2010
Early Stimulation
by Kyle D. Pruett, M.D
Brain research tells us that, of the 100 billion nerve cells we are born with, the ones we are most likely to keep longest are the ones that are used regularly in our interaction with the world around us. This does NOT mean that we can increase our child’s intellectual or developmental competence through so-called ‘brain stimulation’ videos or surround-sound cribs. Infants and toddlers enjoy learning first and best the things they learn in their relationships with the people that care for them.
Some things to keep in mind for the development of theirs:
Children can distinguish the voice of their father from their mother at birth – and their handling styles at six weeks.
- The most useful kind of stimulation is the kind babies can manage, learn from, and interact with. Vocalizations like the coos and giggles they initiate should be returned in kind – matching volume, pitch, and rhythm if you can. Be alert because they’ll often throw in a variation. The same is true for older children who sing and initiate games like peek-a-boo or patty cake. Tapes or videos are no match for the joy and value of ‘live.’
- Want to encourage a positive self-image? For babies, tender and frequent touch makes them feel treasured, and for toddlers and preschoolers, install a (safe) full-length mirror on the back of a door and provide dress-up or ‘pretend’ clothes and just watch them feel special.
- Keep your eyes and ears open for emerging motor skills, interests, words, emotions, and feelings. When such competencies are new, they are both adorable and vulnerable. Remember not to overwhelm children by requesting a ‘show’ of their new tricks. This can be over-stimulating and cause quite the opposite effect – anxiety about new abilities instead of confidence. Let children practice and enjoy their new skill.
HOW you are as a parent with your children matters far more than any particular thing you may ever DO with them. Development is not a race; it is a process that unfolds uniquely in each child. Rushing development erodes children’s belief in, and joy of, their own emerging abilities, replacing joy with frustration and discouragement – too high a price in my book.
Suggested resource: www.zerotothree.org
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.
To learn more about The Goddard School click here.
Tags: 28277, 5 Star Child Care Centers, 5 star Preschools in Charlotte, 5-star Preschools, Add new tag, Back To School, Biting, Charlotte Preschools, Child Care Ballantyne, Child Care Centers Ballantyne, Child Care Centers Charlotte, Child Care Centers in Ballantyne, Child Care Centers in Charlotte, Child Care Charlotte, Child Development, Choosing a Preschool, Controlling Worrying in children, Fun in the Sun, Goddard School, Learning through Play, Literacy, New Place, New School, Pacifier, Preventing Biting, Reading, Role of Fathers, The Goddard School, The Goddard School-Ballantyne, The Goddard Schoolol, Thumbsucking, Transitions, Traveling Children, water Play, Worrying in Children
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Monday, January 11th, 2010
Child’s Play in a Grown-up World
by Kyle D. Pruett, M.D.
Find ways to involve your children in the richness of your ‘grown-up’ life. Be creative and patient because the results are worth your effort!
For young children, play is a lot more than entertainment. It is central to their development. A wonderful way to play with and teach children is to bring them into your world, where ‘real-life’ happens. Children love to do ‘grown-up’ things and to imitate you. And when they contribute, they see themselves as players and get a well-earned self-esteem boost!
Children also learn about important values and concepts from watching you. They see the result of practice and perseverance, and they come to know that learning is a lifelong process. They see that everyone, even a grown-up, can make mistakes and can learn from them.
There are two easy and enjoyable ways for your children to play in the grown-up world: you can let them help with your chores and you can include them in your favorite pastimes.
Work as play: Include your children in your household routine. There are countless safe ways for children to help with meals, laundry, shopping or cleaning. They can help mix recipe ingredients, pick fruit at the grocery store, water the garden or pack their lunch. These activities are fun learning experiences, especially if you are teaching informally along the way. The chores may take a little longer as they learn the ropes, make mistakes, and work at a snail’s pace, but the value for their learning and their self-regard are more than worth the extra time.
Hobbies and pastimes: Share your interests with your children. This is one of the most intriguing, emotionally rich forms of learning that children can receive. Teach your children about your avocations, and keep up with your piano, chess, painting, hiking or gardening. Your enthusiasm for your hobbies will be infectious and offer many ways for your children to learn and develop skills.
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.
To learn more about The Goddard School click here.
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Wednesday, January 6th, 2010
Second Languages for Young 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.
Tags: 28277, 5 Star Child Care Centers, 5 star Preschools in Charlotte, 5-star Preschools, Add new tag, Back To School, Charlotte Preschools, Child Care Ballantyne, Child Care Centers Ballantyne, Child Care Centers Charlotte, Child Care Centers in Ballantyne, Child Care Centers in Charlotte, Child Care Charlotte, Child Development, Child Vacations, Choosing a Preschool, Controlling Worrying in children, Fathering, Fun in the Sun, Goddard School, Learning through Play, Literacy, New Place, New School, Pacifier, Role of Fathers, The Goddard School, The Goddard School-Ballantyne, The Goddard Schoolol, Thumbsucking, Transitions, Worrying in Children
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Monday, January 4th, 2010
Healthy Body and Mind
Students at The Goddard School® Ballantyne, located in Charlotte, NC, benefit from our healthy eating and living program provided for children ages Infant to Pre-Kindergarten.
Children learn to make healthy food choices, identify various foods, investigate food ethnicity and observe the physical changes that take place during food preparation and digestion through The Goddard School Healthy Kids nutrition program.
Children who are introduced to healthy eating at an early age are more likely to choose good nutrition and fitness choices. ‑Learning about nutrition is apparent in all aspects of the Goddard curriculum:
- Language Arts – children identify and name foods
- Science – children explore their five senses
- Math – children recognize time, weight and measurements
- Art – children identify shapes and textures of various foods
- Social Science – children use manners, show courtesy, cooperate and share
- Safety – children are encouraged to use utensils and equipment properly
- Physical Fitness – children engage in fitness activities
Music and Movement – children participate in healthy living songs, dance and finger-plays
To learn more about The Goddard School click here.
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Monday, December 21st, 2009
Positive Discipline
The Difference between Discipline and Punishment
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.
To learn more about The Goddard School click here.
Tags: 28277, 5 Star Child Care Centers, 5 star Preschools in Charlotte, 5-star Preschools, Add new tag, Back To School, Biting, Charlotte Preschools, Child Care Ballantyne, Child Care Centers Ballantyne, Child Care Centers Charlotte, Child Care Centers in Ballantyne, Child Care Centers in Charlotte, Child Care Charlotte, Child Development, Child Vacations, Choosing a Preschool, Controlling Worrying in children, Fathering, Fun in the Sun, Goddard School, Learning through Play, Literacy, New Place, New School, Pacifier, Phonics, Preventing Biting, Reading, Role of Fathers, Saving Money, Sleeping, The Goddard School, The Goddard School-Ballantyne, The Goddard Schoolol, Thumbsucking, Transitions, Traveling Children, Worrying in Children
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Friday, December 18th, 2009
LET IT SNOW
The Goddard School® Ballantyne, located in Charlotte, NC, recommends trying new activities with your child!
Whether you have several feet of snow or are dreading a flurry, your children are sure to be excited about SNOW! Here are a few ideas to help you see the magic they see in the cold and wet precipitation.
TIPS:
- When using glue with young children: Pour the glue into a shallow container (egg cartons are great for this!) and allow your child to use a paintbrush to apply the glue to a surface.
- Be prepared for messes.
- Cover your work areas with newspaper.
- Use your kitchen or a tiled area to make clean-up less stressful.
- Put your child in a smock or an old t-shirt to avoid costly messes.
- Remember your own childhood and relish the FUN!
Icicle Painting
- Freeze a tray of ice cubes with a popsicle stick in each cube.
- Cover a table with newspaper.
- Use either watercolor paper or wax paper as your surface.
- Let your child rub their icicles across the surface.
- Let your child sprinkle dry paint over their icicle painting.
- Watch your child enjoy the art that appears.
- If you actually have icicles, your children can use them instead of ice cubes. Make sure they wear their mittens for this project.
*Children should have adult supervision throughout this activity.
Snow Art
- Spray shaving cream on a table or placemat.
- Let your child finger-paint with the shaving cream.
- When your child has completed a design, press a piece of dark construction paper over it.
- The result is a snowy scene!
*Children should have adult supervision throughout this activity.
To learn more about The Goddard School click here.
Tags: 28277, 5 Star Child Care Centers, 5 star Preschools in Charlotte, 5-star Preschools, Add new tag, Back To School, Biting, Charlotte Preschools, Child Care Ballantyne, Child Care Centers Ballantyne, Child Care Centers Charlotte, Child Care Charlotte, Child Development, Child Vacations, Choosing a Preschool, Controlling Worrying in children, Fathering, Fun in the Sun, Goddard School, Learning through Play, Literacy, New Place, New School, Pacifier, Phonics, Preventing Biting, Role of Fathers, The Goddard, The Goddard School, The Goddard School-Ballantyne, The Goddard Schoolol, Thumbsucking, Traveling Children, Worrying in Children
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Monday, December 14th, 2009
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.
To learn more about The Goddard School click here.
Tags: 28277, 5 Star Child Care Centers, 5 star Preschools in Charlotte, 5-star Preschools, Add new tag, Back To School, Charlotte Preschools, Child Care Ballantyne, Child Care Centers Ballantyne, Child Care Centers Charlotte, Child Care Centers in Ballantyne, Child Care Charlotte, Child Development, Child Vacations, Choosing a Preschool, Controlling Worrying in children, Fathering, Fun in the Sun, Goddard School, Learning through Play, Literacy, New Place, New School, Pacifier, Preventing Biting, Role of Fathers, Sleeping, The Goddard School, The Goddard School-Ballantyne, The Goddard Schoolol, Thumbsucking, Traveling Children, Worrying in Children
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