Posts Tagged ‘Preschool’

The Importance of Nap Time

Thursday, November 18th, 2010

Your toddler shows all the signs that he is exhausted and in dire need of a good old-fashioned nap.  He is yawning, whining, rubbing his heavy eyelids and twirling his hair—but, at the mere mention of a nap, he just may melt down. The explanation is truly a simple one: Toddlers do not want to miss out on even one moment of adventure, as they are beginning to understand that they can assert their own independence as often as they like to manipulate the world around them.

The solution is not necessarily as straightforward. Here are a few tips for a more successful nap (or at least quiet) time:

  • Plan a quieter activity before nap time begins to allow for a winding down period.
  • Make the transition to nap time consistent each day: potty time, read a book, cuddle up with a lovey or special blanket.
  • Never make nap time a punishment.
  • Provide a restful place for nap time. (Consider: darkening blinds, heavy curtains, calming music, a fan or white noise machine)
  • Make sure naps are in his bed or crib. This will help him associate his own bed with sleep.
  • If he absolutely refuses to nap, leave him with some toys and books and tell him it’s quiet time.
  • Give him a hug and a kiss, tuck him in and leave the room.

Remember, sleep is very important for a growing child. If your child repeatedly gets up after you have tucked him in, calmly take his hand and return him to his bed. Walk him back to bed each time, and he will soon realize that you are serious. If he still seems to have difficulty napping, let him know it’s ok to stay awake, but he needs to use this time as “quiet time.” Be calm—but firm—about this resting period. Children (and parents, too!) need rest, even if they are not sleeping.

Reading Readiness

Friday, October 29th, 2010

Many parents look forward to announcing that their child can read, but the truth is children are reading long before they can interpret the pages of a book. As with most things in life, reading requires the proper building blocks before it can begin.

Reading - Teacher & BoyReading begins with language and how it relates to your child’s world. Creating a language-rich environment will help your child’s vocabulary grow. Language develops with every interaction you have with your child — infants begin by reading their parents’ facial expressions while older children develop their vocabulary by listening and eventually repeating what their parents say. Verbalize your child’s world and he or she will begin to repeat sounds and syllables — be sure to pause, speak and alter conversation style.

A print-rich environment may also help prepare your child for reading by making the connection between your child’s world and the symbols we use to communicate, so make your home an active learning environment. Start by labeling household items with pictures and words so your child will learn to associate everyday items with their symbols. Lead by example and let your child see you read often. Teach your child to respect books — while pages will rip and bindings will break, your child will learn to value books and their content if you set a high expectation for their care.

Remember, it takes many interactions with the alphabet and phonemic awareness for reading skills to develop. While it may be difficult to remain patient, be assured that reading will happen when your child is ready.

The thing about being the all-knowing parent is that there are two sides to that coin. And when a serious loss or death occurs in our children’s lives, those same point-blank questions they ask about babies/poop/lightening will come about death and dying.

What makes such questions so tough?

  • The meaning of death may still elude us personally.
  • The one certain thing in life seems to defy the certain answer.
  • If this particular loss is an emotionally hard issue for us, we will not be inclined to talk about something that upsets us – especially with our little ones and their unerring radar for our soft spots.

Death is a part of every life and even young children are aware of it. Road kill, dead bugs, fairy tale drama and screen time – all conspire to make it a daily event. But as a topic of conversation, few adults leap at the opportunity. And we should. Unemotional, scientific talk about death when it just shows up, helps to inoculate them and us for those more painful intrusions when something or someone beloved dies. Suggestions:

  • Reflect on your own questions about death with a trusted adult or partner so that the words don’t get so stuck in your throat or you mind. If there is a religious component to your understanding and that is part of what you want to convey to your children, be plain and clear. White lies have a way of not ringing true and can actually cause more uneasiness than they relieve. “I don’t have an answer to that question” is also better and less confusing than euphemisms about ‘eternal rest’ or ‘gone away.’
  • Break it down developmentally. The very young have a hard time taking death seriously –given how it’s depicted on screen – and tend to see it as short-lived and reversible. The slightly olders are beginning to get the hang of it as something more serious and complex, even ubiquitous, but it’s still hard for them to take it personally, or that it’s permanent/forever.
  • The talk: keep it simple, short and scientific. Since the young mind is so concrete, best to talk about death as a change in function; when [the dog/grandma] dies, they stop breathing, their eyes can’t see anymore, they don’t think or talk/bark, can’t feel anything either. Then let them go back to playing. They will be back. That is when it is good to check in with them about what they understood.
  • The ‘will you die’ question is usually asked by a child so young, she has no ability to comprehend that death is permanent. Consequently, try to get to the real point – which is usually about reassurance; ‘Are you worried that I won’t be able to take care of you?’ If so, then you can reassure and inform; ‘I won’t die for a very, very long time, so I’ll be here as long as you need me.’ An older child might press harder, and if so-‘If I did die, there are lots of people to take care of you, like Aunt Dot and Uncle Tom, or Grampa and Gramma.’

The Goddard School Play Tips

Wednesday, September 29th, 2010

PLAY IS LEARNING!

Art - Painting Girl APretend play is an important component of your child’s cognitive and social development. Your child processes his/her feelings and understanding of the world as he/she plays.

“Young children who learn through play are more capable of making their own decisions, advocating for themselves and using creativity to solve problems as they grow. Play is essential to the development of your child’s brain, triggering trillions of neural connections that form the basis of healthy cognitive function and mastery of your child’s physical world,” says Dr. Kyle Pruett, a Yale University child psychiatrist and consultant to The Goddard School.

Infants…

  • engage in play by responding to sounds, then by following objects and people with their eyes.
  • demonstrate their memory by repeating an action that previously made you laugh.
  • explore hand-held toys or rattles – turning them over, banging them, shaking them and maybe even tasting them.
  • learn to roll over and sit up, creating choices as they discover how to move. They take aim at their own source of interest.
  • learn self-discovery and motion when toys are placed within and outside their reach.
  • want to examine objects as well as talk to them and follow your lead. Say, “clap,” with a smile on your face and your baby claps and smiles, too.

One-Year-Old children…

  • play with water, smell a flower (which is not as easy as you may think) and recognize animals like the ones from their mobiles.
  • join in the conversation with simple words and phrases and respond to “bye, bye” with an unsolicited wave.
  • demonstrate their knowledge – pointing to any­thing you ‘name’ such as ears, even when they cannot see them because they’ve learned to trust their own experiences.
  • play with you and imitate your actions. Watch them reflect your love with a doll providing “hugs and kisses” and ‘helping,’ the way you have guided them.

Two-Year-Old children…

  • demonstrate independence to determine their limits as well as when and how to play.
  • speak on a play phone and answer questions such as “Why?”
  • solve simple puzzles, hold crayons in their hands, hum and sing as they play as well as join activities without prompting.
  • enjoy using their imagination – pouring from one cup to another and manipulating play dough.
  • begin to understand the concepts of sharing and waiting their turn.
  • communicate in short sentences and demonstrate their personal understanding of the world while playing.
  • can multi-task: they can sing and perform the motions to a song or converse while they paint.

Three-Year-Old children…

  • ‘work’ while playing. They explore roles, feelings and ideas in an un­inhibited environment. They practice various emotions to determine how they fit into their personality.
  • have a large vocabulary and under­stand the intonations of language.
  • begin to connect the spoken word to written language and can orally retell a favorite story.
  • are interested in cause and effect; and can identify colors, shapes, sizes and weights.
  • play a role or game for long periods of time until they have exhausted their curiosity.
  • need their space. Let them invite you into their play.

Four-Year-Old children…

  • recognize how objects and people are the same and different simulta­neously; and can appreciate these attributes.
  • begin to recognize concepts. For in­stance, taking a bath develops their understanding of water – floating, sinking, absorbing and dissolving.
  • use their play experiences to develop identifiable knowledge – they can match by relationships and verbalize invisible con­cepts, such as time and calendars.
  • no longer need to see or hold a toy to play; they can recall previous experiences and use their knowledge.
  • can name instruments, move to the beat of music and sing along.
  • have phonemic awareness and view the written word as magical – writing a word is play!

At The Goddard School, we take play very seriously.  Play is the foundation for learning, fostering self-confidence and developing skills for collaboration, cooperation and problem solving. Play is the first step in a lifetime journey of discovery because it teaches a child about his or her capabilities, strengths and even weaknesses.

That’s why we’re so excited about a great event that’s being planned for October 3, 2010, in New York City’s Central Park.  At The Ultimate Block Party – The Arts and Sciences of Play, families will experience firsthand the vital role play has in learning.  Families can play, discover, cooperate, collaborate, have fun – and begin to understand how play builds important skills for learning.

The Goddard School is proud to be a sponsor of The Ultimate Block Party (UBP), which is the brainchild of a distinguished group of educators and childhood development specialists who have one important goal in mind:  spreading the word that children who build a strong foundation of social, logical and behavioral tools through play will be better equipped to learn and to lead in the future.

While the intent of the day is serious, the focus is on fun with activities ranging from the world’s largest game of Simon Says to sing-alongs and an obstacle course.  Check back with us to find out more about these activities, to discover ways that you can get involved and to learn about resources you can turn to for more information about the “whys” and “hows” of making play a priority for your child.

Making a Difference in Your Community

Wednesday, August 4th, 2010

Commitment to family and community is characteristic of Goddard Schools.  We make a difference in our communities by participating in local sponsorship as well as charitable outreach programs.  The children in our schools learn about the importance of helping others and the significance of giving and being a part of their communities.

To build a foundation of good citizenship with your children, foster the essential skills of friendship, compassion, cooperation and kindness. Lead by example and teach your children the significance of helping others. Although there may be some limitations, children of almost every age can give back by participating in their communities every day:

  • Teach children to love and respect nature – plants, animals and even insects. It’s okay to catch crickets, butterflies and tadpoles as long as they are set free after a reasonable observation time.
  • Respect the property of others.  Be a good role model and remember to clean up after the family dog in your neighbor’s yard.
  • Protect the planet and encourage your children to recycle.
  • Your local library can be a great resource for community information. Ask the librarian if they have a list of community events and service organizations that are child friendly and in need of volunteers.

Look for ways to give back to your community that can empower your children.  Let them learn to create change in their own lives and the lives of others.

Back to School Prep

Friday, July 30th, 2010

Writing - Teacher & BoyParents can help make the “back to school” transition much smoother for their child if they prepare in advance. Try to add activities or planned outings to your child’s day. This structure helps prepare them to be on a schedule when they return to the classroom. If the child will be going to a new school, parents may want to schedule a visit with their child before the first day. Consider taking your child on a fun shopping trip where they can help pick out their clothes, lunchbox and supplies.

Ensuring your child has adequate sleep and proper nutrition is very important. Your child will do their best if they get to sleep early and eat a healthy breakfast each day before school. A daily diet of junk food is not compatible with learning. It can cause listlessness and hyperactivity which can impair a child’s ability to learn. Skipping breakfast especially is a detriment to a child’s education.

Adjust your child’s sleep schedule a few weeks in advance to help avoid struggling to get them out of bed for school. Set up a consistent daily routine so that your child wakes up and goes to sleep at the same times each day. If you have not created one already, start a bedtime routine, including bathing, selecting clothes for the next day, cuddling together for a bedtime story and a kiss goodnight. Begin a regular morning routine that includes a healthy breakfast, packing a nutritious lunch, grooming and getting dressed for the day.

My daughter is currently cared for by my mom (her grandmother) while we are at work. I would like to move her to a center for a few days per week when she is 15 months old, mostly for additional stimulation and socialization. Can you please recommend steps we can take to make the transition the easiest on her?

Transitioning your child from home care to childcare is wrenching for every parent.  In fact, most babies and young children adapt to their new environment more easily than parents do.  And it’s important for parents to appreciate and care for their own emotions at this juncture.

As with so many things for young children, taking it slow and easy can work wonders.  If your child is moving into alternative childcare for the first time, make the transition gradual, providing lots of support.

  • Make sure your child meets the caregivers or teachers before moving into this new environment.  If you choose a childcare center or a preschool, make sure your child knows at least one other child in the class.  If your child doesn’t already know someone, ask the caregiver to suggest one or two children who might be good matches for your child, and set up a few play dates.
  • Talk to your child about the new arrangement, describing the friends to be made and the wonderful things to be done and learned.  Talk about being apart and getting back together.  Play games such as hide-and-seek that demonstrate being apart and together.
  • When moving to a new childcare arrangement, start gradually, if possible.  For example, allow your child to be alone at the childcare center for short periods at first, then slowly increase the time away from you.
  • Once the new arrangements are underway, get up a bit earlier so you have time together before you leave.  Also, make special family times in the evenings and on weekends.
  • Let your child take her favorite toy or “softie” to school.
  • Tell the caregiver or teacher of any factors that might influence your child’s behavior or needs for the day, such as a restless night, family illness or visits from relatives.
  • Be aware that separation anxiety may come and go in cycles.  You can ease your child’s upsets if you make your departure warm and smooth, staying long enough to let your child settle in, but without lingering.  And never sneak out or lie, telling your little one you “will be right back” just before you dash to the parking lot.  Your child needs to be able to rely on his trust in you as he navigates this new world.
  • When you pick your child up, ask the caregiver about what happened during the day.  Then discuss the day’s events with your child.

Self-Esteem Development

Friday, July 16th, 2010

Infants

Self esteem begins with building trust.  You can build trust with infants by meeting their needs in a timely fashion.  When you respond to a child’s cry, you are showing them that they are worthy of care and love.  When you meet their needs consistently the infant trusts that they are consistently worthy therefore building self-esteem.

Music - Young Boy BToddler/Get Set (18-36 months)

Now that your infant has trust it is important to continue building trust into the Toddler phase.  Self-esteem comes from the picture the child has of himself as someone who can do things.  Toddlers believe they can accomplish certain tasks and supporting their independence builds confidence that they can succeed.  Offer your child activities that lead to success.  Toddlers are very successful at self-care activities such as getting dressed, cleaning up after self and helping around the house but they also enjoy new activities.  When planning your day, find ways for your Toddler’s involvement to be important.

Preschool  (36 months – 5 years)

A preschooler’s self-esteem is all about supported choices.  Unlike the Toddler phase when choices are made from selected options, a preschool child’s actions are the choice.  Preschool children are attracted to specific activities such as blocks or art.  Goddard teachers will support that child’s choice to stay in that center every day and take the learning skills to the child.  By doing so, the teacher has supported the child’s choice.  The child interprets this as “If my choice was supported, I am good because my choice was good.”  Consistent support will lead to the child’s trust in his own decision making, therefore building self-esteem.

Pre-K/K  (5+ years)

Pre-K and Kindergarten children build self-esteem through skill mastery.  You may see your Pre-K child go back to old familiar activities or repeat activities.  This process of experiencing past successes builds confidence.   Ask your child open-ended questions to find out what they are thinking and know about their own activity.  After your child displays their knowledge inquire with “what if?” questions to draw out the next level of curiosity.   Social skill success begins to play an important role in self-esteem.  Offer opportunities for new social opportunities in anticipation of the next step to Kindergarten or First grade.

Parent-Teacher Communication

Wednesday, July 14th, 2010

Teachers - Goddard SchoolEstablishing a strong, open line of communication between parents and teachers is an essential part of any child’s education.  Doing so allows parents to always remain apprised of their child’s progress and, should a problem arise, allows for easy discussion on ways to address and remedy the situation.

Never hesitate to get the lines of communication flowing.  As your child’s teacher greets each new student on the first day of school, take advantage of the situation to introduce yourself as well.  Ask how and when would be the best time to contact them if you have questions or just want to check in on your child’s progress.

Try to communicate with your child’s teacher regularly.  Frequent chats help build your parent-teacher relationship and allow for a constant flow of feedback so you both can better understand and address your child’s needs.

Becoming involved in school events and/or parent-teacher organizations offers another great forum for developing parent-teacher communication.  Make an effort to attend open houses, social events and/or join the school’s PTO.

Once the lines of communication are established, you and your child’s teacher can work together throughout the school year to monitor and guide your child’s educational goals.