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Welcome to this month's issue of the Better Kid Care E-Newsletter - A newsletter for those caring for children.
Notable Quote: "When we treat children's play as seriously as it deserves, we are helping them feel the joy that's to be found in the creative spirit. We're helping ourselves stay in touch with that spirit, too." -- Fred Rogers
The following tip is from Heather Osterberg. Heather works at the Bennett Family Center in the Sea of Discovery room with children ranging in ages from infant to three.
"When children enroll into our room, we collect the addresses of grandparents and close relatives. Each month we select one extended family member for each child and send a special piece of artwork out. The kids have fun decorating the envelopes and taking them to the post office. Some grandparents are unable to see the children often, so it is a nice way to keep in touch. We have even received a few thank you notes in the mail."
Where do you find the best ideas on caring for children? From child care providers, of course! Do you have a great tip or good thing? Send us your best tips in writing and your tip may end up in our newsletter! If your tip is chosen for the newsletter, you will receive a little something from the Better Kid Care Program. Mail tips with your return address, place of work, and the number and ages of those you care for to:
Better Kid Care Program
c/o Christine Belinda
Tips from Child Care Providers
253 Easterly Parkway
State College, PA 16801
E-mail to: crb16@psu.edu
by Christine Belinda
"Play is some of children's most important work," said Fred Rogers. Those caring for children know the
importance of play. We also know there are many steps in developing play environments and supporting play experiences. Two important aspects
of play for young children are entering play and sustaining play. How can we, as providers, help children enter play? How do we support
and enhance the play so children stay engaged and have positive experiences?
Entering play comes naturally to some children, while others may need guidance and encouragement. Sustaining play depends on children's interest and developmental ability. However, there are many ways adults can enhance and support the play experience. When we support play, we can encourage complex thought, multiple skill development, and offer positive, meaningful experiences. Entering and sustaining play can be encouraged by taking a close look at the play environment, knowing each child's developmental ability, modeling play skills, and creating a sense of group and community.
Get down to the level of the children you care for and look around (or up!) at the surroundings. Does it look inviting? Is it easy to maneuver? Walk through your play areas and see how many children can fit there. If caring for mixed ages, will the space support this? Pull out materials and see if they fit in the play space. This is a good time to check for too much space. Open paths can often cause running. The space should be comfortable and flow from one area to another, yet each area of play should be well defined.
Think of the play areas you want in your space, such as blocks, dramatic play, sensory motor (sand, water, etc.), art, music, reading and writing, motor skills, science and discovery. Are there enough choices and materials to support quality play in these areas? Are the materials thought-provoking, interesting, and developmentally appropriate? Having enough material to share and duplicate items for young children is important, as well. The environment is a teacher. Take time to observe how and where the children play in your environment and whether or not changes need to be made.
Get to know the children you care for--their abilities, personalities, needs and interests. Each child is unique and may need different support for play. It's important to be familiar with all areas of development: cognitive, physical, social, emotional, and family/culture.
Using observation and information gathered from the families will be beneficial. If possible, develop portfolios or folders that share examples of the children's work over time. Save art work, writing/drawing samples, and your recordings (notes, photos, checklists, etc.) that demonstrate the child's development. Knowing each child's developmental ability and unique characteristics will help in choosing appropriate materials and creating appropriate environments and experiences.
An important part of our job is modeling positive play skills throughout our day with children. We can do this in conversation, role play, stories, or problem-solving actual play experiences. A good start is to greet children warmly with open invitations to play. "Hi, Sarah, I'm glad you're here today! Let's hang your coat up. Let's look around and see where you would like to play today." Remember to communicate with children at eye level and use their names. Helping children "settle in" supports entering play and models invitations to play.
Creating a sense of group offers children a feeling of belonging and comfort. It also supports children in forming positive play experiences and skills to enter and sustain play. Fostering a sense of community is worth the efforts providers put into it. Children who see adults working together will gain a sense of valuable social skills that they can model with their peers and adults in their lives. A quality community in your child care program connects families, providers, and the children.
When we support entering and sustaining play, we are offering children wonderful opportunities to explore and learn in. Providing these solid foundations will allow children to experience their most important and vital work--play!
Better Kid Care resources are available for child care providers by contacting your local Penn State Cooperative Extension office. A Better Kid Care resource library, with resource and activity books, is available for those caring for young children and some counties also have theme kits containing small toys, puppets, puzzles, and books.
Usually adults make the rules for children. We make up safety rules,
like "No running inside"-- or in a more positive way, "Use walking feet inside." It takes a special kind of thoughtfulness
to make up good rules for children. The best rules tell children what to do rather than what not to do. But one thing we never question is that it
is the responsibility of the adult to make up the rule. Let's think again about who should make up the rules. That special kind of thoughtfulness we
use to think up a rule is something that children ages four and up can use as well. When children are asked to think about making rules, they learn
the "why" behind each rule. Children often have an easier time accepting the rules they have helped create, and they will even
begin to enforce the rule with others. When children are involved in rule making we not only get a better-running child care room, we also
build up each child's feeling of being a part of a community of other children.
Want to learn how to prevent behavior problems before they happen? The distance education lesson Let's Talk...Discipline takes a look at a few basic approaches to discipline, including redirection and problem solving. Visit with several child care providers to see how they use these approaches. Explore what to do instead of "time-out."
To view this lesson, a complete listing of all distance education lessons, and additional information and resources, visit the Better Kid Care Distance Education page. Complete distance education lessons to earn PA Department of Public Welfare/PA Pathways training hours.
Meets the Keystone STARS Core Series Training Requirements - This three part series shows how to establish, run and maintain a successful child care business and presents important information about understanding and supporting the developmental needs of each child.
Receive the videos and workbooks in the mail. Complete the entire series and return assignments to the Better Kid Care office for review to earn six Department of Public Welfare training hours.
To order: 1-800-452-9108 or betterkidcare@psu.edu
Reading aloud with children is a
wonderful activity. Children of all ages love to be read to. Support the love of reading for children in your care by
trying the following books:
Making Friends, by Fred Rogers, ISBN 0399213856, published by Putnam Publishing Group. Mr. Rogers touches upon the pleasures of friendship and the problem solving in friendships. As always with Fred Rogers, sensitivity and compassion are the focus. This book is a great model for making friends for young children.
Frog and Toad Are Friends, by Arnold Lobel, ISBN 0064440206, published by Houghton Mifflin. This story tells of two friends and their daily adventures. Children relate to their simple thoughts and everyday adventures. Frog and Toad model true friendship.
George and Martha, by James Marshall, ISBN 0395851580, published by Houghton Mifflin. George and Martha are the best of friends, but sometimes they have to work out their problems. Children love the simple short stories the author puts together with a fun, quirky twist.
Will I Have a Friend? by Miriam Cohen, ISBN 0689713339, published by Aladdin. A young boy encounters real-life situations upon entering school. Where are his friends? Will he have any friends? This book offers reflection on making friends with a nice touch of what children may actually experience. This is a great book to support social skills and offer ideas to share and discuss with young children.
What Will I Do Today? by Dick Bruna, ISBN 15922617867, published by Big Tent Entertainment
Tom and Pippo Make a Friend, by Helen Oxenbury, ISBN 0689713398, published by Aladdin Books
How are you Peeling? by Saxton Freyman and J. Elffers, ISBN 0439104319, published by Arthur Levine Books.
Contact your local children's library or your local Penn State Cooperative Extension office to find out about more books on making friends and child care. Reading with children creates lifelong readers. Enjoy your time reading with children!
Safety is our primary concern when working with young children.
Therefore, when offering art materials, we need to know they are safe and comply with the Consumer Product Safety Commission. The
following information states the Consumer Product Safety Commissions recommendations for art materials:
Parents and others buying art materials, school supplies and toys such as crayons, paint sets, or modeling clay should be alert and purchase only those products which are accompanied by the statement "Conforms to ASTM D-4236."
On November 18, 1988, the president signed into law the Labeling of Hazardous Art Materials Act (Public Law 100-695). This law requires that all art materials be reviewed to determine the potential for causing a chronic hazard and that appropriate warning labels be put on those art materials found to pose a chronic hazard. The term "art material" includes "any substance marketed or represented by the producer or repackager as suitable for use in any phase of the creation of any work of visual or graphic art of any medium." (15 U.S.C. 1277(b)(1). The law applies to many children's toy products such as crayons, chalk, paint sets, modeling clay, coloring books, pencils, and any other products used by children to produce a work of visual or graphic art. Consumer Product Safety Commission--Law Requires Review and Labeling of Art Materials Including Children's Art and Drawing Products CPSC Document #5016
For more information on the requirements for art materials, contact the U.S. Consumer Product Safety Commission, Recalls and Compliance Division, Office of Compliance, Washington, DC 20207; Telephone: 301-504-7913.
Join with many other caregivers at live satellite training workshop offered in Pennsylvania and across the states. To participate in these workshops, visit the Satellite Workshop link.
Do you have questions about caring for other people's children, such as:
Call the Better Kid Care Mentoring Line at 800-859-8340 or e-mail your questions to betterkidcare@psu.edu for information about child care and children's issues.
The New Staff Orientation curriculum is now available to child care centers in Pennsylvania. This curriculum is specifically designed for new staff members in child care centers. Included are a thirty-page workbook and thirty units on seven videotapes. The easy-to-understand information is reinforced with activities and assignments. Units are designed to be used during naptime or other small blocks of time as staff/child ratios permit. Meets the Keystone STARS Performance Standards.
Do you provide care for children in your home? The kit, which is free for Pennsylvania residents, includes booklets with activities, child care ideas, information about distance education training, a children's development chart, and much more. Complete our on-line registration form or call 800-452-9108 to order.
PA Pathways Professional Development for Child Caregivers has information, training, and educational opportunities for child care providers across Pennsylvania. Visit PA Pathways or call toll-free 800-492-5107.
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