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Tuesday, February 7, 2012
Family Time
A child's family is the most important influence on how they see themselves and the world around them. Making time together as a family each day is critical to the stability a child needs. One great way to make time together each day is to ensure the family dinner.
During dinner please ask your child how their day went, this is a great time to encourage language and communication skills. It also gives your child a time when they can show off what they have learned to you without being asked. Be sure to share good things about your day with your child too. Let them know what you do while you are away from them, this makes them feel important in your life. Give your child a chance to share their thoughts and feelings with you, ask about their wants, needs and fears. You might be surprised what a young child is picking up on, and what they are concerned with.
The following article goes over the importance and long standing effects having family dinners can have on a child's life.
http://www.keyvive.com/featured-stories/bring-back-the-family-dinner-how-family-dinners-make-healthy-families/
Wednesday, January 25, 2012
Investing In Our Children
Many are asking the question "Why should we invest in Early Childhood Education?" Timothy J Bartik writes a blog called investinginkids.net. Timothy answered this question in the following article.
How will investing in kids pay off in the short-run?
I’m continuing to do a series of posts that provide brief answers to questions I’ve received about early childhood programs.
Today’s question: “How will investing in kids pay off in the short-run? The major benefits of investing in early childhood programs would appear to occur 20 or 30 years in the future, when former participants in these programs have joined the labor force and entered their prime earnings years.”
Short-run benefits of early childhood programs include cost savings due to a reduced need for remedial programs in K-12, such as special education.
Another important short-run benefit is that high-quality early childhood programs are increasingly important in attracting parents with valuable skills to a state.
We already know that parents care about school test scores in choosing a location. We know that from evidence from the housing market on what increases housing prices. Of two otherwise identical houses, the one zoned to an elementary school with the higher test scores will sell for more.
Even if parents don’t know about the availability and quality of early childhood programs, higher quality early childhood programs will attract parents and drive up property values by raising elementary school test scores.
If one takes the known effects of preschool on school test scores, and the known effects of school test scores on property values, each dollar of annual spending on preschool will raise property values by $13. That increase in property values represents parents voting with their feet.
A state that can attract parents will experience both increased property values and a better quality labor supply in the short-run.
For further information on this topic please visit Timothy's Blog!
Thursday, September 24, 2009
Preschool Schedule Breakdown
Pre-K Class Schedule
8:00 Center Time – Centers include different activities for children to work on small motor, math & language skills such as lacing, building, patterning, writing, cutting, tracing, color & shape recognition.
8:30 Snack – Snack time is a great time for children to work on table manners and nutrition. We serve healthy breakfast oriented snacks each day.
9:00 Circle Time- Circle time is where the children work on language and listening skills through music and reading. This is the time where the classes do the calendar, question of the day, songs of the week and letter of the week. The children also work on spelling their names.
9:30 Recess and Free Play- Recess is the time for large motor skill enhancement. We have a large playground with bikes, climbing structure, gravel for digging, grass for running, covered awning for games when it rains and of course THE BOUNCE HOUSE!
10:00 Circle time and curriculum (art, math, science, music, language arts, cooking, social studies, health & safety) This is where we really focus on the letter of the week and work on creative skills and expression through mediums such as painting, drawing, coloring etc.
11:00 Lunch- Lunch is provided by the parent, we have refrigerators and microwaves in each classroom.
11:45 Recess and Free Play
12:30 Nap (not required but an available option for any child enrolled in our program.)
2:30 Afternoon Snack
3:00 Afternoon activities such as center times or creative projects, these are child initiated where they can choose what they would like to do.
Please note this is used only to structure our day. There may be times when one activity will take more or less time than scheduled. Also we are open at 6:30am and close at 6:00pm for extended care needs!
8:00 Center Time – Centers include different activities for children to work on small motor, math & language skills such as lacing, building, patterning, writing, cutting, tracing, color & shape recognition.
8:30 Snack – Snack time is a great time for children to work on table manners and nutrition. We serve healthy breakfast oriented snacks each day.
9:00 Circle Time- Circle time is where the children work on language and listening skills through music and reading. This is the time where the classes do the calendar, question of the day, songs of the week and letter of the week. The children also work on spelling their names.
9:30 Recess and Free Play- Recess is the time for large motor skill enhancement. We have a large playground with bikes, climbing structure, gravel for digging, grass for running, covered awning for games when it rains and of course THE BOUNCE HOUSE!
10:00 Circle time and curriculum (art, math, science, music, language arts, cooking, social studies, health & safety) This is where we really focus on the letter of the week and work on creative skills and expression through mediums such as painting, drawing, coloring etc.
11:00 Lunch- Lunch is provided by the parent, we have refrigerators and microwaves in each classroom.
11:45 Recess and Free Play
12:30 Nap (not required but an available option for any child enrolled in our program.)
2:30 Afternoon Snack
3:00 Afternoon activities such as center times or creative projects, these are child initiated where they can choose what they would like to do.
Please note this is used only to structure our day. There may be times when one activity will take more or less time than scheduled. Also we are open at 6:30am and close at 6:00pm for extended care needs!
Monday, June 29, 2009
Benefits of Preschool
There is a lot of studies out right now about the benefits of preschool. Of course being a preschool we see many different children come through our doors and we find that all of them can benefit from our program whether it be academically, socially, physically or even emotionally.
Due to many societal changes both in our schools and in our homes, entering kindergarten has become a whole different event than it was 20 years ago. If you do not have a young child who has recently completed kindergarten i encourage you to visit a classroom and see what will be expected of them.
At PeeWee we have taken the time to continue our education as teachers to learn what is expected of each child as they enter their primary school years. Please go through our Goals of Pre-k as a checklist of things your child will learn & experience in our program.
As a parent of a young child, within 2 weeks of my child being enrolled in preschool her verbal skills doubled if not tripled and it makes life so much easier at home! She is learning so much through music, every activity we do at home she has a song to help her through the steps. She is two years old and is already trying to spell her name. I had her in a small family daycare until she was two and she did receive a lot of love and some great social skills there, but now she is ready to learn and I'm so glad i have a quality preschool environment to have her in. She is making social bonds with children that i hope will last throughout her school years and it all started here at PeeWee!
Goals of Pre-K
At graduation, our Pre-K teachers would like children to be able to:
General Attitudes/Behaviors:
1. Be able to separate from parents in a reasonable manner.
2. Attend for 10 minutes at a child selected task.
3. Follow simple directions (1 or 2 steps).
4. Have had experiences sharing and interacting with other children.
5. Ability to verbalize needs.
6. Positive attitude towards books and reading.
7. Positive attitude towards writing.
Reading
1. Have book handling experience and be able to hold book in proper reading position.
2. Participate in conversations/discussion of books.
3. Go to kindergarten with a rich background of literature, nursery rhymes, poetry, songs, and drama.
4. Recognize first name and last name.
5. Sit quietly for 5-10 minutes to listen to a story.
6. Know that a group of letters make up a word.
Writing
1. Have frequent experiences with scissors, crayons, markers, pencils, chalk, paper, etc.
2. Write their own name.
3. Draw a simple illustration and be able to describe it.
4. Write name using a left to right progression.
Language Skills
1. Can say whole name, parents name, and address.
2. Can speak in complete sentences of 5 or more words.
3. Can name common objects and body parts.
4. Understand spatial concepts; on, over, under, in, out, up, down, etc.
5. Tell real-life and fantasy stories.
Listening Skills
1. Can listen to entire story.
2. Can repeat a 3 digit sequence; i.e., 4-5-6, 8-4-1.
3. Can follow a two command direction; touch your toes and turn around.
Fine Motor Skills
1. Cuts with scissors.
2. Uses paint and glue correctly.
3. Holds crayon or pencil correctly.
4. Has had experience coloring.
5. Can draw a recognizable person.
Gross Motor Skills
1. Can catch and throw a ball.
2. Can walk on a line.
3. Can balance on one foot for 10 seconds.
4. Jumps in place.
5. Hops 5 feet on each foot.
Visual Skills
1. Can name 8 colors.
2. Can recognize 4 basic shapes; circle, triangle, rectangle, square.
3. Can identify same or different objects by size, shape, and/or color.
4. Can put together an 8 to 10 piece puzzle.
Math Readiness Skills
1. Can count orally to ten.
2. Count from 1-10 using manipulative and demonstrating the concept of one-to-one ratio.
3. Traces numerals from 1-10 using various mediums (shaving cream, sand, finger paints, crayons, etc.).
4. Knows meaning of first and last.
5. Arranges up to 4 objects in order from smallest to largest.
6. Match, name, and repeat patterns using objects (e.g., a pattern of red-blue-red-blue).
7. Uses size words when talking about objects (e.g., small, large, many, few, big, little).
Science Readiness Skills
1. Describe what happens to ice when it melts.
2. Observe and describe the characteristics of a solid (e.g., ice, rock, Popsicle).
3. Identify plants as living things and rocks as non-living things.
4. Aware that the earth is composed of land, air and water.
5. Identify that plants need the energy from the sun to grow.
Reading Readiness Skills
1. Can say alphabet.
2. Knows the difference between a letter and a number.
3. Knows the letters in their name.
4. Know the sounds that at least some of the letters make.
Social and Self Help Skills
1. Respects authority.
2. Take turns in social situations (e.g., waiting your turn to talk).
3. Uses “please,” “thank you,” and “excuse me.”
4. Does not interrupt.
5. Capable of interacting with other children.
6. Is able to finish a task.
7. Is able to use words to solve a conflict and not the body.
8. Knows how to line up properly.
9. Knows the difference between an inside and an outside voice.
10. Compare daytime with nighttime.
11. Identify school days and non-school days.
12. Look at a picture of a person at work and tell something about the type of work done.
Our goal is to have a well-rounded program that meets the physical, social, emotional, and intellectual needs of each child.
The following are skills that can be reinforced at home or through preschool experiences:
MOTOR SKILLS
Run Jump
Walk a straight line Hop
Throw a ball Clap Hands
Build with blocks Complete simple puzzles
` Opportunity to use scissors
LISTENING & SEQUENCING
Follow simple directions
Pay attention
Repeat a sequence of sounds
Recognize common sounds in environment (ex. Door bell)
Repeat a sequence of oral directions
PERSONAL HYGIENE
Wash and dry hands
Cover mouth when coughing or sneezing
Wipe their nose
Administer to own needs in the bathroom
Button and zip clothing
Put on and take off own jacket
SOCIAL AND EMOTIONAL DEVELOPMENT
Express self verbally
Identifies other children by name
Can be away from parents for 2 to 3 hours and separates easily
Takes care of own belongings and helps put toys away
Joins in family conversation
Gets along with other children
Recognizes authority
Shares with others
Due to many societal changes both in our schools and in our homes, entering kindergarten has become a whole different event than it was 20 years ago. If you do not have a young child who has recently completed kindergarten i encourage you to visit a classroom and see what will be expected of them.
At PeeWee we have taken the time to continue our education as teachers to learn what is expected of each child as they enter their primary school years. Please go through our Goals of Pre-k as a checklist of things your child will learn & experience in our program.
As a parent of a young child, within 2 weeks of my child being enrolled in preschool her verbal skills doubled if not tripled and it makes life so much easier at home! She is learning so much through music, every activity we do at home she has a song to help her through the steps. She is two years old and is already trying to spell her name. I had her in a small family daycare until she was two and she did receive a lot of love and some great social skills there, but now she is ready to learn and I'm so glad i have a quality preschool environment to have her in. She is making social bonds with children that i hope will last throughout her school years and it all started here at PeeWee!
Goals of Pre-K
At graduation, our Pre-K teachers would like children to be able to:
General Attitudes/Behaviors:
1. Be able to separate from parents in a reasonable manner.
2. Attend for 10 minutes at a child selected task.
3. Follow simple directions (1 or 2 steps).
4. Have had experiences sharing and interacting with other children.
5. Ability to verbalize needs.
6. Positive attitude towards books and reading.
7. Positive attitude towards writing.
Reading
1. Have book handling experience and be able to hold book in proper reading position.
2. Participate in conversations/discussion of books.
3. Go to kindergarten with a rich background of literature, nursery rhymes, poetry, songs, and drama.
4. Recognize first name and last name.
5. Sit quietly for 5-10 minutes to listen to a story.
6. Know that a group of letters make up a word.
Writing
1. Have frequent experiences with scissors, crayons, markers, pencils, chalk, paper, etc.
2. Write their own name.
3. Draw a simple illustration and be able to describe it.
4. Write name using a left to right progression.
Language Skills
1. Can say whole name, parents name, and address.
2. Can speak in complete sentences of 5 or more words.
3. Can name common objects and body parts.
4. Understand spatial concepts; on, over, under, in, out, up, down, etc.
5. Tell real-life and fantasy stories.
Listening Skills
1. Can listen to entire story.
2. Can repeat a 3 digit sequence; i.e., 4-5-6, 8-4-1.
3. Can follow a two command direction; touch your toes and turn around.
Fine Motor Skills
1. Cuts with scissors.
2. Uses paint and glue correctly.
3. Holds crayon or pencil correctly.
4. Has had experience coloring.
5. Can draw a recognizable person.
Gross Motor Skills
1. Can catch and throw a ball.
2. Can walk on a line.
3. Can balance on one foot for 10 seconds.
4. Jumps in place.
5. Hops 5 feet on each foot.
Visual Skills
1. Can name 8 colors.
2. Can recognize 4 basic shapes; circle, triangle, rectangle, square.
3. Can identify same or different objects by size, shape, and/or color.
4. Can put together an 8 to 10 piece puzzle.
Math Readiness Skills
1. Can count orally to ten.
2. Count from 1-10 using manipulative and demonstrating the concept of one-to-one ratio.
3. Traces numerals from 1-10 using various mediums (shaving cream, sand, finger paints, crayons, etc.).
4. Knows meaning of first and last.
5. Arranges up to 4 objects in order from smallest to largest.
6. Match, name, and repeat patterns using objects (e.g., a pattern of red-blue-red-blue).
7. Uses size words when talking about objects (e.g., small, large, many, few, big, little).
Science Readiness Skills
1. Describe what happens to ice when it melts.
2. Observe and describe the characteristics of a solid (e.g., ice, rock, Popsicle).
3. Identify plants as living things and rocks as non-living things.
4. Aware that the earth is composed of land, air and water.
5. Identify that plants need the energy from the sun to grow.
Reading Readiness Skills
1. Can say alphabet.
2. Knows the difference between a letter and a number.
3. Knows the letters in their name.
4. Know the sounds that at least some of the letters make.
Social and Self Help Skills
1. Respects authority.
2. Take turns in social situations (e.g., waiting your turn to talk).
3. Uses “please,” “thank you,” and “excuse me.”
4. Does not interrupt.
5. Capable of interacting with other children.
6. Is able to finish a task.
7. Is able to use words to solve a conflict and not the body.
8. Knows how to line up properly.
9. Knows the difference between an inside and an outside voice.
10. Compare daytime with nighttime.
11. Identify school days and non-school days.
12. Look at a picture of a person at work and tell something about the type of work done.
Our goal is to have a well-rounded program that meets the physical, social, emotional, and intellectual needs of each child.
The following are skills that can be reinforced at home or through preschool experiences:
MOTOR SKILLS
Run Jump
Walk a straight line Hop
Throw a ball Clap Hands
Build with blocks Complete simple puzzles
` Opportunity to use scissors
LISTENING & SEQUENCING
Follow simple directions
Pay attention
Repeat a sequence of sounds
Recognize common sounds in environment (ex. Door bell)
Repeat a sequence of oral directions
PERSONAL HYGIENE
Wash and dry hands
Cover mouth when coughing or sneezing
Wipe their nose
Administer to own needs in the bathroom
Button and zip clothing
Put on and take off own jacket
SOCIAL AND EMOTIONAL DEVELOPMENT
Express self verbally
Identifies other children by name
Can be away from parents for 2 to 3 hours and separates easily
Takes care of own belongings and helps put toys away
Joins in family conversation
Gets along with other children
Recognizes authority
Shares with others
Wednesday, June 24, 2009
Potty Training
It has come to our attention that somehow we have the reputation of not accepting children that are not potty trained. This is not the case at all! We believe here at PeeWee that it is not developmentally appropriate to expect every child to be potty trained by the age of 2 years. We have designed our bathrooms with child size toilets to help with the potty training process. Our 2 & 3 year old classrooms are equipped with changing tables and we are ready to meet your child's needs where potty training is concerned.
There are three things we look for to see if a child is ready for potty training
1. Child shows interest and wants to go on the potty,
2. Child shows the ability to pull their pants up and down
3. Child stays dry for extended periods of time.
When these signs are all there a child is usually ready to be potty trained successfully.
Often times potty training becomes a power struggle between parents and children. In a school environment this issue can be helped because your child will see their peers advancing in their skills and want to do so also.
If you have any questions or concerns on this matter feel free to call our office! 877-0633
There are three things we look for to see if a child is ready for potty training
1. Child shows interest and wants to go on the potty,
2. Child shows the ability to pull their pants up and down
3. Child stays dry for extended periods of time.
When these signs are all there a child is usually ready to be potty trained successfully.
Often times potty training becomes a power struggle between parents and children. In a school environment this issue can be helped because your child will see their peers advancing in their skills and want to do so also.
If you have any questions or concerns on this matter feel free to call our office! 877-0633
Monday, March 2, 2009
Children's Growth Cycles
As long as children are growing, they go through growth cycles every two to four weeks. When their bodies are growing, they eat more, sleep soundly and their bodies are uncoordinated. When their brains are growing, they eat less, sleep lightly and their bodies are more coordinated. It is important to be aware of these cycles as your children grow.
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