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As children get older they often have more literary choices. A classroom can be a great place for children to explore their literary interests. As a childcare professional, you should be aware of what books and book themes work best in your classroom for the children in your care. Below are some questions and answers that may help you decide which books would be appropriate for the children in your classroom.  Question: Are Harry Potter books appropriate for younger children or are the concepts too complex? Answer: The concepts in the Harry Potter books are intended for school-age audiences and school-age refers to ages 5-12. Depending upon the intended use of the Harry Potter books there are options for all ages. Obviously, a kindergarten child wouldn’t be ready to read the Harry Potter series, but some may enjoy hearing it read aloud. Likewise, you can adapt the reading for slightly older children by using passages from the text. Overall, it is important to know the group of children that you work with and plan accordingly. As with all things in teaching and child care you must make adaptations and adjustments for many reasons. Question: How do I get my kids interested in Harry Potter books? Answer: A great way to get students interested in Harry Potter is to use it during your daily read-aloud time in your classroom. This can be helpful especially if your students are younger and/or not quite ready to read it on their own just yet. If you do work with upper level school age students, you can use Harry Potter in a book club or small group reading. I recommend reviewing the accompanying lesson plans in the training to connect the story to other subjects and in your classroom to enhance learning. You can also look for ideas on Pinterest, if none of those are appropriate for your classroom. Question: How do you keep 4 and 5 year olds interested in Harry Potter? Answer: You will want to decide if the Harry Potter books are appropriate for your specific students. Some children that are 4 or 5 years old have the attention span to handle 10 to 15 minutes of read aloud time. Others do not. You may want to break the story up into more sections than just the chapters that are already there. Also, using props, voices, and varying your tone may help keep them engaged. Question: What percentage of children have difficulty telling the difference between reality and fantasy? Answer: The percentage of children that cannot tell the difference between fantasy and reality depends on developmental level. The Hobbit and JRR Tolkien books are obviously not intended for young children but can work as a read aloud for them. In that case I would say the percentage is fairly high however they should be encouraged to use critical thinking skills to sort through any confusion. Caregivers and educators have a responsibility to assist with this as well. If we are referring to the older school-age children that the training refers to then we begin to see a smaller percentage of children who cannot tell the difference between fantasy and reality. Overall, it depends on many factors and changes with each group. I taught fourth grade and nearly all of my students knew the difference between fantasy and reality. Even if we were not studying literary genres specific to either category they were still well aware of the difference. Question: Would it be okay to read Roald Dahl books to pre-kindergartners? Answer: You will need to decide if the books are appropriate for your students or not, as you know them better than almost anyone! Some Pre-K students will absolutely LOVE them for read aloud time, and others may not have the attention span to handle longer chapters and books without pictures just yet. Question: Would it be okay to read Goosebumps books to pre-kindergartners? Answer: I would not recommend Goosebumps books for most preschool children, however, it is up to the individual teacher whether or not to include them in their program. There are multiple benefits of scary literature for older children, however, it is important to judge your group on their individual characteristics. Question: What books would you recommend for children under 12 months old? The important thing to consider when choosing what to read to children under 12 months of age is how you read to them and how often. You can really read any books that you’d like, though I recommend picture books and sturdy board books for younger children. It is important to expose children to books and build a relationship with a caring adult through that reading time. If children this young seem disinterested in the actual book, that is perfectly normal. Allow them the flexibility to move on with their activities and come back to the book later if they show interest. We also have a training course that is specific to picture books in the classroom. Here is a link in case you’re interested: https://www.cdastars.com/store/p649/Picture-Books Here are some resources for book lists as well: Question: How do I respond to children who admire or say they like the “bad guy” in a book? For example, one of the children really likes Voldemort from Harry Potter. Answer: It is completely normal for kids to like the villain in a story. They don’t do this because they would rather choose the bad over the good. Or because they want to provoke you. It’s just that they are not fully aware that hurting people is bad. They just know that what the villains are doing is somehow similar to the strong emotions that continue to build up inside of them. When they watch the villains fight, they are somehow glad that what they feel inside can actually be expressed just the way the villains are doing it in the movies or in the story. Children are often clueless as to what actions really mean. They have very little understanding that actions can either be good or bad. What they are aware of, are the strong emotions inside of them that they can’t seem to control. It is actually pretty normal for all ages to be fascinated by supervillains. From a psychological perspective, views vary on why we are so interested in superhuman bad guys. There is an interesting article here on the subject: https://www.wired.com/2012/07/why-do-supervillains-fascinate-us/ In regard to the little one that says they like Voldemort best, I would be supportive of them expressing themselves as long as it is in a positive way. Encourage them to share what they like about Voldemort, and don’t criticize their favor of the character. For more information on Chicka Chicka Boom Boom in the Classroom, register for our one hour course: http://www.cdastars.com/store/p229/Chicka_Chicka_Boom_Boom_in_the_Classroom.html For more information on Exploring the Magic of Harry Potter, register for our two hour course: http://www.cdastars.com/store/p597/Magic-of-Harry-Potter For more information on Fantastic Mr. Dahl, register for our two hour course: http://www.cdastars.com/store/p600/FantasticMrDahl For more information on Guide to Goosebumps, register for our two hour course: http://www.cdastars.com/store/p601/Guide-to-Goosebumps For more information on Shelebrate with Shel Silverstein, register for our two hour course: http://www.cdastars.com/store/p392/Shelebrate_with_Shel_Silverstein.html For more information on Teaching with Tolkien, register for our one hour course: http://www.cdastars.com/store/p230/Teaching_with_Tolkien.html For more information on The Wonderful Author of Oz, register for our one hour course: https://www.cdastars.com/store/p602/Wonderful-Author-of-Oz Have information to share? 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How do the children in your care respond when you grab a book off the shelf, are they excited or are they uninterested? Sometimes the way you express your interest can mold a child's response. Do you get frustrated that they aren't participating or do you welcome a little bit of active time when you read? Literacy learning and the expectations of children at different stages and ages, as well as developmental levels can impact how you engage with the children in your classroom. Below are some questions and answers that we hope can help you as a childcare professional in regards to literacy learning in the classroom. Question: What if the children that I read to do not like to sit, are there other ways I can share books with them without making them sit? Answer: Absolutely there are a lot of ways to share a book with a young child besides sitting with them. Some children, especially toddlers, do not want to sit. Some books have words that you can sing, or turn into songs (such as 10 Apples Up on Top). Some books are just pictures, and you can look at the photos and you can encourage the child to point at items in the book they can identify “Do you see the dog? What does a dog say? Can you pretend to be a dog?” Question: Is it okay to read to infants or are they too young? Answer: It is never too early to start reading to children, even infants. In fact, newborn babies will benefit from the social interaction of being read and spoken to. For more information you may enjoy the following resources: Question: How do you keep a toddler interested during reading time? Answer: First, consider the way you are reading to them. Are you keeping a monotone voice and not changing your inflection for events, dialogue, or emotion? Next, think about what you're reading. Is it the same book over and over? Is it a book that isn't interesting to many students? Keep your reading material interesting as much as possible! Question: Can you provide some ideas or resources for rhyming books that would be fun to read to my class? Answer: Here are links to some great rhyming books: http://www.pbs.org/parents/adventures-in-learning/2014/08/rhyming-books-kids/ http://www.notimeforflashcards.com/2013/02/picture-books-that-rhyme.html Personally, I LOVE Dr. Seuss books for practicing rhyme with children. Here is a link to our resource blog that has Dr. Seuss lesson plans to accompany the books: http://www.lessons4learners.com/dr-seuss.html Question: How often should I change activities in a literacy learning center? Do I need to introduce the new material each time and if so, when should I do that? Answer: Some teachers may change activities to coincide with curriculum or objectives. Others may make changes based on student reactions and acquisition of skills. It really depends upon your program’s goals. As for introducing the centers, that also depends upon your program. For example, a Montessori program would introduce the centers and activities through a demonstration and then allow the children to use the materials to support their learning. Other programs may have a specific way to introduce activities or centers. In your program you may have a different approach and it is perfectly fine. Here are some links that you may find helpful: · http://learningattheprimarypond.com/reading/how-to-start-kindergarten-centers/ · http://kindergartenlifestyle.blogspot.com/2013/06/the-next-step-in-guided-reading.html · http://mspowell.com/otherwebpages/centerintro.html Question: What are some ways to show the parents what their child is learning? Answer: There are many ways that you can show parents the learning that their child is experiencing. You can document the activities and outcomes using tangible finished products, photographic evidence, or written observations. It is completely up to you as to how you want to show the student’s learning but you have many options to do this. Above all, it should be a priority to communicate this learning with families in a way that honors them and respects them. If they often seem rushed during drop off time, this may not be the best time. Pick up time may be an easier time where you can simply say something like “When I was reading to Jackson, he really reacted to rhyming words. We had a lot of fun repeating rhymes today!” This is a quick conversation that shows parents what their child has been doing at school and how they are learning. If the parents asks for more information, please do give it to them! For more information on Early Literacy for Infants and Toddlers, register for our one hour course: http://www.cdastars.com/store/p226/Early_Literacy_for_Infants_and_Toddlers.html For more information on The Literacy Learning Center, register for our two hour course: http://www.cdastars.com/store/p557/The_Literacy_Learning_Center.html For more information on Lets Talk Toddlers, register for our three hour course: http://www.cdastars.com/store/p448/Lets_Talk_Toddlers.html Have information to share? Please use the comments section below...
Art and sensory activities are just a few of the fun ways children can express their artistic and creative abilities. Most children love to participate in arts and crafts, and there are numerous options available to you as a childcare professional to help provide these wonderful opportunities to the children in your care. Below are some helpful questions and answers regarding exploring art in the classroom.
Question: I have limited time available to work with art and sensory activities, what would you recommend when some of the art activities seem very time consuming? Answer: As with most things in education it is important to know your group. We have a fantastic resource website with many lesson plan ideas and directions that you can access at the following links: http://www.lessons4learners.com/young-infants.html http://www.lessons4learners.com/mobile-infants.html You will also see that you can search for lesson plans by theme or topic as well. I would urge you to try to consider art as a mixture of many different types of lessons and not just a standard procedure with a pretty end product. While these activities do have benefits you may be missing out on valuable learning experiences for your group. Consider sensory activities, open-ended art, and material explorations when planning your art lessons. Give parents “out of the box” ideas about tools and materials to use while creating art. New experiences support positive brain development and you can help to foster those activity ideas. Question: Why are toddlers so interested in art activities? Answer: Toddlers love many activities but art seems particularly satisfying because it is a sensory exploration. Toddlers enjoy using their 5 senses in everything that they do and art typically provides multiple means of sensory exploration. Question: In some cultures, using food for art could be seen as wasting food. How would I respond to someone who brings this up? Answer: You bring up a very valid point in cultural differences between teachers and children. It is important to value and understand cultural differences in every interaction that you have. You may prefer to ask questions as a response to the child’s inquiry. Questions such as “what do you think about using this material for art?” or something similar. In addition to this you may offer an alternative material if you notice that it makes yourself or children uncomfortable or confused. Overall, it is crucial to respect all cultures in each and every activity. Do what you can to learn as much as possible about other cultures and respect them in your program planning. Question: How do I manage art activities that seem to take some children longer to work on than others? Answer: If you know that art will take longer than expected you can adjust your activities or timeframe to fit this. This is a simple solution that you can try to implement. Another option, which may be more developmentally appropriate depending upon the age group that you work with is to include process oriented art as part of a center or free choice exploration. Provide the materials, both conventional and nonconventional in the art center area and allow children to explore them in any way they choose. How you organize and transition from centers is completely up to you, but this gives children a more expressive experience with art and doesn’t require that certain tasks be done in a certain time slot. If you do choose to add art as a center, you can still include the more product oriented art activities but maybe prompt adult assistance from an assistant teacher or adult volunteer to keep things running smoothly. Question: How can I provide art activities for infants and toddlers that are not so messy? Answer: You’re right, it is messy but it is absolutely worth it as I’m sure you would agree. My first piece of advice is to embrace the mess. Communicate to parents that art can be messy and they should feel free to send their children in play clothes or something similar. My next suggestion is to utilize volunteers or assistance teachers when doing art activities. Another adult in the vicinity can help to prevent messes and aid in clean up. Last, but not least, I recommend trying art with small groups of children as opposed to the whole group. This will be a more manageable mess to attend to throughout the activity. As with all things when working with infants and toddlers, be sure to exercise caution in your materials. Make sure not to provide items that are hazardous or irritating in any way. For more information on Art and Sensory for Infants and Toddlers, register for our one hour course: http://www.cdastars.com/store/p227/Art_and_Sensory_Experiences_for_Infants_and_Toddlers_.html For more information on Art Integration: Exploring Creativity with Young Children, register for our one hour course: http://www.cdastars.com/store/p235/Art_Integration%3A_Exploring_Creativity_with_Young_Children.html For more information on Making Masterpieces: Art Appreciation for Preschoolers, register for our three hour course: https://www.cdastars.com/store/p449/Making_Masterpieces_Art_Appreciation_for_Preschoolers For more information on Earthworks Art and Nature, register for our two hour course: https://www.cdastars.com/store/p385/Earthworks_Art_and_Nature.html Have information to share? Please use the comments section below... Music is a great tool to help support and strengthen a child’s social, emotional, and cognitive development. Listening to different types of music, using different instruments, and dancing, are just some ways that you can incorporate music into your childcare routine. Below are some common questions and answers regarding music that we hope will help support you and your classroom.
Question: Why is music important for kids to be exposed to? Answer: Music is important because it encompasses many different components that support several domains of development. From social and emotional to physical and cognitive, music is a diverse element of early childhood program planning to help support development on many levels. Question: I have been working with the same techniques for the past 10 years. What are some new or more advanced ways I can add music into my infant and toddler classroom? Answer: It sounds like you have a wealth of experience with music and movement for the children that you work with! One thing that I like to point out to educators of all kinds is that the ideas in the training can just be a vehicle to inspire you to develop more activities for your group! For example, you may already be singing Twinkle Twinkle Little Star with your group but you may want to put words to dance or even sign language. This may require some research on your part but it is well worth it to bring those activities up a notch. Consider these techniques for the music and movement in your class! Question: Is it ok to have background music playing all day at my in-home childcare center? Answer: Many centers will use music in varying ways from classroom management to recess to nap time. The answer to your question about having music playing in the background all day at an in-home child care center really would depend upon your program and the children that you care for. It is important to consider these things and how music may or may not work with your goals. Some children will have sensory aversions to extra noise in their environment so background music would be a bad choice for these children. Others will find it soothing and will help them to focus. In addition to this, your program may save music for a daily circle time routine or musical time where children have creative options for their musical expression. Consider these types of things as you make your decision about music. Question: What kind of dances can I teach to a preschool age group? Answer: Dance comes in many forms! You can teach simple dances from many cultures, allow children opportunities to make their own dances, or disguise PE activities as dance! The possibilities are endless! Here are some resources about dance that you may find helpful: Question: Only a few children in my class of 1 to 2 ½ year olds participate in music activities. How do I get all of the children interested? Answer: First, I think it is important to consider the developmental level of the children participating. Children from 1 to 2 ½ years of age are busy exploring their environment and are not naturally inclined to sit still in a group, watching a demonstration or listening to a teacher sing or explain musical elements. This is just one of the reasons that dance is so important to include in a music program! Dancing is an active and engaging activity in itself and would work really well for children between 1 to 2 ½ years old. It is important, however, to consider that their version of dance may be more like movement and play and not necessarily coordinated movements in time to music. Here are some links with more information about music and dance activities for children of that age group:
Question: How can I keep children focused when we dance together? Answer: The wonderful thing about dance and movement is that it gives children an opportunity to be free and experimental with their movements and actions. So long as the children are being safe during their dance times it is completely fine for them to choose new and interesting movements or interpretations. If your dance activities ask children to all do the same movement at the same time and in the exact same way you may consider altering the activity so that children can experience the freedom of movement and dance. Here are some resources that you may find helpful: For more information on Music and Movement for Infants and Toddlers, register for our one hour course: http://www.cdastars.com/store/p231/Music_and_Movement_for_Infants_and_Toddlers.html For more information on 123 Dance with Me, register for our two hour course: http://www.cdastars.com/store/p377/123_Dance_with_Me.html Have information to share? Please use the comments section below... Physical and mental activities are essential in a child's growth and development. Yoga offers a positive way to help children gain great focus and control skills through breathing, balancing, and posing in different positions. Below are some questions and answers that may help guide you in adding yoga into your daily or weekly routine.  Question: How do I gather my 2-3 year olds for a yoga session and get them to pay attention? Answer: You have many options for gathering 2 and 3 year olds for yoga. No matter what you choose it is important to choose something developmentally appropriate for your group. 2 and 3 year olds are not built to stand in a perfectly straight regimented line so consider some alternatives. You can play a slow song and have children dance their way to your meeting space. Alternatively, you can use a chime and ring it softly asking children to take one step toward the meeting space with each chime. There are multiple options and it is important to consider safety, appropriateness, purpose, and movement when planning your transition options. Question: Is there an age limit on when children should start doing yoga? Answer: Children can join in yoga as early as you can support them in that endeavor. Toddlers especially love to imitate yoga poses and movement and will likely enjoy the opportunity to participate. Younger children can also join in yoga by doing simple stretches and movement. Obviously, like all things in education and child care, you will want to adapt the activities for different children with different ability levels. Question: How do I help parents accept the idea of integrating yoga into our classroom? Answer: I have seen many programs use different language and intertwine their yoga programming with PE and exercise programs. It is important to communicate your programming with parents honestly and accurately. Often when benefits are explained and yoga isn’t the only exercise option that is used you will find much more support. Try implementing “yoga and movement” or “yoga and stretching” to create a holistic approach to the program needs and design. For more information on Yoga with Children, register for our one hour course: http://www.cdastars.com/store/p261/Yoga_with_Children.html Have information to share? Please use the comments section below...
 Letting children explore their world through block play is an important part of their growth and development. Providing appropriate options for different ages is also very important, as you want to make sure the toys are age appropriate. Below are some questions and answers that may be helpful with setting up block play in your classroom. Question: How do you handle infants that want to share blocks that they have already put into their mouths? I want to encourage them to interact, but don’t want to upset their parents by having them spread germs. Answer: As I’m sure you know, sanitation is an ongoing struggle in the infant/toddler classroom. You will want to be sure that you are following licensing guidelines for sanitizing. However, you will also want to encourage positive social interaction with the children in your care. If parents get upset, reassure them that you are doing your best to prevent the spread of germs while still allowing for normal interaction between children. Question: Can blocks be choking hazards? Answer: As with all things, you should exercise caution in providing new play materials of any kind to children. Be sure to provide materials that are not choking hazards and to always supervise children of all ages when using the provided blocks. Question: Where can I find more information on block play to share with my co-workers? Answer: You can absolutely refer your coworkers to the optional resources that we provided in the training or encourage them to enroll in this course as well. In addition to this, we have a resource website at www.lessons4learners.com that you may wish to share with them. For more information on Block Play for Infants and Toddlers, register for our two hour course: http://www.cdastars.com/store/p380/Block_Play_for_Infants_and_Toddlers.html
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Question: Some of my staff members treat each other poorly and I have talked to them many times without success. What else can I do to encourage a positive work environment? Answer: The first step in resolving the problem is addressing it. You will need to let the team members that are not treating others with respect know that their behavior is inappropriate, and if the behavior continues, disciplinary action will result. No one should have to work in a toxic work environment. Additionally, you will want to work with all of your staff members on creating a positive and more functional work environment. Here are some links to encourage staff to start working as a team:
Always be sure that you are modeling appropriate behavior in your center as well.  Question: I have a lead teacher that comes from a different background and always feels like she is being picked on by other staff members. She is unhappy but will not listen to my suggestions, what do you recommend? Answer: There will undoubtedly be conflict that arises with people coming from different backgrounds and experiences and I am happy to offer suggestions for working with challenging staff members. The biggest thing to understand is that communication is key! If there is a communication obstacle or challenge then there will eventually be bigger problems. Do what you can to alleviate these challenges in a respectful and meaningful way. In addition to this, give your staff communication strategies to use with everyone in the center, not just with this lead teacher. Maybe set up a teacher mailbox system or help align meetings and prep time to assist in this. For more information about communication between staff: Question: What do you do if a parent does not like one of the staff members? Answer: Unfortunately, there will be times when parents do not get along with teachers and vice versa. I think it is important to understand where the tension comes from before you can try to remedy the situation. It may boil down to a simple difference in expectations or something that was miscommunicated. If you can have a lead or support teacher assist with any communication with the parents this may help to smooth things over. Another thing that has always worked well for me in the past is to remain calm and kind and to always invite the parents to come and speak with the teacher whenever they feel they should. If the parents are aggressive and rude then it is the director’s job to step in and help. This can range between being present for teacher-parent conversations as a support or taking over communications directly. There is no one correct answer for this type of situation and it will take a lot of work to get to the root of the problem but it is completely necessary to do so. Question: I am a new director and the center I am at is having financial difficulties, how do I encourage the staff without coming off as threatening and unsupportive? Answer: The biggest suggestion I give to directors is to know their team and build relationships with them. This does take time but I think you will find that by investing the time and effort into really getting to know each individual will give you a great start. The second suggestion I usually give is to communicate! Communication breakdowns are the biggest source of stress due to misinterpretations. These misinterpretations can make directors seem more threatening and much less supportive. This is the opposite of what you want for an effective team. For more information on The Dream Team: Successful Team Building, register for our two hour course: http://www.cdastars.com/store/p599/Successful-Teambuilding Have information to share? Please use the comments section below...
 Developing good time management skills takes both time and consistency. Once you have learned these skills, however, you may find that you have formed an incredibly valuable habit. Below are some common questions and answers regarding managing your own personal time, as well as helping other staff members manage their time. Question: How do you incorporate time management skills when other coworkers are not interested in working together? Answer: Often the issue comes down to communication and not only in what is being communicated but how it is being communicated. Try to level with the other teachers and get to the root of the issue. Sometimes people are just unsure of what needs to be done and this creates a major road block. In addition to this, I recommend always going above and beyond with the level of respect that you show them. Even if you are not intentionally being disrespectful when communicating sometimes things can be perceived incorrectly. Do everything you can to avoid that common pitfall! Question: When should I begin to implement time management skills? Answer: There is no bad time to get going with strengthening your time management skills. It is important to ease into new methods and strategies to avoid overwhelming yourself. Think of it like creating a good habit. Question: How do I encourage staff to improve their time management skills, without micromanaging them? Answer: This is a common question that directors have and it can be quite challenging. Time management is a major source of stress for child care professionals in general and it can take time for them to really manage their time effectively. Instead of giving specific deadlines, I highly recommend breaking tasks down into smaller chunks and using a checklist system. Often having a visual reminder is enough to get things done in a timely manner, but even if this is not the case you can expect that simpler or smaller tasks can be done quickly. This eliminates the need for you to give out specific deadlines. Making these chunks sequential can hinge on micromanaging so be careful not to go overboard. Another suggestion is to create a buddy system for tasks where two teachers are involved and can hopefully motivate the other to complete whatever is needing completion. This does require a greater deal of planning and preparation on your part and may not always be realistic. Last, but not least, use positive reinforcement. Even though these are adults that you are working with they still like to be praised and rewarded for a job well done. Mention someone’s effort at the next staff meeting or send out an email praising a teacher’s hard work at completing a task. This will often motivate everyone to be more efficient and on task. For more information on Managing Your Time, register for our one hour course: http://www.cdastars.com/store/p606/Managing-Time Have information to share? Please use the comments section below...
Question: How do you help infants with nap time when they have trouble falling asleep and especially don’t want to be left alone in their cribs? Answer: Nap time can be stressful for infant teachers but there are several ways to mitigate the stress level. One of these options is to create a solid routine that infants are used to and can feel comfortable with. Often if an infant cries after being put down in the crib it is because of the uncertainty of the routine they are involved in. The caregiver can also recommend that a special item from home comes with them to care to help comfort them. Just be sure to be taking the annual Safe Sleep training through DEL and following those guidelines whenever sleep questions occur! Question: What do I do with a child that wakes up during nap time and won’t go back to sleep? Answer: It is a good idea to keep the room darkened during the scheduled nap period. So, if nap time is 12:30 to 2:00 then the lights should stay off during that time, with soft nap time music playing. Keep distractions in the room to a minimum. This allows the children to learn that there is a routine. For children that wake early on a regular basis, I would start with the “we don’t want to wake our friends, so you have to stay on your nap mat and look at a book quietly if you don’t want to sleep”. However, if this gentle suggestion doesn’t work, don’t force them to stay on their mats. Have a quiet activity ready before nap for those who wake-up, somewhere at the side of the room. We always put playdough out on a table ready to go so that those who woke up could quietly move to the table and play with playdough. Children will learn the routine. If you establish boundaries, and set the stage, they will follow. Question: What if a child will not wake up when nap time is over? Answer: I would first begin by examining your nap time routines and times. Perhaps the child takes longer to settle into nap and so they really aren’t getting the rest time that they need. Maybe nap time comes just after a very active period so they are unable to settle in. Another thing to consider is where the child is napping. Are they near a child who is a loud sleeper or an active sleeper? In addition to these things you may want to consider the child’s temperament and see if that may play a role in everything as well. For more information on Nap Time, register for our one hour course: http://www.cdastars.com/store/p605/Nap-Time Have information to share? Please use the comments section below...
Having time where children can engage in physical play is essential for their growth and development. Outside activities provide a great opportunity for physical play, however it can be a struggle when children want to play, but do not necessarily know what type of play is appropriate. As a child care professional, children rely on you to create an environment with structure where they can thrive. Below are resources that will help answer some common questions regarding outdoor and physical play time. Question: What are some resources for outside sensory play? Answer: Here are some resource websites that offer Sensory play ideas for outside: Activities for Outdoor Sensory Fun: https://www.thechaosandtheclutter.com/archives/huge-list-outdoor-sensory-fun Backyard Activities for Outdoor Nature Science, Sensory Play, and Early Learning: http://littlebinsforlittlehands.com/outside-early-learning-play-backyard-activities-kids/ Sensory Play Activities: http://www.learning4kids.net/list-of-sensory-play-ideas/ Sensory Play: https://www.teachpreschool.org/sensory-play-2/ Question: Can you provide resources for games that can be played with a group of both older and younger children? Answer: Many outdoor games can be adapted for various ages. Explore the links below, and use your creativity to find ways to adapt the games so that they are inclusive of the children in your care.
Question: How do you engage children in outside, structured play where they participate in the activity rather than running around chaotically? Answer: The first thing to address would be the program planning for outdoor time:
Here are some additional resources that are offered in our training, and are great tools for helping with outdoor program planning: The Process Of Risk, Teacher Tom, March 27, 2015 -http://teachertomsblog.blogspot.com/2015/03/the-process-of-risk.html No Super Hero Play, Teacher Tom, February 03, 2017 -http://teachertomsblog.blogspot.com/2017/02/no-super-hero-play.html Question: How do I incorporate outdoor time into an already busy daily schedule? Answer: Talk with your director about adjusting your daily schedule to see if you can get even just a few more minutes of outside time every day. He or she may have some ideas. If that is not possible, see what you can do about incorporating more physical activity inside the classroom (i.e. brain breaks, combining movement with curriculum, or even just stretching more often). Question: Is it ok to replace wood chips with shredded bark mulch in WA state? Answer: You will want to consult the Child Care Licensing Guidebook, specifically pages 117-121 at the following link: https://del.wa.gov/sites/default/files/imported/publications/licensing/docs/ChildCareCenterLicensingGuide.pdf In addition to these guidelines, WAC 170-297-4950 Playground equipment—Ground cover—Fall zones needs to be followed. Here is the link for that specific WAC: http://apps.leg.wa.gov/WAC/default.aspx?cite=170-297-4950 For more information on My Brain Craves Action: Life on the Playground, register for our two hour course: http://www.cdastars.com/store/p630/My-Brain-Craves-Action
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Successful Solutions Training in Child Development
Address: PO Box 727, Burley, WA 98322-0727 * www.mycdaclass.com
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