Halloween Saftey Tips For Kids

Young Children and Insecurities

Some fears are imagined. But no matter how small,
a little reassurance can go a long way!

Young children can have fears or insecurities that are real or imagined. No matter how small it may seem to us, worries like these can really weigh on our little ones. So how do we put their fears and insecurities at ease? Here are some tried and true tips from teachers and families that work!

Tried and True Tips That Help Young Children Manage Their Insecurities and Fears:
1. There are many books you can read to kids or older children can read that help kids cope. Ask a librarian for kids books on a specific topic or check them out online.

Celebrate kids unique talents and skills!

2. Do you remember a time when you felt afraid or insecure when you were the child's age? What did you do? Sometimes talking about real life experiences with kids puts them at ease.
3. Helping a child begin to feel secure in their own abilities really empowers them. Everyone has talents, skills and intelligences that are unique to them. Talk about them and celebrate them.
4. Not all kids that have insecurities are insecure. Life happens and can get a bit overwhelming at times. Spending regular family time or special group time where everyone can simply talk about what we're thinking often gets a friendly conversation going.
5. With persistent insecurities it may be best to limit kids exposure to television/movies with dramatic or violent content. Going out on picnic or to the park are relaxing casual events that help ease every one's nerves.

What do you do to help our little ones manage their fears?

Make your own sewing activities for children!

Sewing helps with hand eye coordination, fine motor skills, even pre-writing skills. It's a great activity but with young children we worry about needles. We found a great safe and inexpensive way to get kids started on sewing!

Make Your Own Activities for Young Children:
Materials Needed: Scotch tape or masking tape, yarn or twine, hole puncher, paper plates. You can even choose themed paper plates like those that have pictures on them from party stores.
The Preparation: Punch holes in various places all over the paper plate. In order to get holes in the middle we recommend you fold the plate and use the hole puncher in the center. Use a long length of yarn and tape off one end like a shoe lace tip so it won't frey on the children as they sew. Tape the other end securely to the back of the plate.
The Process: Place the finished plates on table or on a comfy rug so they can begin sewing any way they please.
Extensions: Children color the plates before they begin sewing. You can also cut the paper plates into shapes. For older ones, you can add plastic needles, bits of  burlap fabric and large buttons for kids to sew onto the plates (Be sure to make provisions for adult supervision on this one). It's a good firm surface to start on once kids really get the hang of it! We found small paper cake plates are less expensive and easier for little hands to work with at times.

What are some great sewing activities you have?

Lost In The Translation

Thank goodness I speak 'Preschooler'. Sometimes what little ones do and say don't quite match. Getting to truly know each child is the main goal of mine whenever they are with me.
Of course yelling and throwing slobbery fits is not an effective way of communication. But being angry or sad because you miss a parent is understandable.
I do a lot of dictation with little ones. When emotions get lost in the translation I'll ask them when they are calm if we can write a story or a letter about what they are feeling. In every case the children prefer to hold their special letter throughout the day. They play, laugh, join circle times and then happily deliver the letter to the family member.
I guess sometimes having someone to listen to your feelings really does validate them. Sometimes all we need is to know someone cares.

Changing a Child's Life

Children are one third of our population and all of our future. 
~Select Panel for the Promotion of Child Health, 1981

Every so often we get to see what the majority of children go though in their own lives. Working in various environments and socioeconomic settings has really opened our eyes to the importance of paying attention to our families as well as young children. Getting the right support and skills needed for a family as well as a child is a forefront for success skills for later in life.

success lifestyle

"Success comes in cans, not cant's."
  

Milestones of children's development are wonderful opportunities to cheer them on through life. A baby's first step, their first tooth, and what's even better is when they begin to have an awareness of how their brain works in connection with their body. Although we cannot see the mind like the brain kids are learning how it works as well. How they view their successes, their failures, and how we react to them really shape the mind.

When we teach them that a failure or a mistake is merely a stepping stone in life experience for success we give them a mindset for a success lifestyle.

Taking a chance or trying something new is no longer so scary, but an opportunity to do great things.

Signs My Child is Not Ready For Potty Training

"You can learn many things from children. 
How much patience you have, for instance."
~Franklin P. Jones

It's good to know what to look for for successful potty training. As adults, learning along with the child is very important as well. Sometimes learning a child may not be ready for potty training is a success in itself. Here are 4 tips to look for that a child may not be ready for potty training.

4 Tips My Child is Not

Ready For Potty Training

1. The child becomes upset when diaper is removed and asks for it to be put back on regularly
2. The child will go potty anywhere but on the potty (i.e. a secret corner, on the floor, even beside the potty)
3. The child begins refusing to go potty at all and starts holding urine or BM's (Some cases the child winds up constipated).
4. Crying, yelling and physically struggling to get away from the potty or having underwear put on.

The fourth tip may seem obvious but most children between the ages of 2 and 3 years-old begin potty training irregardless of the fact if they show signs of readiness. There are always some factors that could influence success and timing when starting potty training/learning.

*Consider your reaction to the child's progress or mishaps that occur during potty training. A frightened, scared or angry child is less receptive to trying new things verses one that is encouraged and cheered through the process.
*Major life changes such as a move may seem like a great time to start new things. Consider allowing time for periods of adjustment and getting settled in and nice and comfortable. Stress affects how children take in new information.
*Taking it nice and slow with a causal attitude works well with kids. Introducing a good stable potty chair into the environment early helps children get familiar with it.

Simple

Put a grain of boldness into everything you do.

~Baltasar Gracian

It’s not often where children really have a chance to boast about their accomplishments. Having an audience to listen and really inviting open conversation about what is going on really does help encourage a preschoolers newly discovered skill, intelligence or talent. There is nothing worse than having something wonderful to share and feeling there is no one to share it with.
Here is one child’s story she shared at circle time….

“I can say any word. No word is too hard for me to say.” Sara boasted.
“What are you talking about now?” Max said. “You’re always saying stuff, how about you just show us.”
“I will, I will right now.” Sara said putting her hands on her hips. “Supercalifragilisticexpialidocious!”
“Wow!” The class muttered to themselves, they surely couldn’t say that.
“Hmmmm?” Max challenged. “Can you say,‘Peter Piper picked a peck of picked peppers’?”
“Peter Piper picked a peck of pickled pepper.” She said looking a bit bored.
“I guess your right. Cool.” Max conceded.
“Yeah-huh. Everything is so seeple for me. Just seeple to say.”
Max blinked. “Uh, don’t you mean, ‘simple’?”
“No. Seeple. It’s seeple for me to say.” Sara corrected holding one finger in the air for emphasis.
“Oh, whatever Sara, you’re the bomb.”
“Thanks, Max.”
“Welcome, Sara.”

Mary Ainsworth and The Origin Of Attachment in Early Childhood Education

"There are two lasting bequests we can give our children. One is roots. The other is wings."
~Hodding Carter, Jr.

Mary Ainsworth was so helpful to me in understanding separation anxiety in young children and the need to bond with children. I had actually worked at a wonderful school that had a “Separation Anxiety Policy” built around Mary Ainsworth’s theory. The parents loved it and it worked like a charm. The assistant director happened to be a Psychology major.
There will always be tears in preschool, all kinds of tears. I like the little ones to know we understand-the tears dry much quicker when there is an understanding hand to dry them.

Daredevil Behavior in Early Childhood Education

 

“Never do anything that you wouldn't want to explain to the paramedics.”~Anonymous

Uh….Yeah.
The second thing that actually comes to mind is that anyone that works in the field on education truly deserves a round on applause.
We are highly trained professionals when it comes down to it. Synapses firing like locomotives when a child is in distress…or…has gotten themselves in distress…..ahem.
So we’ve all see them… infants, kids or preschoolers that get into activities a bit more than others. Daredevils…or…well sometimes I don’t know what to call them other than the paramedics.
I wasn’t this type of child…I was smaller than most, so I guess before I could get into something I was mowed down or picked up and hurled out of the way….those were my type of injuries.
You know, the best lessons can be learned when every one was affected by a situation and can remember it for years to come…..(it is always my hope that it is positive outcome and usually has some humor in it).
I can tell a child is about to do something pretty off the wall by their facial expression…it’s about then I move in closer and make eye contact letting them know, ‘Are you sure that idea will hold together? May want to put a little rebar around it and rethink it again…’

What are some experiences you have had?

Funny Things That Happen To A Preschool Teacher in Early Childhood Education

 

“The door to safety swings on the hinges of common sense.”
~Author Unknown

I tripped at school.
This was cause for great concern for all the preschoolers because I am a stickler for being safe and picking up toys.
The children gathered around me with great concern and produced the culprit.
It was a giant puzzle piece. An inconspicuous looking, fun-foam letter ‘a’.
Sometimes I get to be the object lesson.
The class artist drew a picture of the incident just before I caught myself.
“Um Ms. Barbra…How do you spell, OOph?”
Yeah…that was the sound of a preschool teacher about to take a face plant….without hazard pay.
I am pretty sure they got the expression right, too….

Teasing in Early Childhood Education Settings

                   “Use what talents you possess; the woods 

would be very silent if no birds sang except those that sang best.” 

~Henry van Dyke

“Neener-Neener” seems to be the universal sound for teasing in early childhood education. Teasing isn’t allowed in the preschool environment I teach in. As far as I am concerned it’s right up there with a safety hazard (i.e. hitting, throwing, biting, etc.).
Teasing simply doesn’t allow anyone to feel safe or comfortable to be themselves.

We clap for all our efforts, skills and talents in the classroom. I hear random clapping throughout the day…sometimes I never really know why. It’s just become part of who we are.
What I love is that the children really 'know' the difference between encouragement and teasing. They have become troubleshooters and I often hear conversations regarding encouragement….or encouraging others.
“Good job, Jackie, you did it!” (Clapping)
OR
“Hey, be nice…he is still learning and you can clap or help him, Tommy!”
AND
“Who want's to give me a Hi-Five? I tied my shoe…kind-a-sort-a!”

5 Star Preschool Tantrum

“Do not teach your children never to be angry; 

teach them how to be angry.”

~Lyman Abbott

Just when all the planets are aligned and twirling in their orbits…a blood curdling scream is heard in the corner of the room.
Jeffery is throwing a tantrum. A juicy, delicious five star tantrum meant to rock everyone’s spinal cords. Okay….all the children know the drill.

1.This is not an emergency…no blood, no foul.
2.Go back to what you were doing…smiles everyone-smiles.
3.Like a sneeze-we don’t need stare, point, or discuss it…
The teacher will handle it if it’s messy.
When we all work together I noticed the tantruming behavior becomes less and less….till it eventually stops within the classroom.
At circle times, children will often ask certain kids why they “kick on the floor” or make comments about that ‘type of behavior’. I find it very interesting. In a round about way they are letting them know that this is not the norm. Peer pressure can be good….
in some ways…

teacher's tips to helping the new kid in class

"Come to the edge, He said.
They said: We are afraid.
Come to the edge, He said.
They came. He pushed them,
And they flew . . ."
-Guillaume Apollinaire-French poet

Okay…no one likes to see a child cry. I breaks my heart, I never just get ‘used to it’. But I do understand separation anxiety and have been through the process enough to know the outcome of consistency, love and understanding. Children and have different temperaments, comfort levels and paces at which they learn and grow. It would be silly to expect all preschool children to be pleased as punch; happily starting a new preschool without a fuss. Starting a whole now routine is a very big deal for a child; for some, it would be the equivalence of an adult waking up one morning and starting a whole new job without interviewing for the position-you are just expected to learn as you go. When I had new children we make sure they were shown a proper welcome. This is a list of what we did as a class.

Teachers Tips to Helping the New Kid In Class:
*The children made a welcome banner with the child’s name
*We had the cubby ready and a signed card
*As a class we showed him/her all the areas of the room including the bathroom
*We played name games and “get to know you games” over and over again
*The teachers make sure we find out what the child likes and dislikes-We want him/her to be comfortable!

The resilience of children amazes me. As a child I loved daycare. I loved kindergarten, too. I remember the teachers I liked and the ones I didn’t. It was the same through high school and college. I looked for the teachers that encouraged me and gave me a small push-just like the poem. Perhaps, that’s why in my dreams I can always fly.

Encouraging Active Participation in Preschoolers

 “Courage is doing what you're afraid to do. There can be no courage unless you're scared.”
Eddie Rickenbacker, World War 1 hero

I love positivism. It comforts me like a warm blanket. Within the preschool learning environment, one way to inject it immediately is through applause. Yes, applause. In my classroom we clap and cheer for one another constantly and for everything. We also take it a step further. Within the curriculum we will clap for the heroines in the stories we read, the coats we have managed to put on, the sticky little hands we have washed…The children are learning to notice and to respond to one another in positive ways. Individually and as a group.
I recall a little boy in my three’s class. He’s name was Marcus, and he loved ketchup. He elected on his own not to speak at preschool, but today was the day he decided to talk. One day we were all sitting at the snack table and he let out a low soft whisper, “Please, I have ketchup, please”.
Everyone froze. Some children even froze with spoonfuls of cheesy mac still in their chubby cheeks. Finally, Mei-Mei broke the silence, “Wow! You talk! Let’s clap for the man!” We all began to clap and cheer. Marcus smiled a big Cheshire Cat grin as he stood up and bowed. “Hey!” I suggested, “Marcus, may we show you how happy we are for you by giving you a ‘standing ovation’?” Marcus nodded in approval. I explained to the children that when you stand up and clap for somebody that means you think they did something great. They all agreed, and it was the start of something wonderful! At our circle time gatherings, we had children regularly report accomplishments that needed ‘standing ovations’. It built such a sense of community in the classroom; to see children so young learning to encourage one another to overcome heartbreaking obstacles in their lives. For children so small, it is such a great and wonderful thing!

Sharing vs Taking Turns in Early Childhood Education

Depending on the age, whether the child has siblings, and situation in the home, a toddler or a preschooler may have a period adjustment in a social situation such as a home daycare or preschool. Montessori calls it a period of "normalizing", or getting used to the social environment.
this requires positive adult guidance and interaction.
Some preschool teacher's believe sharing is a natural occurrence in toddler's and preschoolers and a loving act. It is actually more so developmental and learned-more likely to occur when a child's basic needs are met.
Basic needs of a child:
Well fed/and hydrated 
Diaper changed/body feels comfortable 
Child feels safe and loved

Sharing is considered a to be more a milestone in development than manners for little ones in early childhood programs like mine. When children have positive feelings about sharing it is usually because of a positive environment as well as hitting a milestone in their development.
Supervising and being observant of preschoolers and toddlers is very important. I am often there to narrate their actions for them because so often I see them misinterpreting a loving hug as an assault or vise versa. I encourage taking turns, letting them work out the reasonable amount of time they wish to take a turn-then commending them for sharing when they follow through with the turn taking. Yes.....it takes time. The reward comes when after a while the scenario plays out like this...

"I want to ride bike, Jada." Taylor says.

"Um..5 more minutes, okay?" Says Jada.

"No, 3 more minutes." Says Taylor.

"Okay..." Says Jada. "Come get me." (Taylor runs off to play in the sand).

Jada rides the bike for five more minutes then goes to get Taylor in the sand box.

"Taylor, I done, get your bike!"

"Thanks, Jada!" They high-five each other and switch places.

Teething and Biting in Early Childhood Settings

"Adam and Eve had many advantages, but the principal one was, that they escaped teething."
-Mark Twain

The teething process in different for every baby. Some babies and toddlers sail through it while others endure many symptoms if illness. This is a milestone in the child's development, and although we want them to be as comfortable as possible, it can be a stressful time for both the child, and the caregivers.

Symptoms of Teething:
*Loose BM's
*Restlessness, irritability and disturbed sleep patterns
*Sore, red gums
*Loss or changes in appetite
*A slight rise in temperature
*Drooling (which may cause a rash or sore, chapped skin on the chin)
*A sudden desire to chew anything they can lay their hands on.
*An urge to bite. This should not be perceived as a sign of aggression or anger, more of a means to ease the pain of teething.
Teething toys and proper precautionary measures must be carried out to keep all children safe if biting occurs in the classroom. A caregiver must be consistent and be calm in the manner in with the situation is handled.

I usually follow kids that love to chop casually around with a teething ring in my apron pocket and get a chance to sharpen my reflexes. I get a first hand and up close look at exactly what sets kids off biting in the first place. When I am there to stop biting and redirect anger toward the teething ring I start doing my own personal documentation on the matter. I can see if there were any particular children he/she aimed for, the times of day it occurred, etc. After about a month there was a definite pattern to the behavior.

I'll ask to meet with families and by then I am armed with data and ready to brainstorm possible solutions. The plan was to incorporate 'feelings' and feelings awareness into the preschool curriculum and to empower any child to use the teething ring on his/her own. It is very important that kids learn to get positive attention and socialization rather than the negative attention they may be accustomed to. We sing songs like, 'If your Happy and You Know It' and acted out feelings of sadness and anger...we talk about being angry and that teachers can help you if you get angry or sad. We bring out and read picture books of feelings and read them in groups and individually. We incorporated them in every aspect of the preschool curriculum we could think of until biting slowly begins to subside. I recall one graduate of this plan one day yelling, "Oooh, I so angry!" He reached on my pocket and chomped down on the teething ring....he then put it back in my pocket and went back to playing. Helping kids become personally aware is a great feeling not only for us but for them!

Learning from Our Mistakes

"You can never learn less; you can only learn more. The reason I know so much is because I have made so many mistakes."

— Buckminster Fuller

When I was in first grade I was so nervous around my teacher. Sometimes she would make a mistake and the class would giggle. She would get furious...I mean like frothing at the mouth, furious. Her whole head would get really red, and sometimes she would hop around and yell at us. It was really hard not to laugh, then. I mean, we were 5. I would pinch my arm so I wouldn't laugh...but I never understood what the big deal was. Everyone makes mistakes, right? If you say, "Opps, I made a mistake." There. It's over...but she was putting a whole lot of mustard on it.

When I became a preschool teacher and became familiar with my class I remembered my first grade teacher. If there is one thing toddlers and preschoolers like it's slap stick humor. You know, Laural and Hardy, The Three Stooges type humor...it gets them laughing every time. Sometimes when I made a mistake I would magnify it for them in that way...exaggerate it. We would all laugh and have a good time. I noticed at times when they made a mistake they began to laugh at themselves, too. Humor comes with development....I look for ways to bring humor into the preschool curriculum. Laughter is good medicine.

Laughter is the shortest distance between two people. ~Victor Borge

Conflict Resolution Techniques in Early Childhood Education

Sticks and stones are hard on bones

Aimed with angry art,

Words can sting like anything

But silence breaks the heart.

~Phyllis McGinley, "Ballade of Lost Objects," 1954

From the time infants begin to make sounds, they learn different ways to communicate and express themselves. Toddlers and preschoolers look to us as parents, preschool teachers, family caregivers etc. to be the good examples and role models for effective communication. "STONES", (I made up this acronym) as in; Sticks and stones will brake my bones...but words will never hurt me...as a child I thought if you said it enough it would come true. It never did, words DO hurt just like sticks and stones. However, conflict resolution works, and these STONES promote peace.

Conflict Resolution Techniques
in Early Childhood Education:
S-T-O-N-E-S
1. Stop any hurtful actions & approach calmly
*Place yourself between the children, at their level
*Use a calm voice & a gentle touch, staying connected to each child
*Always remain neutral rather than take side, do not interrupt or argue.

2.Talk to each child about their feelings.

*"Your face looks sad/angry"
*Tell the children you will hold 'object in question' for now

3.Offer help by gathering information.
*"Tell me your side first, Keisha"
Tell the children you will listen to each of their sides completely.
Demonstrate to them how to listen with respect and courtesy by 'showing them.'

4.Neutralize the problem by restating it.
*"Now, From what I hear...it sounds like the problem is..."

5.Everyone shares their ideas and let the children decide on a solution.
*"What should we do to solve this problem?"
*"How does____feel right now?"
*"What will make____feel better again?"
*Continue to keep encouraging the children to think of solutions and support them to decide on one together.
*Accept the solution the children agree on.

6.Support and follow up with the children.
*"Congratulations! you solved the problem!"
*"Great job! You both worked it out!"


Conflict Resolution is an integrated part of preschool curriculum and will be used over and over again through out a preschool teacher's day. Always follow children through to Step 6. They both must feel a sense of completion...even if they decide they no longer want the toy/object in question...a decision was still made, and that is still to be commended that the situation was worked out.