Especially for Children

ez Write at EFC

2011-12-20T12:03:00.000-08:00

We introduced the ez Write curriculum for handwriting at our centers earlier this year. See how ez Write is helping children learn to write in a fun, creative and effective way! You can learn more about the program here.

Our Favorite Holiday Books

2011-11-28T10:16:00.001-08:00

The holidays are upon us, and one of the best things about the season is the chance to share stories - whether real or imagined. We asked our center managers to tell us their favorite holiday books for children. Here's our list:

Christmas Trolls by Jan Bretts
Twas the Night Before Christmas by Clement C. Moore
Snowmen at Night by Caralyn Buehner
Santa Claus by Rod Green, Carol Wright and Simon Danaher
The Sweet Smell of Christmas by Patricia Scarry
The Polar Express by Chris Van Allsburg
The Best Christmas Pageant Ever by Barbara Robinson
Bear Stays Up for Christmas by Karma Wilson and Jane Chapman
The Elf on the Shelf by Carol Aebersold and Chanda Bell
Christmas in Noisy Village by Astrid Lindgren

What are your family's favorite holiday stories?

New Videos on EFC's Website!

2011-11-04T06:24:00.000-07:00

We recently added 4 new videos to our website. The videos help parents learn more about EFC and our programs. Below is our About Especially for Children video. You can find the Infant, Toddler and Preschool Program videos on our YouTube Channel. We hope you enjoy!

Field Trips at EFC

2011-09-29T15:45:00.000-07:00

One of the very unique features of our program at Especially for Children is that we take field trips on a regular basis. In addition to being incredibly fun experiences for children, field trips enhance the curriculum by providing hands-on learning opportunities. Field trips also offer a chance for children to practice their listening skills and deepen their friendships. Check out some of the fun we've had on our recent field trips! And if you haven't already, feel free to join us on a field trip soon!

What children learn through art

2011-09-02T06:50:00.000-07:00

Most young children naturally delight in art. They love the process of applying paint to paper, gluing things together, and pounding a lump of clay. Art enables children to learn many skills, express themselves, appreciate beauty and have fun – all at the same time!!

Children start experimenting with art materials in our infant classrooms. They learn that in art, “right” is whatever a child wants it to be.

Infants express themselves through color, motion and texture. Art helps them develop eye-hand coordination and develop their small muscle skills. These are the same muscles that they will later need to use when learning to write!

Children in our toddler and preschool classrooms are given a variety of materials with which to create their own unique artwork. Through their art, children express how they feel, think and view the world. Art is an outlet that lets children convey what they may not be able to say in words.

Involvement with a rich variety of art materials instills confidence and pride. Through art children use their creativity to plan, design and construct an idea. They experiment with form, line, movement, shapes and spatial relationships.

They learn science and math skills as they manipulate materials. And when seeing the art produced by their classmates, they learn to respect the artistic expression of others.

At Especially for Children we understand that in art, the process is important, not the product. We encourage creativity and applaud their unique creations.

See some of our artists at work in this month's video!

What children learn from sensory play

2011-08-01T05:39:00.000-07:00

Watch our latest video blog on sensory play. It is a wonderful way for children of many ages to make new discoveries about the world.

35 Years of EFC: An Interview with Priscilla Williams

2011-06-30T07:00:00.000-07:00

Dramatic Play and Development

2011-05-31T07:27:00.000-07:00

The dramatic play area is a popular place at our centers. Not only do the children have fun creating stories and role-playing different characters, they also develop many important skills while engaging in dramatic play including:

Social/Emotional: cooperation, negotiation
Physical: small muscle skills
Cognitive: imagination
Language: explanation, asking questions

Read this brief summary from the Creative Curriculum and watch these developmental skills in action in this month's video blog.

Stories come alive at EFC

2011-04-27T11:14:00.000-07:00

At Especially for Children, we love books! Each day you will see:

Teachers reading and telling stories to groups of children
Teachers reading and telling stories to individual children
Children reading and telling stories on their own

We learn new vocabulary and many facts from stories. Stories stretch our imaginations. We learn to sit and listen while other people are reading to us. This teaches us self-control. But mainly we’re just excited to know what’s happening in the story and how it will end! Watch this video to see some of the fun we have had at storytime lately.

The Infant Experience

2011-03-31T08:03:00.000-07:00

In our infant classrooms, we provide a caring and safe environment for children and a program that challenges infants to achieve new developmental goals. Our toys are developmentally appropriate and encourage curiosity and self-discovery. We use small structures to promote large motor skills. We love to sit on the floor with the children and talk, ask questions and make eye contact. This helps children develop language and social skills. Check out this month's video blog to see some of the fun ways we're helping children learn and grow in the infant rooms!

Building with (Ice!) Blocks

2011-02-21T10:24:00.000-08:00

EFC, as a company, follows The Creative Curriculum by Diane Trister Dodge. A major part of The Creative Curriculum is the emphasis put on different interest areas, one of which is blocks. Building with blocks (in this case, ice blocks) teaches children many different math and science concepts such as weight, size, color, and shapes. While building with their friends they also learn social skills such as teamwork and cooperation in order to achieve the same goal.

Because learning takes place not only at school but at home, we encourage parents to get involved with their child(ren) as they play. Here are some sample questions you could ask your child while playing with blocks at home:

Infants
With infant children it is most important to narrate what they are doing. For example:

“Molly, you just put the red block on top of the blue block.”
“Look at the high tower you built.”

Toddlers
Give toddlers simple questions to answer such as:

“What color is that block?”
“Which block is bigger?”
“Will you put on the first block? Then I’ll put on the next block.”

Preschool
Give preschoolers more open-ended questions that would turn into a conversation:

“Which block would best support the tower at the bottom?”
“What kind of pattern are you making with the different colored blocks?
“What if we built a castle? How could we do that?"
“Is there any way we can build something so the train can cross the river?”

New Blog Feature: Video!

2011-01-20T12:58:00.000-08:00

Physical development is one of the core components of our early childhood program at Especially for Children. As children participate in physical activities, they are also developing cognitively and socially. Watch three different age groups dance to the music of the I AM MOVING I AM LEARNING curriculum and note how all the age groups are learning in the different ways listed below.

Toddlers are:

having fun while they move their bodies
participating in their own ways, at their own paces
learning to follow directions

Young preschoolers are:

following directions
learning new vocabulary
moving their bodies in new ways (faster, slower, up and down)

Older preschoolers are:

using their imaginations
socializing and cooperating as partners
becoming skillful at dance moves and learning rhythm, all while following instructions

For the next several months on our blog, we will feature video from our different centers and will discuss the ways children are developing and learning. We hope you enjoy, and we love to hear your comments!

Why Playing Together Matters

2010-12-30T11:12:00.000-08:00

It is often fascinating and fun to watch your child learn to play with others. You may not realize all that is happening in their brains as they are stacking blocks, cooking "breakfast" or passing a ball back and forth with you or another child.

The National Institute for Play identifies 7 patterns of play that promote brain development, foster relationships and increase skills. One of these patterns is Social Play.

The NIFP describes the development of Social Play and its benefits for children:

"Kids start this process by 'parallel' play, i.e., without much consciousness of the feelings or status of the play partner. But as development proceeds, friendships happen, empathy for another is felt, with mutual play as the crucible in which it becomes refined. Group loyalty and affection ensues, and with it the rudiments of a functioning community."

At Especially for Children, free choice time is built into each day. This unstructured time gives children the opportunity to play alongside or with one another. As shown in the research, this provides a foundation for some very important life concepts - friendship, empathy, loyalty and community.

To learn more about the patterns of play, visit http://www.nifplay.org

Just Breathe

2010-11-29T06:01:00.000-08:00

A guest blog post from EFC Edina parent, Mary Lou Wichlacz:

I’ve always thought it is a bit ironic that the first breath of life is, in the best of situations, accompanied by a piercing cry. A cry means the child is healthy, recognizing the shock of moving from that warm, comfortable womb that was home for months, to a new world that can sometimes be confusing and harsh.

As a mother of a 2-year-old (Lenny) I’m beginning to find myself using the phrases, “life sometimes isn’t fair”, “you need to suck it up”, “you can’t always get what you want”… all phrases I mumble to just myself, not to my child. It was hardly a conscious decision to not make these comments to Lenny, but the other day during a particularly challenging daycare drop-off, I found myself whispering to my son, “This is the way it is, you have to get used to it.” I walked away feeling really ashamed.

As a parent I want my child to feel anything is possible. Yes, I want Lenny to get used to a routine, I want him to have some predictability, but ultimately I want him to expect and have more than the predictable. I thought my life B.L. (Before Lenny) was unpredictable – unpredictable maybe, but I was always in control. Now parenting a toddler, lack of control and unpredictability sometimes go hand in hand. And that’s when I quickly replace the “you need to suck it up” with a calming “just breathe”.

I recently listened to an episode of This American Life on NPR that was titled “Unconditional Love”. One of the stories featured parents of a teenage autistic son. The parents sort of laughed when they spoke about the comments (which are meant to be compliments) generated from friends and random strangers… “You are amazing… I don’t know how you do it... I could never do it.” The parents’ response to these compliments is always, “What would you do, be a jerk and not take care of your child?” Well, they didn’t use the phrase “jerk”, but you get the point.

Like these parents, we all consistently rise above the occasion – walking away and giving up is not really an option. While I would never compare my experience with Lenny to that of parents who deal with developmental or physical challenges in their children, I do keep these parents in mind, pretty much every day. It puts things in great perspective on the days when I’m reminding myself to “just breathe”. For while life sometimes doesn’t seem fair and I can’t always get what I want, as a parent I have received so much more than I ever expected. And I’m really starting to understand why, in the best of situations, some breaths are accompanied by piercing cries.

Click on the link to listen to a free web stream of the “This American Life” episode referenced: http://www.thisamericanlife.org/radio-archives/episode/317/unconditional-love

The things I wish someone had told me when I was a new parent

2010-10-27T13:10:00.000-07:00

In the March 2010 edition of Work and Family Life there is a great article that I want to share with you. While you are in the midst of the ever-challenging job of being a parent, it's helpful to stand back now and then to assess whether your efforts are being spent on the most important things. Author Elizabeth Pantley looks back over the last 18 years and summarizes her thoughts as she asked herself what she has learned being a parent. I think you'll enjoy her perspective.

http://www.workandfamilylife.com/march2010/home.html

The Body and the Brain - Learning to Catch

2010-10-01T06:09:00.000-07:00

At our staff training entitled “I AM MOVING, I AM LEARNING” we learned that early childhood is the time to build and pave the highways for communication between body and brain. An interesting example is how a child’s ability to catch has its own progression. Efficient catching requires visual tracking and timing. When a young child first tries to catch, his/her field of vision is very small. He/she will be unable to skillfully catch a ball out of the air. In playing catch with a young child, it is best to use a big ball (3” to 6” in diameter), make sure the child is visually attending and toss the ball between the waist and chest. Here are stages a child goes through when learning to catch:

1. Emerging Catch – The child scoops the ball with his/her arms

2. Transitional Catch – The child uses his/her hands to scoop the ball to the body

3. Efficient Catch – The child uses his/her hands to catch the ball out of the air

It is not until a child reaches 8 to 12 years of age that the myelin sheath of the brain is completely formed, allowing the ocular muscles to develop and vertically track. So, up until that brain growth has occurred, a child will be unable to efficiently catch. It is important to understand that as much as a child (or his/her parents) might want to master certain skills, sometimes the brain has to develop further before those skills can be perfected.

Five Reasons to Stop Saying, "Good Job!"

2010-08-30T06:26:00.000-07:00

As I reflect on my own interactions with children over the past 40 years, I’m left wondering if I unknowingly overused the technique of praising children. I studied child psychology, became a nursery school teacher, then a center director, started Especially for Children and, with my husband, raised three children. During all those experiences I know that trying to build positive self esteem in children was one of my primary goals. I did understand that I shouldn’t praise children insincerely, and that I should ask questions about their work, but I was often so excited by their accomplishments that I know I said “Good Job!” many times a day.

The article Five Reasons to Stop Saying “Good Job!” gave me much to think about as it makes a case for how praise can be manipulation, can steal a child’s pleasure and actually reduce achievement. I encourage you to read all the attached articles and think about the importance of supporting and encouraging your children. But, be open to the possibility that you may want to find some new ways to interact with your children to truly help them feel good about themselves.

Five Reasons to Stop Saying, Good Job!

How Not to Talk to Your Kids: The Inverse Power of Praise

Reflective Listening versus Praise

How Can You Promote Focus and Self Control in Children?

2010-07-26T09:48:00.000-07:00

In Ellen Galinsky’s newly published book, Mind in the Making: The Seven Essential Life Skills Every Child Needs, she offers many suggestions of how we as parents and teachers can promote focus and self-control in children. It starts as early as infancy when children get upset and parents discover what works best to calm them down. For one child it might be carrying the baby to a quiet place or using words to describe your child’s feelings or turning the lights off. A parent learns to follow his/her child’s cues and, in doing so, helps the baby learn to take the lead in managing himself/herself.

With the help of parents supporting the child, but not imposing control on the child, a baby learns how to come back into balance after he/she has become upset. It takes doing this over and over again with an infant, but eventually the child develops an internal feedback system and a chance to learn that he/she can develop ways to calm himself. This is the start of the child’s ability to exert self-control.

As children get older, they love to play games. Think of games that require the child to pay attention.
Here are some you might want to try.

Guessing games. For example, “I am thinking of an animal with a name that sounds like a rat.”
“I Spy.” Tell your child what you spy and have your child guess what it is.

Puzzles. Buy them or make your own out of magazine pictures.

Sorting Games. Make up games where children have to follow directions. Two-year-olds can be asked simple things like, “Put all the blocks in one pile.” or “Put the leaves in the bucket.” Three-year-olds can be asked to put all the blocks in one pile and the toy cars in another pile. Four-year-olds can be asked to sort by color. Then you can change the rules and ask them to sort by shape. Most four-year-olds can sort by changing rules or dimensions.

“Simon Says.” Children love to play Simon Says. If you say, “Simon Says, ‘Sit’” the child is supposed to sit. If you say just “Sit” the child is supposed to remain standing.

“Simon Says, Do the Opposite.” In this game the task is to do the opposite of what the leader says. If you say “Simon Says ‘Sit’,” the child is supposed to stand. If you say “Simon Says ‘Be noisy’” the child is supposed to be quiet. This game requires a great deal of focus and challenges the child to pay attention.

Share with us your favorite games that help your child learn to focus.

More on Sleep

2010-06-30T08:40:00.000-07:00

Back in January, I blogged about sleep requirements for children. NY Times blogger Lisa Belkin recently posted the results of a study from The Journal of Family Psychology about the quality of children's sleep and how parents (for statistical reasons, the study only looked at mothers) can affect it. Here is an excerpt from her post:

"Physical actions — holding a baby close or nursing him or her to sleep — are, essentially 'going through the motions,' the study concludes, and had far less impact on sleep quality than emotional cues. When the mother did those actions while feeling warm and positive, the baby slept well, on average; when the same types of things were done by a mom who was irritable or brusque or distracted, the children were more likely to sleep poorly.

The study does not have advice on how to remain zen and gushy when you have been up since dawn, meeting the needs of either a young child or a boss and bedtime is all that stands between you and some quiet time, if only your cherub would stop fussing and go to sleep."

Do you have routines that help you and your child reach a state of calm before bedtime? Are there other variables that you find make a difference in the quality of your child's sleep?

The things children say...

2010-05-24T11:14:00.000-07:00

We asked teachers at our Coon Rapids location to tell us some of their favorite quotes from the children. Here are the top picks!

“I just love it when the little people come in here!” -Sicily, age 4, when the toddlers joined them for a program

“I’m braver than 200 pigs!” -Cal, age 5

“I got crazy head-bed” -Summer, age 3

“Once upon a time , there were three little chicks. And they were Stubborn, Stubborn and Stubborn.” -Summer, age 3

“We’re all wound up and I’m ready for some serious running!” -Lily, age 5

“Linda, we’re having some issues in the block area!” -Isaac, age 3

Let us know if you have any favorite quotes to share.

Calling all Mommy and Daddy Bloggers!

2010-04-29T12:08:00.000-07:00

Does your child say things that make you laugh? Does parenting give you a new perspective on life? Have you learned parenting strategies that work - or some that don't? Tell us about it!

We are opening up the EFC blog to EFC parents who would like to share their stories, thoughts and perspectives. If you are interested in being a guest blogger, please email Angie at angiew@especiallyforchildren.com.

Already have a blog? If you'd like to be listed on our blog roll, send Angie an email. We look forward to hearing from you!

Preparing Children for a Diverse World

2010-03-30T09:44:00.000-07:00

Last month I attended a powerful workshop on trans-racial adoption. Steve and I adopted one of our daughters from Korea when she was two years old. She is now 35. We attended the workshop together and left with many valuable ideas. After watching a movie about two adopted children and their experiences, there was time for audience participation. So many of the adopted children at the workshop, who are now adults, never felt totally accepted in their communities. I left thinking how difficult it is for any child to feel accepted. But we can model for children in ways that can make a positive difference.

Attached is an article that challenges us as adults to do far more than teach mere tolerance. Our children are depending on us “to teach them how to live comfortably and productively with diversity.” There are several “Questions for Reflection” at the end of the article that I encourage you to read and think about incorporating into your family experiences. At Especially for Children we will work hard to have each child feel accepted. Our hope is that the children in our care learn to respond to diversity with acceptance, respect and appreciation.

Role Modeling Respect for Diversity

Vote for Best of...

2010-03-01T06:31:00.000-08:00

Thank you to all of you who responded to our communications survey. Your input will be very helpful to us as we determine how best to reach prospective families. We also got some great feedback on what types of media and resources you prefer to use.

We asked you what topics you would like to see addressed on this blog and received many great ideas. When we started this blog, we were hoping that it would become a tool for parents to share ideas and experiences. We would love to have you participate this month by answering these questions - simply post a comment to vote. We will publish the results next week on the blog and on our website under News and Resources/Parent Forms. We look forward to hearing from you!

   1. What is the best place/activity for a children’s birthday party?
   2. What is your favorite child-friendly restaurant?
   3. What is your favorite game to play with your family?

Sleep Requirements for Adults and Children

2010-01-29T07:45:00.000-08:00

Many of us have seen charts stating how much sleep a person needs at any particular age. The fact is that even the experts don’t know for sure how much sleep an individual needs. The charts are helpful as a starting point, but you really need to fine-tune the estimates to fit your individual circumstances. As you do so, keep the following points in mind:

There is no optimal number of sleep hours that applies to all adults or all children .
The most recent scientific study of sleep duration among children reveals tremendous amount of variation between individuals – especially during early childhood.
Sleep patterns vary internationally.
In the West, average sleep times – and perceptions of sleep requirements – have changed from generation to generation.
Too little sleep can harm adults and children. Scientific studies link childhood sleep loss with fatigue and bad moods.

BUT…..

   6. Sleeping less than average isn’t necessarily bad.

AND…..

   7. Although some parents underestimate how much sleep their children need, others overestimate.

The above information was taken from an article by Gwen Dewar called Sleep requirements: A guide for the science-minded parent (2008) published in the online publication Parenting Science. Find the complete article at http://www.parentingscience.com/sleep-requirements.html. The article will give you more specifics on how to assess your family’s individual sleep requirements. There are tips for keeping a sleep diary if you want to analyze your sleep patterns. But, since “children are notoriously bad judges of their own sleepiness” here are some signs of sleep deprivation in children.

    * Harder to awaken in the morning
    * Show greater difficulty concentrating
    * Fall asleep spontaneously during the day (inadvertent napping)
    * “Sleep in” on weekends (which suggests they are making up for sleep lost during the week)
    * Hyperactivity
    * Defiant or moody behavior

Other related articles can be found at:

http://www.parentingscience.com/signs-of-sleep-deprivation.html
http://www.parentingscience.com/baby-sleep-deprivation.html
http://www.sleepforkids.org/html/obesityprint.html

EFC's Edina Center Highlighted in the MCCA Newsletter!

2009-11-19T08:08:00.000-08:00

Especially for Children is a member of the Minnesota Child Care Association (MCCA). This organization brings child care providers together to discuss industry trends, provide training for providers and influence legislation that impacts early childhood education. Our state association is an affiliate of the National child Care Association which works on child care issues at a national level.

This month we are pleased to have our Edina Especially for Children highlighted in the MCCA newsletter. Another article you might find interesting is the one outlining differences between cold, flu and H1N1.

Check out the article by clicking on the link below:

http://www.minnesotachildcareassociation.org/associations/8122/files/MCCA-NL-Fall09.pdf

More About Handling Tantrums

2009-10-22T07:00:00.000-07:00

In the November newsletter I wrote an article on Strategies for Handling Tantrums. I listed four ideas to use when your child has one of those inevitable “melt-downs.” Here are a few more things to try:

Have a rocking chair – Many times the child who is upset needs movement. A rocking chair is an effective way of moving and relaxing all at the same time.
Calm your child with words – Your attitude and words can be a calming influence. Say such things as “I see you are upset. What is something you can do so you can feel better?”
Color the Anger – Have the child color what he/she is feeling. This is an effective way for the children to release their feelings.

Think about ways you can talk to your child about self-control and handling anger when he/she is not angry. For instance, tell stories about different children who become angry and ask your child to share ideas about what the children could do to regain self-control. Teach children that it is okay to be angry, but it is not okay to hurt others. Read books to your child that talk about having a bad day and discuss the books with your child.

We’d love to hear successful ways you have handled tantrums at your house. Please post your ideas on this blog.

The Value of our Personal Stories

2009-09-30T07:58:00.000-07:00

As a part of our inservice day this fall, Mike Mann, a nationally recognized public speaker, storyteller, and child development expert, challenged us to recognize the value of our own personal stories. When we share our own story, we understand ourselves better and build connections with the people with whom we share. The theory is that connection is the key to healthy learning experiences.

Mike made us realize the importance of teachers and parents sharing stories with children. Our stories help children understand us better and pass on important values. We each have many stories we can tell. Your stories come from your experiences and those of your friends and relatives. One story may be about a time when you were on a camping trip when you were young. Another story may be about how you feel when you experience a sunset. Think about the many stories that make up your life and give your child the gift of hearing those stories from you.

Your Baby's Intelligence

2009-08-31T11:22:00.000-07:00

This month the New York Times ran an article written by Alison Gopnik on how babies and young children learn. Here is an excerpt that I found really interesting:

"The learning that babies and young children do on their own, when they carefully watch an unexpected outcome and draw new conclusions from it, ceaselessly manipulate a new toy or imagine different ways that the world might be, is very different from schoolwork. Babies and young children can learn about the world around them through all sorts of real-world objects and safe replicas, from dolls to cardboard boxes to mixing bowls, and even toy cellphones and computers. Babies can learn a great deal just by exploring the ways bowls fit together or by imitating a parent talking on the phone. (Imagine how much money we can save on “enriching” toys and DVDs!)
But what children observe most closely, explore most obsessively and imagine most vividly are the people around them. There are no perfect toys; there is no magic formula. Parents and other caregivers teach young children by paying attention and interacting with them naturally and, most of all, by just allowing them to play."

For the full article including a description of the researchers' experiments, click here.

By giving children opportunities to imagine and explore a vast array of possibilities, their remarkably plastic and flexible brains will take in information that will be needed later as they mature and become more goal oriented. At Especially for Children we will give your child multiple opportunities to learn through play in activities that will allow them to explore cause and effect, imagine new possibilities and take full advantage of their powerful learning abilities.

Gifts to give your children that money can never buy

2009-07-23T12:00:00.000-07:00

I was inspired by an article written by a child development specialist, Karen Stephens, where she talks about the gifts that children need from us that money can’t buy. Each item could be expounded upon at length, but I thought that merely listing the topics would be food for thought. Write me if you want to add to the list, or have examples of how you give your children any of these priceless gifts.

Hope and Optimism
A Moral Compass
Tenderness
Loving Touch
Healthy Habits
Generosity
Family Harmony
Stability and Security
Fun and Laughter
Family Heritage and Tradition
Reassurance
Gratitude
Work Ethic Pride
Active Compassion
Self-Restraint and Moderation

More Ways to Keep the Connection

2009-06-23T10:53:00.000-07:00

In this continuation of my series on “The Life Cycle of a Parent” I would like to explore some practical ways of keeping the connection with your child. As in most aspects of parenting, holding on to connections with your child looks different based upon your child’s age. Your relationship with your child is very personal and unique. A father and a mother can have very different connections with their child – and that’s okay! The goal is to nurture strong bonds with each important adult in a child’s life. Click to see some examples:

Infant Connections
Toddler Connections
Preschool Connections

New Trends in Parenting

2009-06-01T06:58:00.000-07:00

I came across this article in the New York Times about how parenting ideas are currently shifting. Having started Especially for Children in 1976, we have been working with families for over three decades and have watched many of the trends discussed in this article take hold. At the same time we are parents of three daughters and have been personally involved in “trying to do things right” while raising them. We invite you to share your thoughts about these various trends.

Click here to read the article.

Letting Go

2009-04-28T06:06:00.000-07:00

In the “Especially for Parents” section of our May newsletters I wrote an article about what I have termed “the life cycle of a parent.” In it I discussed the fact that there seems to be an endless pattern of relating to your children by:

1. Connecting
2. Keeping the connection
3. Letting go

I thought it would be interesting to hear examples of how you have experienced “the life cycle of a parent” with the children in your life. Tell us some great ways you connect to your infant, toddler, preschooler or schoolager. Or, give us some examples of ways you successfully hold the connection with your child, especially in challenging situations. Or, tell us of your struggles, and successes, in the realm of letting go. Have you witnessed growth in your child when you have successfully let go? When is the appropriate time to “let go” and how have you done it? I’ll start by giving an example from my own life.

Letting go – I remember really struggling with when I should allow our youngest daughter to ride her bike by herself to the community swimming pool. She seemed very capable, had learned all the safety rules, had ridden with us on those same streets and really wanted to be able to go on her own. But, she was our third child and I knew I hadn’t let her older two sisters ride on their own at that age. And, none of her other friends had yet been allowed to go outside their immediate neighborhoods alone on their bikes. But, after much discussion with my husband, we did let her go on her own that summer. She handled it well, but I was very nervous about it and was so relieved when the next summer many other parents were letting their children ride there too. It was uncomfortable to be the first parents to “let go” on that issue and I knew that some parents were not happy that we had. I’m sure they were hearing their children whine, “But, Alli’s parents let her ride to the pool.” And yet, it seemed the right decision with regard to Alli, even though it would have been easier for us to deny her request until more of her peers were also given permission to ride.

Reaching Out

2009-03-30T07:53:00.000-07:00

We recently added a link to the resources page on our website for The Acme Sharing Company, a blog about family activities with meaning. It is a wonderful place to find ideas that help children become aware of the needs of others while having a lot fun. At Especially for Children, we believe community outreach is an important part of a child's development. Our centers have found some creative ways to teach children about community involvement through participation in pajama drives, book drives and food drives. At some of our centers, children spend time visiting local senior care centers. We believe the lessons from these experiences will help children develop a sense of caring for others.

Have you had special experiences with your child(ren) doing community outreach? If so, please share them!

The Serious Need for Play

2009-02-25T08:23:00.000-08:00

Each day our directors and I receive an enewsletter called ExchangeEveryDay. In it child development and teacher training topics are highlighted. I found this issue discussing the value of play to be particularly interesting. Although we have talked often about the importance of play, this article from the Scientific American MIND (see link to “The Serious Need for Play”) cites many fascinating scientific studies that are convincing in showing that “free, imaginative play is crucial for normal social, emotional, and cognitive development.”

In our centers we see firsthand the enjoyment children experience when they are allowed to play freely both inside and outside. It’s wonderful to be able to provide these opportunities for children to become socially adept, develop language skills and acquire coping skills during their preschool years. We will continue to provide a balance between structured learning periods, active play periods, and self-initiated discovery periods in our daily programs.

Dr. Walsh and the Power of "No"

2009-01-28T06:45:00.000-08:00

Do you ever have trouble saying "no" to your child? Several of our staff and parents have attended seminars led by David Walsh, PhD. His book No, published in 2007, has given many of us pause as we realize the importance and power of the word "no" in relating to children. I have had to adjust my thinking because in my own teacher training we were taught that in order to build a child’s self-esteem, we should steer clear of words such as “no” and “don’t”. Dr. Walsh shows how the word "no" is not just a one-word answer, it's a parenting or teaching strategy. By saying "no" when we need to, we help children develop skills such as self-reliance, self-discipline, respect, integrity, the ability to delay gratification, and a host of other crucial character traits they need to be successful. It’s not just about an adult saying “no” to a child. The more important goal is to teach children how they can say “no” to themselves – how they can develop self-control.

To be further convinced of this principle, watch a video of the re-creation of the Marshmallow experiment, which was originally conducted in 1960 at Stanford University. The children in the Stanford experiment were followed for 18 years and researchers found that the children who could wait – those who had demonstrated self-control in the marshmallow experiment – were more successful in school and work, had more friends and were generally happier. On the Mediawise website there is a list of questions for you to consider with regard to your own childrearing experiences.

Marshmallow Experiment Video

What an interesting conversation for our blog. I welcome you to contribute your comments about the video, the questions posed on the website, or your own success stories or challenges using the word "no" with your child. I also encourage you to explore the Mediawise website for additional interesting information about children and media.

Mathematics - The Creative Curriculum Approach

2008-12-30T12:10:00.000-08:00

Mathematics can and should be part of children’s everyday experiences and activities. In your child’s classroom many skills and concepts will be taught that your child will need to become a successful mathematical thinker. There are five main components of mathematics that preschool children learn:

Number and operations
Geometry and spatial sense
Measurement
Patterns (algebra)
Data analysis

The book Mathematics: The Creative Curriculum Approach by Copley, Jones and Dighe gives examples of how all of these concepts can be brought into our classrooms through our daily routines, instructional activities and interactions with children. There are also many activities that families can do in relation to mathematics. Sometimes family members have difficulty recognizing the important role of mathematics in their lives because they often use mathematical skills unconsciously. Here are a few examples of things you can do at home to reinforce the concepts of numbers with your child.

Count everything. Touch objects as you say the corresponding numbers.
Count incorrectly or lose track of which objects you have already counted. Encourage your child to help you find the errors.
When reading counting books, after the objects on a page are counted, hide some of them with a small piece of paper or your hand. Ask your child to decide how many objects are hidden.
Ask your child to set the table, distributing the same number of each object to each place, or ask them how many more of something they need to have a particular number.
Concentrate on either the number 5 or 10. Ask your child to use his/her fingers to talk about parts of 5 (2 fingers on one hand and 3 fingers on the other hand, or 1 finger on one hand and 4 fingers on the other hand.) In a similar manner, ask your child to talk about the parts of 10 (for example, 3 fingers have rings and 7 fingers do not, or 2 thumbs and 8 other fingers.)
Play games with 5 and 10 objects. For example, suggest that your child toss 5 or 10 pennies, or 5 or 10 puffballs. Have him/her count how many pennies land “heads-up” and how many land “head-down.” Have him/her identify how many puffballs land in a plastic cup target and how many land outside the cup.

Similar simple activities can be done at home to reinforce the other four mathematical concepts listed above. Have fun thinking of how your everyday routines and activities are helping your child develop mathematical thinking! You are all math teachers and may not have known it!

Holiday Gifts

2008-11-25T12:23:00.000-08:00

There are many resources for finding unique holiday gifts, but I thought you might enjoy browsing through this site that features Minnesota-made items.

http://www.mn2020.org/index.asp?Type=B_DIR&SEC={A9AF0B41-CB21-4B22-8771-C70D379BDF7D}

Minnesota Monthly’s December issue also features Minnesota–made holiday gifts. And don’t forget to check out your local art centers that often have wonderful items for sale.

As you are purchasing gifts for your children, remember some of the old classics that children love such as building blocks, clay, art supplies, books, and objects that imitate what adults use like trucks, dolls and dishes. Then think about how you can expand the play opportunities for those items by adding props from your cupboards. For instance, if your child becomes bored with a dump truck, bring out a plastic laundry basket and a cookie sheet to use as a ramp. Now your child can create a two story garage for his/her truck.

A few pots and pans or plastic containers with a wire whip and large spoon are just what is needed to whip up a wonderful meal for you or their dolls. Don’t forget how much children love to dress up. Instead of giving all your old clothes away, wrap some of them up to give to your child for his/her prop box. Include a brightly colored boa, scarves or some hats and shoes and your child will know just what to do with them! By expanding your thinking beyond the widely advertized toys that are often one-dimensional and unimaginative, you can give your child gifts that are affordable and will provide hours of creative play. Have fun thinking outside the box this holiday season!

Let us know if you have found any great gifts for children in different age groups!

Parents Know Website

2008-10-30T13:41:00.000-07:00

There is a new resource that has been created as one of Governor Pawlenty’s early childhood initiatives. It is a website www.parentsknow.state.mn.us and has extremely helpful information about child development, health and parenting. This site is hosted by the MN Department of Education in collaboration with Tufts University.

Consider it as a source when you need reliable information on children’s developmental milestones and commonly asked questions. A special feature of the website is a customized search function of high quality non-commercial child development and health websites. Tell us what you find that is particularly helpful to you.

Health and Wellness Resources

2008-09-29T06:13:00.000-07:00

The New York Times recently published a series of articles on children's health. Topics range from nutrition to brain development and self-control. It is always fascinating to learn about the latest discoveries in child development, and I encourage you to check them out. There are also many helpful tips for parents and care givers. I've listed my top picks below:

The Child's Developing Brain - A color-coded, interactive picture of a child's brain development from age 4 to age 21

Recipes for Health

It's Not Discipline, It's a Teachable Moment - Why punishment often reinforces unwanted behavior

Training Young Brains to Behave - Teaching toddlers to become self-possessed

6 Food Mistakes Parents Make

Dr. T Berry Brazelton Answers Parenting Questions

Community Events for Families

2008-09-02T09:12:00.000-07:00

Even though summer is winding down, there are plenty of community events for families coming up in and around the Twin Cities! Here are a few events that the STAR guy recommends!

Sunday, September 6th - Kailia and Grace's Hope & Hearts Run

Sunday, Sept. 14th - Keep Movin' Walk at the Minnesota Zoo

Saturday, Oct. 4th - Medtronic TC Family Events

We would also like to promote the John Lloyd Leonard Golf Tournament, which takes place on Thursday, September 11th. This event is hosted in loving memory an EFC family's child who passed away in 2002 due to heart defects. The money raised through the tournament goes to support Children's Hospitals and Clinics of Minnesota.

If you know of additional fall events, please post a comment to share!

Share Your Favorite Websites!

2008-08-01T11:32:00.000-07:00

As we all know, the internet has become the main tool that many of us use to consume information. I thought it would be interesting for parents to share internet sites or blogs related to child development or parent tips that they find useful.

Please submit the website and a short description of what is found there.

The Value of Outdoor Play

2008-07-01T07:55:00.000-07:00

Have you ever thought of the many wonderful things that are happening for your children during their outdoor play experiences? For a young child outdoor play may be one of the most critical periods for developmental growth in his/her day.

While outdoors a child can take risks, play without needing to “achieve” or “learn”, and interact freely with peers. Tremendous opportunities for cooperating, sharing, and problem-solving occur outdoors. Children’s imaginations take hold and their spirits soar. They observe nature and ask questions that help them understand themselves and the world.

It is a widely held view that unstructured physical play is a developmentally appropriate outlet for reducing stress in children’s lives. Research shows that physical activity improves children’s attentiveness and decreases restlessness. And there is much evidence to show that children who engage in physical exercise are less likely to be overweight and will develop habits that will help them maintain healthy lifestyles as adults.

At EFC we want to take full advantage of Minnesota’s summer to be outdoors with your child to play, relax, explore, and exercise. Until at least the age of nine, children’s learning occurs best when the whole self is involved. During outdoor play the mind, body, and spirit are united. Have you thought of how many experiences children have that only involve the senses of sight and hearing? When outdoors, a child can freely develop his/her sense of smell, touch, and taste, as well as the powerful sense of motion. Children gain confidence as they figure out how to navigate their immediate environment safely. That confidence lays the foundation for the courage that will enable them to eventually “navigate” their own lives. We’re so happy to be able to provide time this summer for your child to experience the many benefits of outdoor play! Come and join us on the playground to kick a ball, watch a child’s new skill or read a book under a tree. Have a great summer!

Especially for Children’s Star Wellness Program

2008-05-31T12:01:00.000-07:00

I hope you are as excited as I am about our new Star Wellness initiative. Below are links to a few resources you may find interesting. Just this week an encouraging study was published showing that obesity rates in children in the U.S. have leveled off after many years of having risen annually. But our current levels are substantially higher than they were 30 years ago and are cause for great concern. What can we do to turn the tide and influence cultural norms so that our children develop habits that promote long-term health?

NPR Midmorning Conversation on Childhood Obesity

Star Tribune Article

There are many websites with helpful tips for families. The American Council For Fitness & Nutrition has Quick Tips for minor changes you can make at home, at the table, at work and with your children that can have a major impact on the quality of your life. Look through these tips and see if you can incorporate a few of them this month.

www.acfn.org/b6/

Teaching Children to Tolerate Discomfort

2008-05-02T08:05:00.000-07:00

In the May newsletter I wrote an article called “Preparing Children for a Challenging World.” Among the suggestions listed to help children develop coping skills was:

Teach how to tolerate discomfort. Help your child develop frustration tolerance skills and the ability to cope with uncertainty.

In the recently published Early Childhood Indicators of Progress 2007: Minnesota’s Early Learning Guidelines for Birth to 3 there are helpful examples of behaviors that show development of self-regulation at various ages and strategies for parents and caregivers for promoting self-regulation. To access this document click here and go to Domain I: Social and Emotional Development – Component: Self-Regulation. For children 3 to 5 years old, the document Early Childhood Indicators of Progress gives similar information under Domain I: Social and Emotional Development.

Tell us your successes in helping your child tolerate discomfort. Your practical tips could help other parents navigate a difficult period while their child is developing coping skills!

Also, if you have other topics you would like to explore on this blog, please post a comment to let us know!

The Link Between Imaginative Play and Self-regulation in Children

2008-03-29T09:26:00.000-07:00

The research is in. Play does far more than occupy a child’s time. Imaginative play provides the opportunity for a child to learn the skills of self-regulation. And self-regulation, which is a cognitive skill that is part of the broader domain called executive functioning, is a critical developmental skill for children to acquire. The term executive functioning refers to the ability to regulate one’s own behavior. It incorporates a number of elements such as working memory, cognitive flexibility and self-control. Poor executive functioning is associated with high dropout rates, drug use and crime. Good executive functioning facilitates effective development in virtually every domain and is a better predictor of success in school than a child’s I.Q. Let’s talk more about what this means for your child and for our programs at Especially for Children.

Play at EFC

With our focus on The Creative Curriculum approach, we at EFC value self-discovery through play. But after reading Alix Spiegel’s article “Old-Fashioned Play Builds Serious Skills”, I understood that I have not fully realized the benefits of play in teaching children self-regulation skills. As teachers or parents we may think that we promote development of impulse control only when we intervene to tell a child how he/she must behave to conform to the classroom “rules” or household expectations. But as we observe children in their “free-choice” activities, we are given a glimpse of the fascinating ways they are developing their own mechanisms for impulse control - ways of regulating their own emotions and behavior.

Throughout each day at our centers children have opportunities to choose activities that allow them to improvise and create on their own, often with other children. By engaging in make-believe play in the block area, the home living area or on the playground, children are given the chance to create stories and establish the rules of their own play. They engage in “private speech” and in doing so actually begin to self-regulate within the boundaries of their imaginative play. Although there are other parts of the day that are teacher directed, there is substantial time in our days for children to engage in activities which they actually plan and sustain on their own. During these times they are developing organizational and negotiating skills. They are learning that they do not always get their way since their friends have their own ideas that need to be taken into account. They are learning to control their impulses in order to get along with others and play together successfully. They are, in effect, policing themselves.

Alix Spiegel provided other examples of activities that help children gain self-regulation skills. Many of the group games like Simon Says, Freeze-tag, and Duck, Duck, Gray Duck require that children resist the urge to “do their own thing.” In order to play these group games a child must understand the “rules” and participate accordingly. The same is true for games like Concentration where a child has to think ahead, wait for his turn and plan for his next move.

Another opportunity we have at school, as well as one you have at home, is to read stories to children that have examples of people (or animals) who have to wait their turn or be patient to get a desired result. Children relate strongly to stories read to them and can often easily understand the themes and how those themes translate to their own lives and experiences.

Share your story

I would be interested to hear about your child. What are you observing about your child and his/her ability to self-regulate? Have you heard your child engaged in “private talk” where he/she is setting boundaries in play? In sharing your observations, tell us how old your child is and specific ways you see these skills being developed. Or, share your reactions to the article “Old Fashioned Play Builds Serious Skills.” Let’s start a dialogue about this fascinating, and critical, aspect of your child’s development.

Priscilla Williams, President

You can learn more about this topic by clicking this link: The Role of Sociodramatic Play in Children's Self-Regulation

Preview of What's to Come...

2008-02-28T09:00:00.000-08:00

Hello! Welcome to Especially for Children's parent blog. I am excited to have a new way to converse with parents on various child development topics, though I must admit I am still getting used to the digital age! As an introduction, I wanted to let you know what this blog is all about. Each month I will be posting my thoughts on an issue relevant to child development. I will also try to provide links and resources for further information from researchers and experts. I invite you to comment on the topics and share your experiences. I will be viewing comments before they are posted to make sure they are appropriate and relevant to our conversation. Again, I'm looking forward to our discussions!

Next month I will address new research that has come out on the topic of play. The following article gives you a preview of this very important issue. I hope you will have a chance to read it and check back next month for more information!

http://www.npr.org/templates/story/story.php?storyId=19212514