Encouraging simple peer interactions within familiar routines and activities can be an effective first step toward helping children to: attend to their peers, share attention with their peers, respond and initiate simple exchanges. A first step may be having the children non-verbally participate in the interactions, and later adults can model appropriate language that the children can use with their peers. The important part for these early interactions is that each child has a clear “role” in the interaction, and that an adult is nearby to help each child to take their turn. 

When the COVID-19 pandemic closed childcare and schools back in March, we could not have understood the scope of what the following months would bring. The decision to reopen the economy, thrust RECE’s and childcare staff onto the frontlines, and childcare centers needed to make hard decisions about reopening their programs. Childcare professionals needed to return to work safely, and still provide nurturing, joyful, healthy and high quality environments to welcome children during a time that was confusing and wrought with fear and uncertainty. Annavale Headstart was no exception, and the reopening process was undertaken with caution, care and teamwork. One thing was certain, the team approached the decision to reopen with pride, determination and with a solution focused mindset, so that our families and children would be supported.

At La Coccinelle au coeur d’Ottawa, we noticed that as the number of non-sleeping children increased in our preschool group, we didn’t have enough quiet activities to go around. Additionally, the children were losing interest in the activities available in the playroom. We then came up with the idea of creating an activity storage bin system specifically for nap time.

These activities are chosen based on the following criteria: they are quiet, easy to understand and don’t include many pieces. Here are some examples: stacking, association, serialization games, special books, writing boards and puzzles. Activities can be as simple as a clipboard with white paper and pencils to bring out the children’s creativity. Possibilities are endless! The activities can help the children develop their cognitive and fine motor skills as well as their ability to play in an autonomous manner. Continue reading →

Loose parts provide the foundation for a play-based emergent curriculum that focuses on inquiry driven learning. According to Simon Nicholson, the definition for loose parts states: “In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it.”

Nicholson, goes on to state that static, sterile environments such as schools and concrete playgrounds are often devoid of opportunities for curiosity, inventions, creativity and construction. These spaces are frequently rigid and unresponsive to the children who are expected to interact and flourish within their parameters.   Continue reading →