Category Archives: Educators / Providers

Dinner at my Mom’s – Learning about the “You” Statement

I teach a small group of diverse students with various needs. None of the children have formal diagnoses but some of the students are being supported with an Individual Education Plan to work towards specific behavioural goals.

I have recently tried a new key strategy that my Mom shared with me, over dinner, in the classroom; the “you” statements. This strategy has revolutionized the way I think about behaviour management and the needs, wants and feelings of young children in an integrated early learning classroom. I ask myself the following questions regarding the child. Why are they doing what they are doing? What is their motivation? What are they trying to tell me? The “you” statement acknowledges what they are doing or saying as positively as possible. Continue reading →

Positive Transition to Preschool

September is always an exciting time for children and parents starting preschool. Along with all the fun associated with new surroundings, new friends, new adults in the child’s life, comes the anxiety about parent and child separating from one another. It’s a very emotional time for parents to leave their child but can be equally scary for some children. This is especially true for children whose first language is not English or for a child with special needs who has not been separated from their parents before. Here are some strategies that we have used to ease the transitions for children, parents and educators.

1. Prior to starting in the program, hold an open house for children enrolled in the group and their parents so that they may meet the other children, parents and educators. Plan your open house so it happens when your centre is in operation. This will provide an opportunity for everyone to experience a preschool day. Continue reading →

Preparing for Separation Anxiety

September is a very busy time of year especially for educators and providers as they prepare to receive many children. Some will be returning but many will be new. This means many children along with their parents/guardians will experience Separation Anxiety. Here are some considerations to help with this short lived anxiety.

Create a small booklet with pictures of your centre or home child care setting that you can give to parents/guardians so they can read it with their children.
Post and use a visual schedule not only in each classroom or playroom in a provider’s home but also next to the schedule posted for parents/guardians. Continue reading →

Strategies for Building Partnerships with Families

  • Create an environment in which parents/guardians are comfortable enough to speak and interact.
  • Value the parents/guardians comments and insights and make use of their knowledge about their child’s strengths and needs.
  • Actively listen to parents/guardians by communicating with words, eye contact, and a posture that promotes open communication.
  • Avoid judgements.
  • Ask questions that will start a conversation about their child and listen to their answers before reacting. Continue reading →

Inclusion Ideas Corner – Lin Teaches Children About Autism

DollkitChildren are curious about the world around them. Let’s teach them about how similar we all are and that differences are a good thing. CISS has Educational Dolls Kits that come with a comprehensive binder where educators and providers will find detailed suggestions for every routines and transitions. Although your program may not currently be supporting a child with a specific diagnosis, may we suggest that you make use of the doll kits in your daily programming to promote diversity.

The following are examples of how a child care program may set up their environment with the contents from an Educational Doll Kit. The Doll Kit chosen is Lin – Autism Spectrum Disorder. Continue reading →

A Big Step: Our Family’s Transition to School (Part 2)

Read Part 1

Following an enjoyable summer, a week before school started, we met with our son’s school team; kindergarten teacher, Resource Teacher and Educational Assistant. Everything was in place: a designated change room, as he was not yet potty trained, a room for his physiotherapy, occupational therapy and time away from the classroom. We were really impressed how much was done to make sure that our son was integrated into a regular school and classroom.

Once school starts, it is important to start thinking about your child’s Individual Education Plan (IEP). The IEP is specific to your child’s goals that he or she is expected to achieve during the school year. It is a working document and can be changed or updated at any time. It is up to the parents to decide what information will be included in the IEP, if you don’t agree with it, don’t sign it. As parents we know best whether the goals listed are attainable by our child. Continue reading →

Interview with Children’s Village at Stoneway

Pina, Resource Consultant from CISS interviewed Brenda Fick-Kahler, Program Supervisor, Bernie Seville and Darren Walker, educators at the Children’s Village at Stoneway. The purpose for this interview was for them to share their process in contributing to Team Service Plans.

Resource Consultant: How do you prepare for a Team Service Plan?

Brenda: It’s a collaborative on-going process within our program blending the Early Learning for Every Child Today (ELECT) with Emerging Curriculum. The team has weekly meetings where they evaluate the program and discuss the children’s needs. From the time the child enters the program, the educators begin taking notes and developing profiles for all the children. When CISS is involved, the team meets with the Resource Consultant on a regular basis. With our process, we are able to deal with issues, resolve challenges and try different approaches. This style of programming lends to the children being successful. Continue reading →

Your Library Can Help Children Talk, Sing, Read, Write and Play EVERY DAY!

With 33 Branches, 2 Bookmobiles and a strong online and digital presence, the Ottawa Public Library (OPL) is in your neighbourhood, your child care centre, your child’s classroom and your home. With core values that include “access and inclusion”, “bilingualism”, and “love of reading”, OPL and its employees are great resources. If you are looking for accessible collections, story time programming or expertise related to early literacy, OPL is here to help.

Children’s Services employees offer early literacy programs in the Library and out in the community for example at early learning and care centres and schools. Employees are trained in presenting engaging programs for children and also in educating parents and educators on best practices for preparing children to read. OPL uses a curriculum called Every Child Ready to Read, which is based on five simple practices which parents and caregivers can easily integrate into everyday activities. These practices include: Talking; Singing; Reading, Writing and Playing. Continue reading →

Inclusion Ideas Corner – Job Chart, Greeting/Goodbye Apron and Classroom Accountability System

Job Chart

At Gardenway School Age Program, we have been implementing many aspects of Conscious Discipline©. This is a comprehensive self regulation program that integrates social-emotional learning and discipline.

Job ChartOne of the tools we have successfully implemented is a Job Chart for the children. It is important for these jobs to be meaningful. Every child has their picture on the job board. Each job has a corresponding picture. At the beginning of the week, we ask the children which job they might like to do. Once the job is chosen, we take it and Velcro it to their picture on the board. Some jobs are composter, pet care-taker, room and cubby checker, book tidy-er, door-holder, line-leader and caboose, tidy-up, snack announcer and helper, first-aid, and the ‘We Care’ helper. The children are always thrilled and excited to pick and carry out their new jobs. Continue reading →

One Hour a Day, Grow Stronger Every Way!

In early April some of my colleagues and I began a training study with CHEO (Children’s Hospital of Eastern Ontario). The ABC (Activity Begins in Childhood) program is “designed to facilitate the engagement of 3 to 5 year old children in physical activity and movement experiences that form an overall physical, cognitive, social and emotional development” (Kristi B. Adamo, PhD).

Through the study, we received training and support to help us engage the children in a wide variety of physical activities both indoors and outdoors. The goal was to provide one hour of physical activity every day. It seemed like a lot until we realized that the hour could be broken into smaller parts; five minutes here and fifteen minutes there adds up quickly. Over the six month period of the study, we chose activities to enhance and develop the children’s skills; loco motor, manipulative movement, music and creative play. Continue reading →