Category Archives: Families

Successful Play Dates

Excerpts taken from Be Your Child’s Play Coach
Chapter 11, “TalkAbility” by Fern Sussman

Before you invite another child over to play, help your child feel comfortable around other children by taking him to places where you’re bound to run into them.  Visit playgrounds, parks, petting zoos and even toy stores or family restaurants.  When you meet other children in places like these give your child a model of how to be friendly by smiling and greeting some children every now and then.

Once you decide to have more formal play dates, you’ll need to take a more active role.  Think of yourself as a coach, helping when the “players” need you to keep the play going and standing on the sidelines when all is going well between the children.  Continue reading →

Building Relationships at Bell’s Corners Cooperative Nursery School

Bell’s Corners Cooperative Nursery School celebrated its 45th anniversary this past June. Over the years we have seen a lot of change but one thing that hasn’t changed is the need to build relationships. As teachers, we strive to build strong and positive relationships with the children in our classes. We have always had strong ties with our families because we are a cooperative. Today we are focused not only on providing a child centered approach, but a family centered approach to early childhood education. Continue reading →

Time Saver, Cost Saver, Super-Sized Fun Activities

Are you looking for activities that will save you time and money but that are big on fun and learning? Let us introduce the first 3 activities from our newly featured series. All materials for the activities can be found at home or purchased in dollar stores.

NestingNESTING BOXES

Find nesting sets of rectangular, square or circular gift boxes in various patterns and colours. Encourage children to explore; opening and closing, nesting and stacking possibilities and discuss colours and patterns. Continue reading →

“Shoe Box” Activities

1“Shoe box” tasks are one unit activities that are designed to teach a child a variety of skills from basic put in/put on tasks, to finger dexterity and eye-hand coordination, bilateral hand skills and pre-academic skills (matching, sorting, patterning, size, shape, colour). The “shoe box” includes all of the materials to complete the task.  As learning progresses, the child learns to complete the task independently including getting the box, bringing it to the table and replacing it when finished. Continue reading →

Uncertain Beginnings to Endless Possibilities

My daughter Zoe who we fondly call Chip was referred to Children’s Integration Support Services (CISS) when she was around 3 years old. She has a diagnosis of Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). She is now a thriving 19 year old young woman who is attending college and lives a busy active life.

The Early Years
Chip started child care at around two years of age. It was there that the staff noticed that she was having some challenges that should be investigated further. Her first diagnosis identified her as being developmentally delayed and I was told she would require full support for her entire life. A second diagnosis identified her as having PDD-NOS. Chip needed a significant amount of support during the preschool and school age years. She had difficulty communicating and became easily frustrated which would often lead to meltdowns. However, I always saw a great deal of potential in her and always pushed her to reach that potential. Continue reading →

A Picture is Worth a Thousand Words

We all know the saying “A picture is worth a thousand words”. For those of us in child care, this can be put to use and proven in many ways. Some programs use real pictures to welcome parents/guardians, children and visitors and to remind them that they belong and are valued members of the community. Others use pictures to introduce new toys and equipment and to provide suggestions of how to use them safely and creatively. Dramatic play can be greatly enhanced when real pictures of children using props and play materials are posted. This provides children with examples of how they can incorporate the use of props to extend their play. Pictures can also be used to enhance the daily log, parent/guardian notice boards as well as providing information regarding staff changes and upcoming events. They can be used to track curriculum planning and to document what the children did during the day at child care or while on an outing offsite. In addition, pictures can be used to help the children recall recent events and past experiences and to build the children’s understanding of their community and their world.   Continue reading →

Behaviour Guidance Tip – Pairing Positive Reinforcement with a Child’s Name

Did you know the impact of pairing positive reinforcement with a child’s name can;

  • Provide positive attention
  • Enhance self-esteem
  • Build self-confidence
  • Establish a sense of belonging

Toddler Scenario:
The whole family is sitting at the table for dinner.  Charlie is looking at his plate and notices a new food. He pushes his plate away and says; “I don’t want that”. The parent says, “They’re peas, they taste good”. The parent refrains from using Charlie’s name. After Charlie eats the preferred food on his plate, he decides to take a small bite of peas. The parent waits until Charlie tries again and then says with a big smile; “Charlie, you tasted your peas”. Charlie smiles. Continue reading →