Mother's Day Gift Ideas from TeacherCaregivers!

Craft idea #1: Mother's Day Flower Basket

Contributor: TeacherCaregiver Megan Paganessi

Dont just buy your mom flowers... make them for her! Heres a groovy twist on the bouquet with your own personal touch!

Materials Required:

- 1 paper plate

- 1 sheet of construction paper

- Watercolors (or markers/crayons/colored pencils)

- Colorful straws or pipecleaners

- Flower patterned paper or wallpaper (optional)

- Scissors and a stapler and tape

- Pompoms (optional)

Directions

1. Paint the paper plate with watercolors.

2. Fold and staple it at the bottom to make it look almost as a triangle pocket.

3. Cut a strip of construction paper and stable it at the top to make the handle.

4. Get some colorful straws for the flower stems. Pipe cleaners may work also!

5. Use any kind of patterned paper or wallpaper (or just have the kids color their own flowers!) and create flower shapes. Tape these to the ends of the straws.

6. For added flair, add a pompom to the center of the flowers. Finally, place the flowers inside the basket.

Craft idea #2: Mother's Day Hand print bouquet

Contributor: TeacherCaregiver Mary Bowling

This craft is one of our TeacherCaregiver's favorite activities, passed onto many classroom teachers because the kids love it (and it's a sure 'mom pleaser')!

Materials Required:

- Construction paper

- Green chenile stems/pipe cleaners

- Scissors and tape/glue (or adhesive dots)

- Markers (optional)

Directions

1. Trace handprints on construction paper. We recommend 6, but make as many as the kids choose! Feel free to decorate the hand prints too.

2. Cut out the handprints. Role the bottoms of each to make a mini cone at the bottom.

3. Secure each handprint with tape or glue. Adhesive dots work best here to keep it together.

3. Push one end of the pipe cleaner through the opening at bottom of cone. Bend it over to secure it in flower.

4. Arrange the flowers in a vase. Use other pipe cleaners to create leaves or other patterns. This is for mom... make it fun!

Craft idea #3: Hand & Foot Print Flower Card

Contributor: TeacherCaregiver Julia Caldarola

Julia was inspired this Mother's Day to make a project with the two children she teaches, a 3 year-old girl and 10 month-old boy. This is a great craft for siblings to share that mothers will adore.

Materials Required :

- A large piece of construction paper

- Various colored non-toxic finger paints

- Paint brushes.

- A place to get messy!!

Directions

1. Paint a stem. Allow the child to choose a color to have their hand painted. Give the child lots of color choices so they feel 100% part of the process.

2. Then position their hand and help them make a print. DON'T WORRY IF IT'S NOT PERFECT!

3. Clean the older child up and paint the baby's feet to make prints. This may be difficult to do if the baby squirms a lot, so it's best done with the baby in nothing but a diaper, or clothes that are okay to be stained. (For both teacher and child!!!)

Thats it! Once it's dry, the teacher can write on the bottom "Happy Mother's Day and fold it in half to create a card. Feel free to let the children color on the front, or write a poem or saying on the front as well. Happy Paintings!

Craft idea #4: Door Knob Flower Basket

Contributor: TeacherCare Community Director Ashley

This basket is great to hang on doors or the wall. The kids may need a little help cutting out the patterns!

Materials Required :

- Paper Plate

- Various colors of construction paper

- 3 brads

- Scissors for cutting and tape/stapler

- Markers for decorating

Directions

Craft idea #5: Popsicle Stick Flower

Contributor: TeacherCare Community Director Ashley

Here's an oldie found that is simply the sweetest! Tack on a magnet on the back to show it off on your refrigerator!

Materials Required :

- Popsicle stick

- Green paint or marker

- Pink construction paper

- Cupcake liner

- Green felt

- Scissors and Glue

- A photo of the kids

Directions

How One-on-One Settings Improve Social Skills

This is a commonly raised question from parents who fear their children will have a difficult time adjusting to school when in fact, high-quality one-on-one settings actually improve a child's social skills, willingness to adapt and ability to learn.

Learning to Socialize One-on-One

In a one-on-one environment, teachersare able to devote full attention to the child, tuning in on his or herspecific skill sets social development included. In this concentrated setting,interactions between the teacher and the child provide a basis for social encounters that can easily be applied to situations in the outside world . Beginning at an early age will give the child time to build confidence and make adjustments to any emotional and social developments with their teacher. Once the student has learned the fundamentals on how to communicate and interact with another person, he or she will be prepared and poised to face other social situations.

The Outcome: Less Stress, Better Results

Children who develop these high-quality social development skills through a one-on-one setting are much more likely to have fewer behavioral problems than their peers up into their teenage years. These children also experience less stress while learning, making it easier to concentrate and succeed in school.

The psychological concept called "state dependent learning" helps to illustrate the link between stress-free learning and success. If a child learns concepts and skills in a high volume, high stresss etting, they are likely to adapt to problems in the future with equally high anxiety and hindered adaptability. On the contrary, those learning in peaceful, nurturing and encouraging environments are much more likely to apply those concepts as part of their adaptive and coping mechanisms in the future.

Contributions by: Hetal Kharecha,

Focus on Individual Needs

The Peak Age To Attain New Skills

By: Kristen Mall, MA, EARLY CHILDHOOD EDUCATION

Q: "Math and science skills are more important than ever. How can I best help my child to succeed in these areas?

A. Kids who are exposed to math and science in a playful, natural environment, develop a positive outlook for the subjects. As a result, they are more likely to succeed in mastering a lifetime of math and science challenges. Opportunities to explore math and science concepts naturally present themselves in your child's every day routine.

SING

• Number finger-plays and alphabet songs are excellent ways to engage even your youngest one in early math and science concepts.

MOVE

• Tag, freeze dance, beanbag play and free movement opportunities are all great ways to help your child explore his/her place in relation to others and the environment. (Foundation for geometry).

EAT

• During snack, count out-loud the number of crackers that are being served, or have your child count how many they have on their plate. For lunch, cut sandwiches into triangles, squares or rectangles. Help your child identify the shape or help them explore how to put the pieces of the whole sandwich back together again. Waiting for your food to arrive at a restaurant? No problem! Try this quick game to encourage your child's reasoning skills. Set out several items from the table (salt shaker, spoon, water glass, etc.). Ask your child to look closely at the items before covering one of them completely with a napkin. Encourage your child to identify which one is missing.

PLAY

• Explore, experiment, question, and have fun! Barbra Bowman advises, "Children may temporary make mistakes in their understanding (of these concepts). It is important for adults to encourage them to learn through doing and to have confidence in their own ability to think"(Bowman, 1998, p 3). So keep playing, keep learning and keep encouraging. Who knew math and science could be this much fun?

Resources:

Bowman, B. (1998, February). Math, science, and technology in early education. Paper prepared for the Forum on Early Childhood Science, Mathematics, and Technology Education , Washington, DC.Johnson, J. (1999). The forum on early childhood science, mathematics, and technology education. American Association for the Advancement of Science, Washington, D.C

Making the Most of Mistakes

Q : How can I encourage my child who is struggling with school?

A : Do you know what kind of mindset your child is developing? When your child makes a mistake what usually happens? Does he just ignore it and move on, or does he try again, learning from his mistakes? Learn how what you say will affect your child's mindset and their ability to use mistakes to their advantage.

Which set of phrases do you use most often?

• "Wow, you're so smart!"; "He is so bright isn't he?"

• "Wow, you worked really hard"; "What a great effort!"

Why does it matter what you say?

• You're helping shape your child's mindset - according to Stanford pyschologist and researcher Carol Dweck who conducted the influential study Mindsets: The New Physcology of Success , we learn over time to be of a certain mindset, which helps determine how well we learn, and whether or not we use mistakes as positive learning experiences
• The "growth" mindset: believing that we can improve at almost anything provided we put in the time and work
• The "fixed" mindset: people who tend to believe everyone has a certain amount of intelligence and there is little that can be done to change that

1. "You worked so hard!"
2. "Great effort!"
3. "I'm so proud of you for sticking with it."
4. "What a great job."
5. "I am so glad you completed this."

Q: "My toddler is starting to understand more about his feelings and others' feelings. How can I encourage this process?

A: Often "ego-centric" at such a young age, toddlers and pre-schoolers need help understanding it's okay to "feel" the way they do. Use this fun "Emotional Charades" game to help them identify emotions as a toddler or 3 year old, and encourage appropriate emotional responses as a pre-schooler.

• Why is this a "SMART" activity?
• Identifying emotions through facial expressions, tone of voice, and gestures is an important part of social and emotional development.
• Children begin to realize that adults experience the same emotions they do, even though adults may show it in different ways. They don't feel "alone" in their struggles to understand what they are feeling.
• Children need to learn that emotional responses can be appropriate and inapprorpiate depending on the circumstances.
• Learning about "self control" will help your child succeed in school, at playgroups among peers, and in the company of other adults at your home or out in public.
• Conflict resolution can be a focus in this activity. Learning to cope with the "highs" and "lows" as a young person is challenging, but if they can do so, they will be better prepared to handle problems on their own throughout their entire life.

What is Needed:

• An open space and a few players (children and adults - this activity should be led by an adult)
• A few pieces of scrap paper and a pencil (optional - for children who can read)

Activity Directions:

1. Start by simply engaging the children in the activity, and ask them to do their best sad face, happy face, confused face (a little explaining along with this one- "When I don't know what to do or I don't understand, I am confused"), angry face, silly face, laughing face, etc. Be creative, and think of all the ways your child, just beginning to explore the world, feels throughout the day. "Overacting" a little bit here helps.
2. Talk about how their face shows what they feel. Then, ask for the angriest face they can muster, and put some gestures along with it. Adults should participate to, setting an expample. Put your hands on your hips and make an angry face, your hands up in the air and an excited face, arms out and palms up for a confused face, etc.
3. Now practice tone of voice together - this can be really fun! Use different phrases and different tones of voice, matching the emotions with faces, gestures and tone of voice. "I am scared!" - in a soft voice, cowering on the floor, with a scared face. "I finished the puzzle!", arms high in the air, with a proud, or happy face. Do this for as many emotions as you can think of.
4. Pre-schoolers will be more adept at thinking of situations when they were mad - "My toy building got knocked down by Sam, and I was mad!" Ask what kind of face they were probably making, and how they reacted. Talk about appropriate reactions and using self control. Remind children that adults feel sad or mad when things don't go as planned too.
5. Act out inappropriate responses like flailing on the floor and banging your fists. This kind of active participation will really help your child better understand the differences between appropriate emotional responses and inappropriate ones. Talk and act out the scenario again, asking your child to think of a good way to respnd to his anger over the broken toy building. Use words and actions together. "I am really angry about this building falling over" (hands pointing at the building, and an angry face)..."I think you should help me rebuild it."
6. Act out all kinds of scenarios together. If the children are able to, you can have them role play with one another. Encourage them to work together, or work with you if it is only one child, to find ways of handling all their emotions. Even excitement over finishing a puzzle can illicit an overly emotional response in young chid. Being excited and feeling proud is okay, but jumping around the entire house, running into things and screaming about is not. Don't forget to practice appropriate emotional reponses for happy times too.

Modifications:

Q: "How can I help my young children learn to work well with others?"

A: Beginning at a young age, children should work cooperatively on projects with peers. Try this activity to help.

• Why is this a "SMART" activity?
• Teaching young children how to share and work well with peers is an important social step.
• Working cooperatively with others on an art project like this one is a great first step in teaching your child to respect others and their work.
• Together, the children make desicions about how their painting will look. Your child will begin to understand the value of compromise and being flexible.
• Social and emotional growth is an important part of your child's development. Learning how to work well with others without compromising one's own needs will help build the confidence your child will need to be part of a larger social structure in school and other activities.

What is Needed:

• 2 children, 2 paint smocks
• A paint easel or covered hard surface
• 2 identical easel or painting papers
• Paint and paintbrushes

Activity Directions:

1. Set up the easel and place several colors of paints with brushes.
2. Ask the children to discuss what they would like to paint. NOTE - This is a great opportunity for you to let the children speak without your input. Learning to resolve conflict and compromise on their own will boost self-esteem.
3. Allow the children to paint together on ONE piece of the paper and discuss the painting on their own. When they have finished, ask them to tell you about it. It is best to ask open ended questions, as opposed to guessing what they painted. Art should be about the process, not the product.
4. Before the painting has dried, take the extra piece of easel paper and gently press it on top of their painting. This will create a print of the original painting, and each child can keep one painting.

Modifications:

This can be done with fingerpaint and more than 2 children.

Q: "Can you give me an idea for an inexpensive and quick Mother's Day craft for my kids to make Grandma (and me!)?"

A: This simple activity is really unique and perfect for children of all ages. Just the right time of year to go out and pick a flower to put in your Mother's Day Vase!

• Why is this a "SMART" activity?
• Youngest children can develop fine motor skills by handing you pieces of tissue to decorate the vase. Older children can also build fine motor skills - they can cut the tissue into small squares, use the paintbrush to "paint" glue over the tissue, and write Mom or Grandma a note to attach.
• Use the time you spend looking for the perfect flower to talk about senses. Ask your child to describe what she can see (the colors?), smell (the flowers?), hear (the birds chirping?) and feel (the breeze blowing?).
• This is also a great activity to set out a simple multi-step set of directions for preschoolers. Following step by step directions is an important skill to help prepare them for Kindergarten. Simply label three pieces of paper 1., 2., 3., and write or draw the steps. (i.e.-cut tissue, paint glue onto bottle, stick tissue on bottle)

What is Needed:

• An empty, clean soda bottle, or any glass bottle or vase - check at a local thrift stor for uniquely shaped vases
• About 1 cup of white school glue, diluted with approximately 1/4 cup water (it should be thinner than usual, but not runny)
• Different colored tissue paper (dark, light and patterned are all fine)

Activity Directions:

1. Cut the tissue paper into small squares yourself, or have your children do it if they are able to handle scissors. For smaller bottles and vases, use small squares, for larger vases you can use larger pieces.
2. "Paint" glue onto the surface of the glass and stick tissue all over. Use enough to fully cover the vase, and even lay some on top of others. Doing so in a hap-hazardly way is best. It should be a collage of different tissue.
3. After completely covering the glass bottle, paint your glue solution over the top of the tissue, creating a "glaze" of sorts.
4. Allow the vase to dry overnight. Choose a flower to cut and put into the vase, and attach a card.

Q: "How much time should my kids spend on the computer?" -Concerned Father

A: On average, kids in the United States have 4+ hours of screen time (think computers, Ipods, TV's) a day -that's DOUBLE the American Academy of Pediatrics (AAP) recommendation for daily use. Use these tips to help find the best way to handle screen time imitations at your house.

• The AAP recommends children under the age of two have NO screen time, and children over the age of 2 be limited to 1 - 2 hours a day.
• The first two years of life are considered critical for brain development. Infants and toddlers who are watching TV are spending less time exploring, observing and interacting with parents and siblings, all things encouraging appropriate development.
• Children who have too much screen time are likely to be overweight, and may act out violence seen on TV or computer games or be fearful because of it, and be influenced by the gender role and racial sterotypes TV often portrays.
• Remember that setting boundaries and following through with your children will make all the difference. Be up front about your intentions and talk to them in terms they will understand . "You may watch one episode of Scooby Doo (time being a difficult concept, the word episode works better than 20 minutes). As soon as it is over the TV is turned off."
• Give warnings about time remaining to young children. Nothing can be more frustrating than having a parent unexpectedly pull the plug on your computer with no warning. Either give verbal warnings yourself (10 minutes left, 5 minutes left, 2 minutes to go) or try getting an egg timer or a digital timer your child can see while they enjoy computer games.
• Simple, but sometimes overlooked... keep TV's and computers out of kids' bedrooms . Children are more likely to be tempted to flip on the TV when they wake up early in the morning if they have direct access. Keep your kids safe and monitor computer and internet use by having the family computer in a place that is visible to parents and caregivers at all times.
• Find time to sit down with your child and watch a favorite TV program together . Use the experience to talk about family values and how the program is similiar or different to your family's beliefs and values. Spend time surfing the internet together to teach appropriate online behavior. Bookmark your child's favorite sites! This will help reduce the chance that a typo on your child's part results in unwanted sites popping up.
• TeacherCaregivers say they would never read a book in front of the children they teach, unless they have read it on their own first. Adopt this policy when deciding what sites your child is allowed to visit on the internet. Take the time to preview all websites and online games before your child is allowed to play them. Some internet games have ratings, like EC, meaning early childhood; safe for children 3 and up. If you aren't sure, stick to the sites you know best. See below for a list of sites you can try.
• Use screen time as a reward and a privilege, not an everyday occurrence. Your child can earn screen time for doing chores, using good manners, and being kind to others. It can be a great motivator for kids of all ages.
• Remember that there are benefits too, to children using computers. It can be a great learning tool, engaging your children in everything from math to art and science activities. Hand-eye coordination is also improved by working with a mouse and keyboard. Digital technology is here to stay, and kids who know how to appropriately use it will have a "leg up" in the future.

Q: "How can I help my toddler adjust to a new baby in the family?" - Expectant Mom

A: TeacherCaregiver Suzanne says: Preparing siblings for the birth of a new baby is an exciting and challenging time. Here are a few ways to make this sometimes stressful transtition easier on you and your other children.

• The toddler (and children of all ages) will cope better with your new addition if his schedule and routine stay as much the same as possible. Keep his preschool, waking and bedtime routines, and time with Mom and Dad consistent. This can be done while both parents are home after the birth, and with the help of family, friends and babysitters after one or both parents go back to work.
• Helpers can assist you in this transition time by watching the new baby, allowing you to spend time with your older children. Do things you would normally do together, like visit a park, or play a game. Try to make time for an extra special outing as well, perhaps to the zoo, or another favorite place to share precious moments with your older children. That "special time" will mean a lot to them.
• It can also be helpful to ask friends and family coming to visit you and the new baby, to first address your older children, and allow them to introduce their new baby brother or sister. An older brother will feel a great sense of pride in showing off his new sibling, and feel special in the process. I have seen many children become appreciative of their newborn siblings when they receive attention they otherwise wouldn't have.
• Toddlers and other older children in your family will take pride in having specific roles to help with the baby: think of ways to incorporate responsibilities toward the baby into their lives. An older sibling, even as young as a toddler, can help prepare the babies nursery, even before the baby arrives. Don't underestimate the importance of helping older children understand a new baby is on the way, even before you give birth. When the baby comes home, give him an "important" job so he feels like a valued and respected member of the family. For example, he can help bring you a diaper when it is time to change the baby, or every evening he can get you a special blanket you use to cuddle the baby.
• Expect toddlers and other siblings to act out! Recognize that parental attention reinforces behavior, so be selective when addressing your older children's actions. Remove the toddler from the room if his actions are aggresive toward the baby, but otherwise, try to ignore "acting out". He will be less likely to repeat the behavior is he receives no response or reaction from you. This kind of behavior will lessen as times goes on and the toddler is able to communicate his needs, wants, and frustrations verbally. Getting used to a new baby in the family takes time.
• Taking these steps, and incorporating what works best for your family will help older children will begin to realize that the new baby adds to, rather than takes away from, their life.

  

Our Expert: Suzanne, TeacherCare Director, Washington D.C.

M.Ed, Behavioral Consultant

Q: "Can I improve my baby's eyesight and attention span"?

A: Babies love adult faces. Here is an activity that will engage your baby and increase her attention span.

• Keeping your face close to your baby's (about 12 inches) sing, smile, laugh and speak using different vocal inflections to keep your baby's attention.
• Take note: Babies as young as three months are able to differentiate between their mother's emotional facial expressions and will respond negatively to an angry expression, and positively to a happy one. Even more reason to smile!
• For more fun games and activities to play with your baby click here!

Q: "Can I teach my baby to express her needs?"

A: If you address baby's needs while intiating sounds, your baby will learn that a certain sound is associated with a need: i.e. When I make cooing sounds, I get held. It will make it easier for baby to communicate her needs to you. Here are some ideas to encourage your babies communication skills.

• Talk to your baby all day long. You can describe what you are doing, seeing, hearing, etc. "Wow - Look at the breeze blowing those leaves. They look like they are dancing! OR Do you smell those cookies baking? We are taking them to Grandma's later.
• Sing to your baby; silly songs, short songs, happy songs, any songs!
• Tell stories and read books, even to a newborn.
• Ask your baby questions, wait a moment and then answer for her. Eventually she will respond in her own language, cooing babbling or imitating your vocal inflections.

High Quality Child Care Centers and Providers

In a recent study, The National Institute of Health studied nearly 1000 children, who were followed from birth to age 15, to understand the long term impact of child care services. What they found:

Children who spend time in high-quality child care centers and with high quality child care providers

• Scored higher on academic tests than their peers
• Reported fewer behavior problems at age 15

What does this mean for parents?

• Choosing the highest quality child care center, provider or preschool for your young child may help your them succeed in later years

• You need to know how to make the most informed choice, one that will benefit both you and your child

High quality child care has been defined by a number of principles in multiple categories over the last ten years. Dr. Richard Fiene, of Pennsylavania State University, published a comprehensive research study in 2002 titled "13 Indicators of Quality Child Care". The 13 indicators are based on performance and liscensing standards developed by the National Resource Center for Health and Safety in Child Care. Fiene finds that a significant relationship exists between compliance with these indicators and positive outcomes for young children.

• staff to child ratios
• child abuse prevention and detection
• supervision and discipline policies
• staff training
• handwashing and diapering routines
• emergency plans and medical policies

Part of your parenting responsibilities may include finding a child care center or provider to care for your children. The indicators listed above are extremely important for you to be familiar with when choosing child care. The National Association of Child Care Resource and Referral Agencies (NACCRRA) has published a guide for all parents based on research like Dr. Fiene's. "Is This the Right Place for My Child" provides parents with a checklist to help them make the best desicion when faced with the difficult task of finding child care within a daycare center, preschool, or in home provider.

The basics of high quality child care

• Children should be supervised for their own safety at all times, while performing "high" and "low" energy activities (i.e. engaged outdoor play and sleeping)
• Adults working in child care centers or as child care teachers should all be trained professionally in CPR and First Aid
• Children should feel comfortable engaging their peers and teachers in conversation and play; they should be welcomed warmly and teachers should establish a relationship with each individual child
• Child care teachers should have advanced knowledge of Early Childhood Education and attend professional development courses throughout each year
• Proper health precautions should be taken at a daycare center or in your home; i.e. frequent hand washing, sanitizing toys and vacuuming carpets daily
• Adults should rely on a vast array of positive guidance techniques, like redirection and promote good social behaviors like conflict resolution between children
• Age appropriate toys, books and learning materials (in good condition) should be organized and accessible to your child throughout the day
• A child's cognitive, social and emotional needs should be met as an individual and as part of the whole group, promoting a sense of independence and community

Parenting decisions like choosing child care can be made easier using research based information like this. It is always important to recognize and track your child's happiness and progress within a particular child care center, daycare setting or home environment with a one on one caregiver. Once you make your choice, frequent conversations with your child's teachers will help you determine if the choice you made works for your child too.


References:

National Association for Child Care Resource and Referral Agencies (NACCRRA). (20101 ). "Is This the Right Place for My Child?". Retrieved March 2011, from http://www.naccrra.org/publications/naccrra-publications/is-this-the-right-place-for-my-child .

Fiene, Richard Ph.D., 13 Indicators of Quality Child Care: Research Update , Retreived March 2011, from http://aspe.hhs.gov/hsp/ccquality-ind02/

Q: "How can I incorporate a science activity into my child's day? I hear about so many children falling behind in science and it's scary!"

A: Begin building the foundation for a love of observing nature and an interest in the way living things grow, by "growing" a science experiment. As your child learns about more advanced scientific concepts in later years, you will feel good about giving him a solid start.

• Why is this a "SMART" activity?
• Children will begin to understand that all living things should be respected, and each has a specific growth pattern
• Documenting findings, comparisons and contrasts through pictures or words now helps set your child up to better understand tables and charts later on
• Science isn't just about facts; letting your child make observations and then predictions is a great way to promote scientific principles
• Science for kids should be fun and interesting, and although this activity could last anywhere from 5 days to several weeks, it will keep your child coming back for more

What is Needed:

• About 10 dry pinto or lima beans (soaked overnight in a 1/2 cup of cold water)
• 1 - 3 plastic, gallon size, zip top bags
• Some paper towels
• Spray bottle filled with water
• Crayons and a small journal (or some sheets of paper stapled together)
• Optional - a small pot for planting and soil

Activity Directions:

1. Let your child choose 2 beans for each zip top bag you have.
2. Wet two paper towels for each bag by spraying with your water bottle. Gently mist them until they are wet, but not soaked and dripping.
3. Fold the paper towel into a smaller square to fit inside the zip top bag.
4. Put 2 folded paper towels into each plastic zip top bag and put a bean on each side of the paper towel, so the beans are touching the plastic bag and you can easily see them both.
5. Close the bag securely, leaving just a bit of air inside to help the germination process.
6. Hang each bag in a sunny window. Check once or twice a day to see if the paper towels are still wet, if not, spray them again.
7. Write Day 1 on the top of the first journal page and encourage your child to draw a picture of what he sees. Do the same for each day that passes, recording growth and activity of the beans. Recording this scientific information is a great way to keep your child interested in what is happening.
8. When the beans sprout green shoots, you can transfer them into a pot filled with soil, and ask your child to dig a finger sized hole about 1.5 inches deep. Drop the seedlings each in their own hole, cover them gently with a little soil, and watch for them to sprout out of the soil in a few days. The process continues!

Modifications and Notes:

In this science activity for kids: the beans begin sprouting inside the bag in part because of the moisture and humidity the bag provides when hung in a sunny window.

Toddlers and young three year olds will not be able to record information, but they will still enjoy seeing the process if you engage them. Take them to the window at the same time each day and make a big production of it. Point out growth and use vocabulary they may not hear often, like sprout and seed.

Older children may be interested in taking the experiment a step further and choose to place the baggies in different locations; one in a sunny window, one in a dark corner, and one hanging out on the clothesline or taped to the front door. The results will vary, so you should encourage these ideas as they will be comparing and contrasting growth depending on a number of variables-now that's a smart scientist!

Q: How do I make reading activities fun for my preschooler? Is it enough just to read to her?

A: Use favorite authors to help you build extension activities that promote language arts development for children of all ages. Reading to your child is a great start; why not follow it up with some ideas like these - celebrate Dr.Seuss's birthday during the month of March.

• Why is this a "SMART" activity?
• Children are always working to understand the world around them - a key component to this understanding is the ability to recognize that symbols and pictures carry messages and meaning; reading to your child helps them understand this
• An important part of language arts development lies in a child's ability to re-tell and sequence a story. Comprehension activities like these are very helpful
• Children should practice identifying separate and repeating sounds in spoken language; pointing out sets of rhyming words is a great way to do this

What is Needed:

• The book, The Cat in the Hat , by Dr. Seuss
• A template, like this one , for a "cat hat" (Simply print it out, attach it with glue to a firm piece of paper, cut it out and use a long strip of paper to attach a "brim" that is fitted to your child's head and sits just above their ears when stapled together)
• Some sheets of paper
• Crayons or markers

Activity Ideas/Directions:

1. Read The Cat in the Hat aloud
2. Encourage your child to help you re-tell the story when you are finished. Go back through the book, and turn pages together; help her describe the illustrations in her own words
3. Choose a few key components of the story - i.e. - It's a rainy day/Cat in The Hat arrives/Mom comes home
4. Draw (just do the best you can and let your child help -you'll be surprised how impressed your little one will be with your drawings!) the four or five main things you noted about the story each on a separate sheet of paper
5. Ask your child to put them in the correct order
6. Take out your "cat hat" template; help your child cut the hat out if you plan to have her wear it
7. Sound out the word cat together - write it at the bottom or top of the hat
8. Help your child sound out other words that rhyme with cat, like bat and hat; write these words in each empty space on the hat
9. NOTE: Depending on the age and attention span of your child, you can choose to split these activities up; for instance, use just one activity a day, or one in the morning and then revisit the story and a new activity in the afternoon

Modifications:

Very young babies can still enjoy pre-reading exercises! Simply reading aloud and emphasizing certain words and phrases will capture their attention.

Older babies and toddlers will enjoy finger plays or props associated with stories. Color the hat template and use it as a prop - just holding it up to your head or their head whenever the Cat appears in the book is enough to make the story more fun. Being animated while reading is important.

Toddlers and three year olds will especially enjoy a sing song tune and tone of voice while reading The Cat in the Hat . Try having young pre-schoolers repeat rhyming words with you - cat, hat, bat, rat. Make a silly sentence out the words you choose. The cat found the rat with a hat swinging a bat.

Pre-schoolers will love adding a sensory experience to further engage and inspire them. Spread out shaving cream on a table and let your child use their fingers to spell out short rhyming words. Playful learning experiences like these work!

Indoor Kitchen Fun during Cold Winter Months

Q: It's just too cold to go outside - how can we beat the boredom indoors?

A: It's simple to incorporate baking into your routine. And it's fun when you have some props and work together on your creation! Try these simple sugar cookies and deliver them as Valentine's gifts.

• Why is this is "SMART" activity?
• Children learn beginning math and sequencing skills while measuring and following directions during baking
• Children practice fine motor skills when cutting, and while handling measuring cups/spoons/bowls/whisks of different weights and sizes
• Children practice good health and hygiene habits - washing hands before cooking, after cracking an egg
• Children practice beginning science and chemistry concepts - how food changes during preparation and cooking
• Children practice good social skills - working together with an adult to bake the cookies

What Is Needed:

• A long strip of white paper 2-3 inches wide cut to fit around your child's head, and a stapler.
• Click here for a chef's hat template to cut out on white construction paper.
• Baking Materials listed below in sugar cookie recipe

Activity Directions:

1. Help or have your child cut out the chef's hat template. Make it large enough to sit atop their head (you may want to hand draw it on a large piece of construction paper - using heavier paper will help the hat stand up).
2. Staple the hat onto the middle of your long strip of sturdy white paper. Fit the strip around your child's head-it should almost rest atop their ears, and then be stapled together in back to fit. The tension from this should keep the hat upright. If not, try stapling a stronger piece of cardstock or paper onto the back of the hat lengthwise.
3. Gather Baking Materials:
   • 1 cup butter or margarine
   • 1 cup sugar
   • 1 large egg (substitute applesauce for egg allergies)
   • 1 teaspoon vanilla extract
   • 2 teaspoons baking powder
   • 2 3/4 cups flour
     
     Baking Directions:
   • Cream together butter and sugar, and then add egg and vanilla extract.
   • Mix together baking soda and flour and then slowly add them to wet mixture. Mix until incorporated.
   • Roll out dough on floured surface and use cookie cutters (hearts are great for Valentine's Day) to cut out cookies.
   • Bake at 400 Degrees until golden brown (lighter in color for softer cookies) 7 - 10 minutes.
   • While warm, sprinkle sparkles or candies on, OR cool completely and then frost.
   • Tip: If you are running short on time, just pick up some refrigerated cookie dough at the grocery store! You can still decorate the cookies together and share a great experience with your child.

Share your favorite recipes or ways to beat the Winter Blue's in the comments section below!

A Note on Self-Esteem in Children

Individuals build self-esteem beginning as infants and continuing through adulthood, learning to value themselves as a unique individuals and important members of society. Developing a healthy, positive self-image is important and will relate to a child's future in all facets of life; emotionally, physically and cognitively. Building healthy self-esteem means fostering a confident and proud child.

Children who feel good about themselves and have high self-esteem:

• Act independently and responsibly and are willing to try new things
• Can cope with positive and negative situations
• Are accountable and don't blame others for shortcomings
• Accept their best efforts proudly and don't dwell on failures
• Speak about themselves in a positive way
• Are empathetic and understand the needs of themselves and others

Parents and Caregivers of children can promote high self-esteem by:

• Giving praise often, but genuinely, in a detailed way. "I like the way you picked up the toys tonight. You found the right place for everything!"
• Modeling emotional responses appropriately; controlling situations by expressing feelings of sadness, anger, and happiness without overreacting negatively or positively.
• Encouraging children to find hobbies, volunteer or leadership opportunities that their children will enjoy and helping them "stick with it".
• Helping children identify conflicts and brainstorm resolutions, letting the child decide how they think the problem will best be resolved.

• Not comparing their child to other children their age, or other siblings.

Self Portraits and "I Like" Collages

Activity Description:

Self-esteem activities for children can help celebrate their uniqueness and what makes them special. Create a self-portrait or an "I like" collage with your child. Try making one portrait at the beginning of the year, and then another at the end. Frame them together for a beautiful handmade representation of your child, and hang it on the wall. Taking old magazines or photos to make an "I Like" collage will help your child identify things he likes about himself, or things he likes to do or believes he is good at. If he likes soccer, spending time family, drawing and playing with trucks, let him paste those things onto his collage.

Suggested Ages:

Young pre-schoolers (with assistance) and up

What is Needed:

• Art supplies for drawing or painting a self portrait; paper, crayons, chalk, markers, etc
• Old magazines
• Child sized scissors
• Glue or glue sticks
• Photos of your child you are willing to part with

Activity Directions:

1. Take a moment to look in the mirror with your child and ask questions about his physical features. Note eye color and hair color, and any other discerning features.
2. Allow your child to take the lead here. This is about building a positive self image, so if you child wants to paint himself on the soccer field because he believe he is good at soccer, that's great! However, for this particular exercise, it is a good idea to encourage your child to paint a realistic picture of himself, with arms, legs, and the correct hair and eye color.
3. Hang up the finished product, and talk about it with your child. Be encouraging and affectionate.
4. To make an "I like" collage, have your child cut out pictures of things he enjoys, or things he is good at. Again, let him take the lead here, and try to make suggestions only using positive statements: "I think you are really good at helping others could we cut out this picture of children helping each other pick up toys?"
5. Glue the pictures on a piece of construction paper and hang it somewhere where your child will see it.

Self Esteem Activities for Infants

Activity Description:

Even as an infant your child is beginning to develop the confidence that will help guide him through adolescence. Encourage a positive self image with some of these tips.

Suggested Ages:

Infants 3-12 months of age

What is Needed:

• A baby safe mirror
• Rattles or toys
• 2 - 3 scarves or small towels/napkins

Activity Ideas:

1. Try placing your baby on his tummy with the mirror in front of him. Observe as he begins to recognize the beautiful and unique person he is!
2. As your infant begins to grasp hands and toys, sit cross-legged on the carpet and place a rattle on one knee and your baby on the other. Encourage him to reach for the rattle and when he grabs it, celebrate with him! Seeing your pleasure helps build confidence that will be crucial in developing a healthy self-esteem.
3. Place one scarf over your infant's favorite toy. Place two others on the ground next to it, so they line up three in a row. Help your baby pull each scarf off until he "finds" the toy. Show your excitement in him finding the toy by holding it up, handing it to him, and kissing and hugging him. Each time you and your baby pull off a scarf without revealing a toy it helps promote confidence and displays perseverance that will be necessary in the future.

An Animal Hospital at Home

Activity Description:

Children who display leadership and confidence when dealing with adverse situations have a positive self-image and high self-esteem. In this self-esteem activity, children practice leadership skills, and will begin to understand the importance of empathy. This dramatic play opportunity is fun and easy to adapt to different ages and abilities. This is also a great activity for 2 children or more.

Suggested Ages:

Pre-School - School Age

What is Needed:

• Stuffed Animals
• Plastic Doctor Toy Sets
• Clipboards, pencils or crayons and paper for documentation of animals
• Doctors Coats (you can use white smocks or eve even large oversized white sweaters)
• Small animal cages or large plastic bins to keep the animals in after their check-ups or procedures
• An examining table (any table that is children's height), a small scale, and band-aids
• Plastic cameras (for taking "x-ray" pictures)
• Any other "doctors office items you may have (try decorating the space with some chairs to create a waiting room for patients; school-age children can print pictures of animal body parts to "reference" when performing surgeries

Activity Description:

1. Set up your Animal Hospital in a large space where children will have room to move around.
2. Allow children to interact freely and explore relationships between each other and the doctor/patient relationship. If they are having a difficult time getting started, join them and bring the first animal to the "doctor". Ask if they have a clipboard to write down important information.
3. Explain your situation and let them deal with the problem on their own. They can practice weighing the animals, take them to surgery, and will practice being empathetic while listening to your story, and handling an injured animal.
4. Children can take turns being the doctor and nurse, or doctor and patient. Leadership skills will be exhibited as they do this and deal with the "crisis situations that some animals may have experienced. It is amazing to watch the children take charge, and work together to help the animals to a full recovery!
   

Do you have a self-esteem activity to share? How about a self-esteem story about your children or children you care for? We would love to hear your feedback and whether or not you found this article useful. Please share below or email teachercare@teachercare.com .

OUTDOOR SCAVENGER HUNT

Activity Description:

Parents and caregivers - take advantage of the great summer weather, and take your toddler on a walk in the park, at a local forest preserve, or around the neighborhood...and make it a scavenger hunt! Toddlers will practice large and fine motor skills while walking and picking up some of the things on your list. You can also promote language development by repeating the names of each item as you look for them, or focusing on the first letter of each item.

What is Needed:

A picture list of scavenger hunt items like these (draw simple images or look for clipart on the internet)

• - A leaf
• - A "Y shaped twig
• - A rock
• - A red flower
• - A purple flower
• - A dog
• - A squirrel
• - A white house
• - A mailbox
• - A school
• - A park
• - An ant

Suggested Ages:

Toddler - Preschool

Activity Directions:

• Draw or print pictures of the items on your scavenger hunt list. Share the list with your toddler, and encourage her to say the names of the pictures. Help older children identify the first letter of each item.
• Walk around your neighborhood and look for these items. Be sure to point out things your toddler may miss or lead them in the right direction. Pick up any of the objects you can so that your child is able to feel them, and make observations about them.

• Cross off each item as you see it. Be sure to exhibit a lot of excitement and encourage your child to find the next item on the list by pointing out the picture and modeling how to look for it.

FOOD AND NUMBERS

Activity Description:

Have you made Mac and Cheese for lunch lately? Has your toddler eaten blueberries or grapes at snack time? Learning about numbers should be fun for toddlers. Turn meal times into a learning experience with this activity. Working on identifying numbers in this one to one correspondence activity is a great first step in developing math skills.

Suggested Ages: Toddler

What is Needed:

• A small finger food (10 - 20 of this food)
• A piece of paper with clearly written or typed numbers in individual squares to place under a piece of paper towel

Activity Directions:

• Place the paper with numbers in squares under a paper towel and make sure the numbers are dark enough to show through.
• Place a bowl of plain, cooked macaroni noodles, blueberries, raisins (or other small finger food your child likes to snack on) in a bowl.
• Model the activity by pointing at a number and then taking out the specific number of noodles or whatever you have chosen and place them on top of that square. Count out loud as you take each piece...1, 2, 3, 4, 5, etc. This helps reinforce numbers in the correct sequential order.
• Help your child do the same for the rest of the numbers on the paper towel.
• TIP: Take this a step further with older children and map out your phone number on a few sheets of paper. Placing the numbers in order will help your toddler learn them sooner. Try dialing them together from a cell phone when you have finished and wait for your home phone to ring!

FLOATING ALPHABET

Activity Description:

Turn the kiddie pool or bath time into a fun, floating, learning experience with this free activity for toddlers at home. Using discarded milk caps or rubber duckies with a single letter written on the bottom as part of an identification game will help your toddler with letter recognition.

Suggested Ages:

Toddler

What is Needed:

• A small children's pool or tub filled with water (a large plastic tub will work too!)
• Clean milk caps (or other caps) or rubber duckies that float in water (about 16- 20)
• A permanent marker

Activity Directions:

• Fill your container with water.
• Use a permanent marker to mark the inside of each milk cap with one letter of the alphabet. It is a good idea to choose 3-5 letters to focus on and mark numerous caps with the same letter for toddlers. This means you might have 20 caps floating in the water, but only 4 letters represented. Try using just the letters in his name to start.
• Put all the caps or duckies in the water so that you cannot see the letters. Model the activity by choosing a one yourself, turning it over, and saying the name of the letter on the inside. Set it aside when you are finished.
• Let your toddler do the same thing and help them by repeating the names of the letters many times. Repetition will help your toddler identify the letters more easily. Older children can try to think of words that start with the letter they pull out of the water.

TIP: Use these activities for children of all ages - they can be easily adapted to each child's needs. For instance, for children who are just beginning to recognize sight words - write some of those words on the caps instead of just single letters to adapt the "Floating Alphabet" activity.

• Scored higher on academic tests than their peers
• Reported fewer behavior problems at age 15

Children spending long hours in childcare

• Showed a greater tendency toward impulsiveness and risk-taking

• Students who have had good relationships with their caregivers as young children, and are able to socialize with peers without spend long hours in large groups.
• They appear to have an easier time adjusting to the academic and behavioral expectations that await them in the teen years. Vandell finds this the important lesson, "Child care experiences are significant not just in the here and now; they have long-term implications."
• Their are lasting effects on a child's academic achievement and behavioral patterns

ECO-FRIENDLY FAMILY MOBILE

Activity Description:

Spending quality time working together with family members or child care providers helps promote social and emotional growth in children.

Reinforcing that each member of the family or group is important, unique and special through representation on the mobile will give children confidence as individuals. At the same time, working together will leave children feeling comfortable taking on roles as part of a group as well.

Using discarded items throughout the house to represent each family member promotes the idea that items of value can be found anywhere and all things should be treated properly and with respect.

Cutting, tying, and handling ribbons and other items while creating the mobile is a great way to develop fine motor skills.

Suggested Ages:

All Ages

What Is Needed:

• Objects that represent each member of the family and what Earth Day means to you and your family
• Colorful Ribbon or Yarn
• Hot Glue Gun/Masking Tape 2 sturdy 10 - 12 inch sticks

Activity Directions:

1. Each family member should choose 1 - 2 small, lightweight objects to represent them on the mobile. Let older children help choose things to represent infants in the family. Be open minded - a toddler may choose an old fish food container to represent their favorite pet. A preschooler might choose a mini cereal box because it is their favorite kind of breakfast food. Represent your baby with an empty baby food jar, and let older siblings decorate it. Get everyone involved!
2. Grab colorful ribbon or yarn and attach the objects to them. The ribbons should be varying lengths. Tie everything securely and secure the ribbons even further with a hot glue gun. Note: Its best to keep the heaviest objects on short pieces and the lighter pieces on medium and longer length ribbon.
3. With the two sticks and string, make an "x" with the sticks and use strong string to tie them together. Wrap the sting in and around the middle of the "x" many times and tie the string off when they are secure.
   Note: You can use masking tape or anything else you need to secure the sticks.

4. Tie the objects onto the "X". Finish the project by tying ribbon to the top and hanging it somewhere that everyone in the family can see. It will be a great reminder of Earth Day all year round and represent the individuals in your family at the same time!
   
   SAFETY TIP: Only adults should use hot glue guns and any of their components. Any breakable objects should be handled by adults or under close adult supervision.
   
   Other household "waste" recycled:

   • Milk cartons - cut the tops off, toss in some soil, and plant some seeds!
     
   • Laundry Detergent Container - cut the top to create a wider opening, decorate the outside and start a compost! It will be a great learning experience for everyone.

Have you recycled houshold objects into crafts or other activities? Let us know by sharing your comments below.

LET'S TAKE FLIGHT!

Activity Description:

Promote cultural knowledge, cooperation skills, and study some fun and interesting jobs in this children's activity. You can fly to Montana, Michigan, Maine, Mongolia, or Madagascar! If you are planning a vacation soon, incorporate your travel destination into this activity. Get out your atlas, your world maps, or turn on your computer and check out http://www.factmonster.com/atlas/ . This great site, designed for kids, allows you to gather all the travel information you need before you take off!

Suggested Ages:

Children aged Preschool and above will love this activity and you can make it as extensive as you like.

What Is Needed:

• Some chairs, crates or anything else your children can sit on and a space to set up your "plane"

• Some maps (these can be hand drawn on construction paper or posterboard) to tack on the wall or hold up in front of the "plane". Write down one or two facts about each place on the back of the map (i.e. - the Capital city, or the nearest ocean, the weather forecast or the number of people who live there)

• Suitcases or duffel bags to "pack", some simple paper ID's (the kids can draw their pictures, and add their names, and even practice writing their address')

• Anything else "flight" related - some old wings to button on the pilot, or a few bags of pretzels for the flight attendants to serve, a microphone for the pilot, small pillows for a long flight, magazines, etc

Activity Directions:

1. Set up the seats for your plane in rows, as they would be on a real flight.

2. Choose a "pilot" and let her sit in the chair up front to drive the plane.

3. Practice showing ID's and boarding the plane (this will be helpful the next time you take a real flight!)

4. Let the pilot choose your destination and tack it up on the wall. Change pilots often so your destinations change as well.

5. Have a flight attendant serve pretzels, or water, and the pilot can announce your destination and give a few fun facts about that place (just write a few down on the back of each location and help her read them).

TIP: This activity can be as detailed as you want to make it! If you all decide to go to France, then maybe the children would like to set up a chocolate shop, or a bistro on a little table, with your tea set. When you exit the plane, with permission and a goodbye from your pilot of course, you can all go buy some chocolate or have some lunch.

Practice counting money with Kindergartners and older children - Preschoolers can work on recognition of coins - 1 quarter for tea, and 2 quarters for a sandwich. Let the children take this activity as far as they like. Quietly leading with suggestions can extend this fun activity for hours.

Please offer your extensions and suggestions for this activity by commenting at the bottom of this page.

GO MINING FOR GOLD!

Activity Description:

Fun activities for kids that are messy make them bound to be favorites! This sensory activity will take kids on a trip back in time and give them a fun way to practice hand eye coordination and attention to detail. Sorting the rocks with a "gold mining partner" will help children practice beginning math concepts and cooperation skills. Try reading this book before starting to mine - Gold Fever , by Rosalyn Schanzer.

Suggested Ages:

Preschool

What Is Needed:

• A small children's pool or large plastic tub filled with water (you can throw in some blue and red food coloring to make the water darker)

• Basic household cooking pots, or even a pet's water bowl, and strainers; no lids necessary

• A good amount of small rocks -have the kids gather these and paint half with non-washable yellow paint and/or gold glitter a few days ahead of time

Activity Directions:

1. Simply get your water source ready by adding some food coloring or throw some handfuls of dirt into the water. Children will love mucking up the water!

2. Toss in all your rocks, and let the kids start "panning for gold" with the pots. They'll really have to reach in and get messy to grab those rocks.

3. Children should work with another adult or child, if possible, to pour them into a strainer and sort the rocks from "gold".

4. Take this activity a step further and practice beginning math skills - graph how many rocks and "gold" the children collect in each pan.

Have you tried this activity? Can you offer some suggestions or tips? Please do so by commenting below.

Basics of Physical Development

Physical development begins as muscles gain strength with repeated use and the development of coordination and muscle control soon follow.

An important aspect of encouraging development is the understanding of the directional growth of a childs physical development. Growth has three directional patterns that the body follows.

• The muscles develop from large to small muscles, meaning the large muscles of the neck, trunk and arms develop before the small muscles of the fingers, hands and wrists.
• Muscles also have a downward pattern of development in which the muscles develop from head to toe, which is why an infant can hold up his head well before he can walk.
• Muscles develop from the center of the body outward, meaning the trunk of the body develops earlier and is stronger than the muscles in the extremities of the body, including the hands and feet.

The stimulation of normal bone growth and muscle development is supported by physical activity in early childhood, with more general abilities in the early years and more refined and specific abilities with age.

The Link Between

Movement and Lifelong Happiness

Rolling over, sitting up, taking the first step, throwing and running - these moments, and so many more, are so exciting to watch a child do. But, did you know that physical movement also effects language development, behaviors and social emotional functioning? Learn about research results and more.

The Facts.

1. The most critical time for the development of physical and motor skills is approximately 1 year to 5 years of age (Brotherson, 2006). During this time, children are acquiring knowledge and skill of motor movements that will be used throughout their lifetime.
2. Motor ability in young children is significantly correlated with both verbal and performance IQ.
3. Behaviorally, there is a correlation between developed motor coordination and lower anxious and depressed behaviors in preschool-age children (Peik et al. 2008).
4. The encouragement of physical development and movement also promotes early social and language development including cooperation and communication skills.
5. Exposing children to physical activity builds a foundation that supports future health related aspects.

Physical development not only helps with the daily usage of the body, but also contributes to intelligence, social emotional functioning and the overall health and well being of a child, all critical factors in lifelong happiness.

What Children Need vs. What Children are Getting

To develop physical and motor skills, children should have free play in addition to structured, purposeful physical instruction activities that are age and developmentally appropriate. Unfortunately, data collected from preschool and school systems, public and private, show that physical activities and physical education is not structured or standardized throughout the nation, with over half the programs offering no physical activity or education program. Additionally, larger class sizes reduce the opportunities for teachers or child care providers to provide individual attention and assistance to each child in the classroom. The lesson plans are generally geared toward the whole of the class rather than the individual child and many times the lesson plans are without physical and motor activities.

The Value of a Knowledgeable Personal Caregiver

To ensure optimal development, young children must experience positive and caring relationships with adults and other children, benefit from adult guidance and assistance, and explore interesting environments with many things to learn and do. ( Stork and Sanders (2008) who references Bredekamp and Copple, editors of Developmentally Appropriate Practice in Early Childhood Programs,)

1. The ability of a teacher to work in a home providing personal guidance, assistance and attention as well as providing activities that are individualized to the child increases overall development dramatically. Why does this happen?
2. TeacherCaregivers can organize the environment and can assist in the child's learning by providing activities that are both child-directed as well as teacher-initiated.
   The necessary activities, including ones involving structured physical movement, can be incorporated into the lesson plan for the child.
3. Because development occurs at varying rates and children learn in many different ways, developmentally appropriate instructional strategies are highly specific for young children, thus a smaller ratio of student to educator can allow for differentiating in instruction for optimal learning.
4. The quality one on one time that is available to the child allows the child to learn and develop in a nurturing environment in which the child can bond to a primary care provider.

Concluding Thoughts:

• Children need to be active and move in different ways to ensure optimal, full physical development. Not only is movement and activity fun for the child, it also impacts many areas of growth and development in young children.
• It is important to keep in mind that children grow, develop and mature at different rates and that development occurs through a sequence.
• Children need to build on what they know, going from simple to complex. Thus, the importance of exposure and repetition is extremely important to a child's physical development.

References

Brotherson, S. (2006). Understanding physical development in young children. North Dakota State University. Retrieved from http://www.ag.ndsu.edu/pubs/yf/famsci/fs632w.htm on March 20, 2010.

Piek, J., Bradbury, G., Elsley, S., & Tate, L. (2008). Motor Coordination and Social-Emotional Behaviour in Preschool-aged Children. International Journal of Disability, Development & Education, 55(2), 143-151. Retrieved from Academic Search Complete database.

Stork, S., & Sanders, S. (2008). Physical Education in Early Childhood. Elementary School Journal, 108(3), 197-206. Retrieved from Academic Search Complete database.

Go Baby Go!

Activities to Promote Physical Development in Infants

Is it hard to imagine ways to get your baby moving and grooving? Are her muscles really developing as quickly as it seems? Physical development happens in many ways, and sometimes your baby needs your help and encouragement to get her muscles moving. Try these activities to help you. Maybe you already sing and dance with your baby, but while you do, try this idea to promote even more muscle specific development.

Dance, Sing and Dance

Turn on some music, pick up your baby, and get to it! This no waste, green activity is easy to do at home while caring for an infant. Teachers and parents can personalize this activity by choosing songs that you know your child enjoys. Moving the baby as you dance around the room with her in your arms helps convey the idea that moving is good, and FUN! Be sure to smile, keep the music at a soft level, and sing as you move. Babies will enjoy the following movements. Repeat names of body parts as you dance to encourage language development.

0 - 6 weeks old

Developing Language Skills

There is nothing more exciting than hearing a child's first babbling sounds or first word. Eventually those first sounds will turn into a sentence and then, into a conversation. Its such a miracle to watch the language development of a child occur right before your eyes. The people that surround a child at a young age have the wonderful pleasure of being that child's first teacher. When those people take time to listen, talk, read, and sing with that child they will help make a lasting impression on that childs language development, a skill that lasts a lifetime!

Here are some fun ways to encourage language development:

Birth - 3 Years

1. When a baby coos or babbles respond to him or her with the same sound. Imitating will help the child to understand that you are interested in what he or she is saying and will make them continue to make those sounds which eventually change into words!
2. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech.
3. Count everything! Talk about colors around you! Name all body parts!
4. Read to your child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book.
5. Help your child understand and ask questions. Play the yes-no game. Ask questions such as Are you a boy? Is your name John? Can pigs fly? Encourage your child to make up questions on their own for you to answer. Answer one wrong so that he or she has to explain to you why you got the answer wrong.

3 - 6 Years Old

1. Continue to build vocabulary. Introduce a new word and offer its definition, or use it in a context that is easily understood. This may be done in an exaggerated, humorous manner. "I think I will drive the vehicle to the store. I am too tired to walk."
2. Play a question/answer game. Try "Which Of These Things Is Not Like the Other?" to explain categories. Example: Plane, Train, Car, Ball. Have the child come up with their own set of words too!
3. Encourage your child to give directions. Follow his or her directions as he or she explains how to build a block tower.
4. Shop for groceries together. discuss what you will buy, how many you need, and what you will make. Discuss the size (large or small), shape (long, round, square), and wx (heavy or light) of the packages.
5. Label everything around the house. Cabinets, Doors, Toys, etc. This gives the child a chance to notice letters and words and is a great way to jump-start literacy!

MOST IMPORTANTLY, WHEN YOUR CHILD STARTS A CONVERSATION, GIVE YOUR FULL ATTENTION!!!

I have studied literacy and the way that children learn language development during 4 years of undergrad work as well as during a 3 year masters program from Erikson Institute in Child Development. I worked first hand in teaching and promoting language development during my years as a developmental therapist with Early Intervention. My main point from this article is to talk to your child! What you are saying may seem insignificant to you but hearing the words and language patterns will make a world of difference to your little one!