Friday, March 31, 2006
April Fool's Day is tomorrow...
One theory on the origin of April Fool's Day states that it began in the 1500s when the Gregorian calendar took over from the Julian. Those who forgot the change and attempted to celebrate New Year's (previously celebrated on the 1st of April) on the wrong date were teased as "April fools." This has not been proven or disproven as an origin.
There are several other explanations that are presented at Snopes.com. Some more interesting reading is the top 100 pranks of all time. A great website to visit is http://www.thefoolsday.com/ where we find the Mark Twain quote, "April 1st: This is the day upon which we are reminded of what we are on the other three-hundred and sixty-four."
Here are a few more site about April Fools Day to look over...
One theory on the origin of April Fool's Day states that it began in the 1500s when the Gregorian calendar took over from the Julian. Those who forgot the change and attempted to celebrate New Year's (previously celebrated on the 1st of April) on the wrong date were teased as "April fools." This has not been proven or disproven as an origin.
There are several other explanations that are presented at Snopes.com. Some more interesting reading is the top 100 pranks of all time. A great website to visit is http://www.thefoolsday.com/ where we find the Mark Twain quote, "April 1st: This is the day upon which we are reminded of what we are on the other three-hundred and sixty-four."
Here are a few more site about April Fools Day to look over...
- April Fool's - From Funology.
- April Fool's Day - History, traditions, and foolishness.
- April Fool's Day at Surfing the Net with Kids
- April Fool's Day Ideas for Teachers - looking for ways to trick the children in your care?
- April Fool's Day - Origin and history.
- April Fool's Day Jokes - Read a joke or submit one of your own.
- April Fool's Jokes and Riddles - From Ribet Academy.
- April Foolery - Word Search.
- April Fool's in the News
- April Fool's R Us
- Fact Monster's April Fool's Day Page
- Fifth Grade April Fool's Day Page
- Happy April Fool's Day
- Have a Fun April Fool's Day - Poems, activities, history.
- Jest for the Fun of It - April Fool's Day
- KidsLink - Kids write about April Fool's Day.
- Check out the great pranks at FamilyFun.com
- Marvelicious April Fool's Day
- Origin and History of April Fool's Day
- Tricked by the Calendar! - From the Franklin Institute
- More sites at Kids' Turn Central
Thursday, March 30, 2006
March is nearly over...
It is hard to believe that April is almost here, but as I look outside our Minnesota home today, I see NO snow and April showers are already beginning. Well, April is a great month... even if we put up with a little rain, we get April Fool's Day, Easter, Earth Day, Arbor Day and more. (Don't forget to send a card to your friends.) We'll talk more about these April events later...
...Today I would like to share an article that I thought was interesting from the Hamilton Spectator, a newspaper in Canada....
link
I agree it's time to fight the misconceptions and myths about child care. I also think that times have changed. The concept of an ideal family is different now than 50 years ago. These changes are in some ways worse and in some ways better. If you think things shouldn't change, take a look at this video from 1949 and let me know if that is still what you believe.
It is hard to believe that April is almost here, but as I look outside our Minnesota home today, I see NO snow and April showers are already beginning. Well, April is a great month... even if we put up with a little rain, we get April Fool's Day, Easter, Earth Day, Arbor Day and more. (Don't forget to send a card to your friends.) We'll talk more about these April events later...
...Today I would like to share an article that I thought was interesting from the Hamilton Spectator, a newspaper in Canada....
link
Child care myths
By Laurie Jeandron, Hamilton Child Care Action Network co-ordinator
The Hamilton Spectator(Mar 29, 2006)
Recent discussions about the impending cancellation of the federal /provincial agreement on a national child care plan and the impact of this on Hamilton has revealed numerous myths many people are operating under.
It is a myth that a national system of early learning and care is about providing free babysitting to those who choose to work outside their homes.
Currently, more than 70 per cent of mothers who have preschool-aged children are working or studying outside their home. Most do this out of necessity, not to fund luxuries. No family allowance will let those women return to their homes on a full-time basis. Research shows that high quality care provides developmental benefits to children at the critical periods and the benefits of high quality child care are long-lasting.
It is a myth that parents who choose child care outside their home are negating their parental responsibility.
I have worked with thousands of children over my 22 year early childhood education career and only claim to have "raised" the two children I gave birth to. And yes, they are the beneficiaries of an excellent education in their early years and are being raised in a loving home by their father and me. Supporting parents in their role not only benefits
individual families, but allows families to do a better job and raise healthy and competent children who become contributing members of society.
It is a myth that the cost of raising children should be borne only by those who created them. This myth has usually been perpetuated by people who are themselves beneficiaries of a public education and who have had access to public services such as free health care, public libraries, transportation, policing and such.
It is a myth that a national system of early learning and child care would provide full-time care and institutionalize all children. Quality must be the cornerstone of any system that is responsible for children and can only be achieved through partnerships with parents. Not all parents want or need full-time care for their children and a responsive system would provide part-time options as well as supports and programs for those who choose to stay at home.
The only way to move forward on this critical issue is to have an informed discussion. As long as many continue to hold onto a 1950's ideal of family, we will be doing a disservice to children and parents in Hamilton and in Canada. We have to do better.
I agree it's time to fight the misconceptions and myths about child care. I also think that times have changed. The concept of an ideal family is different now than 50 years ago. These changes are in some ways worse and in some ways better. If you think things shouldn't change, take a look at this video from 1949 and let me know if that is still what you believe.
Wednesday, March 29, 2006
A quick update on the "Voice for Children" Advocacy Day...
Join child advocates from around the state at the State Capitol on Thursday, March 30, to be part of the “Voices for Children” Advocacy Day. Here is the schedule of events and how you can help even if you can't make it to the State Capitol on Thursday...
The events are a collaborative effort of Child Care, Head Start, Early Childhood Family Education, School Readiness, and child advocacy organizations to remind our lawmakers how important issues affecting children are.
The day will include a rally in the Capitol Rotunda, activities for children, and opportunities to meet with legislators to tell them that investing in our children is important to Minnesota’s future. The theme for the day is “Plant the Seeds: Help Children Bloom.”
Schedule of Thursday’s Events
9 to 10 a.m. Optional training on how to meet with your state legislator
10 to 10:30 Gather in Capitol Rotunda for Rally (songs by the Teddy Bear Band)
10:30 to 11:15 Voices for Children Rally in Capitol Rotunda
11:15 and later Meet with state legislators
For more information on the day’s events, contact Carole Specktor at 651-855-1188 or specktor@cdf-mn.org.
It’s Important to Raise Your Voice -- Even if You Can’t Make it to the Capitol
Access to affordable, quality child care is an investment not only in Minnesota children and families, but also our economy and our future workforce. Quality early care and education can help prepare children for school and for success in life, yet fewer than 50% of Minnesota children arrive at kindergarten fully ready to learn. Since 2003, lawmakers have cut $200 million from the Child Care Assistance Program (CCAP), severely limiting access to affordable, quality child care for low-income working families.
The Child Care Crisis bill, introduced by Senator John Hottinger and Representative Nora Slawik, would restore some of the recent cuts to CCAP, making child care more affordable and increasing access to child care for many more families. Call your State Legislator and speak out for access to affordable, quality early care and education to ensure that every one of our state’s youngest citizens are prepared to succeed in kindergarten and beyond.
Ask your legislators to:
Join child advocates from around the state at the State Capitol on Thursday, March 30, to be part of the “Voices for Children” Advocacy Day. Here is the schedule of events and how you can help even if you can't make it to the State Capitol on Thursday...
The events are a collaborative effort of Child Care, Head Start, Early Childhood Family Education, School Readiness, and child advocacy organizations to remind our lawmakers how important issues affecting children are.
The day will include a rally in the Capitol Rotunda, activities for children, and opportunities to meet with legislators to tell them that investing in our children is important to Minnesota’s future. The theme for the day is “Plant the Seeds: Help Children Bloom.”
Schedule of Thursday’s Events
9 to 10 a.m. Optional training on how to meet with your state legislator
10 to 10:30 Gather in Capitol Rotunda for Rally (songs by the Teddy Bear Band)
10:30 to 11:15 Voices for Children Rally in Capitol Rotunda
11:15 and later Meet with state legislators
For more information on the day’s events, contact Carole Specktor at 651-855-1188 or specktor@cdf-mn.org.
It’s Important to Raise Your Voice -- Even if You Can’t Make it to the Capitol
Access to affordable, quality child care is an investment not only in Minnesota children and families, but also our economy and our future workforce. Quality early care and education can help prepare children for school and for success in life, yet fewer than 50% of Minnesota children arrive at kindergarten fully ready to learn. Since 2003, lawmakers have cut $200 million from the Child Care Assistance Program (CCAP), severely limiting access to affordable, quality child care for low-income working families.
The Child Care Crisis bill, introduced by Senator John Hottinger and Representative Nora Slawik, would restore some of the recent cuts to CCAP, making child care more affordable and increasing access to child care for many more families. Call your State Legislator and speak out for access to affordable, quality early care and education to ensure that every one of our state’s youngest citizens are prepared to succeed in kindergarten and beyond.
Ask your legislators to:
- Invest in our state’s children
- Restore cuts to child care by supporting the Child Care Crisis bill introduced by Senator John Hottinger and Representative Nora Slawik
National Week of the Young Child is April 2nd - 8th, 2006...
This year's these is "Building Better Futures for All Children". If you are not familiar with Week of the Young Child, the information below should give you most of the important facts about this annual celebration. I hope that you will help promote this week and try to raise awareness about the needs and rights of young children across the nation and in your own community.
What is the Week of the Young Child?
The National Week of the Young Child focuses public attention on the rights and needs of young children. It is sponsored by the National Association for the Education of Young Children (NAEYC), which is dedicated to improving the quality of early childhood education for all young children and their families.
NAEYC first established the Week of the Young Child in 1971, recognizing that the early childhood years (birth through age 8) lay the foundation for children's success in school and later life. The Week of the Young Child is a time to plan how we--as citizens of a community, of a state, and of a nation--will better meet the needs of all young children and their families.
Why focus on young children and early childhood programs?
Today we know more than ever before about the importance of children's earliest years in shaping their learning and development. Yet, never before have the needs of young children and their families been more pressing.
The Week of the Young Child is a time to recognize that children's opportunities are our responsibilities, and to recommit ourselves to ensuring that each and every child experiences the type of early environment--at home, at child care, at school, and in the community--that will promote their early learning.
Read NAEYC's, A Call to Excellence in Early Childhood Education, which describes our vision for all children, all early childhood professionals, all families, and all communities.
How do people celebrate Week of the Young Child?
Here are a few descriptions of recent WOYC events in communities around the country:
This year's these is "Building Better Futures for All Children". If you are not familiar with Week of the Young Child, the information below should give you most of the important facts about this annual celebration. I hope that you will help promote this week and try to raise awareness about the needs and rights of young children across the nation and in your own community.
What is the Week of the Young Child?
The National Week of the Young Child focuses public attention on the rights and needs of young children. It is sponsored by the National Association for the Education of Young Children (NAEYC), which is dedicated to improving the quality of early childhood education for all young children and their families.
NAEYC first established the Week of the Young Child in 1971, recognizing that the early childhood years (birth through age 8) lay the foundation for children's success in school and later life. The Week of the Young Child is a time to plan how we--as citizens of a community, of a state, and of a nation--will better meet the needs of all young children and their families.
Why focus on young children and early childhood programs?
Today we know more than ever before about the importance of children's earliest years in shaping their learning and development. Yet, never before have the needs of young children and their families been more pressing.
The Week of the Young Child is a time to recognize that children's opportunities are our responsibilities, and to recommit ourselves to ensuring that each and every child experiences the type of early environment--at home, at child care, at school, and in the community--that will promote their early learning.
Read NAEYC's, A Call to Excellence in Early Childhood Education, which describes our vision for all children, all early childhood professionals, all families, and all communities.
How do people celebrate Week of the Young Child?
Here are a few descriptions of recent WOYC events in communities around the country:
- "We held a Family Writing Workshop where parents were invited to create a book with their children. A book-writing kit was provided, and children and parents shared their books at a show and tell. The books are now part of our library collection."
- "We displayed children's artwork throughout the center and made a DVD slide show of the children. Monday was Parent Appreciation Day, where parents were served light refreshments and received a card from their child. Tuesday was Hat Day. Wednesday was Teacher Appreciation Day, with a pot luck lunch for staff. It was also Beach Party Day. Thursday was Inside Out Day and Friday we had an ice cream social."
- "Our city granted us a permit to hold a parade and children's fair celebrating young children. There were over 500 children who paraded down the main street in decorated wagons, tricycles, or on foot. They marched with their child care providers or early childhood teachers. The free fair had booths representing all of the early childhood agencies and other services and also childcare providers."
- "A group of parents and children marched to City Hall. The mayor joined us and read a proclamation adopted by our City Council about the Week of the Young Child. Additionally, we held a press conference sharing information about the importance of quality early care and education."
- Working families need child care and supportive employer policies to be able to meet the needs of their young children throughout the day.
- In the United States the majority of mothers with children under age 18 work, including 59% of those with infants and 74% of those with school-aged children.
- Approximately 13 million infants, toddlers, and preschool children are regularly in non-parental care in the United States, including 45% of children younger than one year.
- The Census Bureau reports that approximately 50% of working families rely on child care providers to help them care for their children while they work; 25% rely on relatives for child care; and nearly 25% arrange work schedules so that no child care is needed (e.g. parents work different hours or days; one parent works during school hours and is home after school).
- Children, especially those from low-income families, need better access to high-quality early childhood programs.
- Research shows that high-quality early childhood programs help children--especially those from families with low-incomes--develop the skills they need to succeed in school. However, most programs in the United States are rated mediocre, and fewer than 10% meet national accreditation standards. Across the nation child care fees average $4,000 to $10,000 per year, exceeding the cost of public universities in most states. Yet, nationally only 1 in 7 children who are financially eligible for child care subsidies is being served, and only 41% of 3 and 4 year old children living in poverty are enrolled in preschool, compared to 58% of those whose families have higher incomes.
- Communities are becoming increasingly diverse and in order for early childhood educators to be effective they must be sensitive and responsive to children's cultural and linguistic backgrounds. If current population trends continue, by the year 2010 55% of America's children will be white, 22% will be Hispanic, 16% will be black, and 6% will be Asian or Pacific Islander.
- Too many children in the United States live in poverty, without good nutrition and health care.
In the United States 18% of children under age 18 and 24% of children under age 6 live in poverty. It is estimated that 12 million children do not have enough food to meet their basic needs and approximately 3.2 million are suffering from hunger. - In the United States 15% of children under age 18--and 24% of those living in poverty--are not covered by health insurance.
- Approximately one-third of children and nearly one-half of black children born in the United States have at least one health risk at birth.
- More than 20% of 2-year-olds in the United States are not fully immunized.
What can be done?
Federal, state and local government, communities, parents, and the private sector must share in the responsibility of ensuring the well-being of children and families. We can and must do more to create opportunities that help all children and families succeed. We can invest now in our children and families and enjoy long-term savings, with a more vibrant nation of healthy, achieving children and more stable families. Or we can fail to make the investment and pay the price: increased delinquency, greater educational failures, lowered productivity, less economic competitiveness, and fewer adults prepared to be effective, loving parents to the next generation of children.
The Week of the Young Child is an opportunity for programs, NAEYC Affiliates, related organizations, communities, and states to focus on the needs of young children and their families. There are countless ways to celebrate the week, which is first and foremost a grassroots effort. Use the online Guide to WOYC Celebrations for suggested strategies for involving community partners, activity ideas, resources, and groups to contact.
Tuesday, March 28, 2006
Another opinion on school readiness...
First, I would like to remind you that on Thursday, April 30th, more than 1,000 parents, educators and community leaders are expected to gather in the Capitol rotunda at 10 a.m. to talk about funding for early-childhood education at the fifth annual Minnesota Voices for Children's Advocacy Day. If you are able to get away, it would be great to have you lend a voice to the concerns about our state's youngest citizens.
Secondly, I would like to share another opinion article that was in The Morning Call, a paper in Pennsylvania. The article was written by Arthur Scott, who is the president of Northampton Community College. You may wonder why the president of a community college is promoting school readiness. I find it interesting the way he promotes it as a necessary first step to higher learning, but he says it better than I can so here is the article...
link
First, I would like to remind you that on Thursday, April 30th, more than 1,000 parents, educators and community leaders are expected to gather in the Capitol rotunda at 10 a.m. to talk about funding for early-childhood education at the fifth annual Minnesota Voices for Children's Advocacy Day. If you are able to get away, it would be great to have you lend a voice to the concerns about our state's youngest citizens.
Secondly, I would like to share another opinion article that was in The Morning Call, a paper in Pennsylvania. The article was written by Arthur Scott, who is the president of Northampton Community College. You may wonder why the president of a community college is promoting school readiness. I find it interesting the way he promotes it as a necessary first step to higher learning, but he says it better than I can so here is the article...
link
Nation underfunds education from early childhood on.
Spring is before us. As we anticipate warm days, we are also deluged with stories about budgets. The federal government is debating how to reduce the deficit, the commonwealth is discussing gaming revenues, and local officials are wrestling with property taxes. What is missing from these discussions is a long-term focus on issues of critical importance to the future of this country. Chief among those issues is how we continue to adequately fund education.
Since I became Northampton Community College's president three years ago, I have repeatedly argued that economic prosperity and an educated populace go hand-in-hand. If a nation wants economic growth, if it wants involved, civic-minded communities, and if it wants to improve the quality-of-life for all its citizens, it needs to address issues of educational access.Lehigh
Valley Local Links
In my view, these discussions begin with a close look at our national attitude toward pre-school programs. Our children are the most underfunded generation in our history, and yet, they represent our future. There is an irony in the fact that grandparents across this country take justifiable pride in their grandchildren yet do not transfer that love to political action concerning their future well being.
Studies show that children who are not ready for school at age 5 are destined for failure. Yet, as a society, we have not adequately addressed the issue of affordable child care, we allow those who mold the minds of our youngest citizens to be poorly paid, and we tolerate the underfunding of programs like Head Start. The struggles encountered by families attempting to work, go to school, and provide for their children are heart-wrenching. One would think that consensus could be built across party lines to resolve them but, unfortunately, the topic does not even generate meaningful discussion.
Why, you may ask, is a community college president writing about child care? The answer is: I am concerned about the whole education spectrum. Our lack of attention to pre-school issues makes the job before our elementary and secondary school teachers more challenging, especially when coupled with families abdicating responsibilities to teachers.
The state of educational attainment in this country is alarming. Reports on the meeting of the Commission on the Future of Higher Education last October, note that U.S. Secretary of Education Margaret Spellings shared sobering statistics: The United States now ranks fifth among industrialized nations in high school completion rates and seventh in college graduation rates. Studies cited by the Pell Institute for the Study of Opportunity in Higher Education indicate that students from families in the bottom quartile of income are nine times less likely to earn a bachelor's degree by age 24 than students from the top quartile.
The divide between the haves and have-nots is growing. It extends beyond the digital divide and has become an educational divide. In my view, education is no longer given the highest government priority in this country. Education is no longer seen as a common good deserving of public support. As it becomes a private benefit available only to those who can afford it, the implications for our country's future are not good.
At Northampton, part of our mission is to provide quality instruction at a low cost. Recognizing that ''low cost'' is a relative term, the staff works diligently to insure cost does not prevent a student from attending. Educational access is what we care most about. We reach out every day to prospective students who have the potential and desire to learn. We are fortunate that many in the community share our passion and provide financial assistance to our students. Our foundation has the largest scholarship program among all Pennsylvania community colleges, but, no matter how generous this community remains, private dollars alone will not bridge the educational divide.
Elected officials at all levels need to consider the stark future of this country if higher education becomes the privilege of a few and not a right enjoyed by many. My father-in-law is fond of saying, ''People get the government they deserve.'' We deserve better public policy as it relates to education. It's up to each of us to see that we get it.
Arthur Scott of Palmer Township is the president of Northampton Community College.
Monday, March 27, 2006
Another Resource...
How many of you are familiar with Parents magazine? I remember having a subscription when my children were younger. It is a great magazine with a lot of useful information.
Did you know that they also have an excellent website at www.parents.com and the information provided is not just for parents, but for all types of caregivers. There is a great section on kids that contains information broken down by age group that includes a wealth of information and advice ondevelopment, behavior, health, safety, and more. There is also a Fun Times section with activities, crafts, printables, recipes, party ideas and more... again wiht ideas broken down by age group. Perhaps some of the most interesting information can be found in the Message Boards that cover age specific topics and general child care advice on issues such as potty training, sleep dilemmas, health & safety, and even up to date product recall information from the U.S. Consumer Product Safety Commission. You can join up to make your own comments and ask questions, or just read the information that is already posted.
This website is a good spot to spend some time and pick up some useful information. Let me know what you think...
How many of you are familiar with Parents magazine? I remember having a subscription when my children were younger. It is a great magazine with a lot of useful information.Did you know that they also have an excellent website at www.parents.com and the information provided is not just for parents, but for all types of caregivers. There is a great section on kids that contains information broken down by age group that includes a wealth of information and advice ondevelopment, behavior, health, safety, and more. There is also a Fun Times section with activities, crafts, printables, recipes, party ideas and more... again wiht ideas broken down by age group. Perhaps some of the most interesting information can be found in the Message Boards that cover age specific topics and general child care advice on issues such as potty training, sleep dilemmas, health & safety, and even up to date product recall information from the U.S. Consumer Product Safety Commission. You can join up to make your own comments and ask questions, or just read the information that is already posted.
This website is a good spot to spend some time and pick up some useful information. Let me know what you think...
Saturday, March 25, 2006
Early Childhood Community Event on April 3rd...
If you like near the St. Cloud, Minnesota area, you might be interested in attending this free community event. It's always great to spend some time with other people who are concerned about our community's children and look for some ideas to improve our community.
Creating The Future - Early Learning For Our Youngest Children...
United Way Success By 6 is bringing together parents and others that care about the early care and education of our community’s children. Please join us for dinner to share your voice at this Central MN visioning session!
If you like near the St. Cloud, Minnesota area, you might be interested in attending this free community event. It's always great to spend some time with other people who are concerned about our community's children and look for some ideas to improve our community.
Creating The Future - Early Learning For Our Youngest Children...
United Way Success By 6 is bringing together parents and others that care about the early care and education of our community’s children. Please join us for dinner to share your voice at this Central MN visioning session!
Monday, April 3rd, 2006, 5:30 - 8:30 pm
Whitney Senior Center - Main Hall
1527 Northway Drive St. Cloud, MN
5:30 - 6:00 pm Pizza dinner
6:00 - 8:30 Local presenters & your voice
Whitney Senior Center - Main Hall
1527 Northway Drive St. Cloud, MN
5:30 - 6:00 pm Pizza dinner
6:00 - 8:30 Local presenters & your voice
Limited space is available; please RSVP by Wednesday, March 29, 2006 to United Way at (320) 252-0227 ext. 71, or by visiting www.unitedwayhelps.org
Pizza, fruit, veggies, dessert, and beverages will be provided free of charge.
Pizza, fruit, veggies, dessert, and beverages will be provided free of charge.
Free child care and special accommodations available on request.
Success By 6 is a collaboration to build community support for children during the formative years that influence their entire lives - from birth to age six. By bringing our community together, we can address the needs of young children and their families so that all children are prepared for success in school and in life.
Success By 6 is a collaboration to build community support for children during the formative years that influence their entire lives - from birth to age six. By bringing our community together, we can address the needs of young children and their families so that all children are prepared for success in school and in life.
Friday, March 24, 2006
Outdoor safety...
Spring is officially here and it's time to start thinking about getting outdoors with the children... Actually we go outdoors to play all year long (yes, even in Minnesota in the winter - we are a hardy bunch!), but we certainly spend a lot more time outdoors when the weather is nice and warm. My husband claims that we have the largest park in our small town located in our backyard. With this convenience for the child care comes certain responsibilities - like child safety.
With the coming season, it is a great time to refresh ourselves on outdoor safety.
Did you know?
Tips for a Safer Backyard Playground
Spring is officially here and it's time to start thinking about getting outdoors with the children... Actually we go outdoors to play all year long (yes, even in Minnesota in the winter - we are a hardy bunch!), but we certainly spend a lot more time outdoors when the weather is nice and warm. My husband claims that we have the largest park in our small town located in our backyard. With this convenience for the child care comes certain responsibilities - like child safety.
With the coming season, it is a great time to refresh ourselves on outdoor safety.
Did you know?
- More than 75,000 children in the United States are injured on backyard play equipment each year. More than one-third of these injuries are serious enough to cause fractures, concussions, amputations or internal injuries.
- Each year, nearly 20 children ages 14 and under die from playground equipment-related injuries. Most deaths from playground equipment are from falls or strangulation.
- Protective surfacing below and around playground equipment (at least six feet in all directions) is the number one change a parent can make to prevent serious injury.
Tips for a Safer Backyard Playground
- Get written proof that the equipment you're buying complies with standard F1148-93 of the American Society for Testing and Materials (ASTM), which means it passes a set of strict safety design tests.
- Make sure there is a soft-surface safety zone six to 12 inches deep underneath the equipment. Some excellent choices include wood chips, mulch, pea gravel, sand or shredded tires.
- Place play equipment at least six feet away from all obstructions, including fences, trees, buildings, electrical wires or laundry lines.
- Keep equipment as far away as possible from streets and driveways.
- Create safe play patterns for your children. For example, make sure the sliding board exit area is not in the swing path.
- Swings should hang a minimum of 24 inches apart and should be at least 30 inches from the outer structures.
- Install and maintain equipment according to manufacturer's guidelines. See the checklist below for routine playground maintenance tips.
- Do not make a tree swing from a tire. There is usually not enough clearance between the tire and the tree trunk.
- Always supervise your children and teach them to play safely.
- Don't allow them to wear loose clothing that could catch and cause strangulation.
- Never let them play on wet equipment.
Inspecting and maintaining equipment
If you purchase used equipment, make sure there is no obvious damage to the structure, you have all the parts and you can get the owner's manual. To make sure the item hasn't been recalled, contact the U.S. Consumer Product Safety Commission (CPSC) at 1-800-638-2772.
Check your equipment and surrounding areas for these danger signs, and make repairs or replacements:
- Hardware that is loose, worn or protruding. "S" hooks or protruding bolt ends can easily catch on children's clothing.
- Scattered debris, litter, rocks or tree roots
- Splinters, large cracks, decayed wood and missing or damaged equipment
- Rusting or peeling paint
Spending time outdoors and having a playground in your back yard is a lot of fun, but don't forget that child safety is important. Oh, I can hardly wait for those nice sunny days...
Thursday, March 23, 2006
In The News in Wyoming...
From the Star-Tribune in Casper, Wyoming:
link
Some of this is already mirrored in Minnesota. The TEACH program is an incentive based program already in place and will hopefully be expanded. The QRS (quality rating system) is in the final stages of being prepared. All these amount to positive improvement for child care professsionals that are concerned about quality of care for children.
From the Star-Tribune in Casper, Wyoming:
link
Governor signs child-care bills
By JOHN MORGAN Star-Tribune staff writer
Wednesday, March 22, 2006
Sitting in a tiny chair surrounded by children blowing bubbles and playing with toys, Gov. Dave Freudenthal signed into law three House bills and two Senate files Tuesday morning at the AppleTree Learning Center in Casper.
"This bill is an opportunity for the state to improve the quality of child care," he said, as he signed House Bill 92. "I don't think anybody had any reservations that quality child care is important."
The bill provides $1.4 million for task force to develop a quality child-care system in Wyoming. If the task force's work is approved by the Legislature next year, the system could include a rating system and incentive payments for high-quality, private child-care providers.
"This is the best thing the state has done in years," said Kendra West, executive director of the Evanston Child Development Center. "We're finally recognizing how important child care is. Children really miss out on that window of opportunity when they don't enter school until they are 5 years old."
In Evanston, child care is very hard to find, West said. She said her center has more than 300 children, and parents are always asking her to expand.
"This will give us an opportunity to hire additional teachers and provide quality services," she said.
West said most child-care workers are paid minimum wage, don't get any benefits, and can't afford to keep working. Turnover is very high in the child-care business, she said. It's expensive to keep training new employees and hard on the kids, too.
"Little kids need that one-on-one contact with teachers," she said. "We want kids to see the same people every day. It's important to have consistent child-care providers so we can build the bond. We think of our services as an extension of the family."
The bill was originally developed as part of the Children and Families Initiative and was written to establish the child-care incentive program immediately. It was reduced to a study in the recent legislative session.
But supporters say the bill is an important start.
"We hope to develop a strong workforce that is paid appropriately. This bill will also help to train individuals to provide the quality necessary for early child development," said Rep. Elaine Harvey, R-Lovell.
"We will spend next year working out the nuts and bolts. ... We hope teachers will have the opportunity to receive more education and earn a livable wage. Hopefully, this will reduce turnover levels, so schools are not always training new staff."
"This is just the beginning," Freudenthal said. "We have a lot of work to do next year."
Some of this is already mirrored in Minnesota. The TEACH program is an incentive based program already in place and will hopefully be expanded. The QRS (quality rating system) is in the final stages of being prepared. All these amount to positive improvement for child care professsionals that are concerned about quality of care for children.
Wednesday, March 22, 2006
Is Child Care Harmful to a Child?
As a professional child care provider, it makes me angry when I read articles or listen to people talk about how much children suffer by being in child care and how inadequate child care is part of the problems we now face in society. Unfortunately there may be a grain of truth in this. As with any other industry, in child care, there are businesses that are well run and those that do a poor job.
More is known today than ever before about the critical importance of good nurturance and care during the early years of life. Breakthroughs in research on human brain development show that the quality of caregiving relationships and environments have a lasting impact on the trajectory of children’s development—literally influencing later success in school and life. The research also clearly shows that a child’s brain development lags behind his peers when that child lacks a stable and appropriately stimulating caregiving environment. Children who are neglected develop brains that are 20% to 30% smaller than what is considered normal for their age.
Quality care, whether at home with a parent or family member or in a child care setting, provides the human stimulus and response necessary to develop and maintain critical neural connections for sight, language, and the emotional foundations upon which all future learning takes place.
Key Facts about Child Care in America:
As a professional child care provider, it makes me angry when I read articles or listen to people talk about how much children suffer by being in child care and how inadequate child care is part of the problems we now face in society. Unfortunately there may be a grain of truth in this. As with any other industry, in child care, there are businesses that are well run and those that do a poor job.
More is known today than ever before about the critical importance of good nurturance and care during the early years of life. Breakthroughs in research on human brain development show that the quality of caregiving relationships and environments have a lasting impact on the trajectory of children’s development—literally influencing later success in school and life. The research also clearly shows that a child’s brain development lags behind his peers when that child lacks a stable and appropriately stimulating caregiving environment. Children who are neglected develop brains that are 20% to 30% smaller than what is considered normal for their age.
Quality care, whether at home with a parent or family member or in a child care setting, provides the human stimulus and response necessary to develop and maintain critical neural connections for sight, language, and the emotional foundations upon which all future learning takes place.
Key Facts about Child Care in America:
- Families have changed dramatically in the last 40 years. Today, 70 percent of all families are headed by either two working parents or a single working parent. In 1960, it was the exact opposite -- 70 percent of families had a parent (usually a mom) at home with the children.
- Most children now spend time in child care. In 2001, 61 percent of children from birth to age six were in some form of child care. This includes over half of infants and toddlers and nearly three quarters of pre-school age children.
- Good quality child care helps children develop and prepares them for school. Research has shown that children in higher quality care for their first four and half years of life scored higher on tests of cognitive skills, language ability, vocabulary, and short-term memory and attention when compared with children in lower quality care.
- Too many children, especially low-income children, are in poor quality child care. A national study of family child care providers found that over one-third were rated inadequate, and less than half of states require family day care homes to be inspected each year. The problem is especially critical for low-income children.
- Child care costs more than many families can afford. It is a struggle for parents to pay for child care that can range from $4,000 to $10,000 a year per child. The cost is higher for infant care and for care for children with special needs.
- Lack of stable child care affects worker productivity. Quality child care arrangements help parents stay focused and productive on the job. In one study, 80 percent of employers report that child care problems force employees to lose work time.
- Child caregivers are underpaid, under trained, and receive minimal benefits. Salaries for child caregivers average a shockingly low $16,980 per year, and frequently they receive no benefits. In 30 states, teachers in child care centers are allowed to begin working with children before they receive any training in early child development.
- Our nation's investment in child care is minimal. The United States is the only industrialized country without a nationwide system of child care for working parents. The result: Our child care is of poor quality. Child care workers are underpaid and undertrained. Half a million families are on a waiting list to get child care assistance. Between seven and fifteen million children ages five to 14 are left home alone or unsupervised after school.
Tuesday, March 21, 2006
More About Pre-K in the News...
An article from the Christian Science Monitor talking about the movement in Illinois for a univeral preschool program. What are your thoughts? Is Illinois on the right track?
link
Illinois leads new push for universal preschool
They give children a boost in school and into adulthood, advocates say. But gains can disappear after a year or two.
By Amanda Paulson Staff writer of The Christian Science Monitor
CHICAGO - By the time they start kindergarten, many children are already 18 months behind.
That - along with studies showing that money invested when kids are 3 or 4 years old helps them graduate or keeps them out of jail - is one reason states are starting to take a much harder look at funding education before they get to kindergarten.
Last month, Illinois Gov. Rod Blagojevich (D) proposed an initiative that would make the state the first in the US to offer universal preschool to 3-year-olds.
In June, Californians will vote on a ballot initiative to provide prekindergarten to all children. Legislators and governors are talking about universal preschool in Virginia, Arizona, New Jersey, and other states. And last year, at least 26 states increased spending on their preschool programs.
"If you look at pre-K as a national movement, it's continuing to move across the country, and we think California is indicative of that," says Don Owens, a spokesperson for Pre-K Now, an early childhood- education advocacy group.
But even as proponents tout the idea as the only safe educational investment, some critics question lavishing money on toddlers. They cite the "fadeout" effect some studies have shown, in which educational gains disappear after a year or two, and question the wisdom in offering universal pre-K, rather than targeting high-quality programs to children who need it most.
"I think [Illinois] is already doing a decent job with the really high-needs kids," says Collin Hitt, an associate with the Illinois Policy Institute, which advocates small government.
Mr. Hitt cites the Head Start studies that have shown limited gains for youngsters enrolled in the program, and studies from Georgia - one of three states, along with Oklahoma and Florida that currently has a universal pre-K program - that show any educational gains disappear within a year or two.
But some studies show significant long-term effects, not all academic. The High/Scope Perry Preschool Study spent more than 40 years tracking 123 African-Americans who went through a preschool program in Ypsilanti, Mich., comparing them with a control group. Those with preschool were more likely to graduate from high school and about half as likely to need special education. About four times as many owned their own home by age 27 and were earning at least $2,000 a month. They were less likely to be arrested, be on welfare, or have a child out of wedlock.
"Even though since they're way in the future, you discount them, those benefits outweigh the costs under pretty much any scenario you can think of," says Clive Belfield, an economics professor at Queens College at the City University of New York. The return can be as high as $12 for $1 invested, he says, although it's lower - $1.50 to $3 - for his analyses of universal state programs.
Currently, states' commitment to preschool varies: 41 states have some sort of pre-K program, but some serve only 1 or 2 percent of their state's 4-year-olds. Some require bachelor's degrees for teachers, and have different teacher pay scales. And some states have strict class-size limits while others, like Texas, have no limits.
But quality teachers and strong supervision can make a huge difference. "We have strong evidence that programs that have these characteristics are highly effective," says Steven Barnett, director of the National Institute for Early Education Research (NIERR). "But then people go and do research on stuff that's not like that and say, 'see, it doesn't work,' " he adds.
Florida has been criticized for cutting corners on quality, and Georgia doesn't require bachelor degrees for its teachers, but Oklahoma has won high marks from everyone. About two-thirds of all 4-year-olds are enrolled in the state - considered about the upper limit in universal programs, which are always voluntary.
"It is producing very impressive short- term learning gains for children," says William Gormley, a public policy professor at Georgetown University. "And it produces benefits for both disadvantaged children and middle class children."
Illinois - which already scores a 9 out of 10 on the NIERR's quality ranking - is hoping to reach some of those middle-class children who often don't qualify for targeted programs but whose parents can't afford private preschool.
"This is some of the most effective spending the government does," says Elliot Regenstein, the governor's director of education reform. Within five years, he says, Illinois hopes to have half-day preschool programs - up to the state's current high-quality standards - available to all 3- and 4-year-olds whose parents want it.
Others suggest a slow increase, but agree that two years is a good goal. "We believe a state should serve as many of its 4-year-olds first and then move to its 3s," says Mr. Owens of Pre-K Now. "But if the Illinois plan passes, Illinois will be the leader in the nation on prekindergarten."
An article from the Christian Science Monitor talking about the movement in Illinois for a univeral preschool program. What are your thoughts? Is Illinois on the right track?
link
Illinois leads new push for universal preschool
They give children a boost in school and into adulthood, advocates say. But gains can disappear after a year or two.
By Amanda Paulson Staff writer of The Christian Science Monitor
CHICAGO - By the time they start kindergarten, many children are already 18 months behind.
That - along with studies showing that money invested when kids are 3 or 4 years old helps them graduate or keeps them out of jail - is one reason states are starting to take a much harder look at funding education before they get to kindergarten.
Last month, Illinois Gov. Rod Blagojevich (D) proposed an initiative that would make the state the first in the US to offer universal preschool to 3-year-olds.
In June, Californians will vote on a ballot initiative to provide prekindergarten to all children. Legislators and governors are talking about universal preschool in Virginia, Arizona, New Jersey, and other states. And last year, at least 26 states increased spending on their preschool programs.
"If you look at pre-K as a national movement, it's continuing to move across the country, and we think California is indicative of that," says Don Owens, a spokesperson for Pre-K Now, an early childhood- education advocacy group.
But even as proponents tout the idea as the only safe educational investment, some critics question lavishing money on toddlers. They cite the "fadeout" effect some studies have shown, in which educational gains disappear after a year or two, and question the wisdom in offering universal pre-K, rather than targeting high-quality programs to children who need it most.
"I think [Illinois] is already doing a decent job with the really high-needs kids," says Collin Hitt, an associate with the Illinois Policy Institute, which advocates small government.
Mr. Hitt cites the Head Start studies that have shown limited gains for youngsters enrolled in the program, and studies from Georgia - one of three states, along with Oklahoma and Florida that currently has a universal pre-K program - that show any educational gains disappear within a year or two.
But some studies show significant long-term effects, not all academic. The High/Scope Perry Preschool Study spent more than 40 years tracking 123 African-Americans who went through a preschool program in Ypsilanti, Mich., comparing them with a control group. Those with preschool were more likely to graduate from high school and about half as likely to need special education. About four times as many owned their own home by age 27 and were earning at least $2,000 a month. They were less likely to be arrested, be on welfare, or have a child out of wedlock.
"Even though since they're way in the future, you discount them, those benefits outweigh the costs under pretty much any scenario you can think of," says Clive Belfield, an economics professor at Queens College at the City University of New York. The return can be as high as $12 for $1 invested, he says, although it's lower - $1.50 to $3 - for his analyses of universal state programs.
Currently, states' commitment to preschool varies: 41 states have some sort of pre-K program, but some serve only 1 or 2 percent of their state's 4-year-olds. Some require bachelor's degrees for teachers, and have different teacher pay scales. And some states have strict class-size limits while others, like Texas, have no limits.
But quality teachers and strong supervision can make a huge difference. "We have strong evidence that programs that have these characteristics are highly effective," says Steven Barnett, director of the National Institute for Early Education Research (NIERR). "But then people go and do research on stuff that's not like that and say, 'see, it doesn't work,' " he adds.
Florida has been criticized for cutting corners on quality, and Georgia doesn't require bachelor degrees for its teachers, but Oklahoma has won high marks from everyone. About two-thirds of all 4-year-olds are enrolled in the state - considered about the upper limit in universal programs, which are always voluntary.
"It is producing very impressive short- term learning gains for children," says William Gormley, a public policy professor at Georgetown University. "And it produces benefits for both disadvantaged children and middle class children."
Illinois - which already scores a 9 out of 10 on the NIERR's quality ranking - is hoping to reach some of those middle-class children who often don't qualify for targeted programs but whose parents can't afford private preschool.
"This is some of the most effective spending the government does," says Elliot Regenstein, the governor's director of education reform. Within five years, he says, Illinois hopes to have half-day preschool programs - up to the state's current high-quality standards - available to all 3- and 4-year-olds whose parents want it.
Others suggest a slow increase, but agree that two years is a good goal. "We believe a state should serve as many of its 4-year-olds first and then move to its 3s," says Mr. Owens of Pre-K Now. "But if the Illinois plan passes, Illinois will be the leader in the nation on prekindergarten."
Monday, March 20, 2006
BOOK IT Beginners....
Have you ever heard of BOOK IT? The national literacy incentive program sponsored by Pizza Hut. Students can read books and earn certificated for a free personal pan pizza. Is your child care involved in the BOOK IT Beginners program? If not, why not? My family child care has been doing this for several years. The children enjoy books and this is a fun added incentive that they can be proud of. It is also another inexpensive program that can be used to promote and set your business apart professionally.
Extensive research has proven that reading aloud to a child is the single most important factor in raising a reader. Children who are read to on a regular basis show more interest in books and learning to read. Reading aloud to children can motivate them to want to read. Most educators will agree that no other literacy activity has as many benefits, takes so little time, and is so much fun! From developing listening skills to fostering language skills to encouraging thinking skills - and the list goes on and on. Looking at the pictures, hearing and seeing the words, and then talking about what happens in the story gives pre-readers the tools they need to develop into independent readers.
BOOK IT! Beginners is an eight-week program that encourages teachers to read aloud to young children in preschool and pre-kindergarten so that they'll develop a love of books and reading at an early age.
BOOK IT! Beginners is available for children ages 3-5, not yet in kindergarten, who attend a preschool/pre-kindergarten program or licensed child care facility. A regular faculty, curriculum, and an enrolled body of at least four eligible preschool children must be maintained.
BOOK IT! Beginners is a classroom-structured program and is not available on an individual basis (i.e. you must be a licensed child care facility to be involved). The program began on March 6th and runs through April It's not too late to begin for April... download the simple application and fill it out. Then begin reading to the children... for more information.
For more information go to the Book It Beginner website... You can find answers to questions, how the program works , resources and reproductibles, rules, and more.
Have you ever heard of BOOK IT? The national literacy incentive program sponsored by Pizza Hut. Students can read books and earn certificated for a free personal pan pizza. Is your child care involved in the BOOK IT Beginners program? If not, why not? My family child care has been doing this for several years. The children enjoy books and this is a fun added incentive that they can be proud of. It is also another inexpensive program that can be used to promote and set your business apart professionally.
Extensive research has proven that reading aloud to a child is the single most important factor in raising a reader. Children who are read to on a regular basis show more interest in books and learning to read. Reading aloud to children can motivate them to want to read. Most educators will agree that no other literacy activity has as many benefits, takes so little time, and is so much fun! From developing listening skills to fostering language skills to encouraging thinking skills - and the list goes on and on. Looking at the pictures, hearing and seeing the words, and then talking about what happens in the story gives pre-readers the tools they need to develop into independent readers.
BOOK IT! Beginners is an eight-week program that encourages teachers to read aloud to young children in preschool and pre-kindergarten so that they'll develop a love of books and reading at an early age.BOOK IT! Beginners is available for children ages 3-5, not yet in kindergarten, who attend a preschool/pre-kindergarten program or licensed child care facility. A regular faculty, curriculum, and an enrolled body of at least four eligible preschool children must be maintained.
BOOK IT! Beginners is a classroom-structured program and is not available on an individual basis (i.e. you must be a licensed child care facility to be involved). The program began on March 6th and runs through April It's not too late to begin for April... download the simple application and fill it out. Then begin reading to the children... for more information.
For more information go to the Book It Beginner website... You can find answers to questions, how the program works , resources and reproductibles, rules, and more.
Saturday, March 18, 2006
The First Day of Spring…
Monday, March 20th, is officially the first day of Spring. I am more than ready… especially with all the snow we’ve gotten in the past week. March didn’t exactly come in like a lion but roared a bit in the middle of the month. Although it is to be expected since it is State Tournament time again in Minnesota. (I would be remiss if I failed to say congratulations to the New-London Spicer Wildcats for winning the section championship last night and making it to the State Tournament.)
Here’s hoping that March finishes by going out like a lamb. Though I wish we could start the season with the nice weather on Monday, we do live in Minnesota and winter may not be quite over yet. If the winter weather is beginning to wear on you, look for some spring activities and crafts to help you remember that nice weather is just around the corner…
Monday, March 20th, is officially the first day of Spring. I am more than ready… especially with all the snow we’ve gotten in the past week. March didn’t exactly come in like a lion but roared a bit in the middle of the month. Although it is to be expected since it is State Tournament time again in Minnesota. (I would be remiss if I failed to say congratulations to the New-London Spicer Wildcats for winning the section championship last night and making it to the State Tournament.)
Here’s hoping that March finishes by going out like a lamb. Though I wish we could start the season with the nice weather on Monday, we do live in Minnesota and winter may not be quite over yet. If the winter weather is beginning to wear on you, look for some spring activities and crafts to help you remember that nice weather is just around the corner…
- DLTK Kids, of course we check one of my favorite online activity and craft sites.
- First School has spring theme related activities and coloring pages.
- Kids Domain has crafts, games, and more to celebrate the season.
- Child Fun also has a lot of great spring activities.
- Apples 4 the Teacher has activities, coloring pages, and crafts.
- Family Fun also has some great ideas.
- Enchanted Learning has lots of spring craft and activity ideas.
Though it may not quite be time to start a garden, maybe these sites will give you some ideas while we’re waiting for the green grass to grow and the trees to bud. I hope that you have a happy first day of spring!
Friday, March 17, 2006
In the News...
First, I hope that everyone had a wonderful St. Patrick's Day. With leprechauns and shamrocks and more, it is a great holiday at this time of year when we are desperately waiting for winter to end.
Second, I want to share an opinion article with you from the Des Moines Business Record Online in Iowa last week. I have been keeping an eye on our neighbors to the south because they seem to be active in issues of school readiness and early education. (Besides, I grew up in Iowa and once an Iowan always an Iowan :-)
I wish Iowa well in it's quest to be a leader in early childhood education. Perhaps then Minnesota will wake up and follow along.
First, I hope that everyone had a wonderful St. Patrick's Day. With leprechauns and shamrocks and more, it is a great holiday at this time of year when we are desperately waiting for winter to end.
Second, I want to share an opinion article with you from the Des Moines Business Record Online in Iowa last week. I have been keeping an eye on our neighbors to the south because they seem to be active in issues of school readiness and early education. (Besides, I grew up in Iowa and once an Iowan always an Iowan :-)
Sunday, March 05, 2006
Follow Iowa
Few leaders argue today that the brain research supporting early childhood education initiatives is junk science. Or that socially disadvantaged children aren’t disproportionately affected, not because the poor don’t have the same cognitive abilities as their more affluent peers, but due to other destabilizing factors in their home environments. Or that government’s failure to devote meaningful resources in those crucial years between birth and age 3 hasn’t contributed to enormously expensive problems, such as crime, teenage pregnancy and welfare dependency. Or that at its core, a lack of emphasis on early childhood education isn’t a business issue with stunning implications.
When smart people from so many sectors – scientists, teachers, health-care professionals and child welfare advocates, certainly, but increasingly business leaders, economists and other bottom-line money people – recognize the problem, implementation of a solution should be a breeze, right?
Wrong.
Though vital, debate over whether to set state preschool standards or continue to honor Iowa’s tradition of local control, shift K-12 education dollars to preschool programs or identify new funding streams, mandate preschool or make it voluntary, and myriad other ponderous issues is having the undesired effect of crushing initiative and leadership. Legislators may worry that the choices they make may be so unpopular back home as to put their re-elections at risk, or they may think the issue isn’t going anywhere and there’s always next year.
As Principal Financial Group Chairman and CEO J. Barry Griswell remarked the other day at an Iowa Business Council Early Childhood Education Summit, there may never be a time when legislators can’t say, “This is too thorny to solve. This is too political.”
“We are going to piddle around, and then 10 years from now, we are going to be a state in great trouble unless we get to going,” an impassioned Griswell prodded. “Be bold. Let’s be the leader in the country. Let’s not model someone else.”
His clarion call is backed by the strength of the IBC, a consortium of Iowa’s largest employers. Legislators – and business leaders who have watched passively as this issue has unfolded – should consider they have received their marching orders: to get behind a plan that invests significantly in early childhood education. If crafted correctly, such legislation could not only promote core Iowa values of social justice and fairness, but also yield long-term returns in increased worker productivity and decreased social spending.
It’s not only the right thing, but the smart thing.
I wish Iowa well in it's quest to be a leader in early childhood education. Perhaps then Minnesota will wake up and follow along.
Thursday, March 16, 2006
Some Career Advice...
Are there any basketball fans that remember Walter Bond? He is a former player at the University of Minnesota that went on to a career in the NBA through determination and dedication to a goal. I met Walter several years ago and worked with him as keynote at a conference that I was helping with. He is a great speaker and a great guy. When I read this e-mail from him I couldn't help sharing it with you... It echoes what I have been saying to child care professionals for years...
How about you? Do you love what you are doing? Is working with children your purpose in life? I sincerely hope so... If this is true, then you are well on your way to becoming a success!
Are there any basketball fans that remember Walter Bond? He is a former player at the University of Minnesota that went on to a career in the NBA through determination and dedication to a goal. I met Walter several years ago and worked with him as keynote at a conference that I was helping with. He is a great speaker and a great guy. When I read this e-mail from him I couldn't help sharing it with you... It echoes what I have been saying to child care professionals for years...
Succeeding on Purpose!
by Walter Bond
If you don't absolutely love what you do quit!!!!! I mean this statement with all my heart, this is not meant to be a challenge but an opportunity for you to live out your purpose. I believe that God put you on this earth to do something special, you shouldn't rest until you find out exactly what that is.
I have found in my travels as a speaker and consultant that many people struggle to discover what their "true" purpose really is. I have motivated people for years not to have a job but a career. It sounds great and does have some merit but I want to take my approach to this matter to another level. I want to quantify my new perspective with a statement. You don't want to find a job, you don't even want to find a career, the key to your life is to discover your purpose.
There were many years I dreamed of becoming a professional athlete in the NBA. Once, I achieved it (and cashed a few checks) I learned that it wasn't nearly as rewarding as I thought it would be. Why? It wasn't my purpose. I became a job recruiter and did that for less than two months and quickly quit. Next I tried broadcasting for the Minnesota Timberwolves for a couple of years, enjoyed it, but something was missing with this too. One day someone handed me a microphone and a room full of people, and the experience for me was priceless. This time I realized that I had finally found my purpose. My plan is to motivate, inspire and train people the rest of my life.
Your natural thought right know should be, Walter how do I know if I have found my purpose? There are a few keys to let you know when you have found your purpose. First of all you'll love what you do so much you would be willing to do it for free. Second it serves mankind, third and most importantly you just couldn't see yourself nor want to see yourself doing anything else. If what you do currently don't line up with these three keys, quit. If you don't absolutely love what you do quit. There is some industry out
there that is waiting for you to "show up."
How about you? Do you love what you are doing? Is working with children your purpose in life? I sincerely hope so... If this is true, then you are well on your way to becoming a success!
Wednesday, March 15, 2006
In the News...
An editorial in the Walker, Minnesota Pilot-Independent yesterday (March 14th). I know that this has been said before, but it bears repeating until everyone listens....
Child care cutbacks have hurt Minnesota families, children, businesses
Guest commentaryAnn Kaner-Roth and Jim Koppel
The Pilot-Independent
Last Updated: Tuesday, March 14th, 2006 11:30:47 AM link
Yep, I agree! How about you?
An editorial in the Walker, Minnesota Pilot-Independent yesterday (March 14th). I know that this has been said before, but it bears repeating until everyone listens....
Child care cutbacks have hurt Minnesota families, children, businesses
Guest commentaryAnn Kaner-Roth and Jim Koppel
The Pilot-Independent
Last Updated: Tuesday, March 14th, 2006 11:30:47 AM link
With the start of the new state legislative session in St. Paul, some lawmakers would have us believe that the massive cutbacks in state child care investments they engineered in recent years have improved our child care system. Nothing could be further from the truth. Child care is an investment in the future of Minnesota's children, families and economy, and each dollar spent comes back to taxpayers many fold. Economists at
the Minneapolis Federal Reserve Bank tout early care and education as the best economic investment a state can make, bringing a 12 percent public return on every $1 invested.Here is the current reality of child care in Minnesota. More than $200 million has been removed from the Child Care Assistance Program since 2003. It's not "rhetoric," as some contend, to say that this has hurt families, businesses and communities — to say nothing of the 11,000 kids from struggling families who no longer access child care assistance because of the cutbacks. The changes have not improved efficiencies or improved the integrity of the program.
In fact our child care infrastructure has been crippled largely due to the funds that have been siphoned out of the system. Since the cutbacks were enacted, a net total of 1,127 licensed child care providers have gone out of business.
That's more than one Minnesota business per day, and it means a lot fewer choices for families who need a safe, reliable place for their kids. This is especially hard on families struggling to stay in the work force and off of welfare. More than 75 percent of moms with young children in Minnesota work outside the home. Those families need child care. Recent research shows that child care in Minnesota is expensive, and that the vast majority of the cost is paid by parents. In fact, the state pays for less than 10 percent of all child care. Some say Minnesota's system is still among the most "generous" and highest ranked in the nation, but consider this: with the cutbacks, Minnesota now ranks
40th in the nation in entrance eligibility at 175 percent of the federal poverty guidelines ($29,050 for a family of three). That's below Mississippi, which is dead last in overall child well-being. While Minnesota does allow families to receive assistance up to 250 percent of federal poverty guidelines — with the entrance eligibility level so low, that figure is useless for so many families who don't qualify for assistance in the first place.And contrary to assertions that the legislative changes target funds to those most in need, the massive cutbacks have forced nearly 5,000 of those families to a waiting list for help.
Except for a slight bump in January — rates have been "frozen" for three years at 2001 market levels. Imagine telling your local grocer or pharmacist that you would only pay them what they charged in 2001. Do you think they would agree? And if they did, how long could they stay in businesses?
With their rates essentially frozen, providers, who often just break even financially, have been forced to absorb rising business costs, charge struggling families more to stay afloat, or close their doors altogether. Families and providers have both suffered from these changes. Even the federal government is concerned about Minnesota's reimbursement situation. In September, a letter from the U.S. Health and Human Services Department to the State said: "We are concerned that a system of child care payments that does not reflect the realities of the market makes it economically infeasible for many providers to serve low-income children — undermining the statutory requirements of equal access and parental choice."
When it comes to child care, it should not simply be about budgets and reimbursement formulas. It should really be about smart investments to ensure our kids have a safe, reliable place to be and to learn when their parents are at work or school. The recent disinvestment in child care has not been good for families, businesses or taxpayers. It is shortsighted, and it is wrong.
Ann Kaner-Roth is executive director of Child Care WORKS, a statewide coalition of
organizations and individuals that educate about and advocate for quality, affordable child care in Minnesota. Jim Koppel is Director of Children’s Defense Fund Minnesota, which advocates on behalf of children.
Yep, I agree! How about you?
Tuesday, March 14, 2006
Top 10 Things Child Care Providers Want Parents To Know...
Child care is a profession, not a babysitting service. And, as a business, there are certain things that the care professionals would like everyone to know. I found this list on the internet and thought that you might be interested in seeing the 10 things that perents need to know about the challenging and rewarding career of being a child care provider. (Tips were provided from a child care forum and seasoned providers.) Above all, remember that mutual R-E-S-P-E-C-T goes a long way!
1) Child Care Is A Business--Not A Babysitting Service
Child care is a business and providers are professionals; please don't refer them as babysitters. As such, it is reasonable to expect that care providers will have established rules, hours and pay rates that keep the door open and quality care provided to all. Parents should be appreciative that a provider takes time to create a handbook, contract, and other details that help to foster communications and understanding.
2) Providers Have The Right To Charge Late Fees; Other Applicable Charges
Providers have the right to add fees if parents are late picking up children, may charge even if a child is not taken to care on a particular day (the slot is still being held for this child), and should charge families in advance and not make exceptions. Why? They often get taken advantage of by families if they don't. Providers are empathetic to the kids in their care and their families; however, sob stories will not pay their bills. After all, would you work for free?
3) Hear The Calling? Calling For Bills To Be Paid Like Anyone Else
Child care providers have a "calling" for caring for kids. But, I also had a calling. The gas company was calling. The phone company was calling. My mortgage company was calling. They all wanted to be paid and I needed to make enough to pay them. After all, parents are using care providers usually because they are working themselves to also collect an income.
4) Care Providers Are NOT Housekeepers
Do not expect care providers to do your child's laundry and wash their cups or items. Professional care providers don't have the time to do loads of laundry or wash dishes--and, would you rather them do housekeeping work or care for your kids? That's not to say that providers won't sometimes wash soiled clothing, rinse mud off shoes, or wash a sippy cup. But, parents should realize that a provider is being gracious and is going above what is required.
5) Boundaries and Rules Are Good For Kids & Their Parents
Parents and providers should be clear on rules surrounding transportation (some providers take kids to the park or library; others do not for liability reasons), food that is served, discipline approaches taken, and other care issues. Parents and providers should be comfortable with the provider's rules. If not, they have a choice to go elsewhere, and providers have the choice not to keep a child.
6) Treat Providers' Home Like Your Own
Mi casa es su casa. The well-known Spanish phrase of "my house is your house" often does not extend to children in care, much to the chagrin of child care professionals. Parents won't let a child with muddy shoes walk on their carpet, yet the same parents will bring their child into the home with mud (or worse) on the bottoms of the shoes. Respect of property and a person's home is important aspect of a successful child care arrangement.
7) Cost Is Well-Deserved: You Get What You Pay For!
The same parents who seem incensed at a weekly child care rate of $75 or $125 think nothing of spending excessive money on personal items, clothes, cars, etc.--yet say their child is their most important asset. Parents should certainly consider cost when making a child care choice. At the same time, they should consider the quality of care and what they are getting for their money, and not grumble about having to pay for the service they receive.
8) Leave Providers Out of Domestic Spats and Custody Battles, PLEASE!
Don't put a provider in the middle of spouse disagreements, custody battles, or other domestic concerns that don't involve child care. Providers lament being told, "if my ex comes for my child, don't you dare let my kid leave." Providers act in accordance with signed agreements of who can and cannot bring/pick up a child, and this is not a day-to-day variance. If there is a court order, the provider needs to have a copy. But, don't put them in the middle please!
9) Scrapes and Scratches Will Happen
Accidents will happen. It's Rule 101 of the Kid Book. So, why is it that parents will become outraged sometimes when their child gets scratched, bumps a knee, or even, regretfully, bitten? Providers do their very best to keep kid play safe and positive, and to have all children be best of friends. But, falls and scrapes do happen. Just like they do at YOUR house.
10) What Do You Mean, "Do As I Say But Not As I Do?"
To the chagrin of many a provider, some parents dictate rules that are hard to abide by (such as absolutely no sweets), only to see a child handed a cookie as they leave. While parents certainly should have a say over food or certain rules, a provider must be able to equitably provide meals, snacks and discipline. Obviously, allergies or healthy eating are a given; it's the inconsistencies that cause pause.
Do you agree with these lists of what providers want parents to know? Why or why not? Do you have other suggestions as well? Parents, do you have suggestions of your own? Remember--mutual understanding, respect, and clear communications are the key. Above all, care providers take their jobs seriously, and our children are the ones that are rewarded with proper care and nurturing. Later I publish my top ten list (some of which are listed here). Send me an e-mail and let me know what you think about this list...
Child care is a profession, not a babysitting service. And, as a business, there are certain things that the care professionals would like everyone to know. I found this list on the internet and thought that you might be interested in seeing the 10 things that perents need to know about the challenging and rewarding career of being a child care provider. (Tips were provided from a child care forum and seasoned providers.) Above all, remember that mutual R-E-S-P-E-C-T goes a long way!
1) Child Care Is A Business--Not A Babysitting Service
Child care is a business and providers are professionals; please don't refer them as babysitters. As such, it is reasonable to expect that care providers will have established rules, hours and pay rates that keep the door open and quality care provided to all. Parents should be appreciative that a provider takes time to create a handbook, contract, and other details that help to foster communications and understanding.
2) Providers Have The Right To Charge Late Fees; Other Applicable Charges
Providers have the right to add fees if parents are late picking up children, may charge even if a child is not taken to care on a particular day (the slot is still being held for this child), and should charge families in advance and not make exceptions. Why? They often get taken advantage of by families if they don't. Providers are empathetic to the kids in their care and their families; however, sob stories will not pay their bills. After all, would you work for free?
3) Hear The Calling? Calling For Bills To Be Paid Like Anyone Else
Child care providers have a "calling" for caring for kids. But, I also had a calling. The gas company was calling. The phone company was calling. My mortgage company was calling. They all wanted to be paid and I needed to make enough to pay them. After all, parents are using care providers usually because they are working themselves to also collect an income.
4) Care Providers Are NOT Housekeepers
Do not expect care providers to do your child's laundry and wash their cups or items. Professional care providers don't have the time to do loads of laundry or wash dishes--and, would you rather them do housekeeping work or care for your kids? That's not to say that providers won't sometimes wash soiled clothing, rinse mud off shoes, or wash a sippy cup. But, parents should realize that a provider is being gracious and is going above what is required.
5) Boundaries and Rules Are Good For Kids & Their Parents
Parents and providers should be clear on rules surrounding transportation (some providers take kids to the park or library; others do not for liability reasons), food that is served, discipline approaches taken, and other care issues. Parents and providers should be comfortable with the provider's rules. If not, they have a choice to go elsewhere, and providers have the choice not to keep a child.
6) Treat Providers' Home Like Your Own
Mi casa es su casa. The well-known Spanish phrase of "my house is your house" often does not extend to children in care, much to the chagrin of child care professionals. Parents won't let a child with muddy shoes walk on their carpet, yet the same parents will bring their child into the home with mud (or worse) on the bottoms of the shoes. Respect of property and a person's home is important aspect of a successful child care arrangement.
7) Cost Is Well-Deserved: You Get What You Pay For!
The same parents who seem incensed at a weekly child care rate of $75 or $125 think nothing of spending excessive money on personal items, clothes, cars, etc.--yet say their child is their most important asset. Parents should certainly consider cost when making a child care choice. At the same time, they should consider the quality of care and what they are getting for their money, and not grumble about having to pay for the service they receive.
8) Leave Providers Out of Domestic Spats and Custody Battles, PLEASE!
Don't put a provider in the middle of spouse disagreements, custody battles, or other domestic concerns that don't involve child care. Providers lament being told, "if my ex comes for my child, don't you dare let my kid leave." Providers act in accordance with signed agreements of who can and cannot bring/pick up a child, and this is not a day-to-day variance. If there is a court order, the provider needs to have a copy. But, don't put them in the middle please!
9) Scrapes and Scratches Will Happen
Accidents will happen. It's Rule 101 of the Kid Book. So, why is it that parents will become outraged sometimes when their child gets scratched, bumps a knee, or even, regretfully, bitten? Providers do their very best to keep kid play safe and positive, and to have all children be best of friends. But, falls and scrapes do happen. Just like they do at YOUR house.
10) What Do You Mean, "Do As I Say But Not As I Do?"
To the chagrin of many a provider, some parents dictate rules that are hard to abide by (such as absolutely no sweets), only to see a child handed a cookie as they leave. While parents certainly should have a say over food or certain rules, a provider must be able to equitably provide meals, snacks and discipline. Obviously, allergies or healthy eating are a given; it's the inconsistencies that cause pause.
Do you agree with these lists of what providers want parents to know? Why or why not? Do you have other suggestions as well? Parents, do you have suggestions of your own? Remember--mutual understanding, respect, and clear communications are the key. Above all, care providers take their jobs seriously, and our children are the ones that are rewarded with proper care and nurturing. Later I publish my top ten list (some of which are listed here). Send me an e-mail and let me know what you think about this list...
Monday, March 13, 2006
The Ounce Scale…
Okay, you may have seen or heard (or heard me talk about) the Ounce Scale… but what is it?
The Ounce Scale is an invaluable tool for enhancing parent-child relationships and encouraging parents to actively engage the development of their child. The tool makes parents aware that each child is different. It fosters a dynamic parent-child relationship and an experiential understanding of important developmental milestones. It is a way for parents and professionals to work together to foster the healthy development of a child. The Ounce scale celebrates children's uniqueness and the family, culture and environment in which they live.
Since most parents are unfamiliar with child developmental milestones, they often have difficulty coping with normal infant and toddler behaviors. This can lead to parental stress, child mistreatment and a failure to meet the child's dependency needs. When a parent begins to understand how a child grows from infancy into the toddler stage, she develops reasonable expectations and learns to look for the cues that indicate the child's progress. The Ounce Scale is a tool that helps parents and professionals work together to record, assess and celebrate an infant's progress and developmental milestones from birth through age three and one-half.
The Ounce scale comes with three assessment tools: the Observational Record, the Family Album and Developmental Profile. The Observational Record and the Developmental Profile are used by professionals (social workers, child psychologists, home visitors, early intervention specialists, teen parenting programs, Head Start and family home daycare workers, etc.) to observe and record a child's growth and developmental milestones and compare them to age-level expectations.
The Family Album is a keepsake book in which the family records their child's development milestones and learns to identify the unique ways in which their child grows and expresses herself. The Family Album contains questions, examples and suggestions for parent-child activities that will foster growth in areas specific to the child's current developmental stage. For example, for babies, age 4-8 months, the Family Album explains that this stage is all about trust. The parent is prompted to identify how the baby shows he wants his mother and what he does when an adult he doesn't know comes near. This trains the parent to recognize facial and body language cues that indicate a child's feeling of trust or mistrust of those around her. Suggested activities show the ways in which a parent can build a baby's trust. The Family Album is an excellent tool for teaching parents to get to know their children and champion their growth.
The Ounce Scale is divided into eight ages that span the time from birth until 3 1/2 years. Each "age" comes with an Observational record, Family Album and Developmental Profile specific to that developmental stage. From birth to one year, there are four different Ounce Scales: birth to 4 months, 4-8 months and 8-12 months. From one year to thirty six months, there are five different Ounce Scales: 12-18 months, 18-24 months, 24-30 months, 30-36 months and 36-42 months.
If you are looking for a way to promote closer communication with your families and provide a valuable, marketable service to set your child care program apart, using this observation tool is an excellent method. In Minnesota, check with your local CCR&R for classes on the Ounce Scale in your area.
Okay, you may have seen or heard (or heard me talk about) the Ounce Scale… but what is it?
The Ounce Scale is an invaluable tool for enhancing parent-child relationships and encouraging parents to actively engage the development of their child. The tool makes parents aware that each child is different. It fosters a dynamic parent-child relationship and an experiential understanding of important developmental milestones. It is a way for parents and professionals to work together to foster the healthy development of a child. The Ounce scale celebrates children's uniqueness and the family, culture and environment in which they live.
Since most parents are unfamiliar with child developmental milestones, they often have difficulty coping with normal infant and toddler behaviors. This can lead to parental stress, child mistreatment and a failure to meet the child's dependency needs. When a parent begins to understand how a child grows from infancy into the toddler stage, she develops reasonable expectations and learns to look for the cues that indicate the child's progress. The Ounce Scale is a tool that helps parents and professionals work together to record, assess and celebrate an infant's progress and developmental milestones from birth through age three and one-half.
The Ounce scale comes with three assessment tools: the Observational Record, the Family Album and Developmental Profile. The Observational Record and the Developmental Profile are used by professionals (social workers, child psychologists, home visitors, early intervention specialists, teen parenting programs, Head Start and family home daycare workers, etc.) to observe and record a child's growth and developmental milestones and compare them to age-level expectations.
The Family Album is a keepsake book in which the family records their child's development milestones and learns to identify the unique ways in which their child grows and expresses herself. The Family Album contains questions, examples and suggestions for parent-child activities that will foster growth in areas specific to the child's current developmental stage. For example, for babies, age 4-8 months, the Family Album explains that this stage is all about trust. The parent is prompted to identify how the baby shows he wants his mother and what he does when an adult he doesn't know comes near. This trains the parent to recognize facial and body language cues that indicate a child's feeling of trust or mistrust of those around her. Suggested activities show the ways in which a parent can build a baby's trust. The Family Album is an excellent tool for teaching parents to get to know their children and champion their growth.
The Ounce Scale is divided into eight ages that span the time from birth until 3 1/2 years. Each "age" comes with an Observational record, Family Album and Developmental Profile specific to that developmental stage. From birth to one year, there are four different Ounce Scales: birth to 4 months, 4-8 months and 8-12 months. From one year to thirty six months, there are five different Ounce Scales: 12-18 months, 18-24 months, 24-30 months, 30-36 months and 36-42 months.
If you are looking for a way to promote closer communication with your families and provide a valuable, marketable service to set your child care program apart, using this observation tool is an excellent method. In Minnesota, check with your local CCR&R for classes on the Ounce Scale in your area.
Friday, March 10, 2006
March 16th is Absolutely Incredible Kid Day...
I've already printed out my Absolutely Incredible Kid Day Stationary and will write a special note to each of my unique and treasured kids about what makes them so special. How about you? While no parent or child care provider requires a special day to tell a kid he/she is special, this day provides that nudge to help show a child special love and attention. Camp Fire USA has created the Absolutely Incredible Kid Day on the third Thursday of March. It is a national, annual letter-writing campaign that urges adults to write letters of love and support to the children in their lives. And what kid wouldn't absolutely treasure a letter like that? And maybe I'll even get some balloons to give out to my "incredible kids"!
Make sure to share this information with the parents. It's a great way to get them involved.
Correction: A couple days ago I announced that March was National Poetry Month. I was victim of some incorrect information... Actually April is National Poetry Month. But at least you've had a chance to get ready for it... Sorry for the misinformation.
I've already printed out my Absolutely Incredible Kid Day Stationary and will write a special note to each of my unique and treasured kids about what makes them so special. How about you? While no parent or child care provider requires a special day to tell a kid he/she is special, this day provides that nudge to help show a child special love and attention. Camp Fire USA has created the Absolutely Incredible Kid Day on the third Thursday of March. It is a national, annual letter-writing campaign that urges adults to write letters of love and support to the children in their lives. And what kid wouldn't absolutely treasure a letter like that? And maybe I'll even get some balloons to give out to my "incredible kids"!
Make sure to share this information with the parents. It's a great way to get them involved.
Correction: A couple days ago I announced that March was National Poetry Month. I was victim of some incorrect information... Actually April is National Poetry Month. But at least you've had a chance to get ready for it... Sorry for the misinformation.
Thursday, March 09, 2006
March 17th is St. Patrick’s Day…
B’gosh and b’gorra St Paddy’s Day is nearly here….
Saint Patrick, the patron saint of Ireland, is credited with bringing Christianity to Ireland in the A.D. 400's. Born in Britain, Saint Patrick first arrived in Ireland as a slave. After six years of slavery, he escaped to France where he studied for the priesthood. In 432, he returned to Ireland, this time as a Christian missionary.
Did you know that there are 34.5 million U.S. residents who claim Irish ancestry. This number is almost nine times the population of Ireland itself (4.1 million). Irish
is the nation's second most frequently reported ancestry, trailing only those of German ancestry. Although I think on March 17th, there is a wee bit’o Irish in all of us…
To help celebrate St Patrick’s Day bake some shamrock cookies, have green colored milk for lunch and check out some of these resources:
- Of course, you know that Kids Domain and DLTK Kids are a couple of my favorite sites.
- Lots of fun things to do at EdHelpers.com.
- Learn how to make Leprechaun Pudding and more at Child Fun.
- Lots of fun stuff at Kinder Art.
- There are some fun ideas at Mail Just 4 Me.
- More ideas at the Activity Idea Place.
- Themes, printables, activities, and even lesson plans at A to Z Teacher Stuff.
- Check out the St Patrick’s Day ideas at the Holiday Zone.
- Activities, printables, and more at Family Education.
- Not enough ideas? There are lots more links at the Teacher’s Guide.
Wishing you the luck ‘o the Irish and…
May the road rise to meet you.
May the wind be always at your back,
The sun shine warm upon your face,
The rain fall soft upon your fields.
And until we meet again,
May God hold you in the hollow of His hand.
