Tuesday, March 31, 2009
Week of the Young Child...
...will be April 19th - 25th. The theme for the Week of the Young Child 2008 is Bring Communities Together for Children--Children Bring Communities Together.
The Week of the Young Child is an annual celebration sponsored by the National Association for the Education of Young Children (NAEYC), the world's largest early childhood education association, with nearly 100,000 members and a network of over 300 local, state, and regional Affiliates.
The purpose of the Week of the Young Child is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs. 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.
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.
To find out more about the 2009 Week of the Young Child and ideas on how to celebrate go to the NAEYC website. If you are intested in perhaps doing a Week of the Young Child event, download the Event Handbook (in MS Word).
...will be April 19th - 25th. The theme for the Week of the Young Child 2008 is Bring Communities Together for Children--Children Bring Communities Together.
The Week of the Young Child is an annual celebration sponsored by the National Association for the Education of Young Children (NAEYC), the world's largest early childhood education association, with nearly 100,000 members and a network of over 300 local, state, and regional Affiliates.
The purpose of the Week of the Young Child is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs. 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.
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.
To find out more about the 2009 Week of the Young Child and ideas on how to celebrate go to the NAEYC website. If you are intested in perhaps doing a Week of the Young Child event, download the Event Handbook (in MS Word).
Monday, March 30, 2009
Parents' Perceptions of Child Care...
Not exactly light reading fare, but still interesting... Parents' Perceptions of Child Care in the United States: NACCRRA's National Parent Poll
In November 2008, NACCRRA conducted a nationwide poll of over 1,000 parents with young children to better understand what they consider when they are looking for child care, what they expect and want from child care, and what barriers they face in obtaining high-quality child care.
This new report reveals that, more than any other aspect of child care, parents are concerned about its quality. Parents want their children to be safe. They want their children to be learning. Affordability or cost was the next biggest concern.
Moreover, the majority of parents logically assume that standards are in place in child care programs to ensure that children are safe. Parents overwhelmingly think that caregivers are trained in child development and safety and undergo a background check, and that child care programs are inspected. This is simply not true in too many states.
To learn more, download the following materials:
Full report
Executive Summary
Table 1.2, Parents Perceptions vs Reality
One pager
Press release
Look it over and discover the overall perception of child care. Do the families in your care have similar perceptions?
Not exactly light reading fare, but still interesting... Parents' Perceptions of Child Care in the United States: NACCRRA's National Parent Poll
In November 2008, NACCRRA conducted a nationwide poll of over 1,000 parents with young children to better understand what they consider when they are looking for child care, what they expect and want from child care, and what barriers they face in obtaining high-quality child care.
This new report reveals that, more than any other aspect of child care, parents are concerned about its quality. Parents want their children to be safe. They want their children to be learning. Affordability or cost was the next biggest concern.
Moreover, the majority of parents logically assume that standards are in place in child care programs to ensure that children are safe. Parents overwhelmingly think that caregivers are trained in child development and safety and undergo a background check, and that child care programs are inspected. This is simply not true in too many states.
To learn more, download the following materials:
Full report
Executive Summary
Table 1.2, Parents Perceptions vs Reality
One pager
Press release
Look it over and discover the overall perception of child care. Do the families in your care have similar perceptions?
Friday, March 27, 2009
The Child Care Transition...
A break from tax information today. I want to give you something to think about over the weekend... What happens – or doesn’t happen – to children in the earliest years of their lives is of critical importance, both to their immediate well-being and to their future?
If you received the best start in your earliest years of life, you are more likely to have grown healthily, developed language and learning capacities, gone to school and led a productive, rewarding life. Yet millions of children around the world are still being denied the right to reach their full potential.
Every child must be ensured the best start in life – their future, and indeed the future of their communities, nations and the whole world depends on it. But is child care the best answer? Some critics say no...
Steve Biddulph from Australia, whose books on parenting have sold more than 4 million copies:
"The best nurseries struggled to meet the needs of very young children in a group setting. The worst were negligent, frightening, and bleak: a nightmare of bew ildered loneliness that was heartbreaking to watch. Children at this age — under three — will want one thing only: the individual care of their own special person."
Susan Gerhardt from England, is co-founder of the Oxford Parent-Infant Project:
"It is not popular these days to spell out how great the responsibilities of parenthood are, since women have struggled desperately to establish themselves as men's equals in the workplace and do not want to feel guilty about keeping their careers or pay cheques going while someone else takes care of their babies."
Cathleen Sherry from Australia, is a human rights lawyer:
"No one has an absolute right to a career — men or women. If you choose to have children, your major responsibility is to care for them properly, and if that affects your career, it affects your career."
Obviously you don't need to ask my stance on this issue. I agree that there are poor programs that do not help children and worse, may even harm them. If you don't believe this, just scan the headlines for child care related news. You will find many stories that will frighten and disgust. However, there are also many great programs run by people who are knowledgeable and caring and nto only put the children's interests first, but actively work to help them develop and reach theri full potential.
A new UNICEF publication, The Child Care Transition, provides some insight and some interesting reading about our profession.
A great change is coming over childhood in the world's richest countries. Today's rising generation is the first in which a majority are spending a large part of early childhood in some form of out-of-home child care. At the same time, neuroscientific research is demonstrating that loving, stable, secure, and stimulating relationships with caregivers in the earliest months and years of life are critical for every aspect of a child’s development. Taken together, these two developments confront public and policymakers in OECD countries with urgent questions. Whether the child care transition will represent an advance or a setback for today's children and tomorrow's world. will depend on the response.
Download The child care transition: a league table of early childhood education and care in economically advanced countries.
There is no question that increasing numbers of the earliest generation in advanced countries are spending a significant amount of time in a child care setting. Take a look at this report and let me know what your thoughts are...
A break from tax information today. I want to give you something to think about over the weekend... What happens – or doesn’t happen – to children in the earliest years of their lives is of critical importance, both to their immediate well-being and to their future?
If you received the best start in your earliest years of life, you are more likely to have grown healthily, developed language and learning capacities, gone to school and led a productive, rewarding life. Yet millions of children around the world are still being denied the right to reach their full potential.
Every child must be ensured the best start in life – their future, and indeed the future of their communities, nations and the whole world depends on it. But is child care the best answer? Some critics say no...
Steve Biddulph from Australia, whose books on parenting have sold more than 4 million copies:
"The best nurseries struggled to meet the needs of very young children in a group setting. The worst were negligent, frightening, and bleak: a nightmare of bew ildered loneliness that was heartbreaking to watch. Children at this age — under three — will want one thing only: the individual care of their own special person."
Susan Gerhardt from England, is co-founder of the Oxford Parent-Infant Project:
"It is not popular these days to spell out how great the responsibilities of parenthood are, since women have struggled desperately to establish themselves as men's equals in the workplace and do not want to feel guilty about keeping their careers or pay cheques going while someone else takes care of their babies."
Cathleen Sherry from Australia, is a human rights lawyer:
"No one has an absolute right to a career — men or women. If you choose to have children, your major responsibility is to care for them properly, and if that affects your career, it affects your career."
Obviously you don't need to ask my stance on this issue. I agree that there are poor programs that do not help children and worse, may even harm them. If you don't believe this, just scan the headlines for child care related news. You will find many stories that will frighten and disgust. However, there are also many great programs run by people who are knowledgeable and caring and nto only put the children's interests first, but actively work to help them develop and reach theri full potential.
A new UNICEF publication, The Child Care Transition, provides some insight and some interesting reading about our profession.
A great change is coming over childhood in the world's richest countries. Today's rising generation is the first in which a majority are spending a large part of early childhood in some form of out-of-home child care. At the same time, neuroscientific research is demonstrating that loving, stable, secure, and stimulating relationships with caregivers in the earliest months and years of life are critical for every aspect of a child’s development. Taken together, these two developments confront public and policymakers in OECD countries with urgent questions. Whether the child care transition will represent an advance or a setback for today's children and tomorrow's world. will depend on the response.
Download The child care transition: a league table of early childhood education and care in economically advanced countries.
There is no question that increasing numbers of the earliest generation in advanced countries are spending a significant amount of time in a child care setting. Take a look at this report and let me know what your thoughts are...
Thursday, March 26, 2009
Taxes & Education Expenses...
Although it might seem at first to be a simple matter, the question of whether or not professional development classes and credentials are deductible is actually quite complicated.
Classes or workshops that you take to get ready to care for children are deductible, but classes or workshops that you are required to take by state law before you can get a state license are not deductible. So if you take a class on child development before you are licensed, it is deductible. However, if state law says that you have to have taken a class in child development before you can get licensed, then it's not deductible.
However, continuing education expenses are deductible even if required by licensing. If state law says you must take 10 hours of training a year after you get licensed, then the cost of classes you take before and after you are licensed are deductible.
Any training you receive after you meet your state's child care regulations is deductible as long as the training is related to your business. These training classes are deductible even if they don't qualify for training credit according to your local regulation requirements. In other words, if you take a class on record keeping that doesn't count towards your state training requirements, this class is still deductible.
Although it might seem at first to be a simple matter, the question of whether or not professional development classes and credentials are deductible is actually quite complicated.
Classes or workshops that you take to get ready to care for children are deductible, but classes or workshops that you are required to take by state law before you can get a state license are not deductible. So if you take a class on child development before you are licensed, it is deductible. However, if state law says that you have to have taken a class in child development before you can get licensed, then it's not deductible.
However, continuing education expenses are deductible even if required by licensing. If state law says you must take 10 hours of training a year after you get licensed, then the cost of classes you take before and after you are licensed are deductible.
Any training you receive after you meet your state's child care regulations is deductible as long as the training is related to your business. These training classes are deductible even if they don't qualify for training credit according to your local regulation requirements. In other words, if you take a class on record keeping that doesn't count towards your state training requirements, this class is still deductible.
- All costs associated with obtaining NAFCC accreditation or a CDA are always deductible. (...and I would be happy to help you with either!)
- Education expenses related to child development, taxes, CPR, parent communication, nutrition, or any other class to increase your skills to run your business are deductible.
- Classes offered by your local child care resource and referral agency are deductible.
- Classes in a second language are deductible only if you use this skill to build your business or if you teach the language to children.
So how about college? You cannot deduct the cost of classes you take to receive a post-secondary undergraduate degree if this is your first post-secondary degree. The reason you cannot deduct this is because the degree qualifies you for a new occupation. Such classes are not deductible even if the class helps you maintain or improve your skills as a provider.
If you take college classes that do not lead to a degree (a class on child development, for example), then they are deductible. If you already have a post-secondary degree and you are taking classes that qualify you for a second college degree (a degree in early childhood development or a masters degree in education, for example), then these classes are deductible.
Clear as mud, right? One last thing to remember... If you receive a grant or scholarship (TEACH, TAP grant, etc.) to take training classes or attend business conferences, the money you receive is taxable income and needs to be declared as such. But you can also deduct the cost of the conference or classes that you take. If the grant does not cover the full cost of the training, you can still deduct the full cost. If you never actually receive the scholarship (the granting organization pays for the training directly), you should still report this as income and claim the cost of the training as an expense.
I obviously encourage training. There are numerous benefits of professional development in the family child care field. To the provider, it offers knowledge and skills that can enhance and enrich her career. To the child in care. it can mean a better educational environment when the provider is able to transmit the knowledge she has learned. To the parents of children in care, it can be a strong indicator of quality care. Such indicators will likely grow in importance as parents look for objective standards to help them select a caregiver for their child.
Wednesday, March 25, 2009
2008 Tax Changes for Family Child Care Providers...
Since we are talking about taxes this week, I should share a few changes in the 2008 tax law that may affect child care providers. The following list if from Resources for Child Caring...
Standard Mileage Rate
The standard mileage rate for 2008 is 50.5 cents per business mile for January 1 through - June 30. The rate for the second half of the year is 58.5 cents.The rate for 2009 is 55 cents per mile.
Standard Meal Allowance Rate
The standard meal allowance rate for 2008 is $1.11 breakfast, $2.06 lunch/supper, and $.61 snack.
Special Bonus Depreciation Allowance
Providers can claim a 50 percent special depreciation allowance for property acquired and placed in service during 2008.
Eligible property must have a recovery period of 20 years or less.This includes: office equipment (computers, copies, printers, etc.), furniture, appliances, fences, play equipment, etc.It does not include home improvements or the home.
The original use of the property must begin with the provider in 2008 ("new" property).
Federal Minimum Wage
As of July 2008 the federal minimum wage rose to $6.55 per hour. In July2009 it will increase to $7.25 per hour. Providers who hire only one employee, or only hire family members, do not have to pay the federal minimum wage. Providers, however, may have to pay their state minimum wage.
The income limit to qualify for the IRA Saver's Credit has risen to $53,000 adjusted gross income for couples filing jointly; $39,750 for heads of household; $26,500 for individuals or married couples filing separately.
Just a few tips that may help you to save some money this tax season...
What I really want to know is... if a fine is a tax for doing wrong, is a tax a fine for doing well?
Since we are talking about taxes this week, I should share a few changes in the 2008 tax law that may affect child care providers. The following list if from Resources for Child Caring...
Standard Mileage Rate
The standard mileage rate for 2008 is 50.5 cents per business mile for January 1 through - June 30. The rate for the second half of the year is 58.5 cents.The rate for 2009 is 55 cents per mile.
Standard Meal Allowance Rate
The standard meal allowance rate for 2008 is $1.11 breakfast, $2.06 lunch/supper, and $.61 snack.
Special Bonus Depreciation Allowance
Providers can claim a 50 percent special depreciation allowance for property acquired and placed in service during 2008.
Eligible property must have a recovery period of 20 years or less.This includes: office equipment (computers, copies, printers, etc.), furniture, appliances, fences, play equipment, etc.It does not include home improvements or the home.
The original use of the property must begin with the provider in 2008 ("new" property).
Example - Family child care provider buys $2,000 of playground equipment
If it was used more than 50% in the business, provider can use Section 179
If it was used 40% for business:
$2,000 x 40% = $800 business basis
$800 x 50% = $400 - bonus depreciation on Form 4562
$800 x 50% = $400 - 7 year MACRS depreciation (14.29%) = $57.16 on Form 4562
Federal Minimum Wage
As of July 2008 the federal minimum wage rose to $6.55 per hour. In July2009 it will increase to $7.25 per hour. Providers who hire only one employee, or only hire family members, do not have to pay the federal minimum wage. Providers, however, may have to pay their state minimum wage.
The income limit to qualify for the IRA Saver's Credit has risen to $53,000 adjusted gross income for couples filing jointly; $39,750 for heads of household; $26,500 for individuals or married couples filing separately.
Just a few tips that may help you to save some money this tax season...
What I really want to know is... if a fine is a tax for doing wrong, is a tax a fine for doing well?
Tuesday, March 24, 2009
Standard Meal Allowances...
Are you aware that you can claim food expenses on your taxes, but do not need to go through the hassle of saving receipts and adding up totals for the year? Family child care providers may choose to use a standard meal allowance rate to claim food deductions instead of keeping detailed records and food receipts. This can greatly reduce the amount of recordkeeping that is needed if you choose this option.
Providers can use the standard meal and snack rates for a maximum of one breakfast, one lunch, one dinner, and three snacks per child per day. Any extra meals or snacks beyond these amounts may not be counted when using the standard meal allowance rate. The rule does not give guidance on what constitutes a meal or a snack. Providers can count meals even if they do not meet the nutrition requirements of the Food Program.
Who Is Eligible?
All family child care providers are eligible to use the standard meal allowance, whether or not they are licensed, registered, or otherwise regulated by their own state or locality. This includes unregulated providers, providers receiving subsidy from their state to care for one or more low income children, and even illegal providers. Providers who are not on the Food Program may also use this method of expense tracking.
So what is the rate? For 2008, you can deduct:
The key point to remember is that you have a choice in how to claim your food expenses. You can use this standard meal allowance rate or deduct your food expenses using the actual cost of the meals. You can even switch back and forth from year to year. You may want to estimate the actual food cost per child per meal that you incur and compare it with the standard meal allowance rate. If your actual food cost is greater, perhaps you should continue to save all business and personal food receipts. Figure out which method works best for you!
Are you aware that you can claim food expenses on your taxes, but do not need to go through the hassle of saving receipts and adding up totals for the year? Family child care providers may choose to use a standard meal allowance rate to claim food deductions instead of keeping detailed records and food receipts. This can greatly reduce the amount of recordkeeping that is needed if you choose this option.
Providers can use the standard meal and snack rates for a maximum of one breakfast, one lunch, one dinner, and three snacks per child per day. Any extra meals or snacks beyond these amounts may not be counted when using the standard meal allowance rate. The rule does not give guidance on what constitutes a meal or a snack. Providers can count meals even if they do not meet the nutrition requirements of the Food Program.
Who Is Eligible?
All family child care providers are eligible to use the standard meal allowance, whether or not they are licensed, registered, or otherwise regulated by their own state or locality. This includes unregulated providers, providers receiving subsidy from their state to care for one or more low income children, and even illegal providers. Providers who are not on the Food Program may also use this method of expense tracking.
So what is the rate? For 2008, you can deduct:
- Majority of the States:
Breakfast $1.11
Lunch/Supper $2.06
Snack $0.61 - Alaska:
Breakfast $1.76
Lunch/Supper $3.34
Snack $0.99 - Hawaii:
Breakfast $1.29
Lunch/Supper $2.41
Snack $0.72
- You cannot count meals if the parent of the child suupplies the food. If the parent only supplies part of the meal, you might be able to claim a portion of the meal allowance rate, but use your own reasonable judgment about whether to claim a portion of the meal allowance rate.
- If the actual cost of food purchased as part of an activity, rather than as a meal or snack, it may be counted as an activity expense at actual cost, rather than as a standard meal food expense. This will often provide a larger deduction. For example, the cost of a cake served at a birthday party or the ingredients of a gingerbread house can be deducted separately. You should use best judgment to determine if a food expense should be counted as a meal or an activity expense.
- To use the standard meal allowance rate, you must maintain records that include the names of the children in your care, the dates and hours of attendance, and the number of breakfasts, lunches, suppers, and snacks served. You can use any record keeping system that you prefer, such as Food Program monthly claim forms, sign in and sign out sheets, parent contracts, and other methods. The most difficult record to keep is probably hours of attendance. Although the IRS log asks providers to track this on a daily basis, if you keep reasonable attendance records and your meal counts are not inconsistent with these records, you should not have a problem if audited. (Again, you should probably check with your tax preparer and their recommendations.)
The key point to remember is that you have a choice in how to claim your food expenses. You can use this standard meal allowance rate or deduct your food expenses using the actual cost of the meals. You can even switch back and forth from year to year. You may want to estimate the actual food cost per child per meal that you incur and compare it with the standard meal allowance rate. If your actual food cost is greater, perhaps you should continue to save all business and personal food receipts. Figure out which method works best for you!
Monday, March 23, 2009
Time and Space Percentage...
Tax time is almost upon us and maybe I should review some basic concepts that child care providers need to know about taxes and how they apply to our profession. But first, a disclaimer: I am not a tax expert and if you would like more information, please talk to your tax professional.
Today I want to talk about is the time/space formula. No, I am not talking about quantum physics, but a percentage that is the most important number in a family child care provider's business. The Time-Space Percentage represents the proportion of expenses for items that are used by both your business and your family that you can deduct on your tax return. These expenses include house related costs (property tax, mortgage interest, utilities, house repairs, house insurance, house depreciation, and home improvements) as well as other items such as household supplies, furniture, appliances, shared toys, and so on.These expenses can easily total thousands of dollars so it is vital that providers spend the necessary time to calculate their Time-Space Percentage correctly. This percentage is determined by calculating your Time Percent and then multiplying it by your Space Percent.
The time percent is the number of hours your home is used for business in a years time divided by the total number of hours in a year (8760 hours). Obviously to figure your tiem used for business you count all of the hours children are in your home, from the moment the first child arrives until the last child leaves. But don't forget those hours that you ae performing business activities when children are not present. Include such things as:
NOW we have our time percent... How do we figure the space percent?
That is quite easy... The space percent is the number of square feet of your home regularly used for business divided by the total number of square feet in your home. The living room, dining room, kitchen, bathroom, entryway, playroom, and pantry are obviously regularly used in most providers' businesses. A bedroom used by children for naps for 30 minutes a day is considered regular use. A room doesn't have to be used 10 hours a day before it can be considered regular use. Using a room 2-3 times a week for your business would probably make this room regular use.Children don't have to be in the room for the room to be considered as regular use. A laundry room, storage room, or office can be regularly used for business. Most providers would count their basement as regular use if it contained a furnace area, laundry room, storage area, or playroom. If a basement room contained items used to maintain the home (tools, supplies, food, garden equipment, toys, workshop items, etc.) it can probably be counted as regular use. Don't forget to count your garage as part of the total square feet of the home, even if it is detached from the home if, like most providers, you use your garage on a regular basis for your business as storage for a car, tools, bikes, garbage, recycling, supplies, etc.
Okay, we have our Time Percent and our Space Percent. Just multiply them together! (You can use a calculator if you like...) Now you have your Time-Space Percentage that can be applied to your shared household expenses at tax time.
Tax time is almost upon us and maybe I should review some basic concepts that child care providers need to know about taxes and how they apply to our profession. But first, a disclaimer: I am not a tax expert and if you would like more information, please talk to your tax professional.
Today I want to talk about is the time/space formula. No, I am not talking about quantum physics, but a percentage that is the most important number in a family child care provider's business. The Time-Space Percentage represents the proportion of expenses for items that are used by both your business and your family that you can deduct on your tax return. These expenses include house related costs (property tax, mortgage interest, utilities, house repairs, house insurance, house depreciation, and home improvements) as well as other items such as household supplies, furniture, appliances, shared toys, and so on.These expenses can easily total thousands of dollars so it is vital that providers spend the necessary time to calculate their Time-Space Percentage correctly. This percentage is determined by calculating your Time Percent and then multiplying it by your Space Percent.
The time percent is the number of hours your home is used for business in a years time divided by the total number of hours in a year (8760 hours). Obviously to figure your tiem used for business you count all of the hours children are in your home, from the moment the first child arrives until the last child leaves. But don't forget those hours that you ae performing business activities when children are not present. Include such things as:
- Cleaning your home for your business
- Preparing meals for the children in your care
- Planning and preparing activities for your business
- Keeping business records
- Planning menus and preparing shopping lists
- Conducting interviews with prospective parents
- Talking to parents on the phone about business
- Reading magazines to find recipes
- Working at your computer on business activities (including time on the Internet - child care related only!)
- Any other activity that you do in your home for your business
NOW we have our time percent... How do we figure the space percent?
That is quite easy... The space percent is the number of square feet of your home regularly used for business divided by the total number of square feet in your home. The living room, dining room, kitchen, bathroom, entryway, playroom, and pantry are obviously regularly used in most providers' businesses. A bedroom used by children for naps for 30 minutes a day is considered regular use. A room doesn't have to be used 10 hours a day before it can be considered regular use. Using a room 2-3 times a week for your business would probably make this room regular use.Children don't have to be in the room for the room to be considered as regular use. A laundry room, storage room, or office can be regularly used for business. Most providers would count their basement as regular use if it contained a furnace area, laundry room, storage area, or playroom. If a basement room contained items used to maintain the home (tools, supplies, food, garden equipment, toys, workshop items, etc.) it can probably be counted as regular use. Don't forget to count your garage as part of the total square feet of the home, even if it is detached from the home if, like most providers, you use your garage on a regular basis for your business as storage for a car, tools, bikes, garbage, recycling, supplies, etc.
Okay, we have our Time Percent and our Space Percent. Just multiply them together! (You can use a calculator if you like...) Now you have your Time-Space Percentage that can be applied to your shared household expenses at tax time.
Friday, March 20, 2009
Today is the First Day of Spring!
Goodbye winter... today is the first day of Spring! Cold temperatures may still hover in some parts of the United States, but spring officially arrives on March 20. It is the day of the vernal equinox, in which the sun is exactly above the equator and day and night are equal in length all over the earth. Yet spring's coming in the natural world happens not at the turn of a calendar page, but through countless changes, such as crocuses blooming.
A sure sign of seasonal change is the journey north as birds, butterflies, and others animals migrate. Your class can report sightings or check out others students' updates of the migrations they see, from hummingbirds to Northern orioles. My child care anxiously awaits the sighting of the first robin.
The ideas for things to do at Springtime are nearly endless. If you can't stay outside all day, do some Spring activities, read a Spring story or two, try some Spring art, or make some Spring crafts. Looking for more? Try some of these resources.
Everyone is happy about Springtime and the promise of warmer weather, green plants growing, and the appearance of new life around us. There is little not to like about Springtime, except maybe this... but perhaps the kids can help. So, let's get outside and enjoy!
Goodbye winter... today is the first day of Spring! Cold temperatures may still hover in some parts of the United States, but spring officially arrives on March 20. It is the day of the vernal equinox, in which the sun is exactly above the equator and day and night are equal in length all over the earth. Yet spring's coming in the natural world happens not at the turn of a calendar page, but through countless changes, such as crocuses blooming.
A sure sign of seasonal change is the journey north as birds, butterflies, and others animals migrate. Your class can report sightings or check out others students' updates of the migrations they see, from hummingbirds to Northern orioles. My child care anxiously awaits the sighting of the first robin.
The ideas for things to do at Springtime are nearly endless. If you can't stay outside all day, do some Spring activities, read a Spring story or two, try some Spring art, or make some Spring crafts. Looking for more? Try some of these resources.
Everyone is happy about Springtime and the promise of warmer weather, green plants growing, and the appearance of new life around us. There is little not to like about Springtime, except maybe this... but perhaps the kids can help. So, let's get outside and enjoy!
Thursday, March 19, 2009
Developmentally Appropriate Practice...
The National Association for the Education of Young Children has long been the leading voice in defining, disseminating, and recognizing best practice in the care and education of children, birth through age 8. In 2009, the Association released the much-anticipated third edition of its principles and guidelines for teachers and others in the field of early childhood education. These principles and guidelines describe what we call “Developmentally Appropriate Practice” — that is, teaching practices that ensure that young children learn and develop to their fullest potential. Well grounded in the research on child development and educational effectiveness, and carefully reviewed by experts, Developmentally Appropriate Practice serves as a fundamental guide for all who work with young children.
So, what is Developmentally Appropriate Practice? Well, obviously it is the practice of what is developmentally appropriate for children...
• Developmentally appropriate practice requires both meeting children where they are—which means that teachers must get to know them well—and enabling them to reach goals that are both challenging and achievable.
• All teaching practices should be appropriate to children’s age and developmental status, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live.
• Developmentally appropriate practice does not mean making things easier for children. Rather, it means ensuring that goals and experiences are suited to their learning and development
and challenging enough to promote their progress and interest.
• Best practice is based on knowledge—not on assumptions—of how children learn and develop. The research base yields major principles in human development and learning (this position statement articulates 12 such principles). Those principles, along with evidence about curriculum and teaching effectiveness, form a solid basis for decision making in early care and education.
Read the NAEYC position paper, then go to view the Developmentally Appropriate Practice video program that is currently availabe to view for FREE online through April 30th. Be aware that the video is about an hour long, but is very interesting and full of useful information.
Why is Developmentally Appropriate Practice important?
Because your moment-by-moment actions and interactions with children are the most powerful determinant of learning outcomes and development. Curriculum is very important, but what the child's teacher does is paramount. Both child-guided and teacher-guided experiences are vital to children’s development and learning. Developmentally appropriate programs provide substantial periods of time when children may select activities to pursue from among the rich choices you have prepared. In addition to these activities, children ages 3–8 benefit from planned teacher-guided, interactive small-group and large-group experiences. Effective teachers are intentional in their use of a variety of approaches and strategies to support children’s interest and ability in each learning domain. Quality caregivers provide significant learning in play, routines, and interest areas, along with carefully planned curriculum that focuses children’s attention on a particular concept or topic. Further, skilled teachers adapt curriculum to the group they are teaching and to each individual child to promote optimal learning and development.
To ensure that providers can continue to provide care and education of high quality, we must be well prepared and participate in ongoing professional development. Following Developmentally Appropriate Practice will help to assure that we are providing quality care. This should be a goal for everyone in this profession!
The National Association for the Education of Young Children has long been the leading voice in defining, disseminating, and recognizing best practice in the care and education of children, birth through age 8. In 2009, the Association released the much-anticipated third edition of its principles and guidelines for teachers and others in the field of early childhood education. These principles and guidelines describe what we call “Developmentally Appropriate Practice” — that is, teaching practices that ensure that young children learn and develop to their fullest potential. Well grounded in the research on child development and educational effectiveness, and carefully reviewed by experts, Developmentally Appropriate Practice serves as a fundamental guide for all who work with young children.
So, what is Developmentally Appropriate Practice? Well, obviously it is the practice of what is developmentally appropriate for children...
• Developmentally appropriate practice requires both meeting children where they are—which means that teachers must get to know them well—and enabling them to reach goals that are both challenging and achievable.
• All teaching practices should be appropriate to children’s age and developmental status, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live.
• Developmentally appropriate practice does not mean making things easier for children. Rather, it means ensuring that goals and experiences are suited to their learning and development
and challenging enough to promote their progress and interest.
• Best practice is based on knowledge—not on assumptions—of how children learn and develop. The research base yields major principles in human development and learning (this position statement articulates 12 such principles). Those principles, along with evidence about curriculum and teaching effectiveness, form a solid basis for decision making in early care and education.
Read the NAEYC position paper, then go to view the Developmentally Appropriate Practice video program that is currently availabe to view for FREE online through April 30th. Be aware that the video is about an hour long, but is very interesting and full of useful information.
Why is Developmentally Appropriate Practice important?
Because your moment-by-moment actions and interactions with children are the most powerful determinant of learning outcomes and development. Curriculum is very important, but what the child's teacher does is paramount. Both child-guided and teacher-guided experiences are vital to children’s development and learning. Developmentally appropriate programs provide substantial periods of time when children may select activities to pursue from among the rich choices you have prepared. In addition to these activities, children ages 3–8 benefit from planned teacher-guided, interactive small-group and large-group experiences. Effective teachers are intentional in their use of a variety of approaches and strategies to support children’s interest and ability in each learning domain. Quality caregivers provide significant learning in play, routines, and interest areas, along with carefully planned curriculum that focuses children’s attention on a particular concept or topic. Further, skilled teachers adapt curriculum to the group they are teaching and to each individual child to promote optimal learning and development.
To ensure that providers can continue to provide care and education of high quality, we must be well prepared and participate in ongoing professional development. Following Developmentally Appropriate Practice will help to assure that we are providing quality care. This should be a goal for everyone in this profession!
Wednesday, March 18, 2009
Keeping Kids Safe...
One of the most basic charges of our profession is to keep the children in our care safe. If you do not have a copy of "Keeping Kids Safe" from the DHS, I encourage you to get thefree download now.
Keeping Kids Safe will help you be ready to respond to such emergencies while you’re caring for other people’s children AND to keep your own family safe–since your child care home is also your family’s living space. By planning ahead with this 10-step process, you can feel better prepared to keep yourself and the children safe.
Remember, like a Boy Scout, you must always be prepared. “Be prepared for the unexpected” is a common phrase used by individuals who work with children. Since September 11, 2001, Hurricane Katrina, and our own state’s natural disasters with tornado and flooding, we are even more sensitive to the importance of this phrase. Use "Keeping Kids Safe" to help prepare your own emergency plans.
There are three things that you must remember to do in the event of an emergency:
P.S. Hope you had a happy and safe St Patrick's Day!
One of the most basic charges of our profession is to keep the children in our care safe. If you do not have a copy of "Keeping Kids Safe" from the DHS, I encourage you to get thefree download now.
Keeping Kids Safe will help you be ready to respond to such emergencies while you’re caring for other people’s children AND to keep your own family safe–since your child care home is also your family’s living space. By planning ahead with this 10-step process, you can feel better prepared to keep yourself and the children safe.
Remember, like a Boy Scout, you must always be prepared. “Be prepared for the unexpected” is a common phrase used by individuals who work with children. Since September 11, 2001, Hurricane Katrina, and our own state’s natural disasters with tornado and flooding, we are even more sensitive to the importance of this phrase. Use "Keeping Kids Safe" to help prepare your own emergency plans.
There are three things that you must remember to do in the event of an emergency:
- Keep Calm
- Provide reassurance, physical comfort and structure
- Follow your Emergency Plan
- Act Quickly
P.S. Hope you had a happy and safe St Patrick's Day!
Tuesday, March 17, 2009
National Wildlife Week...
Did you know that this week, March 16th through 20th, is National Wildlife Week? (Seems somewhat appropriate with St Patrick's Day today and the "wild-life" going on... but I digress...)
Since 1938, National Wildlife Week has been essential to wildlife conservation, bringing awareness about the issue to people of all ages. Observing National Wildlife Week is a time to honor wildlife, bring communities together through service, ignite the minds of children and adults, and instill an absolute love of nature.
An easy way to participate in this week-long event is by making time for outdoor play and interaction with the natural world. Research shows that nature and the outdoors improves one's physical, mental and emotional well-being. This is especially important for children who typically spend hours in front of electronic media. Additionally, families and communities connected to nature raise healthier kids and inspire a life-long appreciation of wildlife and the environment.
Download several activities and resources for National Wildlife Week.
The kids can celebrate the week with Ranger Rick.
Provide a daily Green Hour® for the children in your care.
Enjoy some coloring pages and craft ideas from Crayola.
Get some great wildlife resources at TeacherVision.
Walt Disney summed up his feelings about wildlife when he said,
Spring begins on Friday and what a great time to get outdoors and enjoy nature during this great Minnesota weather!
Did you know that this week, March 16th through 20th, is National Wildlife Week? (Seems somewhat appropriate with St Patrick's Day today and the "wild-life" going on... but I digress...)
Since 1938, National Wildlife Week has been essential to wildlife conservation, bringing awareness about the issue to people of all ages. Observing National Wildlife Week is a time to honor wildlife, bring communities together through service, ignite the minds of children and adults, and instill an absolute love of nature.
An easy way to participate in this week-long event is by making time for outdoor play and interaction with the natural world. Research shows that nature and the outdoors improves one's physical, mental and emotional well-being. This is especially important for children who typically spend hours in front of electronic media. Additionally, families and communities connected to nature raise healthier kids and inspire a life-long appreciation of wildlife and the environment.
Download several activities and resources for National Wildlife Week.
The kids can celebrate the week with Ranger Rick.
Provide a daily Green Hour® for the children in your care.
Enjoy some coloring pages and craft ideas from Crayola.
Get some great wildlife resources at TeacherVision.
Walt Disney summed up his feelings about wildlife when he said,
“Landscapes of great wonder and beauty lie under our feet and all around us.
They are discovered in tunnels in the ground, the heart of flowers, the hollows
of trees, fresh-water ponds, seaweed jungles between tides, and even drops of
water. Life in these hidden worlds is more startling in reality than anything we
can imagine. How could this earth of ours, which is only a speck in the heavens,
have so much variety of life, so many curious and exciting creatures?”
Spring begins on Friday and what a great time to get outdoors and enjoy nature during this great Minnesota weather!
Monday, March 16, 2009
Top 'O The Mornin' To You...
B'gosh and begorrah... tomorrow is St Patrick's Day. On March 17th many people celebrate St Patrick's Day with parades, green clothing, and perhaps a malted beverage or two. It has been said that there is a bit of Irish in everyone. That may be a bit of blarney, but could be true because Lucky Charms come from Minnesota, and we're not commonly known for our Irish communities.
Here's some resources to help you prepare for and celebrate this green holiday with your little leprechauns:
B'gosh and begorrah... tomorrow is St Patrick's Day. On March 17th many people celebrate St Patrick's Day with parades, green clothing, and perhaps a malted beverage or two. It has been said that there is a bit of Irish in everyone. That may be a bit of blarney, but could be true because Lucky Charms come from Minnesota, and we're not commonly known for our Irish communities.
Here's some resources to help you prepare for and celebrate this green holiday with your little leprechauns:
- Kaboose is definitely NOT the last resource I go to...
- 123Child has crafts, games, songs, and food ideas.
- BillyBear4Kids has crafts, coloring pages, activities, games, and more.
- DLTK Activities always has good activity and craft examples.
- Enchanted Learning site has some craft ideas, but to access everything you must be a member.
- Family Fun has lots of St Patrick ideas for fun for the family.
- KinderArt has ideas shareed by many teachers and educators.
- AmazingMoms gives you plans to make a "leprechaun trap".
- FreeKidCrafts offers... wait for it... free kid crafts. Whoda guessed?
- Apples4TheTeacher has lots of information for older children, but don't miss the coloring pages.
- If you want to have a party, PreschoolersToday shows you the preschoolers way to party.
- And for you real overachiever, you can even go Martha...
May the roads rise to meet you,
May the winds be always at your back,
May the sun shine warm upon your face,
The rains fall soft upon your fields,
And until we meet again,
May God hold you in the palm of his hand.
Saturday, March 14, 2009
Important Legislative Information...
...for family child care providers in Minnesota: A bill has been introduced and is titled “Family day care background checks required, and criminal history data access allowed.” The link below will take to the text of the bill. The bill number in the house is HF1543. In the senate the bill number is SF1413.
The next step is a hearing in both the house and senate committees. We don’t have the dates of the hearing at the time of this notification but believe the house will be as early as next week.
Representative Nora Slawik (Maplewood) is the author of the bill in the House with Jim Abler (Anoka), Kim Norton (Rochester), Patti Fritz (Faribault), Carolyn Laine ( Columbia Heights), Jeanne Poppe (Austin), Ryan Winkler (Golden Valley) and Andy Welti (Plainview) as co-authors.
Senator Claire Robling (Prior Lake) is the author of the bill in the Senate with Sharon Erickson-Ropes (Winona), Tony Lourey (Kerrick), and Tarryl Clark (St. Cloud) as co-authors.
Action: Maybe let your Representative and Senator who is NOT on the list above know the bill has been introduced and it is of interest to you.
Summary of the Bill:
Background checks will be transferred FROM the responsibility of a county to perform to the responsibility of the State via DHS (Department of Human Services).
As of the effective dates of the bill, providers will pay for the background checks the first time they are required and not again after that. We are looking at the language with July 1, 2009 as the starting date for new providers coming into the system and January 1, 2010 as the starting date for those renewing family child care licenses. We guess this has to do with the fact that counties have this anticipated income in their budget.
Background checks will use an on-line system with DHS with family child care providers applicants ‘collecting the information needed under subdivision 1 and forward it to the county agency using the commissioner’s online system.
The fee PER background check required will be $20.00 per study. This is a one-time fee to get into the state database. It does not state it in the bill but this fee is payable using credit card or debit card on-line.
The commissioner of public safety will develop and make available to the commissioner of human services a rap-back capability. See Section 14 which is new. This mandate to the commissioner of public safety will ensure that anyone in the state system who may have criminal history information in the future will be immediately ‘kicked back’ to DHS for action rather than not detected until the next background check in our current system.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H1543.0.html&session=ls86
...for family child care providers in Minnesota: A bill has been introduced and is titled “Family day care background checks required, and criminal history data access allowed.” The link below will take to the text of the bill. The bill number in the house is HF1543. In the senate the bill number is SF1413.
The next step is a hearing in both the house and senate committees. We don’t have the dates of the hearing at the time of this notification but believe the house will be as early as next week.
Representative Nora Slawik (Maplewood) is the author of the bill in the House with Jim Abler (Anoka), Kim Norton (Rochester), Patti Fritz (Faribault), Carolyn Laine ( Columbia Heights), Jeanne Poppe (Austin), Ryan Winkler (Golden Valley) and Andy Welti (Plainview) as co-authors.
Senator Claire Robling (Prior Lake) is the author of the bill in the Senate with Sharon Erickson-Ropes (Winona), Tony Lourey (Kerrick), and Tarryl Clark (St. Cloud) as co-authors.
Action: Maybe let your Representative and Senator who is NOT on the list above know the bill has been introduced and it is of interest to you.
Summary of the Bill:
Background checks will be transferred FROM the responsibility of a county to perform to the responsibility of the State via DHS (Department of Human Services).
As of the effective dates of the bill, providers will pay for the background checks the first time they are required and not again after that. We are looking at the language with July 1, 2009 as the starting date for new providers coming into the system and January 1, 2010 as the starting date for those renewing family child care licenses. We guess this has to do with the fact that counties have this anticipated income in their budget.
Background checks will use an on-line system with DHS with family child care providers applicants ‘collecting the information needed under subdivision 1 and forward it to the county agency using the commissioner’s online system.
The fee PER background check required will be $20.00 per study. This is a one-time fee to get into the state database. It does not state it in the bill but this fee is payable using credit card or debit card on-line.
The commissioner of public safety will develop and make available to the commissioner of human services a rap-back capability. See Section 14 which is new. This mandate to the commissioner of public safety will ensure that anyone in the state system who may have criminal history information in the future will be immediately ‘kicked back’ to DHS for action rather than not detected until the next background check in our current system.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H1543.0.html&session=ls86
Friday, March 13, 2009
Televison and Asthma?
You knew that too much television wasn't good for children... (like the commerical says, aliens are waiting for your brains to turn to mush). Well, as if that wasn't enough to worry about, a newly released study has found that toddlers who spend more than two hours a day watching television almost double their risk of getting asthma before they become teenagers.
Researchers identified 3,065 children without asthma when they were 3 1/2 years old, and tracked them for the next eight years for wheezing or other tell-tale signs of the disorder that makes breathing difficult. Asthma rates rose in tandem with TV time, and those who watched the most had an 80 percent greater risk of being diagnosed by age 12 than those who watched less.
The researchers used television viewing as a marker for sedentary behavior, since the now-ubiquitous personal computers and popular home video-game systems weren’t as widely used when the study began in the early 1990s. The results add asthma to a catalogue of factors, including obesity, diabetes, smoking and promiscuity, tied to TV viewing.
It’s not clear exactly how sedentary behaviors like television watching are tied to asthma, the researchers said. There is some evidence to suggest exercise and deep breaths that come with it stretch the smooth muscles in the airways, while lack of exercise may make the lungs overly sensitive, they said.
So get the kids out from in front of the TV... its for their own good in more ways than you know.
AND, today is Friday the 13th, so stay away from mirrors, ladders, and black cats...
You knew that too much television wasn't good for children... (like the commerical says, aliens are waiting for your brains to turn to mush). Well, as if that wasn't enough to worry about, a newly released study has found that toddlers who spend more than two hours a day watching television almost double their risk of getting asthma before they become teenagers.
Researchers identified 3,065 children without asthma when they were 3 1/2 years old, and tracked them for the next eight years for wheezing or other tell-tale signs of the disorder that makes breathing difficult. Asthma rates rose in tandem with TV time, and those who watched the most had an 80 percent greater risk of being diagnosed by age 12 than those who watched less.
The researchers used television viewing as a marker for sedentary behavior, since the now-ubiquitous personal computers and popular home video-game systems weren’t as widely used when the study began in the early 1990s. The results add asthma to a catalogue of factors, including obesity, diabetes, smoking and promiscuity, tied to TV viewing.
It’s not clear exactly how sedentary behaviors like television watching are tied to asthma, the researchers said. There is some evidence to suggest exercise and deep breaths that come with it stretch the smooth muscles in the airways, while lack of exercise may make the lungs overly sensitive, they said.
So get the kids out from in front of the TV... its for their own good in more ways than you know.
AND, today is Friday the 13th, so stay away from mirrors, ladders, and black cats...
Thursday, March 12, 2009
Voices for Children Advocacy Day...
..in Minnesota is March 19th, 2009. Voices for Children Advocacy Day is an opportunity for parents, teachers, early care and education professionals, and others from across the state to stand up and be counted as a voice for children.
Voices for Children Advocacy Day is the one day during the session the whole early childhood community comes together to show our support for young children at the legislature. We hope you’ll be able to join us at the State Capitol in St Paul on March 19, 2009 at 10:00am. The Teddy Bear Band will be performing and we’ll hear from legislative leaders and parents about the importance of investing in early care and education. There will also be a Family Fair in the Great Hall (one floor below the Rotunda) with activities for children and families.
If you cannot make it to St Paul on that day, you voice can still be heard! In your local community, encourage children to create art projects that reflect the Voices theme Plant the Seeds, Help Children Bloom, such as a flower with a child’s picture or name. Write letters to your legislators to encourage them to invest in our youngest Minnesotans. Send the letters and art projects to your legislator the week of March 19. Also, take a minute to call your legislator on that day to remind them of the importance of high quality early care and education.
Stand up and be counted as a voice for children! Join parents, teachers, early education professionals, and others for a morning of fun and community building:9:15 a.m. Children’s Activities10:00 a.m. Rally in the Capitol Rotunda10:45 a.m. Children’s Activities & Legislator Visits …with a special performance by the Teddy Bear Band!View and print 2009 flyer here.View and print 2009 flower project flyer here.See pictures from the 2008 Voices day here.New in 2009: Children's Activities immediately before and after the rally in the Great Hall (one floor below the Rotunda of the Capitol).
This is our time to come together to show our leaders that investing in early care and education is the right thing to do.
..in Minnesota is March 19th, 2009. Voices for Children Advocacy Day is an opportunity for parents, teachers, early care and education professionals, and others from across the state to stand up and be counted as a voice for children.
Voices for Children Advocacy Day is the one day during the session the whole early childhood community comes together to show our support for young children at the legislature. We hope you’ll be able to join us at the State Capitol in St Paul on March 19, 2009 at 10:00am. The Teddy Bear Band will be performing and we’ll hear from legislative leaders and parents about the importance of investing in early care and education. There will also be a Family Fair in the Great Hall (one floor below the Rotunda) with activities for children and families.
If you cannot make it to St Paul on that day, you voice can still be heard! In your local community, encourage children to create art projects that reflect the Voices theme Plant the Seeds, Help Children Bloom, such as a flower with a child’s picture or name. Write letters to your legislators to encourage them to invest in our youngest Minnesotans. Send the letters and art projects to your legislator the week of March 19. Also, take a minute to call your legislator on that day to remind them of the importance of high quality early care and education.
Stand up and be counted as a voice for children! Join parents, teachers, early education professionals, and others for a morning of fun and community building:9:15 a.m. Children’s Activities10:00 a.m. Rally in the Capitol Rotunda10:45 a.m. Children’s Activities & Legislator Visits …with a special performance by the Teddy Bear Band!View and print 2009 flyer here.View and print 2009 flower project flyer here.See pictures from the 2008 Voices day here.New in 2009: Children's Activities immediately before and after the rally in the Great Hall (one floor below the Rotunda of the Capitol).
This is our time to come together to show our leaders that investing in early care and education is the right thing to do.
Wednesday, March 11, 2009
Curriculum...
Yesterday, I talked about the importance of play. But there is more to providing quality care than just letting the children play... It is often said that curriculum is an important part of early childhood education, but what is curriculum? Curriculum is defined as a plan that indicates goals for children's development and learning, the experiences through which they will achieve these goals, how caregivers will help them achieve these goals, and the materials that are needed to support these goals.
A misconception about the use of a written curriculum in early childhood is that it will lead to the notion that quality care should be based on a school model rather than a home model. There is a certain pressure to define quality care as skills based and focused on cognitive development, but this is not the whole picture. A curriculum does not need to be a certain book of activities or a prescribed course of study, but it should be a framework that sets forth your program's goals, philosophy, and objectives for children as well as the guidelines for teaching that address all aspects of a child's development. A quality curriculum will look at early childhood development in separate domains (cognitive, gross motor, fine motor, language, and social-emotional) and set goals and objectives for children in each of these domains. Your curriculum should encourage social and emotional development by:
Yesterday, I talked about the importance of play. But there is more to providing quality care than just letting the children play... It is often said that curriculum is an important part of early childhood education, but what is curriculum? Curriculum is defined as a plan that indicates goals for children's development and learning, the experiences through which they will achieve these goals, how caregivers will help them achieve these goals, and the materials that are needed to support these goals.
A misconception about the use of a written curriculum in early childhood is that it will lead to the notion that quality care should be based on a school model rather than a home model. There is a certain pressure to define quality care as skills based and focused on cognitive development, but this is not the whole picture. A curriculum does not need to be a certain book of activities or a prescribed course of study, but it should be a framework that sets forth your program's goals, philosophy, and objectives for children as well as the guidelines for teaching that address all aspects of a child's development. A quality curriculum will look at early childhood development in separate domains (cognitive, gross motor, fine motor, language, and social-emotional) and set goals and objectives for children in each of these domains. Your curriculum should encourage social and emotional development by:
- enhancing each child's individual strengths;
- providing a setting that allows for building trust;
- fostering independence;
- having realistic expectations;
- encouraging respect for feelings and for the rights of others;
- supporting and respecting a child's home language and culture; and
- planning routines and transitions so that they occur in a timely, predictable, and unrushed manner, according to each child's needs.
Whether you use a purchased curriculum or make your own, there are several points for you to consider:
Does the curriculum . . .
- Promote interactive learning and encourage the child's construction of knowledge
- Help children achieve social, emotional, linguistic, physical, and cognitive goals
- Encourage development of positive feelings and dispositions toward learning while leading to acquisition of knowledge and skills
- Have expectations that are realistic and attainable at this time
- Include children with disabilities in the curriculum
- Build and elaborate on children's current knowledge and abilities
- Lead to conceptual understanding by helping children construct their own understanding in meaningful contexts
- Facilitate concept learning and skills development in an integrated and natural way
- Challenge children with disabilities to attain goals beyond those commonly expected of them.
- Permit flexibility for children and teachers
- Encourage active learning and frequently allow children to make meaningful choices
- Foster children's exploration and inquiry, rather than focusing on "right" answers or "right" ways to complete a task
- Promote the development of higher order abilities, such as thinking, reasoning, problem solving, and decision making
- Promote and encourage social interaction among children and adults
- Respect children's psychological needs for activity, sensory stimulation, fresh air, rest, and nourishment
- Promote feelings of safety, security, and belonging
- Provide experiences that promote feelings of success, competence, and enjoyment of learning
- Promote positive relationships with families
Is it . . .
- Based on sound child development principles of how children grow and learn?
- Meaningful for these children? Is it relevant to the children's lives? Can it be made more relevant by linking it to personal experiences the children have had or can have easily?
- Sensitive to and respectful of cultural and linguistic diversity? Does the curriculum expect, allow, and appreciate individual differences?
So do you use a curriculum in your program? How does it compare when considering the above concepts? Are there changes that you should make for your curriculum to adapt and expand to respond to individual needs and interests of the children in your care? Is your curriculum dynamic enough to respond to changing priorities and evolving concerns?
I hope that whatever curriculum you use serves you, the children you teach, and the parental expectations of your families as well.
Tuesday, March 10, 2009
All Work and No Play...
Should your child care be “academic” or the fun place? While a few years ago the statement would’ve sounded absurd, being “academically prepared” for kindergarten is now a new and real parental concern. Kindergartners are now expected to learn what first-graders once learned. Many school administrators and educators have decided kids need to learn more, and earlier, to meet achievement targets set up by programs such as No Child Left Behind. However, many experts believe that children who are subjected to overly academic environments at a young age are less likely to be creative learners and thinkers.
In 1999, Rebecca Marcon, a developmental psychologist and education researcher at the University of North Florida in Jacksonville, published a study that looked at 721 4-year-olds selected from three different preschool models: play based, academic (adult directed) and middle of the road (programs that did not follow either philosophy). Marcon followed the children’s language, self-help, social, motor and adaptive development along with basic skills. “What we found in our research then and in ongoing studies is that children who were in a [play-based] preschool program showed stronger academic performance in all subject areas measured compared to children who had been in more academically focused or more middle-of-the-road programs,” says Marcon.
This academic "push" is a troubling trend in early childhood education according to the Science Daily, that published an excellent article which states:
This is an interesting viewpoint in today's society of baby Einstein philosophy where parents try to gain every possible educational advantage for their children at an early age. Yes we need to be concerned about early education, about early literacy, about providing opportunities for learning experiences and then helping the child take advantage of them. BUT, play is an important part of the child's development. There does need to be structure in your childcare. Children need structure and stability. However, children also need the opportunity to be creative and intellectually curious. Unstructured play provides that for them.
Perhaps the best viewpoint is that early education is important, but at the preschool age, all learning should be fun! Learning activities should be intentional and planned, but fun and engaging for kids. Adults should be intentional about the teaching, but it should be embedded in everyday life and fun activities. So how about it? Can you be a good teacher and still make learning fun for the children in your care?
Remember that being ready for kindergarten is important, but all work and no play CAN make Jack a dull boy...
Should your child care be “academic” or the fun place? While a few years ago the statement would’ve sounded absurd, being “academically prepared” for kindergarten is now a new and real parental concern. Kindergartners are now expected to learn what first-graders once learned. Many school administrators and educators have decided kids need to learn more, and earlier, to meet achievement targets set up by programs such as No Child Left Behind. However, many experts believe that children who are subjected to overly academic environments at a young age are less likely to be creative learners and thinkers.
In 1999, Rebecca Marcon, a developmental psychologist and education researcher at the University of North Florida in Jacksonville, published a study that looked at 721 4-year-olds selected from three different preschool models: play based, academic (adult directed) and middle of the road (programs that did not follow either philosophy). Marcon followed the children’s language, self-help, social, motor and adaptive development along with basic skills. “What we found in our research then and in ongoing studies is that children who were in a [play-based] preschool program showed stronger academic performance in all subject areas measured compared to children who had been in more academically focused or more middle-of-the-road programs,” says Marcon.
This academic "push" is a troubling trend in early childhood education according to the Science Daily, that published an excellent article which states:
Parents and educators who favor traditional classroom-style learning over free,
unstructured playtime in preschool and kindergarten may actually be stunting a
child’s development instead of enhancing it... Children learn the way we all
learn: through engagement, and through construction. They have to make sense of
the world, and that’s what play or any other symbolic activity does for
children...
This is an interesting viewpoint in today's society of baby Einstein philosophy where parents try to gain every possible educational advantage for their children at an early age. Yes we need to be concerned about early education, about early literacy, about providing opportunities for learning experiences and then helping the child take advantage of them. BUT, play is an important part of the child's development. There does need to be structure in your childcare. Children need structure and stability. However, children also need the opportunity to be creative and intellectually curious. Unstructured play provides that for them.
Perhaps the best viewpoint is that early education is important, but at the preschool age, all learning should be fun! Learning activities should be intentional and planned, but fun and engaging for kids. Adults should be intentional about the teaching, but it should be embedded in everyday life and fun activities. So how about it? Can you be a good teacher and still make learning fun for the children in your care?
Remember that being ready for kindergarten is important, but all work and no play CAN make Jack a dull boy...
Monday, March 09, 2009
Book It Beginners...
I told you before and I'll tell you again. If your program is not signed up for Book It Beginners, do it right away. Even though the official date has past, you can still enroll when I last checked. Once you have your program enrolled, a reminder will be sent out every year to enroll again.
BOOK IT! Beginners is a read-aloud program that builds reading-readiness skills and establishes an at-home reading routine by providing interactive classroom materials to teachers. These materials add an exciting, hands-on activity to read-aloud time. A literacy activity with a strong parent component, BOOK IT! Beginners was established in 1998 and reaches over 1.7 million children.
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.
Teachers read to the children in their class at least 60 minutes a week during March and April. They write the name of each book they read – or the amount of time read – on an interactive cutout which children then place on the BOOK IT! Beginners poster. At the end of each four-week reading period, teachers present each of the children in their class with a Reading Award Certificate.
Children who are read to at home show more interest in books, have a higher vocabulary, and learn to read more easily. Teachers are encouraged to provide a supply of the cutouts for parents to use at home when they read aloud to their child to involve the family and establish an at-home reading routine that will continue into elementary school. Reading aloud cannot be done too early or too often!
Pizza Hut is proud of every BOOK IT! Beginner! The restaurant manager and team congratulate each child for listening to the teacher read and reward them with a free, one-topping Personal Pan Pizza and an “I’m a BOOK IT! Beginner” Activity Sticker Sheet on both visits.
This is another great excuse to read to the kids in your care and prompt parents to do the same at home. If you don't get signed up this year, mark your calendar to remind you in January 2010.
Reading books and free pizza... doesn't get much better than that!
I told you before and I'll tell you again. If your program is not signed up for Book It Beginners, do it right away. Even though the official date has past, you can still enroll when I last checked. Once you have your program enrolled, a reminder will be sent out every year to enroll again.
BOOK IT! Beginners is a read-aloud program that builds reading-readiness skills and establishes an at-home reading routine by providing interactive classroom materials to teachers. These materials add an exciting, hands-on activity to read-aloud time. A literacy activity with a strong parent component, BOOK IT! Beginners was established in 1998 and reaches over 1.7 million children.
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.
Teachers read to the children in their class at least 60 minutes a week during March and April. They write the name of each book they read – or the amount of time read – on an interactive cutout which children then place on the BOOK IT! Beginners poster. At the end of each four-week reading period, teachers present each of the children in their class with a Reading Award Certificate.
Children who are read to at home show more interest in books, have a higher vocabulary, and learn to read more easily. Teachers are encouraged to provide a supply of the cutouts for parents to use at home when they read aloud to their child to involve the family and establish an at-home reading routine that will continue into elementary school. Reading aloud cannot be done too early or too often!
Pizza Hut is proud of every BOOK IT! Beginner! The restaurant manager and team congratulate each child for listening to the teacher read and reward them with a free, one-topping Personal Pan Pizza and an “I’m a BOOK IT! Beginner” Activity Sticker Sheet on both visits.
This is another great excuse to read to the kids in your care and prompt parents to do the same at home. If you don't get signed up this year, mark your calendar to remind you in January 2010.
Reading books and free pizza... doesn't get much better than that!
Friday, March 06, 2009
Time-Outs: Pros & Cons...
Giving a toddler a "time-out" for behaving badly seems easy enough. Remove the toddler from the situation where he is acting out, sit him in a chair or in another room, and tell him he is in "time-out" from the activity. Or, at least that's the theory. But do child discipline time-outs actually work? It often depends on who you ask and how you apply the discipline.
Proponents of time-outs used for child discipline say that removing a misbehaving child from an activity and placing him in a pre-determined area or even a "time-out" or so-called "thinking" chair provides the toddler with a controlled way to calm down. Advocates say that properly behaving youngsters can continue their activity without further interruption from the misbehaving child, and a parent can use the end of the time-out to discuss with the tot what occurred, why it is not appropriate, and how the youngster should act in the future.
A few arguments against time-outs include:
Also on the subject of time-out... don't forget to set your clocks ahead one hour this weekend for Daylight Saving Time (okay... bad segue, I know. But just wanted to give you a reminder...)
Giving a toddler a "time-out" for behaving badly seems easy enough. Remove the toddler from the situation where he is acting out, sit him in a chair or in another room, and tell him he is in "time-out" from the activity. Or, at least that's the theory. But do child discipline time-outs actually work? It often depends on who you ask and how you apply the discipline.
Proponents of time-outs used for child discipline say that removing a misbehaving child from an activity and placing him in a pre-determined area or even a "time-out" or so-called "thinking" chair provides the toddler with a controlled way to calm down. Advocates say that properly behaving youngsters can continue their activity without further interruption from the misbehaving child, and a parent can use the end of the time-out to discuss with the tot what occurred, why it is not appropriate, and how the youngster should act in the future.
If you believe in using time-outs, there are a few rules you need to follow:
- Frequently discuss behavioral expectations with your child so that your toddler has a base understanding of right and wrong and consequences.
- Use time-outs sparingly. Overuse of them for every single toddler infraction will greatly dilute their effectiveness.
- The amount of time for a time-out should be in keeping with a child's age. Most advocates recommend using one minute per year of the youngster.
- Have a talk with the toddler when time-out is over. Reassure the child that you love her no matter what, but at the same time remind her that certain behaviors cannot be allowed.
- Never threaten a "time-out" and then not carry it out. You are essentially making yourself an ineffective disciplinarian.
A few arguments against time-outs include:
- The child may be too young to understand the significance of a time-out.
- The child resists time-outs. If you find yourself in a constant battle with the tot to try and "force" him to stay in time-out because he keeps getting up, this approach may not work for you or the child.
- Most caregivers don't apply time-outs consistently. More people "threaten" a time-out than actually apply the discipline, effectively rendering it useless.
- Try simple and positive redirection. Time-out naysayers often say that simple redirection of a toddler's behavior works better than a punishment for young kids anyway.
Also on the subject of time-out... don't forget to set your clocks ahead one hour this weekend for Daylight Saving Time (okay... bad segue, I know. But just wanted to give you a reminder...)
Thursday, March 05, 2009
Won't You Be My Neighbor Day...
...is March 20th. Fred Rogers began each episode of Mister Rogers’ Neighborhood with this question in song: “Won’t You Be My Neighbor?” In honor of his birthday, March 20th, people around the country will join in celebrating his legacy of neighborliness.
Mister Rogers' song "Won't You Be My Neighbor?" offers a double message: "You are special...and so is everybody else in the world!" We all share the same hopes and feelings, yet each human being is unique. When children can appreciate how they are like others and how they are unique, they are more likely to feel good about themselves to accept differences in others and to be neighborly.
...is March 20th. Fred Rogers began each episode of Mister Rogers’ Neighborhood with this question in song: “Won’t You Be My Neighbor?” In honor of his birthday, March 20th, people around the country will join in celebrating his legacy of neighborliness.
Mister Rogers' song "Won't You Be My Neighbor?" offers a double message: "You are special...and so is everybody else in the world!" We all share the same hopes and feelings, yet each human being is unique. When children can appreciate how they are like others and how they are unique, they are more likely to feel good about themselves to accept differences in others and to be neighborly.
Here are some ideas for your conversation with children about being neighborly:
- You could start with a story about how a neighbor helped you -- or how you helped a neighbor.
- Ask the children about ways that their family has been kind or helpful to a neighbor.
- Remind them that we don’t have to like every one of our neighbors. But it is important to be kind.
- Using puppets or stuffed animals, make up a story about why the character is angry -- for example, someone took his or her toy…or was too bossy when they were playing. Ask the children to be caring neighbors and help the puppet. Remind them they can use those ideas when they or their friends are angry.
- Help the children appreciate their neighbors, even those who seem different. Can they tell you ways that we’re different -- and ways that we’re all alike? Fred Rogers often reminded us that we are much more alike than we are different.
Here are other ways to encourage children to be neighborly:
- Have the children make thank-you cards for the neighbors who help them in child care -- the cook, the van driver, the maintenance person, the postal worker or substitute caregivers.
- Plan a “neighborly” visit to a nursing home and have the residents read to the children or sing with them.
- Sponsor a Mister Rogers Sweater Drive or food drive.
- Connect with a librarian to tell stories or read books about being neighborly -- either for storytime at the library, a visit to your child care, or book suggestions.
- Encourage families to be caring neighbors of our planet by collecting throw-aways for art projects, turning off lights when they leave a room, or marveling at a flower or sunset. Click here for more ideas.
- When you help children feel good about who they are as unique individuals, you’re helping them feel more secure --and that in turn helps them be more able to appreciate their neighbors.
So go ahead and celebrate, wear a sweater on March 20th and send in your photo,and listen or get the music to the Mr Rogers song.
Find out more information about Won't You Be My Neighbor Day. Remember, "I've always wanted to have a neighbor just like you..."
Wednesday, March 04, 2009
March is National Nutrition Month...
The theme for March 2009 is"Eat Right." National Nutrition Month® is a nutrition education and information campaign created annually in March by the American Dietetic Association. The campaign focuses attention on the importance of making informed food choices and developing sound eating and physical activity habits. Registered Dietitian Day, also celebrated in March, increases awareness of registered dietitians as the indispensable providers of food and nutrition services and recognizes RDs for their commitment to helping people enjoy healthy lives.
National Nutrition Month® is a nutrition education and information campaign created annually in March by the American Dietetic Association. The campaign focuses attention on the importance of making informed food choices and developing sound eating and physical activity habits. Registered Dietitian Day, also celebrated in March, increases awareness of registered dietitians as the indispensable providers of food and nutrition services and recognizes RDs for their commitment to helping people enjoy healthy lives. Initiated in March 1973 as a week-long event, "National Nutrition Week" became a month-long observance in 1980 in response to growing public interest in nutrition.
The theme for March 2009 is"Eat Right." National Nutrition Month® is a nutrition education and information campaign created annually in March by the American Dietetic Association. The campaign focuses attention on the importance of making informed food choices and developing sound eating and physical activity habits. Registered Dietitian Day, also celebrated in March, increases awareness of registered dietitians as the indispensable providers of food and nutrition services and recognizes RDs for their commitment to helping people enjoy healthy lives.
National Nutrition Month® is a nutrition education and information campaign created annually in March by the American Dietetic Association. The campaign focuses attention on the importance of making informed food choices and developing sound eating and physical activity habits. Registered Dietitian Day, also celebrated in March, increases awareness of registered dietitians as the indispensable providers of food and nutrition services and recognizes RDs for their commitment to helping people enjoy healthy lives. Initiated in March 1973 as a week-long event, "National Nutrition Week" became a month-long observance in 1980 in response to growing public interest in nutrition.
- Use these online resource ideas to celebrate.
- Even more links to find nutrition information and activities.
- Dole's SuperKids site has lots of fun activities and inro.
- Don't forget the USDA food pyramid or the new MyPyramid for Preschoolers.
- Finally, make sure to visit the resources at the (CACFP) Child and Adult's Food Program website.
Tuesday, March 03, 2009
World Math Day...
World Math Day falls on March 4th this year. Students aged 5 to 18 can take part and whole classes can also register for the online math questions and fun! Students play against each other in mental arithmetic games. They play in real time with students from all over the world. Each game lasts for 60 seconds and they can play as many games as they wish. The questions are appropriately leveled for different ages and abilities. Also open to school aged private individuals and homeschoolers. Be sure to register early to be a part of World Math Day this year.
But math isn't just for children age 5 and older. I hope that you are putting effort in teaching math to your childcare children. No, I'm not talking about multiplication table and long division for toddlers. Math is an important part of early learning. The concepts of shapes, sizes, patterns, measurements and more are important to early development. A child's mind is mathematical... Math and its connections to everything can help kids learn, understand, and think more deeply about the world.
You don't need a math time for the children in your care. Just watch for learning opportunities. Math is taught by playing with toys, puzzles, make-believe, and other daily activities. If you want to learn more, check out these links. Or find a way to attend one of my "Counting On Math" workshops .
Enjoy World Math Day. We're all counting on you...
World Math Day falls on March 4th this year. Students aged 5 to 18 can take part and whole classes can also register for the online math questions and fun! Students play against each other in mental arithmetic games. They play in real time with students from all over the world. Each game lasts for 60 seconds and they can play as many games as they wish. The questions are appropriately leveled for different ages and abilities. Also open to school aged private individuals and homeschoolers. Be sure to register early to be a part of World Math Day this year.
But math isn't just for children age 5 and older. I hope that you are putting effort in teaching math to your childcare children. No, I'm not talking about multiplication table and long division for toddlers. Math is an important part of early learning. The concepts of shapes, sizes, patterns, measurements and more are important to early development. A child's mind is mathematical... Math and its connections to everything can help kids learn, understand, and think more deeply about the world.
You don't need a math time for the children in your care. Just watch for learning opportunities. Math is taught by playing with toys, puzzles, make-believe, and other daily activities. If you want to learn more, check out these links. Or
Enjoy World Math Day. We're all
Monday, March 02, 2009
Read Across America...
Is Monday, March 2nd. The National Education Association annually sponsors Read Across America. Now in its twelfth year, the program focuses on motivating children to read, in addition to helping them master basic skills.
The nationwide reading celebration takes place each year on or near March 2, the birthday of Dr. Seuss. Across the country, thousands of schools, libraries, community centers, and more participate by bringing together kids and books, and you can too!
The theme for Read Across America 2009 is "Reading is Cool!" Get chillin' and be a part of this year's fun celebration and plan a reading event! Some activities happening this year include guest readers, reading challenges, breakfast read-ins and book drives. These are examples of fun things you can do to share the joy of reading.
Your reading event can be as simple or elaborate as time and inclination allow. Whether you choose to scale up or down, keep in mind the basic premise and it's almost sure to be a success.
On March 2, the National Education Association is calling for every child to be reading in the company of a caring adult.
So celebrate reading... and wish a Happy Birthday to Dr. Seuss.
Is Monday, March 2nd. The National Education Association annually sponsors Read Across America. Now in its twelfth year, the program focuses on motivating children to read, in addition to helping them master basic skills.
The nationwide reading celebration takes place each year on or near March 2, the birthday of Dr. Seuss. Across the country, thousands of schools, libraries, community centers, and more participate by bringing together kids and books, and you can too!
The theme for Read Across America 2009 is "Reading is Cool!" Get chillin' and be a part of this year's fun celebration and plan a reading event! Some activities happening this year include guest readers, reading challenges, breakfast read-ins and book drives. These are examples of fun things you can do to share the joy of reading.
Your reading event can be as simple or elaborate as time and inclination allow. Whether you choose to scale up or down, keep in mind the basic premise and it's almost sure to be a success.
On March 2, the National Education Association is calling for every child to be reading in the company of a caring adult.
- Download free digital read-along versions of Dr. Seuss books!
(Kidthing is a lot of fun. Get your free copy if you don't already have it.) - State Contact & Activities
Read the pledges to find out what's happening around the country. - Resources & Materials
Check out our new downloadable materials for 2009. - Lots of games and activities
So celebrate reading... and wish a Happy Birthday to Dr. Seuss.
