childcare, daycare, preschool, infant, toddler, pr
A collection of resources, information and helpful documents.
Know who you are leaving your children with. Always check with the Washington State Department of Early Learning before leaving your child someoe's care.
How to help your child with developmental milestones. Learn the signs. Act early.
Closing the gap between what we know and what we do.
Best parenting book ever!!! LOVE AND LOGIC... of course :D
Strengthening families - Information including downloadable guidebook and other resources
Your child isn't sleeping for you and you need help?
Zero to Three~ Brain development, Challenging behavior, Early childhood mental health, Early development, From baby to big kid, Health and nutrition, Mental health screening and assessment, Play, Promoting social emotional development, Sleep
Brain Boosters! How brains are build~
Usborne Books! You can't ever read too many books to your child!
Bothell Tots Kindergarten Readiness Objectives and Dimensions
- Interacts well with others
- Participates in group activities
- Keeps hands to self
- Respects other’s personal space
- Respects the rules of the school
- Shows self-confidence
- Takes care of one’s own needs
- Covers coughs and sneezes
- Wipes nose with tissue
- Knows how and when to wash hands
- Practices good hygiene
- Can play independently
- Shows comradely skills
- Shows self-awareness
- Takes responsibility for actions
- Understands when to use potty
- Can communicate feelings
- Can communicate productively
- Cooperates constructively in group setting
- Listens attentively
- Follows simple directions
- Handles materials carefully
- Has good clean-up habits
- Can sit still for short periods
- Uses table manners
- Work projects in tidy manner
- Takes initiative to participate
- Respects toys and furniture
- Fits small items together
- Fits large items together
- Holds pencil/crayon correctly
- Uses scissors effectively
- Uses glue effectively
- Can balance one self
- Can jump/hop/run
- Can print first name
- Phonics sound awareness
- Can recite ABC’s
- Can identify all letters in alphabet
- Can sound out alphabet
- Has short and long vowel knowledge
- Understands the difference between consonants and vowels
- Can name the vowels
- Is beginning to read some site words and sound out phonics words
LANGUAGE ARTS/READING READINESS
- Understands English, can restate and understand direction
- Speaks clearly
- Can use English to engage in conversation with others
- Shows interest in books/stories
- Shows interest in circle time
- Answers questions about stories
- Retells familiar stories
- Shows interest in writing
- Dictates sentences to be written
- Writes using pictures/symbols/letters
- Identifies same and different
- Recognizes own name in print
- Identifies upper case letters
- Identifies lowercase letters
- Uses a wide variety of prepositions
- Can read at least five site words
- Can recite the ABC’s
- Can trace letters, numbers, shapes
AWARENESS AND DEVELOPMENTAL ACTIVITIES
- Can identify current weather
- Knows the days of the week
- Knows the four seasons
- Knows the month in the year
- A sense of what time of day it is
- Begin reading the clock
- Name the main body parts
- How to be a role model
- Is positive about learning
- Engages in learning activities
- Gives effort to solve problems
- Remembers, recognizes, recalls and can connect one event to another
- Uses clarification skills
- Uses images or symbols to explain or represent something
- Compares quantities of sets
- Sorts objects by color
- Sorts objects by shape
- Sorts objects by size
- Identifies 8 basic colors
- Identifies 8 basic shapes
- Verbally counts forward to 50
- Counts 1-50 objects
- Identifies numerals 0-20
- Arranges size in order
- Makes simple patterns
- Identifies large vs. small
- Gauges what will fit in a space
Washington State's minimum requirements for Kindergarten readiness
Helping Children and Families with Separation:
One of the hardest parts of the day in child care is when families drop their children off. This daily separation, whether new or routine, can be very upsetting for all. Child care providers can help ease this transition by providing tips for families.
Why do some children cry when dropped off? Why when picked up?
Many young children cry when entering, or leaving, childcare for many reasons. The first is that it is normal and natural for young children to resist separating from their families and is actually a sign of their attachment. Separation anxiety can be especially intense during certain developmental stages and during life changes. Most children also dislike all transitions or changes -- so children may protest at both drop-off and pick-up times. Reassure families that the reason children cry at pick up time is not to reject their families, but because they feel safe enough in their presence to express their big feelings.
Child-care providers can make it easier:
Young children cry to release their frustrations and express their feelings. When providers offer children compassion and comfort when they are upset, it restores their self-confidence, builds their ability to regulate their own emotions, and buffers the many stresses that little people can face in our big world. Your attention and sympathy allows children to express themselves and connect with you emotionally so they will be able to be cooperative, flexible, and positive during the day.
Remember that separations are hard for adults too! Try to be as sensitive to the feelings of family members as you are to their children. Families often feel guilty or sad about leaving their young children and don’t know how to say goodbye.
By partnering with the family and the child you can help with separation.
1. It is important for the parent/family member to say good-bye. Explain that when adults sneak out it undermines trust and will make separations even harder! Creating a goodbye ritual and then leaving afterwards works best for most children. For example, two kisses and a hug, or hand the child to the provider so she/he can wave to her family member out the window.
2. As a caregiver, suggest that the parent stay for the first 3 to 10 minutes of crying, if possible, to help with the listening work, and to establish the emotional safety of crying with the parent about separation. But encourage families to not drag out the goodbye once the child is ready – it’s usually easiest for children when families exit after their goodbye ritual.
3. There are several benefits to listening to the child. After a good cry, the child feels more connected to the listener so she/he is inclined to have stronger executive function and be:
a. Less aggressive and/or impulsive
b. Less withdrawn
c. More thoughtful in play
d. Better able to build meaningful relationships, and
e. More flexible and cooperative in general.
4. Separation is harder for some children than others. Children’s temperaments and life experiences may make separation particularly hard for some. It may be a large issue about which they need to cry hard many times over. For these children, you can expect to see gradual, positive change as they work through their grief and fear.
5. Share other suggestions for families that may help with separation:
a. A “transition object.” Bring something that reminds the child of her/his family to child care. Ideas include a blanket, stuffed animal, family photo, or something that smells like home.
b. Establish a regular schedule since predictable routines make children feel more secure. When a child comes to and from child care at the same times daily it makes the adjustment easier.
c. Prepare the child ahead of time by visiting child-care with them before returning to work so she/he can meet his teacher and explore the environment with you present. Families can also practice separations through play or books. Suggestions for books: http://www.nycaeyc.org/conf2012-handouts/Embry_Illustrated-Selection.
d. Tell the child when you’ll return in terms she/he understands (“Mommy will pick you up after naptime,” rather than 3 pm). Reassure her/him that Daddy (or Grandpa or Auntie May) always comes back! Be sure to call if late so the caregiver can reassure the child.
e. Explain that some children object to separations more than others— and it does not mean that their child loves his family less if she/he doesn’t want to leave for home, or falls apart when you arrive. For some children, transitions are particularly hard, and children feel safe expressing their strong feelings in the presence of their parents when they are strongly attached to them.
- This was a compilation put together from several educational seminars by Nikki Reed
Helping Young Children Control Anger and Handle Disappointment