Archive for August, 2009

Art Matters

Sunday, August 30th, 2009

Watch a child work with sand sculptures or crayons. Of course he’s having a lot of fun. But is he just killing time — or is he gaining something much more significant?

Art education has always been important for young children, starting with the basic physical benefits. As babies and small children learn how to create, they discover how the connection between mind and hands can bring their ideas to life. Motor skills and coordination improve as little hands and fingers gain new skills in manipulating paintbrushes or clay. At the same time, all this new input stimulates the brain the form new ideas and concepts from new connections, increasing cognitive skills.

Art also allows children (and adults too, for that matter) to express themselves in safe, comforting, socially acceptable ways. If we are angry or sad, we can release those feelings by translating them into creative works. If we are happy, we can give shape to our joy. Art education teaches us how to put structure and order to our often-chaotic inner world.

While some early childhood centers prefers to focus solely on a “book learning” approach to education, the Goddard School puts a high priority on art and creativity as a critical learning tool through all levels of the curriculum. Even our young infants are introduced to tactile experiences and guided to notice and recognize their own handiwork. Our comprehensive Creative art program continues to offer new, fun, age-appropriate creative activities to our students all the way through the Kindergarten level. Your children will graduate from the Goddard School fully aware of their own creative and imaginative powers, and ready to exercise those new skills and insights in school and in life.

Visit our website to learn more about Goddard’s art and creativity programs or email us at cedarparktx@goddardschools.com

Our next blog will provide some details on how yoga is incorporated into our curriculum and why its important.

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The Mathematical Thinking Domain

Thursday, August 27th, 2009

The Goddard School’s FLEX Learning Program covers all the major areas of a child’s educational growth and development in the form of specific Learning Domains: Personal and Social Development, Language and Literacy, Mathematical Thinking, Social Studies, and Physical Development. Let’s take a moment to examine how the Mathematical Thinking Domain helps shape your child’s growth and development from infanthood all the way through kindergarten.

For Goddard School infants and toddlers, cognitive development paves the way for future mathematical skills. Babies learn to recognize and name objects, put together simple puzzles, listen to and understand stories, and comprehend position and perspective. These early steps go hand-in-hand with the self-help and life skills they’re also learning, such as dressing themselves, seeing themselves in pictures, and participating in group activities. By the time they complete the “Get Set” level, the children already know about circles and squares and can match primary colors, follow two-part directions, and much more.

Mathematics as a specific skill set begins for Goddard students at the Pre-kindergarten level. Children at this level begin to work with the calendar and the clock to understand how time works, while gaining new understanding of logical patterns, sequential order, and concepts of “more” and “less.” Introducing the computer as a fun learning tool opens up a whole new resource for fun, absorbing learning. By the time our students reach the Kindergarten level, they are solving math problems, working with fractions, recognizing numbers up to 30, and using their new cognitive powers to reason their way toward solutions.

As impressive as this structured learning process is, rest assured that it’s also a lot of fun. Assembling puzzles, building block towers, listening to stories — these activities make learning a joy for your child, and a child who loves school will become an adult who loves to learn. It all adds up in our Mathematical Thinking Domain!

Our next blog will explore the importance of art in your child’s development.  By the way, a wonderful art enrichment program is Abrakadoodle – check out their website!

To find out more about The Goddard School of Cedar Park, visit our website or email us at cedarparktx@goddardschools.com

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Fun Learning is Effective Learning!

Tuesday, August 25th, 2009

When evaluating preschool programs, avoid ones which tend to be based on filling out worksheets and other rather tedious activities.  These fail to address one critical fact — learning works better when it’s fun!

Yes, the Goddard School is play-based, but our “play” bears no resemblance to random goofing around. Our FLEX Learning Program is based on the latest research indicating that child-focused learning in a creative and fun environment is more effective than simple “book learning” alone.  In the words of internationally known child psychiatrist Dr. Kyle R. Pruett: “Loving, responsive care-giving that includes play provides infants and toddlers the ideal setting for encouraging their own exploration of the environment – the royal road to learning.”

The FLEX Learning provides just such an enjoyable learning environment while applying strict developmental guidelines according to state standards. Parents can see the results on an everyday basis. We keep daily logs of what your child studied, what activities he took part in, and how everything went. You will see your child learn and grow, day by day, month by month. Simply put, our kind of play works.

Goddard School students aren’t just learning how to fill out worksheets — they’re receiving a regular, structured diet of new knowledge, skills training, cognitive development, and life skills. Our brand of structured fun is designed to optimize your child’s learning experience, not take away from it.

Out of all the things your child will learn at the Goddard School, the single most important thing may be the passion to learn more.

Our next blog will share some ideas about the Mathematical Thinking Domain.  For more information about our school, visit our website or email us.

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Second Languages for Young Children

Friday, August 21st, 2009

In an earlier post, I shared some ideas on sign language for parents by guest contributor Tara Kendrick with My Smart Hands.  Here are some interesting ideas on second languages for children.

According to language experts, six-month-old babies babble using 70 different sounds that make up all of the languages of the world.

Children are not preprogrammed with the language(s) of their parents; they learn the language of their environments. For example, the child of parents who consistently speak multiple languages in everyday conversations will naturally speak both languages.

Learning a second language is not as challenging for a young child as you may think. Teaching a one-year-old the word “red” and the Spanish version, “rojo,” is similar to teaching the words “stone” and “rock”. There is nothing confusing about this for a young child.

The key to teaching your child a second language is to immerse him or her in the language. Your child’s teacher probably does this throughout the day by labeling and referencing items and actions in the classroom in different languages. You can work with your child’s teacher by referencing these labels and incorporating the language into your child’s play at home. With your participation, the immersion is complete.

Remember, there are many forms of communication. Introducing young children to second languages such as Spanish, French and sign language encourages brain development in areas that would typically fall dormant. (Sign language can also demonstrate an infant’s listening vocabulary and fine motor development.)

Second languages celebrate cultural diversity and help to create an understanding of the written word. A second language can open doors and unleash curiosities of the world.

Whether your child is an infant or a preschooler, immersing him or her in a second language is the key to success. If the language is new to you as well, label your surroundings so the words are readily available. Following are some age-appropriate activities to help you incorporate a second language into your child’s daily routine.

Infant to One Year
~ Sign as you say words.
~ Sign in one word syllables (e.g., more, mom, dad, ball).
~ Gently move your child’s hands to make a sign.
~ Play music from around the world.

First Steps (12 to 18 months)
~ Add to signing vocabulary, use signs with verbal cues.
~ Say both the English word and the second language word for an object.
~ Practice the second language while playing ball (e.g., As you roll the ball to your child say, “Here comes the red ball, pelota roja.”)
~ Use the second language words interchangeably in your own speech.
~ Name body parts, animals and colors in the second language.

Toddler and Get Set (18 to 36 months)
~ Repeat everyday words in all languages.
~ Link words together.
~ Prompt your child to attempt new words.
~ While playing a game, such as “Memory,” recite words in both languages.
~ Begin to use common words in the second language without repeating in your native tongue.
~ Listen to music in other languages.

Preschool to Pre-Kindergarten (36 months +)
~ Use your everyday experiences for language opportunities (e.g., sign the food item you want your child to find at the grocery store).
~ Sing songs in other languages.
~ If your family has two native languages in your household, speak one language at home and the other outside of the home to practice proper language use.
~ Watch your child’s favorite movie in another language.   Many DVDs now offer language choices.
~ Visit cultural fairs, food markets and restaurants of other cultures.

To find about more about The Goddard School of Cedar Park, visit their website or call 512-258-5292.

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A Father’s Involvement Is Critical to a Child’s Healthy Growth and Development

Tuesday, August 18th, 2009

Prior to the 1970’s, being a parent meant taking the place of a child’s mother.  In fact, the word mother is synonymous with to look after, care for, and protect.  Today, we know that men and women differ in their ways of relating to their child.  The role of each parent is significant but research supports that a father’s role is not only essential but unique.

Research on fatherhood shows children who perform better in school and exhibit less behavior problems have involved nurturing fathers.  This may be due to a father’s unique perspective on parenting.  A father’s interaction with their child differs from their mother’s on everything from discipline to play.  An everyday child rearing task can turn into a stimulating event because fathers tend to engage more physically with their children, especially when playing.  However, fathers want their children to have good behavior and discipline them knowing they will not suffer as many consequences and will be more easily accepted by the outside world.

“Children raised by involved dads are thriving, healthy kids, and fathers do not mother any more than mothers father” says Dr. Kyle Pruett, a clinical professor of child psychiatry at Yale University’s Child Study Center.  That is why The Goddard School® proactively builds a foundation of trust with parents to help them accomplish the difficult job of parenting.  Several elements work simultaneously to develop the cooperative relationship Goddard strives to have with their families.  The Goddard School® provides families with Goddard Parent Guides featuring Dr. Kyle Pruett’s advice on fathering, biting, and many more child development topics.  These parents also receive the Goddard Parent, a quarterly publication with topical information.  In addition, the parents receive a “Daily Activity Report” to establish ongoing communication about what happens each day with their child.

To find about more about The Goddard School of Cedar Park, visit their website or call 512-258-5292.

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Sign language for parents

Sunday, August 16th, 2009

At The Goddard School of Cedar Park, our faculty begin teaching sign language with infants.  We’re often asked by parents how they can reinforce at home and join in the “signing fun!”  Here’s a guest article by Tara Kendrick, owner of My Smart Hands – a program that teaches parents how to sign.  She periodically comes to The Goddard School to work with our parents.

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As a new mom, I was worried about everything. Would I bond with my child?  How will I comfort him? Will I know what he needs?  Throwing myself into parenting books, I soon came across information on sign language. My fears diminished as I began to understand that using sign language with a child who is not old enough to speak allows a window into their world.

When my son was only 4 months old I began using the basic signs I had learned in my research; eat, more, and milk. As he began to pick up signs, I realized the benefits of using this wonderful language between mother and child.  I remember my excitement the first time he crawled into my sister’s kitchen and patted his thigh.  He wanted to know where the dog was!!!  And he was only 8 months old.  When my second son was born, I further developed my knowledge of sign language and was eager to talk to my friends about how much sign language had enriched my relationship with my children.  It seemed a natural fit when I came across the program “My Smart Hands.”  Now, as an Austin Mom and Business owner/instructor for My Smart Hands in Austin, I am able to teach others how to use this wonderful language.

There are several key areas that I stress to the caregivers in my classes. At the top of the priority is list is that signing with babies reduces frustration. Babies are able to make simple signs long before they have the ability to produce speech. When babies wave bye-bye or put their arms in the air when then want to be picked up; these are simple gestures, or signs, that baby uses for communication.  Signing with your baby gives them the tools they need to communicate their needs to you before they can talk.

Another benefit is when teaching babies to sign they are exposed to more language than non-signing babies. Adults and siblings around the child tend to want to see what other signs the baby can do, and therefore he is exposed to more language stimulation.

Some parents express the fear that signing can delay speech.  There is no science that demonstrates that signing will prevent your child from speaking when he or she is ready. In fact, many parents report that their child’s first words are often the words they already know the signs for.

Here are some easy steps to take when starting to use sign language with your baby, taken from the My Smart Hands workbooks, designed by Founder, Laura Berg, used in our classes.

1. Start with 2 to 5 signs- This is not for the child but for the parent. You can remember this many and consistently do them every time you use the word and then when your baby begins to sign back to you, you will feel good about your efforts and keep going! Start with signs like milk, more, mommy or daddy!

2. Introduce signing into your daily routine-For example, every time you offer the baby milk , use the sign for milk in front of the bottle as you are asking “would you like some milk”. They are now hearing the word, seeing the sign and seeing the object. Soon they will make the connection!

3. Be consistent- The more often you sign the word as you say it, the sooner the baby will begin to pick it up.

4. Use motivational signs- You can also sign objects or foods that the baby really likes. She will tend to want to try to sign banana a lot sooner since she would be motivated to tell you that is what she wants because it is her favorite.

Don’t give up!-Babies will start signing around 8-10 months, but sometimes it may take longer. If they aren’t signing back right away, it does not mean they will never sign. If you are consistent, they will get it and start signing to you more and more!

My Smart Hands Austin has classes around the city including Austin, Round Rock and Cedar Park.  For more information about classes, times and Tara CLICK HERE

To find about more about The Goddard School of Cedar Park, visit their website or call 512-258-5292.

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Outdoor Activities & Park Play with Your Children

Friday, August 14th, 2009

A day at the park may seem like ‘just another day,’ but learning and bonding experiences flourish at the park!  With the hot Texas weather this summer, here are some outdoor tips.

Pack for Safety

Drinking water, sunscreen, hat, water to wash as well as wipes for hands, sneakers or other closed-toed shoes, a change of clothes or a towel for the seat, small first aid kit for those little scrapes and a small trash bag to keep the earth litter-free are all important.

Expect to Get Dirty

Going outside is about the freedom to explore and the only way to explore is to touch it, and yes, it is dirty – it’s outside! Dirty does not mean ‘germy’. Roll in the grass, stomp in the mud, touch the frog and splash in the puddles.

Infant to Six Months

  • Pack for safety: A blanket to crawl on and a sturdy pair of pants for crawling on rough surfaces. Be prepared to change diapers on the go.
  • Be prepared to climb and crawl yourself. This is the best way for you to ensure your child’s safety. Watch for items going into your child’s mouth.
  • Hydration: the outside air and activity increases the amount of fluids you both need to consume. And while you’re packing the water, pack a snack.
  • Point, name and describe: As your child explores, point out the details; name objects and talk about your experience.

First Steps (12 to 18 months)

  • Pack for safety: Bring a blanket and a sturdy pair of pants for crawling on rough surfaces. This is not the place for skirts or dresses.
  • Plan for breaks and pack snacks, water and a few books.
  • Dig and touch: Collect items to further explore when you get home.
  • Walk the trail with your little one on a riding toy. Don’t forget the helmet.
  • Park Play Etiquette: If your little one finds a playmate, ask the other parent if both of you may join in the play. Your child will learn to ask for your approval before playing with strangers and the parent of the other child will appreciate this overture.

Toddler and Get Set (18 to 36 months)

  • Plot the potty path!
  • Bring balls to throw and kick or bean bags and a bucket.
  • Move beyond the park and walk a trail or explore a nursery. Go to the stream, lake or pond and skip rocks. Turn the rocks over to find creepy, crawly things.
  • No breaks required – but pause for a moment to re-hydrate.
  • Look through binoculars – even two toilet paper tubes offer a new view of the world.
  • Tent it! A pop up tent is an instant playhouse.
  • Take an umbrella and put on your galoshes – take a walk in the light rain.

Preschool to Pre-K (36 months +)

  • Lie down and look up: Children like to see the world from a different perspective.
  • Picnic: Let your child be a part of packing the necessities and preparing the sandwiches.
  • Play “I Spy” or “I Hear.”
  • Read or draw under the trees.
  • Bring a magnifying cup for bugs and objects to view. Research your bugs and objects when you return home to learn more about each.

Go outside all year long – CLICK HERE

to know what is considered safe outdoor weather for children.

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Focusing on Reading Readiness for Children – part 2

Wednesday, August 12th, 2009

I shared some ideas on reading readiness for infants.  Here are some ideas for 1 year and up:
First Steps (12-18 months)
1. Read longer stories to your child and allow him or her to interact with the book – pointing, turning pages or even turning the book upside-down.
2.  Name objects as your child points.
3. Sing and give characters of books funny voices.

Offer opportunities for discrimination.
* Talk about the stop light (e.g., red circles mean ‘stop,’ green circles mean ‘go’).
* Play with objects that are similar and point out the differences (e.g., cow versus horse, blankets with subtle pattern differences).
* Make noises! Imitate cars, animals and eating sounds during play.
* Speak to your child in a normal tone to demonstrate accurate sound recognition.
* Enunciate words of interest like M-M-Mommy.
* As syllables start to represent words, such as “juice” and “more,” expand upon them (e.g., “apple juice,” “Would you like more apple juice?”).

Toddler & Get Set (18-36 months)
1.  Read everything – signs, labels, toys and your child’s name.
2.  Take cues from your child – interested, not interested, read or just look at the pictures, read more or stop before the end of the story?
3. Sing and give characters of books funny voices.
4. Find and point out shapes and symbols in your home or community.
5. Recite rhymes and alliterations; pause to allow your child to fill in the last word or phrase.
6. Play games such as Candyland® where symbols lead to action (e.g., two orange squares on the card means to move two orange spaces).

Preschool (36 months +)
1. Read words and point to each one as you read it, moving your finger from left to right, top to bottom.
2.  While grocery shopping, ask your child to find an item that starts with a certain letter or find a particular cereal. Have these items on your grocery list for comparison.
3. While in the park, ask your child to bring you nature items one at a time. Write the word for each item and then write a story with these words.
4. Show your child speech in the written form. Ask your child what he or she would like to buy at the grocery store and add it to your grocery list together, write notes to Dad or make “to do” lists.

Pre-Kindergarten (48 months +)
1. Read with your child. Take turns reading pages, modeling intonation and punctuation cues.
2.  Make up silly rhymes and alliterations.
3. Play “Going on a Hike.” Start by picking a letter and saying. “I’m going on a hike and in my back pack I have a …” Take turns repeating the sentence, naming the previously listed words and adding new word that starts with the chosen letter each time.
4. Help your child cut large letters from old magazines. Talk about words that begin with each of these letters.
5. Ask your child to get something in the pantry that he or she would not recognize by sight; provide the beginning letter sound of the item and ask him or her to search for it by reading the letters.
6.  While driving, ask your child to help you find a particular street sign.

Remember, make reading – as well as any educational experiences with  your child – fun and enjoyable.  This will build a positive experience that promotes a lifelong love of learning!

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Focusing on Reading Readiness for Children

Monday, August 10th, 2009

Many parents look forward to announcing that their child can read, but the truth is children are reading long before they can interpret the pages of the book. As with most things in life, reading requires the proper building blocks before it can begin.

Reading begins with language and how it relates to your child’s world. Creating a language-rich environment will help your child’s vocabulary grow. Language develops with every interaction you have with your child – infants begin by reading their parents’ facial expressions while older children develop their vocabulary by listening and eventually repeating what their parent say. Verbalize your child’s world and he or she will begin to repeat sounds and syllables – be sure to pause, speak and alter conversation style.

A print-rich environment may also help prepare your child for reading by making the connection between your child’s world and the symbols we use to communicate, so make your home an active learning environment. Start labeling household items with pictures and words so your child will learn to associate everyday items with their symbols. Lead by example and let your child see you read often. Teach your child to respect books – while pages will rip and bindings will break; your child will learn that you value books and their content if you set a high expectation for their care.

Remember, it takes many interactions with the alphabet and phonemic awareness for reading skills to develop. While it may be difficult to remain patient, be assured that reading will happen when your child is ready.

The following are easy-to-follow steps for your child when it comes to reading:

Infant to One Year
1.Play appropriate music; it leads to acute sound discrimination used later in letter sound discrimination.
2. Read simple board books with one picture per page, contrasting colors or simple pictures, and point to the items on each page.
3. While reading to your child, make faces – it’s fun and your child will notice subtle differences.
4. Offer choices and name options. Watch your child’s eyes and hands for favorites.
5. Allow your child to point and turn book pages.
6. Describe everything; name colors, shapes and sizes.
7. Verbalize and describe your child’s actions (e.g., “That’s the blue ball. Uh-oh, it rolled away. I’ll roll it back to you. You caught it.”)

More literacy tips to follow on children one years and up!

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Child’s Play: It’s All in a Day’s Work In Choosing a Preschool, Experts Recommend Child-Centered Play

Thursday, August 6th, 2009

With so much information about preschools available to parents, it can be difficult to choose the right program. One approach to evaluating a school that can help parents choose is the level of emphasis on learning through play. For young children, play is the natural way to learn, according to the experts.

In fact, research studies confirm that children who are allowed to play function better later in life, both socially and academically.

“Young children who learn through play are more ready to make their own decisions, advocate for themselves and use creativity to solve problems as they grow,” says Dr. Kyle Pruett, a Yale University child psychiatrist and consultant to the Goddard School, the fastest-growing franchise preschool program in the United States.

Dr. Pruett points out that play helps children learn to solve problems, promotes flexibility and motivation, teaches regulation of emotions and builds resilience and confidence. Play is also essential to the development of the child’s brain, triggering trillions of neural connections that form the basis of healthy cognitive function and mastery of the child’s physical world.

Playing alone and with others not only builds brain development, it also helps children develop social skills and a sense of ethics. The most effective play is free of evaluation and correction (after all, throwing a ball shouldn’t be “right” or “wrong”), while promoting autonomy.

True play is actually hard work.  The child lost in play is exploring infinite possibilities. Caretakers and parents can assist the child’s growth by participating in play and creating an environment that encourages play as a means to meet new developmental challenges.

So after parents have checked the basics that are required for any preschool, how can they find one with the right emphasis on play?

Look at three things:
- Find a school that puts a priority on learning through play. For young children, play is unstructured and freeing. It’s not about expensive toys, in fact, the simpler the toy, the more ways it can be used by a child developing his or her imagination. Toys and equipment should be carefully chosen, first for safety and then for how they stimulate young imaginations and help children develop.
- Look at the total environment. Environment means having clean, safe and spacious places to play, as well as the resources to provide imaginative, rewarding playtime. It also means a caring and well-trained staff, a critical element for any preschool. “Remember, how children are treated is as critical to their development as what they are taught,” says Dr. Pruett.
- Ask about enrichment programs. Only the best preschools offer special enrichment programs at no extra cost, as part of the tuition. Enrichment programs – including yoga, manners and world cultures, for example – develop the whole child by encouraging their innate curiosity and imagination.

At the end of the day, parents know they’ve chosen the right child care program when their children are given time for child-centered exploratory play during the day.  For a child, play isn’t optional. The educational and other benefits of play are so important – in terms of healthy bodies and minds – that parents should put play at the top of their list when comparing preschool programs.

To find about more about The Goddard School of Cedar Park, visit their website or call 512-258-5292.

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