Family child care homes have a smaller child to adult ratios then childcare centers. Smaller ratios and continuity of care are very important for a child to create a special bond with caregivers.
The child needs to create this bond so that they can feel secure and safe. When a child does not feel safe his sleeping, eating and social development can be affected. Usually at daycare centers, the staff has a high turnover. That means that your child is usually not with the same caregiver for long and this can affect bonding.
A family child care provider is always with the child and this is a wonderful way to insure that the child can form an attachment with a caregiver other then his parents. The bonds your child makes in the first few years of life can affect them as adults.
For your states licensing /ratio information please visit: http://nrc.uchsc.edu/STATES/states.htm
http://www.bellevue-ne-daycare.com/
Friday, November 20, 2009
Monday, November 16, 2009
Family Child Care ( reposted)
Imagine the laughter of little children playing, the sights of them enthralled with a toy and experiencing learning through play. You may think you are in a childcare center but chances are you are in a family childcare home. Many new parents over look the positive experience their child can have in a home environment because they don’t know about licensed family child care.
When you begin your search for that perfect childcare for your child, you visit many centers and you feel something is missing. When placing your most precious gift into the care of others you look for that perfect person who can care for your child. Not only do you want a fun place for your child to be during the day but you want to know that your child is safe. Not many centers can offer you provider stability but a family child care home can.
So what exactly is a family child care home? A family child care home is a house where you would bring your child to be cared for while you are at work. Many parents like their child to be in a home like environment. This home could be like your house, like a small childcare or even a mixture of both.
more to come....
http://www.bellevue-ne-daycare.com/
When you begin your search for that perfect childcare for your child, you visit many centers and you feel something is missing. When placing your most precious gift into the care of others you look for that perfect person who can care for your child. Not only do you want a fun place for your child to be during the day but you want to know that your child is safe. Not many centers can offer you provider stability but a family child care home can.
So what exactly is a family child care home? A family child care home is a house where you would bring your child to be cared for while you are at work. Many parents like their child to be in a home like environment. This home could be like your house, like a small childcare or even a mixture of both.
more to come....
http://www.bellevue-ne-daycare.com/
Tuesday, June 30, 2009
How to assist children in the play process (part 2)
5. Monitor the progress of play.
Watch the children as they play. While watching them think about ways that you can suggest. It is important to make sure you are not too intrusive during their play. You also don’t want to make to many suggestions because although there are ways to extend the play, the children need to be able to play.
As a teacher I can watch the children and offer help if needed. I can help children who are not playing a distinctive role or who can’t stay in a role. If a see children who aren’t talking to each other during play, I can help the children by developing a play plan.
6. Coach individuals who may need help.
As a teacher you need to watch for children who avoid the play are and help support them. When supporting the child you can give them help in joining the group, accepting new ideas and including new partners.
As a teacher I need to be aware of the levels that the children are at. If a child needs help joining the group or taking their imagination to the next level, I can support them in that quest.
7. Suggest or model how themes can be woven together.
As a teacher you can read or act out stories with different variations or themes. This helps add to the imaginary context for a child who is not verbalizing yet.
I can make sure the children’s environment is rich in different types of literacy that can be read and acted out. If I see a child who is not verbalizing or needs help I can ask questions that may help them extend their play.
8. Model appropriate ways to solve disputes.
Model ways to solve disputes between children, this allows children to visualize and reenact problem solving skills. Assist children with poor social skills, so that they can learn appropriate problem solving skills.
As a teacher I can model behavior that allows the children to solve problems safely and effectively. If I feel that a child needs help verbalizing, I can assist them in attaining the beginnings of these skills.
9. Encourage children to mentor each other in play.
Allow the children to share their evolved skills with children who are emerging in this area. Having a mixed age group is ideal, since the younger children watch and learn a lot from the older children.
As a family childcare provider, I am blessed with a mixed age group, I see the children learning from each other and teaching the younger children.
Watch the children as they play. While watching them think about ways that you can suggest. It is important to make sure you are not too intrusive during their play. You also don’t want to make to many suggestions because although there are ways to extend the play, the children need to be able to play.
As a teacher I can watch the children and offer help if needed. I can help children who are not playing a distinctive role or who can’t stay in a role. If a see children who aren’t talking to each other during play, I can help the children by developing a play plan.
6. Coach individuals who may need help.
As a teacher you need to watch for children who avoid the play are and help support them. When supporting the child you can give them help in joining the group, accepting new ideas and including new partners.
As a teacher I need to be aware of the levels that the children are at. If a child needs help joining the group or taking their imagination to the next level, I can support them in that quest.
7. Suggest or model how themes can be woven together.
As a teacher you can read or act out stories with different variations or themes. This helps add to the imaginary context for a child who is not verbalizing yet.
I can make sure the children’s environment is rich in different types of literacy that can be read and acted out. If I see a child who is not verbalizing or needs help I can ask questions that may help them extend their play.
8. Model appropriate ways to solve disputes.
Model ways to solve disputes between children, this allows children to visualize and reenact problem solving skills. Assist children with poor social skills, so that they can learn appropriate problem solving skills.
As a teacher I can model behavior that allows the children to solve problems safely and effectively. If I feel that a child needs help verbalizing, I can assist them in attaining the beginnings of these skills.
9. Encourage children to mentor each other in play.
Allow the children to share their evolved skills with children who are emerging in this area. Having a mixed age group is ideal, since the younger children watch and learn a lot from the older children.
As a family childcare provider, I am blessed with a mixed age group, I see the children learning from each other and teaching the younger children.
Monday, June 22, 2009
How to assist children in the play process (part 1)
1. Make sure children have sufficient time for play.
Children need at least 40 – 60 minutes of uninterrupted play time per day. This allows them to develop themes and roles characteristic of mature play. Uninterrupted play is when the teacher doesn’t try to pull the children out for other activities. She also does not change the direction that the ongoing play is taking. Young children are not capable of stopping meaningful play and picking up where they left off.
In my home child care, I allow for uninterrupted play on a daily basis. I have a variety of materials that allow for the children to develop meaningful play. I try and make sure that I do not interrupt the children. Personally I enjoy stepping back and seeing where their play takes them. You learn a lot about children just by watching, that’s for sure.
2. Provide ideas for themes that extend children’s experiences and enrich the play.
By pointing out all the available roles in play, you give the children the ability to think beyond the props being used. It is a good idea to role plays the roles in front of the children, so that they can see the different roles in action. You can do this with people, with books and even with pictures as reminders.
I feel that by using prop boxes that have pictures of the roles in a good addition in my environment. As teachers we assume that the children “know” enough to have meaningful play. I also feel that by acting out roles myself to model the roles in front of the children will add more information for them to receive and use in play.
3. Choose appropriate props and toys.
By having multiple props and toys that can be used interchangeably in different contexts are what children need. Props do not have to be expensive toys that do all the “thinking” for the children. Props that allow a child to think cognitively are more important to have in the classroom.
By having prop boxes and props in the classroom that have multiple uses, the children will have more opportunities to extend their play. As a teacher, I can also use the props to help the children maintain their levels of play.
4. Help Children Plan their play.
Ask the children immediately before play begins what their play plans are. This way you can help the children to identify new props they might need, give them the tools needed to involve multiple scenarios and allow them to act them out. You can also review the child’s plans when they are finished and give them ideas and the tools necessary to extend their play into the next day.
As a teacher I can help to enrich the children’s play by asking them ahead of time, what they are going to be playing. I can also help by offering a few suggestions prior to play if needed to encourage more meaningful play.
Children need at least 40 – 60 minutes of uninterrupted play time per day. This allows them to develop themes and roles characteristic of mature play. Uninterrupted play is when the teacher doesn’t try to pull the children out for other activities. She also does not change the direction that the ongoing play is taking. Young children are not capable of stopping meaningful play and picking up where they left off.
In my home child care, I allow for uninterrupted play on a daily basis. I have a variety of materials that allow for the children to develop meaningful play. I try and make sure that I do not interrupt the children. Personally I enjoy stepping back and seeing where their play takes them. You learn a lot about children just by watching, that’s for sure.
2. Provide ideas for themes that extend children’s experiences and enrich the play.
By pointing out all the available roles in play, you give the children the ability to think beyond the props being used. It is a good idea to role plays the roles in front of the children, so that they can see the different roles in action. You can do this with people, with books and even with pictures as reminders.
I feel that by using prop boxes that have pictures of the roles in a good addition in my environment. As teachers we assume that the children “know” enough to have meaningful play. I also feel that by acting out roles myself to model the roles in front of the children will add more information for them to receive and use in play.
3. Choose appropriate props and toys.
By having multiple props and toys that can be used interchangeably in different contexts are what children need. Props do not have to be expensive toys that do all the “thinking” for the children. Props that allow a child to think cognitively are more important to have in the classroom.
By having prop boxes and props in the classroom that have multiple uses, the children will have more opportunities to extend their play. As a teacher, I can also use the props to help the children maintain their levels of play.
4. Help Children Plan their play.
Ask the children immediately before play begins what their play plans are. This way you can help the children to identify new props they might need, give them the tools needed to involve multiple scenarios and allow them to act them out. You can also review the child’s plans when they are finished and give them ideas and the tools necessary to extend their play into the next day.
As a teacher I can help to enrich the children’s play by asking them ahead of time, what they are going to be playing. I can also help by offering a few suggestions prior to play if needed to encourage more meaningful play.
Tuesday, June 16, 2009
Provider who lived in a shoe
Provider who lived in a Shoe
There was a provider who lived in a shoe
But being professional, she knew just what to do.
She made best use of the space she could spare,
And set up her home for family childcare.
She registered with the state, called USDA,
Checked in with her R&R the very next day.
She knew she would need help in her situation;
The answer was joining a provider association.
She took CPR and First Aid Classes too,
And brushed up on all the things kids like to do.
She advertised, interviewed, contracted, and then
She counted the kids carefully--no more than ten.
She fed them good foods and recorded it too,
She potty-trained Jake; helped Mark tie his shoe.
Collected art items and made a new batch of clay
And cut out cute pictures for a new theme's display.
She diapered, she bandaged, and she wiped every nose.
She comforted Tim when Sue stepped on his toes.
She cooked and she washed, scrubbing floors, scraping glue
She recorded attendance; did her bookkeeping, too.
She wrote parents notes home 'bout the kids in her care,
Anecdotes and concerns that they'd want to share.
She read to the children while they sit in her lap
And she sang to them softly when they started to nap.
She called a provider who was feeling depressed,
She spoon-fed the baby, then got him redressed.
She picked up and dusted when they went out the door,
She updated records, picked up toys and mopped the floor.
She started the laundry, checked the mail, made a list
Of the groceries she needed and the chores that she'd missed.
She collapsed in a chair and put up her feet,
Then in came her family wanting something to eat.
She fed them all quickly, heard their stories, gave them hugs,
Then she rapidly washed up all the dished and mugs.
As the family retired at the end of the day
She got out some books to study for her CDA.
She reflects on her day, in her eye there's a gleam,
For this provider is developing pride and esteem.
She works a long day and the pay isn't fair,
But the kids that she works with get quality care.
Their parent's commute to their work sites each day,
Concerns about childcare aren't in their way.
They are free to produce at a marvelous rate,
Which benefits business all over the state.
If you live in a big house or even a shoe,
Great is the work a provider can do.
Be proud, stand up tall, wear a smile on your face,
You are helping tomorrow be a much better place.
~Sandi Dean
There was a provider who lived in a shoe
But being professional, she knew just what to do.
She made best use of the space she could spare,
And set up her home for family childcare.
She registered with the state, called USDA,
Checked in with her R&R the very next day.
She knew she would need help in her situation;
The answer was joining a provider association.
She took CPR and First Aid Classes too,
And brushed up on all the things kids like to do.
She advertised, interviewed, contracted, and then
She counted the kids carefully--no more than ten.
She fed them good foods and recorded it too,
She potty-trained Jake; helped Mark tie his shoe.
Collected art items and made a new batch of clay
And cut out cute pictures for a new theme's display.
She diapered, she bandaged, and she wiped every nose.
She comforted Tim when Sue stepped on his toes.
She cooked and she washed, scrubbing floors, scraping glue
She recorded attendance; did her bookkeeping, too.
She wrote parents notes home 'bout the kids in her care,
Anecdotes and concerns that they'd want to share.
She read to the children while they sit in her lap
And she sang to them softly when they started to nap.
She called a provider who was feeling depressed,
She spoon-fed the baby, then got him redressed.
She picked up and dusted when they went out the door,
She updated records, picked up toys and mopped the floor.
She started the laundry, checked the mail, made a list
Of the groceries she needed and the chores that she'd missed.
She collapsed in a chair and put up her feet,
Then in came her family wanting something to eat.
She fed them all quickly, heard their stories, gave them hugs,
Then she rapidly washed up all the dished and mugs.
As the family retired at the end of the day
She got out some books to study for her CDA.
She reflects on her day, in her eye there's a gleam,
For this provider is developing pride and esteem.
She works a long day and the pay isn't fair,
But the kids that she works with get quality care.
Their parent's commute to their work sites each day,
Concerns about childcare aren't in their way.
They are free to produce at a marvelous rate,
Which benefits business all over the state.
If you live in a big house or even a shoe,
Great is the work a provider can do.
Be proud, stand up tall, wear a smile on your face,
You are helping tomorrow be a much better place.
~Sandi Dean
Tuesday, June 9, 2009
Resiliency in children
The life of a military spouse hasn’t always been easy for me. I often wondered about the effects on my children. Over the years we have moved multiple times and my children have had to start at new schools, make new friends , then find their niche and then we would uproot them again.
The girls are very resilient when we move. I have often admired how they can step into the new state and have just as many friends as they had before. I feel that having caring relationships with their family and friends who are also part of the military community has helped tremendously. Even with the losses they suffer when we move, they are able to overcome and embrace their new situation.
There are many ways to help build resilience. A few of them are to accept that change is a part of life. To move forward toward goals and to look for opportunities for self discovery are also factors that make a person more resilient. Building resilience is important and by introducing theses factors by way of modeling is very important to young children.
Many times I have heard the saying” they are young and will bounce back fast”. I think that younger children have opportunities to practice their emerging resiliency. It is important for them to be able to have the skills that will guide them into adulthood and beyond. As a parent or caregiver you can help them learn resiliency by allowing them to see you cope and accept change in productive ways.
Resiliency is not hard to find in children and adults; it is in fact very common. People overcome things from illness, loss of a job, to death every day. Resiliency is not a trait that you have or don’t have; it is the way you think, the way you deal with the events in your life. Everyone can work on developing a more resilient personality if they want to.
The girls are very resilient when we move. I have often admired how they can step into the new state and have just as many friends as they had before. I feel that having caring relationships with their family and friends who are also part of the military community has helped tremendously. Even with the losses they suffer when we move, they are able to overcome and embrace their new situation.
There are many ways to help build resilience. A few of them are to accept that change is a part of life. To move forward toward goals and to look for opportunities for self discovery are also factors that make a person more resilient. Building resilience is important and by introducing theses factors by way of modeling is very important to young children.
Many times I have heard the saying” they are young and will bounce back fast”. I think that younger children have opportunities to practice their emerging resiliency. It is important for them to be able to have the skills that will guide them into adulthood and beyond. As a parent or caregiver you can help them learn resiliency by allowing them to see you cope and accept change in productive ways.
Resiliency is not hard to find in children and adults; it is in fact very common. People overcome things from illness, loss of a job, to death every day. Resiliency is not a trait that you have or don’t have; it is the way you think, the way you deal with the events in your life. Everyone can work on developing a more resilient personality if they want to.
Thursday, June 4, 2009
Zero to Three Website
Zero to Three Website
The zero to three website is a great source of knowledge aimed at both the parents and professionals. There are so many different areas to research in regards to development of children. Some of the key topics on the site are brain development, play, child care, mental health, sleep, social emotional development and many more worthy topics. There are quizzes to take to test your knowledge and tips on using the knowledge. There is an abundance of information on the site and is a great resource.
Activities
A great activity is to let your infant to explore the textures of different areas. Some ideas would be to allow the child to explore the outdoor environment. He could feel the grass, pick up leaves and sticks, feel the sunshine. During this you could be parallel talking about how the grass feels etc.
Singing songs and finger plays with your baby is a great activity. The baby likes to hear the language and watch your movements. They will try to mimic them and sing with you. This is great for the language development of the infant.
Infant massage is not only a great bonding time but it also is about body awareness. The parent or caregiver talks about what she is doing and what body part she is massaging. Many mothers enjoy this special time as much as the baby does.
Allow the infant to explore paint and the process of painting. Tape some paper onto the high chair tray and allow the child to finger paint. They will get to enjoy the feelings of the paint and moving their hands in it.
Read to the infant while they are cuddling in your lap. This is great for bonding and attachment and early literacy skills. Make sure that the reading extends beyond just reading the words on the pages. Point out objects, make the sounds that the item will make and enjoy the time with your child.
Allow the infant to help “fold” the laundry by taking it out of the basket and putting it back in. of course they wont be actually folding the laundry but you can discuss the textures and colors of the clothes as well as the concept of in and out.
http://www.zerotothree.org/site/PageServer
The zero to three website is a great source of knowledge aimed at both the parents and professionals. There are so many different areas to research in regards to development of children. Some of the key topics on the site are brain development, play, child care, mental health, sleep, social emotional development and many more worthy topics. There are quizzes to take to test your knowledge and tips on using the knowledge. There is an abundance of information on the site and is a great resource.
Activities
A great activity is to let your infant to explore the textures of different areas. Some ideas would be to allow the child to explore the outdoor environment. He could feel the grass, pick up leaves and sticks, feel the sunshine. During this you could be parallel talking about how the grass feels etc.
Singing songs and finger plays with your baby is a great activity. The baby likes to hear the language and watch your movements. They will try to mimic them and sing with you. This is great for the language development of the infant.
Infant massage is not only a great bonding time but it also is about body awareness. The parent or caregiver talks about what she is doing and what body part she is massaging. Many mothers enjoy this special time as much as the baby does.
Allow the infant to explore paint and the process of painting. Tape some paper onto the high chair tray and allow the child to finger paint. They will get to enjoy the feelings of the paint and moving their hands in it.
Read to the infant while they are cuddling in your lap. This is great for bonding and attachment and early literacy skills. Make sure that the reading extends beyond just reading the words on the pages. Point out objects, make the sounds that the item will make and enjoy the time with your child.
Allow the infant to help “fold” the laundry by taking it out of the basket and putting it back in. of course they wont be actually folding the laundry but you can discuss the textures and colors of the clothes as well as the concept of in and out.
http://www.zerotothree.org/site/PageServer
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