Fort Building in the Classroom!!

Our theme this week in our classroom is camping, therefore we have been talking about the things you need to take with you when you camp. The number one answer was a tent, the children were very happy to hear that we were going to build our own tents! All we needed were sheets and clips. The children came up with different ways to put up the sheets and used different things in the classroom to drape them over. After the children got the forts up, it was interesting to see what they brought into the forts to play with. Some were taking books and reading with a partner, and others were bringing dishes and other items for pretend play. The children loved it and did not want to do anything else! So why is building forts in the classroom so important? 

WHY BUILD FORTS?

·         Many children naturally need and want to create their own special places; it’s a fundamental experience of childhood that crosses age, gender, time, and culture.

·         The social and emotional growth that occurs during fort-building is a key part of children’s healthy development.

·         Fort-building invites narrative and creative planning and is a great forum for three key areas of play: exploration, construction, and pretend play.

·         Fort-building allows children to define their own parameters for success.

·         Through fort-building, children create their own special places and imagine a world beyond what adults can see, do, or build.

·         Fort-building is nostalgic for caregivers; It taps into their childhood memories and experiences.

Amanda Marshall, Pre K Teacher

AUTISM AND THE PEANUT GALLARY

Me and my brother, Tim, during a family vacation last summer.  Tim's accomplishments have far exceeded the expectations given to my parents at the time of his diagnosis,

  My younger brother, Timothy, received the double diagnosis of Autism and Intellectual Disability when he was about five-years-old. It was a difficult diagnosis for my family to accept. Tim, now fifty, did not have many of the advantages children with Autism have today. For most children during the 1960’s, including my brother, Autism was a diagnosis that was not followed by a plan for intervention. My parents were given very little advice or direction from the medical community. Advice did come to my parents, though, in the form of comments and remarks made by individuals while we were in public. You see, during Timothy’s early year, his disabilities were not observable to the general public. “That child needs some discipline.” “Those parents obviously don’t know what they are doing.” These comments, perhaps intended to enlighten my parents, in fact were very hurtful. Eventually, our family trips to the San Francisco Zoo, Santa’s Village in Santa Cruz and other annual pilgrimages began to diminish. The Autism community, during the past years, has been working diligently to educate the public about Autism awareness, though this effort is still a work in progress.

This Saturday, November 3rd at 9:00 a.m., the Salisbury Autism Support Group is meeting for breakfast at Ryan’s Restaurant in Salisbury. We look forward to getting together to share a meal, some comradely, share stories, be rambunctious and just enjoy each other’s company in a relaxed environment. Maybe we’ll even share some of our “peanut gallery” stories. I hope you will join us.

Katherine Generaux, Community Inclusion

Teach Your Child Simple Signs!

In my practice as a developmental play therapist, I visit many children with speech delays. I have found that children as young as 9 months old can benefit from sign language.

Adaptation of "iPad" sign

On a daily basis, I use many different signs with children to encourage them to communicate their wants and needs. ALL of the signs that I teach are very simple and easy to learn.



"More" sign

Teaching your child sign language will NOT delay speech, but will actually bridge the gap between non-verbal and verbal communication.



"Eat" sign

If your child is having difficulty communicating and expressing him or herself, I would recommend researching and coming up with a specific set of simple signs to teach your child. Customize the set of signs you choose to teach your child, pick words/phrases that you know your child has extra difficulty with, such as asking for help or asking to eat when he is hungry.

"Hurt" sign

It may take your child a few tries to get the idea of the hand-signals, but once they master each sign, they will be able to communicate with you more effectively. However, if your child is rejecting learning how to sign, don't force it, sign language is not for everyone.

"Please" sign

If you child cannot quite form his hands perfectly to a specific sign, it is okay to change it according to what is easier for your child. As long as you and your child understand the adapted sign, it doesn't have to be typical or perfect.

Adaptation of "More" sign (easier version, also means "Again")

There are tons of resources available for teaching children how to sign. Apps are available for iPad as well as your phone. Books are available, and Google is always a great resource!



Example of Sign Language resource

 

So go check out some of these signs and teach your child how to communicate more effectively. When you child is able to communicate, frustration and aggression will decrease and both you and your child will be a happier family!

Katie Zink, ITFS/P

USE YOUR WORDS!



I guess you can imagine what happened the moment after this photo was taken. (The little one grabbed the slushy from the older child and mayhem ensued.)





“Use your words!”  This is a mantra I hear teachers using quite often as I travel throughout the county visiting childcare centers.  Toddlers and younger preschool children are the major offenders of the “use your words instead of your hitting, kicking or biting body to express yourself” rule.   This is because language skills for these very young children are just beginning to emerge.  I always encourage teachers and parents to model the words that the child might use and then ask the child to try it themselves.  Children learn quickly, (with reinforcement and reminders, of course), that words are powerful and highly effective instruments for obtaining what they desire in life-----------like a slushy!

Katherine Generaux, Community Inclusion

Tell Her You're Sorry: Or Not?

On a daily basis, we as teachers and parents, run into situations where children are arguing or fighting. Oftentimes, this arguing leads to hitting, spitting, kicking, and sometimes to biting.

After figuring out the entire situation, we find out who the hitter was and who the "victim" was. We then tell the hitter to say "Sorry" to the other child. The refusal to apologize sometimes creates a whole other argument and problem.

While we may assume that teaching children to apologize after doing something to another child, there are some reasons we need to consider to NOT force children to say sorry.

1) Do children really understand what it means to say "Sorry?" It is honestly just another word to them. We need to sit down and teach the meaning, "sorry" as a feeling, such as "sad" or "mad."\

2) Everyone is entitled to their own feelings and they don't necessarily HAVE to be sorry. There have been times where I have done things to people that I  truly am not sorry for doing; children should have this right to decide their own feelings as well.

3) We shouldn't force children to say "sorry" because WE want them to be sorry. We need to encourage apologizing because the CHILD is truly sorry for their action.

4) The feeling may not be justified. The child needs to understand that what they did was not a good choice and that their behavior was wrong. You can't be sorry for a behavior that you don't understand was wrong.

When dealing with situations and problems between children, we need to make sure to teach them how to solve those problems with words, not our hands (or feet, teeth, etc.) We need to teach that words have meaning and when you use a word with feeling behind it, you need to mean it!

We also need to keep in mind that words do not have magical powers and words are not what actually fixes the problem.

Katie Zink, ITFS/P

21st CENTURY LEARNING IN ACTION

You may or may not have heard some discussion about the efforts of our current educational systems to more toward a 21st century method of teachers. In order to remain internationally competitive, our next generation will need to possess the following qualities.

• Critical Thinking and Problem Solving

• Collaboration across Networks and Leading by Influence

• Agility and Adaptability

• Initiative and Entrepreneurialism

• Effective Oral and Written Communication

• Accessing and Analyzing Information

• Curiosity and Imagination.

Many people believe that 21st century learning will require a huge investment in cutting-edge technology. While technology will certainly play an important role in the education of our future leaders, I’d like you to consider what the children in this photo are learning. I see children who are developing problem solving skills, collaborating by exchanging information about their progress, reinforcing their ability to persist on a task while using their imaginations and critical thinking skills. All of this was accomplished with a string and an apple.

Katherine Generaux, Community Inclusiion

Check out our announcement for our big event tomorrow!

WHAT’S LOVE GOT TO DO WITH COGNITION?



Recent findings related to emotional development have indicated that without the feeling of being loved and accepted, a young child may not only suffer from the lack of attachment but also the brain may not have the proper stimulation for optimal growth. What's love got to do with cognition? A whole lot!

Katherine Generaux, Community Inclusion

Join us October 13!

Soccer Practice Fields, Catawba College

 

2386 Robin Road, Salisbury 28144

10am to 1pm

This event is FREE and open to the public.

Special Olympics Young Athletes Event

10 am - noon

(See information below)

Special Olympics Young Athletes stations managed by Footprints in the Community

Classroom Activities
10 am - 1 pm

Hay Rides

10:15 am, 10:30 am, 11:15 am,

11:30 am, 12:15 pm and 12:30 pm

Interactive Cooking Demonstrations
20 minute sessions at 10 am, 11 am and noon

 

Zumba & Yoga Sessions for Families
20 minute sessions at 10 am, 11 am and noon

 

Native American Dance Off
10:30 and 11:30 am

Trike Races
10:30 and 11:30 am

Family Prediction Walk/Fun Run
12:30 pm

 

 

 

 

Young Athletes™ is a unique sport and play program for children with intellectual disabilities sponsored by the national Special Olympics Program. Implemented in local communities around the United States, the focus is on fun activities that are important to mental and physical growth for both children with special needs and their regularly developing peers (ages 2 ½ through 7 years).

First 100 children to register get a FREE t-shirt!

Call 704-638-9020 to Sign Up

Thanks to our sponsors

 

The Family of Cooper Wagoner

 

 

 

Michelle Macon, Program Coordinator

R-E-S-P-E-C-T

 Last week I had the opportunity to talk with a group of children about respect for others.  I talked about how people are more alike than different.  Showing the children pictures and asking them to stand if they were like the child in the picture really brought this home for them.  We also talked about how children with disabilities were more like them than not.  The children had the opportunity to see photo's and look for ways that all children could be included and given the same opportunities.  The children learned about empathy and treating everyone with respect.

As it would happen, I had to take my 89 year old mother to the doctor that afternoon.  She has difficulty walking, very poor vision, can't write much, and is very fragile.  However, her mind is usually pretty sharp.  As I was driving her to the doctors, I was reflecting on my lesson.  I decided to "respect" my mother more by allowing her to do what she could, unlike doing it all for her.  It started by dropping her off at the door and helping her into the building.  I went and parked the car, while she used her walker to walk over and check in.  After parking the car, I entered to see her just walking up to the window.  I almost followed my old pattern and went up to take over.  Instead, I stood back and watched.  She checked herself in and even signed her name.  When she turned to head over to be seated, I joined her.  She was smiling ear to ear!!!!  It made her feel "respected" for what she could do.  I also noticed that the doctor always talks to me.  I stopped looking at him and looked at mother forcing him to talk to her.  I did have to help interpret some, and give feedback, but she felt respected as a adult, mother, and woman.  Isn't that what we all want!

It seems none of us are too old to learn!

Norma Honeycutt, Executive Director

Long Doctor's appointment? What to do with your child?

When you take your child to the doctor what do you do for the long wait?  

CJ playing doctor with daddy.

• Pack a lunchbox kit: filled with paper, crayons, and a etch a sketch
 
• Bring a light snack for them to snack on.
 
• Do finger plays, role plays.
 
• Play "I Spy".
 
• Take a favorite stuffed animal and/or favorite book.

 

 
CJ was more cooperative because the doctor was very friendly,
made balloons out of gloves and made the bed go up and down as if it was a ride while we waited for him to get an x-ray.
 
 
 
Michelle Macon, Program Coordinator