Newsletter€¦ · Web viewFebruary’s newsletter has the last two pink transition pages. If you have saved them each month, you should have 10 pages. If you saved all ten copies

Dear Parents and Friends of Early Childhood, Happy March! Spring is on the way, and our next unit of study involves seeds and plants. This is a great time to plant a window box or plan a garden with vegetable seedlings started indoors, such as lettuce. Children love planting seeds and watching the results! Please take time to fill out the pink sheets included as inserts in this newsletter with your suggestions for our cur-riculum and your observations on your child’s progress. March 1 is Dr. Seuss’ Birthday and Read Across America Day and we start our reading race month. Please take the oppor-tunity to sit down and read with your child, and earn more P.E.P. points! In March, we will be stressing the concept of Perseverance. Now is the time to help our children learn to stick to a task, even when it is a little difficult. Edison tried more than 200 substances before he found the right material for a light bulb. Abraham Lincoln failed in business and was defeated in many elections before he became President. When your children have difficulty or fail, encourage them to

STAFFORD COUNTY EARLY CHILDHOOD EDUCATION CENTERS

RISING STAR EARLY CHILDHOOD CENTER NORTH STAR EARLY CHILDHOOD CENTER 610 GAYLE STREET 101 SHEPHERDS WAYFREDERICKSBURG, VA 22405 STAFFORD, VA 22556(540) 368-2559 540) 658-4090

Home of the Stars,

where children, families, and staff reach for the stars together! MONTHLY NEWSLETTER MARCH 2020 VOL. 54 NO. 7


try again, maybe with a little help or coaching. Help them dream and work towards their dreams.

LAST DAY OF SCHOOL

Please note the last day for 3-yr old classes: Lind, Becerra, Foster, and Greenfield will be April 30. Last day for classes of Da Silva, Clemmensen, Ramirez, Preston, Vason, Hoskins, Schreppler, Beach, Greenfield, Stone, Shafferman, Filizetti, Barnett, Blackstock, Wooten & Hilliard, & ECSE is May 29. Last day for Early Head Start Classes of Buckingham and Thomas will be July 31.

RECRUITMENT BEGINS

We have already started recruiting students and enrolling children for next year. We ask your help in locating eligible families. The families must live in Stafford and meet the federal income guidelines, and the child must be three or four years old by September 30, 2020. Our Early Head Start program also takes applications for pregnant women, infants and toddlers. The program especially seeks teen mothers going to What’s Inside This Newsletter

Important Information pages 1-6, 12-30 Health & Nutrition pages 7-11 Menu Page 31Calendar of Events page 32 Curriculum Info, Transition Inserts pages




TRANSITION NOTES

February’s newsletter has the last two pink transition pages. If you have saved them each month, you should have 10 pages. If you saved all ten copies bring them to the office the next time you come and you will receive 50 P.E.P. CLUB Points to use at the auction. If you missed one or two copies, come by the office and ask Alice Thompson for some additional copies. These pages contain very important and valuable information as your child gets ready to go from Early Childhood to Kindergarten.

SPECIAL NOTE! Students recognized for Student of the week for February were:

Aamyerr Green, Elianna Aguilar, Nolan Corbin, and Leonard Corey (Beach)

Amari DeLarge-Lee, Montserrat Guzman Castro, Jerome Habonimana, and Landyn Harris (Becerra)

Demonte Berryman Jr., Anthony Bones Corado, London Brown, and Nathaniel Echevarria (Shaferman)

E’montez Brown, Kennedi Byrd, Deltrick Daniels, and Thomas Fitzgerald III (Banett)

Sufian Ahmed, Jedidiah Amoafo, Lydia Axibal, and Sakari Carter (Preston)

SCHOOL BUS DRIVERSAND MONITORS NEEDED

To continue to meet the needs of the school division, the Transportation Department is in dire need of school bus drivers and bus monitors, and substitute drivers and monitors. Applicants are needed to fill the next several training classes for both positions. Any interested individual can call the Transportation De-partment @ (540) 374-8571 and speak with Ms. Ramona Crane, Driver Trainer/Safety Coordinator for information. Those interested in submitting an applica-tion can do so at the Transportation Of-fice located at 50 Transfleet Dr.

DID YOU KNOW!AMERICAN LUNG ASSOCIATION

Exposure to secondhand smoke increases the severity and frequency ofasthma episodes; 200,000 to 1,000,000asthmatic children with asthma haveexperienced aggravated symptoms.

Exposure to secondhand smoke causes 150,000 to 300,000 lower respiratory tract infections (pneumonia and bronchitis) annually in children 18 months and younger.

Thomas Anthony, Cecelia Connolly-Burke, Eugene Ezell IV, and Princeton Faison (Greenfield)

Melvin Alvarez-Jovel, Mekhi Berryman, Landin Brown, and Katie Garcia Rivera (Schreppler)

Aaron Agyeman, Rolen Bell, Jazzalynn Brown, and Andrea Castillo (Ramirez)

Noah Agyapong, Mekhi Berryman, Sebastian Arzate, and James Castillo Martinez (Clemmensen)

Queen Brent, Aquan Chapman Jr., Cameron Clatterbuck, and Lyam Corral-Moreira (Lind)

Tay’vion Ball, Laura Barhona, DaKota Barnes, and Noah Bennett (Da Silva)

Dylia Chattoo, Nolan Cheetham, Noor Danfora, and Jadyn Grogg (Myles-Foster)

Jeremy Baum Jr., Zaria Brackin, Wyatt Casey, and Sofia Flores Saavedra (Vason)

Abigail Conditt, Lily Burd, Taylor Dixon, and Othniel Asare (Stone)

Eliana Adusei, Audrey Ashworth, Tyler Berlien, and Kinleigh Berninghausen (Morgan)

Abiba Anyase, Anthony Asiama, Brianna Castro, and Penelope Curis (Hoskins)

Pierre Agyare, Khai Beach, Alexia Bernuy, and Elliott Covarrubias (Blackstock)

Kamaya Brown, Sara Deaton, Kamryn Downs, and Jace Gramlich (Filizetti)

Reagan Flaherty (Crawford)

Chaseton Davis (Hughes)

Charles Daniels (Morales)

Ari Foster (Willis)

Veronica Fitzgerald (Buckley)

Maylee Fuchs (Richards)

Gardea Dehbah (Harris)


Emma Edwards (Bennett)

Gideon Grunenwald (Stearns)

Savannah Haynes (Flick)

Benjamin Harris (Quintana)

Brady Decowski Turcios (Lewis-Owate)

Charlotte Cline (Childs)

Jackson Burke (Murrah)

Ruari Curren (Reilly)

Tucker Couch (Mayhew)

Congratulations to all of them. They each received a Character Education pencil and sticker.


THANKS TO OUR WONDERFUL VOLUNTEERS

Ms. Perez-Boamah, E. Mr. Riddick, A. Ms. Axibal, D. Ms. Jones, K. Ms. Hernandez, W. Ms. Gutierrez, J.

THANKS TO THE FOLLOWING PEOPLE FOR THEIR DONATIONS

Ms. Banks, B. Ms. Stevens, A. Ms. Brandon, M. Ms. Corbin, C. Ms. Perez-Boamah, E. Ms. Faison, J. Ms. Bradley, K. Ms. Amaya, N. Ms. Acosta-Hernandez, N. Ms. Ferrara, A. Ms. Parks, J. Ms. Carter, S. Ms. Machado, S. Ms. Cruz, D. Ms. Parker, A. Ms. Daniels Ms. Payne Mr. Healy, B. Ms. Ginyard , D. Ms. Faber, A. Ms. Jones, K. Ms. Washington Ms. McAllister Ms. Moore Ms. Proctor, B. Ms. Lewis, A. Ms. Adjei, L. Ms. Sakyi-Adjei, M. Ms. Brann, A. Ms. Merlos, G. Ms. Lewis, S. Ms. Strough, A. Ms. Branham, A. Ms. Mills, S. Ms. Marasco, P. Ms. Winn, V. Ms. Dominguez Dionicio, M.

CONGRATULATIONS TO OUR TOP VOLUNTEERS FOR THE MONTH

Ms. Beach’s room – Elizabeth Perez-BoamahMs. Preston’s room – Danielle Axibal

Ms. Barnett’s room – Kristie Jones


VIRGINIACOOPERATIVEEXTENSIONBy Peggy O. Harrelson

GUIDING THE BEHAVIOR OF YOUNG CHILDREN

Guiding the behavior of young children involves establishing mutual respect and expecting cooperation. Effective discipline is positive and child focused. It encourages self-control and appropriate behavior. Through effective discipline, children can learn to make positive choices, learn problem-solving skills, and learn values of respect and responsibility..There are several common-sense strategies for effectively guiding the behavior of young children.

ALWAYS FOCUS ON THE BEHAVIORIt is not children that we want to change. Rather, it is the inappropriate behavior that we want to change. We want to support appropriate behavior. Calling attention to inappropriate behavior lets the child know that the actions are not acceptable, but that the child is still loved. Do not forget to also focus on appropriate behavior. Praise and reinforcement let children know which behaviors are appropriate and acceptable.

HAVE A CLEAR SET OF RULES AND ROUTINESRules that are fair and consistently enforced, along with familiar routines, help children know what to expect and to understand their limits. Children should be told, in words they understand, the reasons for each rule.

BE CONSISTENTBe clear in stating the expectations and consequences of children’s behavior. Set guidelines and limits and stick to them.

CONCENTRATE ON SHAPING POSITIVE BEHAVIORLet the child know that you expect positive behavior. Use positive communication with children to help them solve problems. Use gentle reminders about expectations for the child’s behavior.

STRUCTURE THE ENVIRONMENT TO SUPPORT APPROPRIATE BEHAVIORChildren are naturally curious. Adults need to “child proof” the environment to allow children to explore without “getting into trouble.” Consistent routines also help children know what is expected of them.


ALLOW CHILDREN TO MAKE ACCEPTABLE CHOICESGive children the responsibility for their behavior whenever possible. Allow the child to make acceptable choices by offering only choices you can live with.

ALLOW CHILDREN TO EXPERIENCE LOGICAL CONSEQUENCESRemind children of limits and consequences in positive ways. When misbehavior occurs, deal with the be-havior quickly in a firm, assertive manner. Use time-out as a last resort to help the child regain control of his behavior.

OBSERVE CHILDREN AND ANTICIPATE PROBLEMSSupervise children carefully. Head off inappropriate behavior by redirecting the child to another activity or area.

IGNORE MISBEHAVIOR WHEN APPROPRIATETry to focus the child’s attention elsewhere. Do not give the child any feedback. However, be sure to give attention to positive behavior.

INTERRUPT OR STOP BEHAVIOR THAT IS HARMFUL OR UNFAIRUse assertive intervention to stop harmful behavior. This may include physically removing the child from the situation, when needed, to protect a child or the environment.

TREAT CHILDREN WITH “UNCONDITIONAL POSITIVE REGARD”Children deserve love and respect, even when they misbehave. Controlling behavior is a learning process for children. Adults can teach children appropriate behavior by calling attention to positive behavior, re-warding children with hugs and kisses, and setting and enforcing clear consistent limits. Let children know we do not approve of inappropriate behavior, but we always approve of and love them.

HOW TO GUIDE CHILDREN’S BEHAVIOR1. Keep a one-day record of the positive behavior guidance strategies you use. How many of these are you

using?

Explain the rule and the reason. Allow children appropriate choices regarding their behavior. Be firm and consistent. Allow children to experience the logical consequences of their actions. Ignore some behaviors. Praise children for appropriate behavior. Hug your children.

2. How many times during the day do you:

Give in to inappropriate behavior? Use time-out? Not follow through with stated consequences?

3. Pick one positive discipline technique that you do not currently use and try it for several weeks with a child. Keep notes on how it works for you and the child.


I’M PROUD OF MY DAD BECAUSE…

MS. MIGALEDDI’S & MS. CASCIO’S CLASS

Erick Cruz – Because I like him.Samantha Segrest – He plays with me all of the time.John Barham – Because he’s letting me swim and brushes my teeth and doesn’t hurt me.Steven Berryman – I love him.Dakota Brassart - Because he is Travis. My dad is working.Joshua Watson – I love him and he is working.Harley Mullins – I love him.Jakila Gray – Because he bought me a cash register.Christine Williams - I like him.

MS. PERRY’S CLASS

Donald Cochran – He plays with me.Joy Johnson – He is happy.Jermaine Young – He gave me a play station.Quinton Washington – He plays games with me.Glen Keller – He reads books to me.

MS. FELDMAN’S CLASS

Sabryna Perdomo – He comes to see me.Ryan Haddock – He let’s me play on his computer.Michael Johnson – He knows how to fix a car.Tatiana Ordonez – He took me to the ice cream store.Lily Mitchell – He comes to see me.Ty’ashia Smith – He took me to get pizza.Dustin Endler – He can fix a golf cart.Cheyenne Cleek – He got me a bike.Tyron Dudley – He cooked breakfast.Laura Willis – He plays with me at home.Sean Currin Jr. – He cleans up my room.Dominik Fragala – He makes breakfast.Kyle Phillip – My dad can paint the walls


“STARTING OUT RIGHT”

By George A. Sperry IVMember, Citizens Advisory Committee for Parental

and Community Involvement

Today, more than ever, your active involvement in your child’s education is im-portant. By making sure that you and your child are prepared for each progres-sion to the next school grade, you help your child’s transition to their next school grade level, as well as flourish to accept and meet the challenges of that grade level.

How easy it is for us adults to forget the magic of our own childhood and school years-the freshness of each discovery, the joy of awakening to each new school day. As our children go through their school years in our school system here in Stafford, a series of vivid benchmarks accompanies both you and your child.

It is the hope of our committee to include all of us (parents, community, and school staff) in “Paving the Way” with information and policies that make our children’s transition, from entrance to their early school years, to transition to middle and high school a successful and exciting journey.

To that extent, the Citizens’ Advisory Committee for Parental and Community Involvement this year looks to you-the parents and community members to aid in our teaming with Stafford County Schools to suggest ways to enhance consistency and continuity as it relates to the involvement of all of us in our children’s education process.

Our committee meets every month and welcomes your input on our effort to provide suggestions and tools to Dr. Murray and the School Board on “Starting out Right”. If you would like more information on our committee and how you can help, we as a committee can be reached via Andrea Bengier, Assistant Superintendent for Instruction, Stafford County Public Schools, or by contacting your Stafford County Board appointed member.


Citizens Advisory Committee2003-2004

Membership

Andrea Bengier, Facilitator Chuck Woodruff, [email protected] [email protected]

Principal Name/Address/Telephone/E-mailElementary School Ann Lewis, Principal

Ferry Farm [email protected]

Middle School Steve Butters, PrincipalStafford Middle [email protected]

High School Tricia Jacobs, Assistant PrincipalStafford High [email protected] or [email protected]

Teachers Name/Address/Telephone/E-mailElementary School Greg Machi

203 Tanglewood Lane, Stafford, VA [email protected]

Middle School Susan Graham105 Windsor Circle, Fredericksburg, VA [email protected]

High School Gary Gottschalk4 English Hills Dr., Fredericksburg, VA [email protected]


mailto:[email protected]


Parents/CitizensHans Estes 20 Morrissey Stone Court

Stafford, VA [email protected]

Ralph Gilby 237 Choptank Rd., Stafford, VA [email protected]

Patti Bricken 4 Fox Run LaneFredericksburg, VA [email protected]

George A. Sperry IV 20 Larkwood Ct., Stafford, VA [email protected]

Kristi Allison 17 Brookstone DriveFredericksburg, VA [email protected]

Business/CommunityLaurie Wideman Cardinal Travel

2848 Jeff Davis Highway, Suite 116Stafford, VA [email protected]

Julie Smoot 6 Monument DriveStafford, VA [email protected]

Mike Heaney 2048A Jefferson Davis HighwayStafford, VA [email protected]

StaffTerri Andrich Alvin York Bandy Administrative

31 Stafford AvenueStafford, Virginia [email protected]







FROM OUR SPEECH-LANGUAGE PATHOLOGIST

Dear Parents,

Otitis media is one of the most common health problems of preschool and school-aged children. It is an inflammation of the middle ear (the area behind the eardrum) that is usually associated with a buildup of fluid. The fluid may or may not be infected.

When your child gets a cold or sore throat, the passage that connects the back of the throat to the middle ear can become blocked. Once this happens, fluid may accumulate in the middle ear and cause pain or earache.

Sometimes, a child may have no pain or earache, but there are other signs to look for, such as:

Scratching or pulling on the ears Unexplained irritability or inattentiveness Wanting the television or radio louder than usual Misunderstanding directions

Otitis media may also cause a temporary hearing loss. Speech may sound unclear,

muffled, or as low as a whisper because of fluid buildup. Sometimes, this fluid may be present for several months, contributing to a temporary hearing loss long after the medication has been finished and your child feels better. If Otitis media occurs over and over again, there may be damage to the bones of the middle ear, or to the eardrum itself, and permanent hearing loss could result.

A hearing loss can interfere with your child’s ability to understand the teacher, thereby making learning more difficult. If you think your child has a problem with hearing or speech and language skills, please give me a call. Your pediatrician can advise you on medical concerns.

Sincerely,

Tracy BannonSpeech-Language Pathologist


KIDS IN THE KITCHEN – NUTRITION NOTES

TOTS AT THE TABLEIf you’re like most parents, you fret over your preschooler’s picky food

attitudes. Preschoolers often refuse to eat more than two bites of a dinner you’ve worked hard to plan and prepare, only to ask for cookies or ice cream later.

Why don’t children eat the way the nutrition books say they should? What can you do to help them eat better? Nobody has all the answers to these tough questions. When Johnny won’t eat peas or Jill won’t drink milk, you may want to force them to eat the right foods, to offer sweet rewards, or to completely ignore the way your child eats. A better approach is to recognize the reasons for your child’s food whims, and to deal with them in ways that support healthy food habits.


TEACHING POSITIVE EATING BEHAVIOR

You select, prepare and serve healthy foods to your preschooler in an attempt to nourish his growing body. But at the same time, you are teaching concepts about food choice and eating behavior to help him live a healthy life. You can examine a growth chart and talk with your child’s physician to see how well his body is growing. But how can you measure the development of good eating behavior?

Here are some positive eating abilities and qualities to strive for: Willingness to taste a wide variety of foods. Awareness of foods’ physical and sensory characteristics. Skills and attitudes that enhance a nutritious diet – tasting, sitting at the table,

chewing food well, eating in a slow and relaxed manner, enjoying and valuing mealtime.

Skills that build into preparing and serving foods – scrubbing, mixing, tearing and pouring.

Acceptance of rules and limits about eating and cooking that show consideration of self and others.

Knowledge that people of varied cultures and geographic locations have varied patterns.

Ability to identify the sources of many different foods.

The Angry Child

Handling conflicts among children can be a challenge for parents. Aggressive behaviors among young children can include screaming, calling names, throwing things, temper tantrums, kicking, hitting, and biting. One reason young children behave aggressively is that their limited verbal skills make it difficult to solve problems by talking with each other. If children are tired or hungry, afraid, jealous, or frustrated, they have even more difficulty controlling their aggressive impulses.

Let’s look first at ways to prevent or reduce conflicts among children. Try to ensure that children are not overly tired or hungry. Notice and praise non-violent behaviors among children.

The more children are able to solve their conflicts verbally, the less likely they will act out their aggressive feelings. Teach children to communicate their feelings with words. Try using puppets, dolls, and toys to talk about angry feelings. Read stories together about angry feelings. Incorporate other age-appropriate learning activities, which are related to anger, into your child care program.

When dealing with specific aggressive situations, there are a number of messages we want to give children through our words and actions. First, it is OK to feel angry; feeling angry does not make you a bad person. Adults and children can remain calm, even when angry. Expressing anger with words is better than expressing it with actions. We expect that the child can learn to control his or her behavior. We are confident that the child can solve problems without aggression. Most importantly, it is not OK to hit, kick, or bite others. We do not hurt other people.

Along with communicating these messages to children, there are some specific techniques adults can use to handle conflicts among children. If the children lack problem-solving skills, adults can intervene in conflicts before violence occurs and guide the children in problem solving. Adults can also involve children in discussions about alternative solutions at a time


when the aggression is not occurring. Finally, structure meaningful consequences for aggressive behavior. Children can repair damage they have caused by replacing broken toys or helping to give first aid to a playmate they have hurt. When they have behaved aggressively, children can also practice alternate behaviors. For example, a child who pushes someone while walking can walk down the same path again without pushing to practice the appropriate behavior.

Try not to intervene in situations when children do have good problem solving skills; jumping in too quickly to rescue children can keep them from learning to handle situations on their own. Also, when dealing with an aggressive child, adults should avoid being angry or acting aggressively themselves. Children learn best by modeling; therefore, they need to see calm adults providing consequences in a matter-of-fact way. Also, avoid giving the aggressor extended attention. Even negative attention can reward and reinforce unwanted behaviors. Finally, avoid encouraging the child to act out the aggression by punching a doll, hitting with a padded bat, or some other aggressive action; research shows that these activities can lead to increased aggression.

A research study by Dr. Ronald Slaby with adolescents who had committed violent crimes discovered two important factors to consider in dealing with young children. The majority of the adolescents who had committed violent crimes lacked the ability to see a number of ways to solve a problem and did not perceive that there are negative consequences for violent young children how to think of multiple solutions for problems and then let them experiences negative consequences when they choose aggressive ways to deal with their anger.

Written by: Karen Lynn Poff, C.F.C.S.,Extension Agent, Family and Consumer Sciences.


PARTNERS IN READING

Parents reading to and with their children is the one most important factors in ensuring their performance as successful readers.

HELP CHILDREN FOLLOW THE PLOT.

“There are times I go back, slow the story down and give them more information, point out the pictures more clearly, and give them more detail, so they know what’s important here.” S. Lazarareck

Make predictions as to what might happen next.

Direct attention to what has occurred on a particular page or pages.

EXPLAIN NEW WORDS AND IDEAS.

“Another way we can help children understand what’s happening in a story is to explain new words and ideas. You can pause to explain the meaning of a new word or phrase.”

Good books expose children to a variety of rich language that they may not hear at home or on T.V. They also associate print with meaning, as in words and story meaning.

RE-READ FAVORITE STORIES

“One of the easiest and most powerful things we can do to support story understanding is to reread favorite stories.” Here are some reasons why:

Children learn to love the book and its characters. Children are able to focus on more detail than is possible in one

reading. Once familiar with the plot children can learn new words easier in a

known context. As children go over the plot, they are using and expanding memory

skills. Re-reading the story helps reinforce the idea that stories and pictures

go together.

Nancy Guth, Supervisor, Reading & Language ArtsStafford County Schools


COMMON CAR SEAT USE ERRORS

GENERAL MISUSE Car seats manufactured prior to 1/1/81 do not meet

safety standards. Car seat appears damaged or has been involved in a crash. Car seat has been recalled. Car seat not being used according to instruction manual Seat belt not threaded correctly through car seat Car seat not buckled into the vehicle at all.

INSTALLING THE CAR SEAT Car seat facing the wrong direction. Rear-facing infant seat being used in front, seat of a vehicle equipped with a passenger-side air bag. Seat belt not buckled tightly around or through car seat. Seat belt threaded through wrong belt path. Car seat not sitting at correct angle. (Upright for toddlers, reclined at 45 degree angle for infants) Locking clip not being used when needed. Tether strap not being used when needed.

SECURING THE CHILD

Child too large or small for the car seat. Child not belted into the car seat itself. Car seat harness/straps too loose or tight. Car seat straps in wrong slots at shoulders. Car seat harness/straps placed incorrectly around the child. Car seat harness/straps not threaded correctly through the adjuster piece. Car seat harness retainer clip not used or incorrectly placed. Child is bundled in blankets or clothing under straps making it difficult to buckle the car seat straps.

USING A BOOSTER SEAT Wrong type of seat belt used with booster seat.

USING A SEAT BELT Seat belt not positioned correctly across the child.

TRANSITIONTO


KINDERGARTEN

9. KINDERGARTEN SKILLS: WORLD OF WONDER

Children need to learn to observe and to interact with other people, other places, other animals and the world of science and nature. They need concrete experiences in order to form opinions, to develop feelings and attitudes about their environment, and to grow in all developmental areas.

ACTIVITIES:

…Grow carrot tops, sweet pota-toes and avocado seeds in water.

…Make collections of dried flowers, seeds, rocks, leaves, shells, and feathers.

…Plant bean seeds.…Plant a tree…Look at night sky.…Find patterns in the stars.…Make a bird feeder.…Look through magnifying

glass.…Take walks in the backyard.…Walk in the woods.…Observe area construction

projects.…Go to museums.…Go to art galleries.…Visit caves, greenhouses, and

farms.…Visit wildlife sanctuaries.…Visit zoos.…Go to local, county, and state

fairs.…Choose library books.…Help shop for groceries.…Watch tadpoles turn into

frogs.…Observe caterpillars eating,

forming cocoons, and emerging again as butter-flies or moths.

…Care for pets.…Experiment with magnets.…Watch clouds and observe

signs of changing weather.…Find shapes in clouds.…Observe seasonal changes.…Watch birds through binocu-

lars.…Walk along rivers, lakes, and

swamps.…Take outing to a factory.…Observe fish, snakes, and

crabs.…Notice different forms of

transportation.…Ask questions to gain infor-

mation about how things work and grow.…Name objects in nature.…Touch different things, if

safe.…Lift objects of different

weights.…Try differently-flavored

foods.…Smell different odors.…Compare different sounds.…Watch certain TV programs

with parents.…Recognize bird calls.…Observe steam from teakettle.…Use a simple camera.

TRANSITIONTO


KINDERGARTEN

10. BEFORE SCHOOL STARTS

Transitions, or moves and changes from one situation to another, from one school to an-other, from one house or apartment to another, from one set of playmates to another, or even from one activity to another requires preparation. Children will go through many transitions as they move from home, the babysitter’s house or the child care center into kindergarten, but the changes can be much smoother if responsible adults help them to be ready. Parents can help in several ways.

Attend Kindergarten Registration

This may be in the fall or spring of the year before kindergarten, and may be called orientation or open house. During this registration, several things happen:

…Children and parents see the new school.

…Children are enrolled.…Children and parents may

meet the teacher and the principal.…Children may be screened by

the nurse, the social workers, the teacher and other school personnel.

…Children will see other boys and girls who will be their kindergarten classmates, so they will see some familiar faces later.

…Children may get the chance to see the kindergarten classroom.

Show How They Will Get to School

…If children will be walking, parents should accompany them on the route several times before the first day of school, so they know it.

…If children will be in car pools, they must know where and when to get in and out of the cars.

…If children will ride buses, they must know how to get to the bus stop and where to stand and wait.

Give the School the Child’s History

…Release dental and medical records, with your signed permission for the school to have them.

…Release immunization records.

…Explain any health needs, such as known allergies, etc.

…Make a booklet with your child to give the teacher. Include the child’s name, address, phone number, birthday, names of family members and pets, the child’s likes and dislikes. Include pictures the child has made as well as snapshots.

…Provide the school with preschool reports, with signed release.

…Inform the special education department about any special services your child has received.

…Describe any adaptations or special equipment your child needs.

Show That You Value School…Say school is important.…Urge children to do their best

work in school.…Show that you value hard

work by praising children for applying them-selves.

…Take your child to concerts and other events to show what people can achieve when they work hard.


Dear ParentsPlease help us by giving us your ideas and suggestions. We value what you think and al-

ways want your ideas in planning the curriculum. This month we are asking for ideas for Language Arts ac-tivities. Below you will see some activities we do. We would like your suggestions for Reading Readiness activities to do in each of the themes we teach throughout the year. The Self, Our Family, Houses & Homes, Schools, Health & Safety, Neighbors/Community Helpers, Transportation, Our Physical Environment (plants, seasons, weather, time & space), Animals, The World We Live In (people, places, & customs).

Reading Readiness/Language Activities/Music:

Opportunities to talk and describe Opportunities to listen to various forms of language and music Songs/Poems/Nursery Rhymes – acting out/memorizing/finger plays Writing in various ways Making rhymes, stories, and having creations written down and read back Emergent Literacy – print concepts: left>right, cover, spine, title, author, illustrator, top>bottom, word

unit identification, matching sounds and letters, listening to stories, identifying characters, events, setting, feelings, using pictures for meaning clues and for predicting events; acting out, illustrating, changing story elements/endings

Alphabet recognition and sound correspondence activities: make letters with body, glue objects in shape of the letter, find objects that have the letter sound, draw letters in sand, paint them with water, use mag-netic letters, make letters in clay, alphabet stamps, etc.

Opportunities to learn simple vocabulary in other languages

1. Your suggestion for The Self studies (ex. Make a book about each child)

2. Your suggestion for Our Family studies: (ex. Sing “The Farmer in the Dell”)

3. Your suggestion for Houses & Homes studies: (ex. Read “The House That Jack Built; sequence events)

4. Your suggestion for Schools studies:

5. Your suggestion for Health & Safety studies:

6. Your suggestion for Neighbors/Community Helpers:

7. Your suggestion for Transportation studies:

8. Your suggestion for Our Physical Environment studies:

9. Your suggestion for Animals studies:

10. Your suggestion for The World We Live In studies:

Your input into the Head Start program and curriculum is very important. As we work with your child this year, we make many observations on the development of your child in several key areas. We would also like your observations on your child’s progress. Please write a short note telling your teacher anything that you have observed that demon-strates progress in one or both of the areas below and return this form to your child’s teacher. Each month we will be asking you to share your observations of your child in several differ-ent areas, focusing on two different areas each time.

PARENT OBSERVATIONSOF STUDENT

NAME OF CHILD:TEACHER:

INITIATIVE: (shows responsibility, expresses choices, solves problems, carries out ac-tivities on his or her own)

Date Observation

SOCIAL RELATIONS: (relations to adults, relations with other children, problem solving abilities, sharing, expressing feelings, etc.)

Date Observation

PARENT RESOURCE NIGHT

Stafford County Public Schools will be sponsoring a Parent Resource Night for parents of students with Autism Spectrum Disorders. This event will take place on March 13, 2007, from 6:00-8:00 pm at the Alvin York Bandy School Board Complex, in the Professional Development Center. Speakers, community supports and informational displays are among the many activities offered to parents this night. Refreshments will be served; free drawings for door prizes will also be part of the evening’s events. Please RSVP to the Parent Resource Center at 540-659-6710.

HEAD START ELEMENTARY SCHOOL TOURS

Head Start students will visit the elementary schools they will attend next year. The following schools have been scheduled for the month of March.

March 12Rockhill Elementary Garrisonville ElementaryMargaret Brent Elementary

March 19 Widewater Elementary

March 20Hampton Oaks Elementary Anthony Burns ElementaryPark Ridge Elementary

March 27Barrett Elementary

Parents are invited to attend the tours, but must meet us at the Elementary Schools by 10:00 a.m. Parents who cannot tour the school with us can look forward to student orientation day offered by Stafford schools before school opens in September.

FROM THE COUNSELOR’S CORNERBy Teri Larsen, MSW

Children and Divorce

Divorce is a painful process for both children and parents. How it affects a child’s life depends on how parents treat each other and their children during and after the divorce. Parents must set aside their differences and put their children first. When talking with your children about a divorce, it is suggested that you do the following:

Be honest and open about the situation and talk about it in simple terms.

Make sure your child knows they are not responsible for the divorce. Assure them they are loved and will be taken care of.

Don’t criticize the missing parent or involve the children in arguments between the two of you. Don’t fight in front of them.

Help your child work out their feelings about the divorce and to express any feelings of fear or anger.

It can be a confusing time for everyone involved, especially for children. Young children may be angry, have problems eating or sleeping, have tantrums, be more aggressive, worry about divided loyalty to their parents and blame themselves for the divorce. Children may ask you questions, some that you can answer and some you can’t. Often times, just listening helps a child to feel safe and loved. Parents must allow children to spend time with the other parent without making them feel bad about it. When a parent leaves, many children are afraid that the other parent will leave too. They need reassurance that though they may live with only one parent at a time, both parents love them. Children thrive on routine in their lives. Parents need to agree on a set of consistent rules for both households and set up a daily routine. It is extremely important that parents live up to their promises to visit or spend time with their children because it helps with adjustment to the separation and divorce. Children need to be shown that they are, as they should be, the priority in their parent’s lives.

Parents too can have difficulty dealing with the changes a divorce brings. Many adults experience depression. Don’t hesitate to seek help from a counselor. It is very important for parents to be healthy so that they can assist their children during this time. If your child does not seem to adjust over time, do not be afraid to check with their pediatrician or a counselor for guidance and assistance. Children are very resilient and with time can

learn to accept the changes in their lives. Learning to adjust in healthy ways now as a child will help them to become healthy, well adjusted adults later.

Documents

Newsletter€¦ · Web viewFebruary’s newsletter has the last two pink transition pages. If you have saved them each month, you should have 10 pages. If you saved all ten copies