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2002 Autumn NEWSLETTER
Good Times with stories & poems
"Once Upon A Time"
As a caregiver you are aware of the needs of young children. You may even know about the four areas of development: physical, intellectual, emotional, and social. Maybe you do not know, however, by reading stories and poems during your caregiving, you can help children grow. This article will help you learn about stories, books, and poems and teach you how to use them while caring for children of all ages.
Why are stories and poems important?
Stories and poems can help children grow. Stories and poems can:
and create new ones; judgments, and values; and
Reading stories and poems to children can also help them feel snug and secure as they sit on your lap or beside you. Some stories can also answer questions that children might have about serious subjects like anger, death, moving, or divorce. There are many things you can do to make reading experiences special, but first you should know more about children's literature.
What are stories and poems?
Stories and poems are examples of the way words are organized in children's books. For example, stories can be told with written words, without words in picture books, and even with spoken words. You can make up stories or read ones that have been written down in books. You may want to think of children's books in three general categories.
Thinking books help children learn about and understand things in their world. They are about such ideas as shapes, numbers, letters, and opposites (up and down, over and under, or light and dark). Thinking or idea books usually are designed to teach and are written for younger children.
Story books are exactly that. They tell stories. Children's stories have beginnings that make you want to read more. Their middles are exciting and usually have happy endings. Stories can be fact or fiction, about real-life people, or about make-believe worlds. Poetry also can tell stories. Poetry is like music to children's ears. They love the rhythm and rhyme of words put together in this way. Listening to poetry often soothes and relaxes them. As they listen to poems, they form pictures in their minds and think about their worlds. Some poetry is serious and some is silly. Younger children especially like rhymes with funny words in them.
Information books are like encyclopaedias for children. For example, information books tell children what fire fighters do, how spaceships are launched, how shoes are made and much more. Of course, many books are mixtures. A story book can be an information book or a thinking book at the same time.
Choosing books for children
Before you choose a book, think about the children you will read to. What are their ages, what are they interested in, and what kind of personalities do they have? Do they have any troubles you could help them with by choosing a book that talks about that problem. For example; if a child's pet has just died, you could read a book that tells the story of how another child coped with the loss of a pet.
When choosing books, look at the pictures. Will children like them? Are they well done? Look at the book's design. Is it easy to follow? Do the pictures go along with the story? Does the book have strong, likable characters? Will children become absorbed in the story and enjoy the book?
Always read the book first before reading it to children to be sure it is right for them and to help you get to know the story or poem better. If you are looking for a special book for a child, but do not know where to find it, ask the librarian at your public library.
Reading to children
Before you start to read, allow the child to get settled. Let children take time to get comfortable. (Remember that some children need more time than others.) Hold children close to you while you read, either on your lap or by your side. This will make the story or poem even more special for them.
Of course, if you are reading to a group of children, you will not be able to hold them all on your lap! There are some things you can do to make reading to a group special. Be sure all of the children are settled and that everyone can see the pictures. Also, be sure you are not sitting with your back to a window or bright light. This could make it difficult for the children to see. Hold the book in front of you or at your side so the children can see the pictures as you read. This means you may have to read upside down!
Be sure there are no distracting noises such as television or radio in the background during story time, so that the children can direct all of their attention to the story or poem. As you read, be dramatic! Change the tone of your voice to fit each character. You can use your own voice for
the main character, and a higher and lower voice for the other characters.
Remember not to read too fast. Stop reading now and then and ask the children "What do you think will happen next?" or "Where would you like to be in this picture?" Young children often want to talk about the pictures or about experiences they remember that relate to the book. Let them talk! It is not always important to read the story straight through without stopping, especially if a child wants to tell you something. You may get to know children better by listening to their stories. Often stories and pictures draw out strong emotions in children, and they need to talk about how they feel. Sometimes it is all right to read a story that is a little bit above the children's thinking level. This will challenge them to wonder and think more. It is not a good idea to read stories to children that might upset them emotionally. For instance, a scary story about monsters in the dark might upset a child who is afraid to go to bed at night. Young children do not yet know the difference between real and pretend, and they may believe that monsters live in their rooms.
Tell children who the author and illustrator are. Young children often do not realize that stories and poems are written by people. Allow some time after you read the story or poem for the child to talk about it.
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When
to read |
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where
to read |
Learn by doing
1. With the parents' permission, take the children on a trip to the local library. Try to go when there is a story time being offered by the librarian or another volunteer.
2. Keep a list or a file of the books you have chosen to read to children. Include the title, author, illustrator, children's age level, and the children's responses to the story. You also might note what the book is about and any special props or techniques you used that made the book more interesting.
3. Make a display or prepare a poster that shows how to read to one child and how to read to a group of children. Include tips for caregivers about how to hold a child's attention while reading.
4. Write a short story or a poem yourself. Tell what age group it is for and how you got your idea.
5. Make your own picture books with children.
6. Try to find many pictures of the same subject. You can make a bird book, a horse book, or a book about whatever the children are interested in. If you are making a cat book, for example, you could cut the cover and pages in the shape of a cat. The children can even make books about themselves. Use pictures of them instead of magazine pictures.
7. Ask the children to tell you a story they have made up. Write this down on paper, and let them draw pictures to illustrate it.
8. Use a tape recorder and record some of your favourite books. Play the recordings for the children, and let them listen or act out the story. You also can record the children reading or telling stories of their own.
9. Children have fun re-telling stories using puppets. You can make a puppet theatre out of a large box. Cut a square hole in the side or bottom for a stage. Place it on a table and hide behind it so others can only see the puppets. You might want to cover the table with a blanket to hide the children's legs or bodies. You can make puppets yourselves.
10. Read a book like *Where the Wild Things Are*, and have the children make masks to look like the "wild things." The children can wear masks over their heads (remember to cut out eye holes so they can see) and dance a "wild rumpus."
11. Make a prop box. You can collect fun things to put in it like hats, feathers, masks, toy musical instruments, stuffed animals, and plastic dishes. Ask children to make up stories using all of these things. You also can make prop boxes that have a certain theme. Here are some examples:
12. After the children you care for become familiar with a few favourite books, you can make up games about them. Try these:
Guessing
games
Example: What did the hungry caterpillar turn
in to?
Answer: A Butterfly
Book title quiz
Example: What did we find going on a hunt?
Answer: A Bear.
Resources
Your local library, bookstores, teachers, and parents are good resources. Outstanding books are talked about as people recommend them to one another. Keep your ears and eyes open so you will find out what stories and poems others like. Tell them about your favourites, too.
Study Groups
It has been suggested from participants in the past, that they would
like One World to organise Study Groups in regions of Victoria. You may
recall that we have tried to arrange this without success to date. Finally
it looks like we may have a group of committed participants willing to
commence such groups.
We will be trialling study groups in the Bendigo Region.
These study groups would replace an on the job visit at the centres every
third or fourth visit. The scheduled evening would hold a theme for the
night, followed by the opportunity to network and complete written assessments.
We are approaching employers who would be willing to host such groups
in their centres.
We will keep you all informed on the progress of this group as it evolves.
Artwork
The common question which is asked of many children from their parents is perfectly presented in the short story: "Did you do a painting." You would be familiar with how the story presents a parent constantly asking their child "Did you do a painting" and the child responding, "no but I reached the top of the climbing frame, then came down the other side. We built a special sort of van then climbed in for a ride." Parent asking again, "Did you do a painting?" "No, but we found treasures in the sandpit and hid them in a special spot. I found a roof for our cubby, that the silly old wind couldn't blow off." (the full story is attached to this newsletter, it can be used to give to parents.)
Art is an important part of our developmental program. Children are able to explore the varied art materials which are available on the shelves each day.
Through using a variety of materials and skills such as cutting, pasting, drawing and playing with play dough children are able to identify colours, textures and shapes, and improve their muscle control.
Art work benefits all aspects of children's development. As children draw, paint and make collages, they experiment with colour, line, shape and size. They use paints, boxes and material to try out new ideas, to plan, experiment, and make choices. Children learn about cause and effect when they mix colours and through trial and error learn how to thread and weave.
Through art children are able to make sense of the world around them and are able to convey their thoughts and feelings, which they may not be able to express verbally. Art offers opportunities for physical development through tearing, manipulating and controlling drawing tools, which help define the skills that they will need to be able to write.
It
is evident to child care professionals the value of art experiences, and
why we plan specific experiences based on individual children's needs.
It is important to educate parents of the value of the children's experiences.
Displaying children's art work in a professional/educating manner, will educate the parents of the value of art. Be aware of HOW you display the children's work. You need to decide what the purpose of the display is. Is the display for the children or for the families? If your purpose is for the children, then ensure that the art work is at the children's eye level. This way the children can identify their own work and discuss this with friends.
When displaying for parents, take some time to think about the purpose of the display. Identify what the value of the experience is to the child. The following is an example of presenting a display that is informally educating parents.
The Development of Singing
Birth to 4 months:
Crying is the baby's first "musical"
sound.
A baby's cries are her first and most important means
of expressing early needs and feeling. They vary in pitch, loudness, and
rhythmic patterns, making them musical in a very real sense. Gradually,
she begins to experiment with other sounds: she coos, gurgles, squeals,
and begins to "babble," repeating long strings of sound, such
as "ba-ba-ba"
6
- 18 months:
Babbling increases, taking on
more pronounced musical characteristics.
As the baby continues to experiment with his voice, "babbling"
becomes a favourite activity. As the infant's range of pitch, tone and
voice intensity widens, this activity comes to resemble song. Don't be
surprised if at some point the baby is able to repeat the pitches you
sing to him on exactly the same notes.
1 - 3 years:
Real singing begins.
The baby's tuneful jabbering during play now sounds more like real song. She may chant a catchy rhyme, using nonsense syllables or even her own name as she plays, but she is still unable to sing a song like "Farmer in the Dell" completely accurately. She may join in favourite songs; she especially enjoys familiar tunes and asks you to sing them repeatedly. (Although she'll sing along with you or a family member, she's hesitant to sing in front of other children.)
3
- 4 years:
Accuracy in matching simple tunes begins.
Now the youngsters starts to approximate adult singing. He may spontaneously make up his own songs, although the words are often repetitive and the tune may closely resemble one he already knows.
4 _ 5 years:
Singing accuracy increases.
The child shows increased voice control and a closer approximation of pitch and rhythm. He may sing an entire song accurately. Sometimes he creates songs during play and may use these songs to tease others. He shows more responsiveness in group singing and may even enjoy taking a turn singing alone. He takes great pride in his ability to identify favourite melodies.
5
years and over:
Song repertoire expands; recognition and
appreciation increase.
Most children now reproduce simple tunes accurately. The child's expanded vocal range should allow him to reach higher notes more easily, and his rhythmic accuracy is noticeably improved. He pays more attention to a song's "dynamics" and tempo and is able to add emotion with his voice and expressing meaning.
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Please ensure that all assessments are
named. There are a few unnamed assessments sitting |
How does it feel?
How does it feel? Child Care from a Parent's Perspective
By Anne Stonehouse
Published by the Australian Early Childhood Association
Chapter 3.What Partnership is not
Partnership is not the same as parent involvement or parent participation.
A parent _ staff partnership in an early childhood setting is a matter of spirit, of attitude, and cannot be measured by participation or involvement by parents in the work of the early childhood program. Partnerships do not rest on parent involvement in the program, but on communication, decision making systems, and daily interactions that promote shared decision making and mutual trust. The aim of our relationship with parents is a partnership to foster closer feelings of belonging. Inevitably programs that have a partnership with parents do have in place a number of ways that parents can assist and contribute, but that is not sufficient. It is possible to have in place a number of ways for parents to help out, and not have a partnership. On the other hand, it is possible to have a partnership with a parent who does not contribute or get involved with the institution. To date, most early childhood professionals have been better at involving parents than at forming partnerships with them.
Early childhood professionals, all of us, need to move away from measuring the extent of relationships with parents by attendance at meetings, the profits from a fund raising activity, whether the management or parent committee has a full complement of members, or even, I would suggest, how many parents `help out' in the rooms. It is well documented in the literature about parent involvement in schools that what parents want is a relationship with the teachers, that is, with the person or persons who work closely with their child. No doubt this is what parents of children in day care want too, but, by and large, the ways devised to date for parents to be involved are more likely to give them a link with the institution rather than a direct means of forming a relationship with the person or people who work with their child.
It's really hard not to think more favourably about the involved parents than the uninvolved, but this is to be avoided. Involvement should be viewed as welcomed and appreciated, but optional. Relying on involvement or participation in the life of the service as the means of forming relationships with parents means that some parents are left out because they feel pressure to help out in order to be seen as `good' parents, or they feel there is no way they can meet expectations.
Teaching
Children to Solve Problems
Conflict is a part of everyone’s life. How we deal
with conflict determines whether we reach solutions or create bigger problems.
When we teach our children the important skill of problem solving, we
give them a tool that they can use throughout life.
Young children need adult help in thinking through the problem- solving
process. A child who is taught to look at problems and seek solutions
will likely be able to resolve problems in positive ways. Adults can guide
children through the following steps:
1) Stop the action,
2) Listen to each other,
3) Name the problem,
4) Think of possible solutions,
5) Choose a win-win plan,
6) Carry out the plan,
7) Evaluate how well things worked.
In this example, Sara and Timmy are fighting over who
plays with a blue car. Stop the action. Ask each child to explain the
problem, each listening to the other’s view. Each child should suggest
some possible solutions. Sara says they could take turns. Timmy says to
put the car away and neither can play with the blue car. Sara suggests
getting out another car and swapping after five minutes. Timmy likes that
idea, and it’s decided to try this solution. Check back a little
while later and see how it is going.
After practicing the process a few times, children become very good at
identifying the problem and thinking of different solutions. Soon the
process will become automatic.
Planning for successful Group Time Experiences
It is just as important to plan group time experiences as any other experience on your plan. Your program plans should accurately display all the information required in the set up of your room/program. Any staff member should be able to look at your plan and set up your program for you.
Remembering that your program plan is a working document. There needs to be sufficient information for all experiences, including group times. An outlined plan gives the carer a guide to the structure of the group time. What is the purpose of the particular group time experiences? Is it age/stage appropriate?
The following is a suggested format for preparing a group time experience:
(The bold/italic words are an example of implementing the session.)
Settling technique:
Settling the children before a group experience is vital. Children need to be prepared for a group time experience by calming down and given a fair opportunity to participate in a group experience. Often by using a settling song that incorporates hand movement will give the children the opportunity to join in. ie "everybody do this" You would continue to sing this song until you have all the children's attention, then end with "lay them in your lap"
"Every body do this… lay them in your lap." (2mins)
Introduction / Creating Interest:
Once the children are settled, introduce the group time. What will the children be doing? What songs will you be singing? Try and choose songs that relate to each other to form the basis of your group time.
Show a picture of a duck and discuss (2mins)
Main Content:
What will be the focus of your planned group time? How will you present it? Singing 5 little ducks,
Repeat song using finger puppets / for older group ch'n can act out being the five little ducks. Also sing "5 little ducks that I once knew" (10 min) *use appropriate props
Dispersal Technique:
It is important to disperse the children appropriately to guide them to the next transition time. This will set the scene for the children. Where possible only send one child at a time or in pairs for older children. This way the children will be concentrating and waiting for their turn to leave. Allowing the children to get up all at once will create chaos!
Whisper children's names also using duck finger puppet.
Suggested Dispersal Song:
Good Bye ….(child's name 1 eg Julie)
Good Bye ….(child's name 2 eg Brad)
Good Bye ….(child's name 3 eg Lilly)
It's time to …(eg * eat your lunch)
* go outside
* go and play
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Contacting
Trainers
Settling into Group Times |
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A group time experience
is an opportunity for children to enjoy music in a variety of ways.
They like to listen to different kinds of music, move to it, join
in making it, or just to sing. Music can be played for fun or for
relaxation. Adults can help to develop children's appreciation
by introducing them to a wide variety of music, songs to sing and
ways to move, and by providing instruments for them to play.
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Presenting a New Song:
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Children are not critics
- they're |
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In Service Day
What an overwhelming but positive response we had to the in service workshops held in Geelong on Sunday 14th April. Participants travelled from Healesville, Bendigo, and from many suburbs of Melbourne. Those who attended were able to actively participate in the two programs of the day.
The workshops were developed to encourage participation, as well as inform participants and give practical ideas to take back to their own centres. Whilst one group was busy singing songs and making beautiful butterfly props for group time experiences, the other group was busy setting up art experiences to suit the needs of each of the age groups.
During the lunch break, participants had the opportunity to wander through the rest of the centre and take photo's, write notes and ask questions. A common question that was asked by all was One World's Family Grouping approach.
Those of you who haven't visited our centre before may not be aware of our family grouped approach. Here at One World, we have 3 family grouped playrooms. Each playroom caring for children from birth to six years, and a separate 3yr old and 4 yr old kinder program. We firmly believe that the environment we have developed provides an appropriate setting that closely resembles that of a family. An important feature of a successfully grouped program is the understanding that everyday routines, as well as experiences are not only possible but can be beneficial for children of all ages.
Team leaders when planning, need to consider the variation of ages in each of their programs to ensure that the programs are challenging for the older children, yet safe enough for infants and toddlers.
Another topic of discussion was the use of recycled materials to use with the children and to use for making props for group time experiences. Everyone enjoyed taking home a bag of useful resources to assist with ideas and props.
Other common questions that were asked:
n Settling children before group time experiences
n Dispersing children after a group time experiences
n Parents' perspective about taking art work home
(you will find articles to support each of these topics in sections of this newsletter.)
Overall a very successful workshop opportunity.
Please keep your eyes and ears out for our next in service to be scheduled in August (not May as previously advertised in the last newsletter) once we have relocated. The proposed topic is "smooth transitions."
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Try to be positive |
Website Highlight
Bilingual Babies by Pinky Mc Kay
During the first year of life, the brain is being "wired" for sound recognition and infants who are routinely exposed to sounds from foreign languages during their first six months develop tonal memories that enhance their abilities to learn multiple languages later in life.
Neuropsychologist, Dr Patricia Kuhl of the University of Washington in Seattle explains that newborns can learn any sound in any language and can distinguish all of the different sounds that humans speak. Dr Kuhl's research shows that by six months of age infants already have different auditory maps according to the language they have been exposed to. Dr Kuhl says, "by twelve months of age, infants have lost the ability to discriminate sounds that are not significant in their language, and the babbling has acquired the sounds of their language."
Other research also adds neurological confirmation to the observations that learning multiple languages is easier for little children, than adults. Using magnetic resonance imaging techniques to map brain activity in healthy adults, researchers at Sloan Kettering Cancer centre in New York found that adults who had learned two languages as very young children stored both languages together in the same area of the brain. Those who acquired a second language in adolescence used a separate region of the brain.
This research suggests that while babies and preschoolers learn the language, or languages, in their environment, without apparent effort and their brain encodes them into hard-wired neuronal circuits, adolescents and adults must use a different - and more difficult- process to learn and retain the information.
If two languages are spoken in your home or family (for example, by grandparents), experts suggest that the best way to do this is to adopt a "one person, one language" approach. For instance, if one carer uses the second language exclusively, this helps children separate and learn both languages more easily than exposing your child to two languages from one carer.
If you are not a native speaker, but would like to expose your child to another language, it is important to expose your little one to people who are. You can also make use of tapes of songs, story books and video tapes to enhance your child's experience. You might consider employing a babysitter or nanny who speaks another language (and stick to the one person, one language rule ie she only speaks her native language, not English), or find out about bilingual playgroups and schools.
Most importantly, praise your child for speaking his second language and relax about the finer details of grammar and sentence structure. Exposure and enjoyment are the keys to fostering a positive attitude towards a rich language experience.
Log Books |
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The Competency Log book is designed to be used by all parties involved in the training: The Participant (you)
The Workplace Supervisor
The Training Provider
The Government Training Authority
Your log book contains all the competencies that relate to the skills and knowledge you have demonstrated on the job as well as off the job. Please ensure that your log book is at your centre at ALL times. This will ensure that a trainer on their visit will always have the opportunity to document any form of evidence that is observed on that day. |
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Please have all log books in your room on the days of scheduled visits, as there have been times where participants are too busy to leave the room to get their log books. |
Book Review
Snails
Live in Houses Too
By Sue Elliott and Susan Emmett
Snails live in houses too emphasises the importance of environmental education for children from their earliest years. The aim of Environmental Education is to provide children with the knowledge, skills and attitudes required to take environmentally responsible actions. Snails live in houses too, provides teaching strategies and experiences relevant to the developmental level of young children, and demonstrates how Environmental Education can and should be integrated into all aspects of the early childhood program. Colour photographs illustrate many of the suggested experiences, and there is a comprehensive resource section.
Competitions
Over the last few months we have been running a few competitions. Thank you to those participants who have taken a few minutes to participate in these competitions.
Our guest book was signed by a few more participants. (We eagerly await your valuable input.) The winner of the sign the guest book competition was: Gila Kleine from Gilly's Early Learning Centre, Caulfield. Thank you Gilly!
All participants and employers receive a copy of this Training Newsletter on a quarterly basis. Our second competition was sending back your evaluations, in which we received many positive comments. Some suggestions that were made have been addressed in this newsletter and will proceed in the upcoming issues. (Thankyou for your feedback) This competition was drawn on the day of the in service, and the lucky winner of a $100 in service voucher was: Katrina Wright from Kyneton Child Care Centre, Kyneton.
New Competition (for the internet continued…)
We would like to encourage participants to email assessments to One World. Rather than waiting until your next visit to receive your assessments back you will get them back quicker! (Do remember to save anything you send just in case it gets lost through an IT problem. Thank you to Lorrian Beckett and Andrea Sargent for emailing their assessments. Your names will go into the draw to win a mystery resource pack to the value of $50 to be now drawn on June 30th.
Take advantage and save yourself time
Why not send your assessments to us via e-mail?
It will save you time and your assessments will get to us promptly and
safely.
All trainers have direct email addresses, so you can send all assessments
to individual trainers.
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Individual addresses are: |
Training Opportunities for all Existing Staff:If you are currently training with One World under a fee for service arrangement to a Certificate 3 or 4 level, you can now continue to a Diploma level. The training will continue in the same way as you are currently training. The cost of this Fee for Service training arrangement is $1500. Please contact Susan to discuss this option on 5272 2714. |
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Any administration queries may be made
directly to Snez at: |
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Our Trainees at Work and Play
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Childcare Services
One World For Children Pty Ltd
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Finalist in the Victorian Training Awards 2006 for Training Initiative of the Year: Online Advanced Diploma of Children's Services
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Highly Commended in the 2006 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award:Innovative Product
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Finalist in the 2006 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award: Recognising Competency RCC
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Winners of the 2003 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award: Innovative Training Product"
One
World For Children Pty Ltd