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the whole child…

the whole child a caregivers' guide to the first five years based on a video instructional series in early childhood development for early childhood professionals, caregivers, and parents. this series of 13 workshops consists of a half-hour video program and 1 and 1/2 hours of coordinated training for each video session. this video series gives you the latest information about child development and childcare for the critical years from birth to the age of five. taped at working childcare centers with real caregivers and children, the programs teach you about children's physical, emotional, and cognitive development. you'll learn practical developmental activities and techniques to use in difficult situations. video host joanne hendrick, author of the accompanying textbook the whole child, presents comprehensive information about child-development theory in a down-to-earth, accessible manner. this series was filmed on location in urban and suburban preschools, university childcare centers, head start classrooms, and in-home programs. sessions can be taken concurrently or randomly based on interest. the workshops: it's the little things: handling daily routines the importance of a well-ordered and predictable environment. objectives: • to help to understand the general principles related to handling routines in a healthy way. • to acquaint you with the elements of a good, full-day schedule. • to provide strategies for carrying through smooth transitions. • to increase awareness of the need for handling parent-child separations. • to inform participants of sound nutritional planning that incorporated multicultural values. • to inform participants about wholesome attitudes toward toileting and nap time. by leaps and bounds: development of physical self physical development and appropriate developmental activities, good health practices, and environmental safety. objectives: • to emphasis the value of good physical health and the importance of the provider’s role in monitoring the state of the children • to build an appreciation of the value of physical activities for the children. • to provide an outline for planning developmentally appropriate activities that provide comprehensive coverage for physical development. • to build an appreciation of the value of sensory experiences in the life of a child. babies are children, too: caring for infants & toddlers the special concerns when caring for infants in groups and the importance of nurturing care. objectives: • to help understand the value of providing high quality care for infants and toddlers. to help understand the value of providing high quality care for infants and toddlers. • to define the essential components of high quality care. • to show the basics of infant development and developmentally appropriate practices. • to provide strategies for responding to special issues in the first three years. • to promote a professional commitment for and advocate high quality care. dealing with feelings: fostering mental health in young children activities that promote emotional health in family relations, self-expression, and dealing with frustration and stress. objectives: • to acquaint participants with the prevalence of mental illness in our society. • to illustrate how erikson’s stage of development can be linked to practical teaching behaviors that help children work through these stages in ways that foster development of emotional health. • to provide the basic standards for evaluating the emotional behavior of children • to demonstrate the technique of describing and reflecting feelings. • to identify basic standards for evaluating own behavior in relation to it’s effect on the emotional self of the child. i'm glad i'm me: developing self esteem in young children recognizing children's accomplishments and offering opportunities for individual choice. objectives: • to provide a definition of self-esteem and explain the difference between esteem that is extrinsic and intrinsic. • to identify common teaching practices that may reduce feelings of self-worth. • to suggest positive methods of enhancing self-esteem using both extrinsic and intrinsic approaches. • to stress the value of competence, creativity, and mastery as being sound ways to instill long-term feelings of self-worth. listening to families: communication skills ways to help families deal with everyday problems and life crises. objectives: • to suggest ways of establishing good relationships between providers and parents. • to discuss problems and situations that interferes with good communication. • to provide practical suggestions about how to carry out effective guidance work. • to acquaint participant with basic principles of crisis management • to provide information about specific crises that may affect young children. • to provide specific recommendations for dealing with specific crises in as productive way as possible. everybody's special: working with exceptional children working with children who have special educational needs. objectives: • to help participant feel more comfortable about having children with disabilities in their care. • to provide the basic understanding of how to bring about referrals when necessary. • to show the importance of working as team members when serving children with disabilities. • to provide the fundamental principles that are effective when working with children who are differently-abled. • the provide entry level information about specific disabilities as well as some resources for obtaining more information. • to explain the implications of federal law as it related to children with disabilities. • for more in-depth learning, consider project exceptional workshops. getting along together: developing social competence in young children childhood social development and ways to enhance a child's social competence. objectives: • to provide a brief outline of the social development of young children and what these findings imply for teaching. • to identify seven age-appropriate social goals to work toward with young children. • to suggest effective methods of helping children learn the social skills related to each of the seven goals. building inner controls: establishing self-discipline & self-control guiding children in controlling themselves and finding acceptable ways to express their aggressive feelings. objectives: • to inform how moral development takes place and how the process can be facilitated in young children. • to provide the basic guidelines on how to control children in a reasonable way. • to prepare participants on what to do when a discipline crisis occurs. • to outline the basic steps for handling children who continue to misbehave. • to identify undesirable methods of dealing with aggression. • to explain why not all aggression should be discouraged. respecting diversity: providing cross-cultural & nonsexist education how prejudice develops and how to respect cultural differences. objectives: • to provide evidence that even young children are aware of racial and gender differences. • to define and explain two approaches that are helpful in teaching about cultural and gender differences and similarities. • to provide ideas and suggestion about ways to incorporate multiethnic, nonsexist education. • for more in-depth learning, consider building cultural connections workshops. creativity and play: fostering creativity the relationship of creativity to self-worth and self-expression. objectives: • to explain why creativity is valuable in the lives of children and the necessity to nurture it. • to provide general recommendations about how to enhance creativity and present various self-expressive creative activities. • to provide reasons why play is essential in fostering the development of a child. • to recommend general ways teachers can support and extend creative play. • to provide practical suggestions for the development of play in specific circumstances. • for more in-depth learning, consider creative curriculum workshops. let's talk about it: development of language skills and early literacy the process of language acquisition and methods for increasing language competence. objectives: • to present various theories of language acquisition and outline stages of language development in young children. • to provide six basic ways to foster language development. • to inform of the significance and value of language and dialectical differences. • to recommend methods of working with children who have specific language disorders. • to define emergent literacy and provide practical ways to incorporate developmentally appropriate literacy-based materials in the preschool curriculum. • to discuss ways to cope with pressures to present highly structured reading programs to preschoolers. • to discuss methods of conducting group times that foster both language development and group harmony. for more in-depth learning, consider seeds workshops. growing minds: developing thinking & reasoning skills two approaches to developing mental ability: the conventional approach and what is currently known as emergent curriculum. objectives: • to identify and describe the most important underlying priorities when planning learning activities for cognitive self. • to discuss contributions of piaget and his cognitive theories. • to explain the value of developing specific mental abilities and recommend appropriate activities. • to provide techniques of using thought-provoking questions. • to clarify how the emergent approach differs from and enhances the conventional approach to cognitive curriculum. • to describe the elements of emergent approach and explain how to implement it. the whole child series endorsements: "the skills that are so important to us--skills to improve children's educational, emotional, social, nutritional, and psychological well-being--are demonstrated here in the clearest possible way, because we see them through the real interactions of detroit-area children and caregivers. with its constant awareness of multicultural issues, and of children with special needs, the whole child is a wonderful tool for childcare providers, training personnel, and parents alike." --sarah m. greene, ceo, national head start association the whole child is exceptionally useful and timely for naccrra members and the general public." --yasmina vinci, executive director, national association of child care resource and referral agencies (naccrra)

creative curriculum for family child care…

creative curriculum™ for family child care family child care is a growing and important profession. today, more than half of all children under six years of age have mothers who work outside the home, and many of these children go to family child care homes. as a child care provider, you offer children and families an important service. you provide a secure environment where children can learn to trust other adults and children. you plan activities each day that help children solve problems, express their ideas, and learn about the real world--all crucial skills in preparing for school and for life. together, you and parents promote the healthy development of each child. you make it possible for parents to attend to their jobs without having to worry about their children's care. it is a challenging task to provide a high-quality program for children of different ages in your home. the creative curriculum™ can help by showing you how to: organize the home environment for child care • establish a regular daily schedule • collect appropriate materials • guide children's behavior and learning • involve parents • plan appropriate activities with mixed-age groups in dramatic play, blocks, toys, art, sand and water, books, cooking, music and movement, and outdoor play • ensure safety • equip your home how a curriculum can help define your family child care program what is a "curriculum" and what can it offer you? a curriculum is a plan for your program. it helps you understand how children grow and provides practical ideas for organizing your home and planning activities that will help children develop. it is a framework for what actually happens in a planned environment when children interact with materials, with other children, and with adults. an appropriate curriculum will make your job as a family child care provider easier and more rewarding. curriculum goals tell you where you are heading. someone once said, "if you don't know where you are going, how will you know when you get there?" stating goals for children helps you know where you are going and whether you are accomplishing your objectives. our goals for children • help children learn about themselves and the world around them • help children feel good about themselves and capable as learners we identify specific goals for each area of development: • socially: to feel secure and comfortable, trust their environment, make friends, and feel part of the group • emotionally: to experience pride and self-confidence, develop independence and self-control, and have a positive attitude toward life • cognitively: to become confident learners by trying out their own ideas and experiencing success and by acquiring thinking skills such as the ability to solve problems, ask questions, and use words to describe their ideas, observations, and feelings • physically: to increase their large and small muscles and feel confident about what their bodies can do teaching young children requires spontaneity--the ability to see and use everyday opportunities to help children solve problems, explore new materials, and find answers to questions. it also requires continuous thinking and decision making on your part: • should i intervene or should i step back and let the child try to solve the problem? • what questions can i ask to help a child think creatively? • is the child ready for these materials, or will they prove frustrating? what else could i offer? • is my space arrangement working or do i need to modify it? a good curriculum for children must be "developmentally appropriate." this means that the quality of care will be related to how well the provider understands the different developmental stages of childhood--what is generally appropriate for a particular age group and how individual children may differ within each stage. what you plan for the children in your care and how you respond to a given situation or unanticipated problem will depend on your knowledge of each child's development and their interests, abilities, needs, and background. to plan appropriately, you want answers to questions such as: • what can i expect of a child at each stage of development? • how does a child learn at each stage of development? • what do i know about each child that will help me individualize my care? • what activities and learning materials are appropriate for each child? • how can i adapt my home and materials for children with disabilities? • what is my role in children's play? • what role will each child's parents play in my program? creative curriculum™ is taught in a series of 13 two hour workshops. introduction to creative curriculum™ objectives: 1. to introduce curriculum, it's importance in early care, and how to implement it. 2. to discuss the factors that characterize a high-quality program 3. to share views on the rewards and challenges of being an early care professional. 4. to define an appropriate curriculum. child development as a foundation for a high-quality program objectives: 1. to gain an understanding of how children think and learn at each stage of development. 2. to learn how to look at drawings and responses to questions to determine how children think about and make sense of the world. 3. to discuss typical characteristics of infants, toddlers, preschoolers, and school-age children. 4. to consider the importance of understanding child development in planning a developmentally appropriate program. setting the stage objectives: 1. to assist in establishing an appropriate and interesting home environment and in managing their daily program. 2. to consider how environment can affect behavior. 3. to discuss appropriate toys and materials for each age group. 4. to share ideas for selecting, displaying, and storing materials. 5. to discuss scheduling and daily routines in an early care setting. dramatic play objectives: 1. to develop appreciation for the importance of dramatic play and to learn ways of encouraging imaginative play in family child care. 2. to discuss how dramatic play supports development. 3. to explore a variety of props and materials that can enhance dramatic play. 4. to discuss the use of prop boxes. 5. to review ways of sharing dramatic play with parents. blocks objectives: 1. to emphasize the importance of block play for children of all ages. 2. to discuss what children learn from block play. 3. to identify how children learn math concepts and problem solving techniques with blocks. 4. to review ways of involving parents. toys objectives: 1. to demonstrate how to select and use toys that support development in infants, toddlers, preschoolers, and school-age children. 2. to evaluate the characteristics of good and bad toys. 3. to identify ways to support children’s growth and development through the use of various toys. 4. to examine and use homemade toys. 5. to discuss ways to convey the value of appropriate toys to parents. art objectives: 1. to encourage providers to use all kinds of art media to promote children's creativity and self-esteem. 2. to examine the developmental stages of children’s art 3. to learn what constitutes a developmentally inappropriate art activity. 4. to learn about and discuss different art activities. 5. to discuss ways of talking with children about attitudes using art. 6. to discuss barriers to providing successful art activities and ways of sharing art with parents. books objectives: 1. to inspire an interest in high-quality children's books and identify effective ways to use books in a family child care setting. 2. to discuss the value of sharing books with children 3. to develop the criteria for selecting good books. 4. to learn new ways to present and use books. 5. to discuss proper story reading techniques and enhanced storytelling. 6. to learn about flannel board stories and homemade books. 7. to discuss ways of sharing books with parents. sand and water objectives: 1. to encourage family child care providers to include sand and water activities in their programs. 2. to explore the properties of sand and water and experience the benefits of adding props 3. to exchange ideas for including and implementing sand and water activities into early care programs. 4. to discuss barriers to successful sand and water play. 5. to learn developmental advantages of sand and water play. 6. to discuss method of involving parents. cooking objectives: 1. to show how cooking experiences can be incorporated easily into a program that involves children of all ages. 2. to discuss the meaning of food. 3. to share ways of extended learning through cooking activities. 4. to discuss various recipes and resources. 5. to discuss ideas for involving parents in cooking activities. music and movement objectives: 1. to introduce participants to a variety of creative ways to include music and movement activities in their daily program. 2. to show how music and movement support child development. 3. to present successful ways of involving children in music and movement activities. 4. to learn how to implement the use of instruments in early care programs. 5. to discuss ways of involving parents in music and movement activities. outdoor play objectives: 1. to show how outdoor environment offers a wide range of learning opportunities for children. 2. to explore participants’ own attitudes toward the use of outdoor environment. 3. to identify barriers and solutions to outdoor play. 4. to explore learning opportunities of outdoor play. 5. to look at methods of using outdoor play creatively. 6. to discuss the value of outdoor play for all areas of development. 7. to discuss methods of involving parents in outdoor play. building partnerships with parents objectives: 1. to provide a form for parents and providers to share concerns and identify strategies for working together in a partnership. 2. to examine challenges in establishing an effective parent-provider partnership. 3. to consider case studies of parent-provider interactions. 4. to share ideas for communicating with parents and involving them with participant’s program and curriculum creative curriculum™ onsite consulting is also available. offering suggestions on improvement in areas such as: • environment • equipment and materials • schedules and routines • parent involvement • implementing the nine activity unites • provider interactions with children