Batman Beats the Force of the Electric Cord and Electric Man by Ziggy
Once upon a time Batman was hiding in his bat cave from electrical man and then was fighting with Robin. He was just four (Robin). Batwoman was there. She was fighting with them. And then they put electric cord to the bad guy and he went somewhere else. And then they went in his bat car and it was over the rivers and through the woods and they got there as soon as they can and then they got there as soon as they can to fight again, but actually, and then every bad guy disappeared. And then all the people relaxed. The End
The Jungle Book Play by Mia
Once upon a time I was in a Jungle Book Play and I auditioned for the part of Bageera. And the next morning, my friend's mom came running to me and said "You got the part of Bageera" and I started screaming. The next day, I went to Kids Take the Stage and started practicing. Then soon after amonth that I had practiced, it was time for our show. I was really, really scared. But when I started doing it, my fears came over me. We did two shows, one on Friday and one on Sunday, and they went fine except for the one on Friday because I accidentally dropped Mowgli off my back. This is a true story. The End.
My Tooth by Lucy
Once upon a time my tooth fell out. I was so excited, I wanted to tell my mom when she came home, she was like, she said "Let's get some soft food at the store." We got rice and macaroni and cheese. She put it under my pillow because I went to bed. And then I went to bed and in the morning I got a dollar penny from the tooth fairy. I went to sleep and the other day I went to school and showed my friends the dollar penny. And then they said "Lucy I don't want it to get lost! Put it in your cubby." Then we got up in the night cause I was hungry for more sushi. I wanted to go to back to bed. Then we went on the plane to go to the South Pole. We saw polar bears and then we said "I'll go back on the plane and I'll go back home." The End.
Monday, December 20, 2010
Music as Curriculum
Beautiful events have blessed our Home Sweet Home preschool. The strong initiative to explore Music has created relationships and partnerships, strengthening our learning community. Many thanks to each individual who has performed, on stage and behind the scenes, and who fills their heart and carries our song forward.
HSH welcomes photos from all site and community happenings, including Joy Through Music and independent caroling - we love to see our families in action! HOME TO SCHOOL CONNECTION HOMEWORK: each family is asked to create a flat paper star 7"-10" in length/width and place in it a recent photograph of their HSH child engaged with music. Parents can borrow an HSH stapler and with their child position the star on the board in the hallway in January. This star will border our family boards this Winter, illuminating our PAC information. Please spread the word to your friends, so we can enjoys a twinkling border in the new year!
The following offering came from Early Childhood Exchange, December 20, 2010: "Early Brain Development Research Review and Update," Pam Schiller
"Linguists, psychologists, and neuro-scientists have recently changed their long held opinion about the relationship between speaking and singing. The latest data show that music and language are so intertwined that an awareness of music is critical to a baby’s language development. As children grow, music fosters their communication skills. Our sense of song helps us learn to talk, read, and even make friends.
"Brain areas governing music and language overlap. Music and language have much in common. Both are governed by rules and basic elements (word and notes). In language, words make phrases, which combine to make larg er phrases and eventually sentences. In music, notes combine and grow to form a melody.
"The neurological ties between music and language go both ways; a person’s native tongue influences the way he perceives music. The same progression of notes may sound different depending on the language the listener learned growing up. Speakers of tonal languages (most Asian languages) are much more likely than Westerners to have perfect pitch. All languages have a melody that is unique. Infants echo the inherent melodies of their native language when they cry, long before they speak."
HSH welcomes photos from all site and community happenings, including Joy Through Music and independent caroling - we love to see our families in action! HOME TO SCHOOL CONNECTION HOMEWORK: each family is asked to create a flat paper star 7"-10" in length/width and place in it a recent photograph of their HSH child engaged with music. Parents can borrow an HSH stapler and with their child position the star on the board in the hallway in January. This star will border our family boards this Winter, illuminating our PAC information. Please spread the word to your friends, so we can enjoys a twinkling border in the new year!
The following offering came from Early Childhood Exchange, December 20, 2010: "Early Brain Development Research Review and Update," Pam Schiller
"Linguists, psychologists, and neuro-scientists have recently changed their long held opinion about the relationship between speaking and singing. The latest data show that music and language are so intertwined that an awareness of music is critical to a baby’s language development. As children grow, music fosters their communication skills. Our sense of song helps us learn to talk, read, and even make friends.
"Brain areas governing music and language overlap. Music and language have much in common. Both are governed by rules and basic elements (word and notes). In language, words make phrases, which combine to make larg er phrases and eventually sentences. In music, notes combine and grow to form a melody.
"The neurological ties between music and language go both ways; a person’s native tongue influences the way he perceives music. The same progression of notes may sound different depending on the language the listener learned growing up. Speakers of tonal languages (most Asian languages) are much more likely than Westerners to have perfect pitch. All languages have a melody that is unique. Infants echo the inherent melodies of their native language when they cry, long before they speak."
Monday, December 13, 2010
Their Heads' in the Stars
Reported by Brown Bear: Mars is the Windy planet.
Reported by Brown Bear: Venus is the hottest planet.
Reported by Brown Bear: The Earth is turning, right now! But we don't fall down because it takes a long time.
Clarification by Brown Bear: It takes a whole day to turn around, but it takes a whole year to turn around the sun.
Clarification by Brown Bear: Yeah, it turns around in a day; it's a night, because it turns its back to the sun.
Reported by Butterfly: The Sun is a star.
Debated by Butterfly: No, it is not; it is the sun, not a star. The sun is round and hot, a star is a star up in the sky. It's not even the same thing.
Debated by Brown Bear: You just can't see it, but you can imagine it.
Home Sweet Home embarks on its' first fieldtrip of the school year with a journey to Chabot Science Center on Wednesday, December 15th to further research our big ideas about stars and light. Children are nto required to attend, and there will be activities in the Butterfly room and playground for people who prefer to stay.
Parent drivers will transport their child and friends for a morning of intense learning, wrapped up by lunch together and instruction on how to recycle our lunch remains. We anticipate leaving HSH by 9:00AM and returning to HSH no later than 2:00PM. Parents are asked to pay $7 by check made out to "Alternatives in Action" (memo: Chabot Science Center)
On Monday, December 13th the Geminid meteorites are highly visible in the night sky from dusk through dawn. Enjoy best viewing between 8:00PM and midnight.
Reported by Brown Bear: Venus is the hottest planet.
Reported by Brown Bear: The Earth is turning, right now! But we don't fall down because it takes a long time.
Clarification by Brown Bear: It takes a whole day to turn around, but it takes a whole year to turn around the sun.
Clarification by Brown Bear: Yeah, it turns around in a day; it's a night, because it turns its back to the sun.
Reported by Butterfly: The Sun is a star.
Debated by Butterfly: No, it is not; it is the sun, not a star. The sun is round and hot, a star is a star up in the sky. It's not even the same thing.
Debated by Brown Bear: You just can't see it, but you can imagine it.
Home Sweet Home embarks on its' first fieldtrip of the school year with a journey to Chabot Science Center on Wednesday, December 15th to further research our big ideas about stars and light. Children are nto required to attend, and there will be activities in the Butterfly room and playground for people who prefer to stay.
Parent drivers will transport their child and friends for a morning of intense learning, wrapped up by lunch together and instruction on how to recycle our lunch remains. We anticipate leaving HSH by 9:00AM and returning to HSH no later than 2:00PM. Parents are asked to pay $7 by check made out to "Alternatives in Action" (memo: Chabot Science Center)
On Monday, December 13th the Geminid meteorites are highly visible in the night sky from dusk through dawn. Enjoy best viewing between 8:00PM and midnight.
Mills College Children's School
Hey parents,
This is Allannah, and I want to tell all of you about our class trip to Mills College. So there we were, the five of us in Kathleen's car. We were oblivious of the wonders in our destination to come. We weren't allowed to listen to music, but that only made our trip even more memorable. When we got there, Kathleen introduced us to the vintage buildings, and gave us info on their history. Suddenly, we pull up to the Preschool center, eyes wide in awe. The whole scene was beautiful. You could see trees for miles. After we parked and got our notes together, we slowly walked toward the door, still examining the view. A nice lady named Debbie Brown introduced herself, as we started toward the first room.
Hello you awesome parents!
My name is Corinna. I am a big friend at Home Sweet Home and I am here to share my personal experience from Mills College. I love how the staff arrange their classrooms. The children could go as they please, but of course with adult supervision. I loved to see when all the parents gathered the children and sang songs and had a blast. The trees are the best for me because of how the breeze swept me off my feet. The directer is a very sweet and generous lady, she answered all of our questions and did a tour around the whole school and it was magnificent! Thank you for taking the time to open our letters of gratitude.
Hey this is Keith:
Last week we went on a field trip to Mills College to visit their day-care where I and the other Big Friends found very interesting ideas we would like to bring to Home Sweet Home. Like random days and free flow which means to leave the door open so the kids a choice on where they want to learn, and how to have things that're fun but yet also help them learn. For example: putting paint on some steps and paper on a trampoline and letting them paint their feet and jump. This helps them develop their motor skills and balance, but also lets them have fun while doing it.
This is Allannah, and I want to tell all of you about our class trip to Mills College. So there we were, the five of us in Kathleen's car. We were oblivious of the wonders in our destination to come. We weren't allowed to listen to music, but that only made our trip even more memorable. When we got there, Kathleen introduced us to the vintage buildings, and gave us info on their history. Suddenly, we pull up to the Preschool center, eyes wide in awe. The whole scene was beautiful. You could see trees for miles. After we parked and got our notes together, we slowly walked toward the door, still examining the view. A nice lady named Debbie Brown introduced herself, as we started toward the first room.
Hello you awesome parents!
My name is Corinna. I am a big friend at Home Sweet Home and I am here to share my personal experience from Mills College. I love how the staff arrange their classrooms. The children could go as they please, but of course with adult supervision. I loved to see when all the parents gathered the children and sang songs and had a blast. The trees are the best for me because of how the breeze swept me off my feet. The directer is a very sweet and generous lady, she answered all of our questions and did a tour around the whole school and it was magnificent! Thank you for taking the time to open our letters of gratitude.
Hey this is Keith:
Last week we went on a field trip to Mills College to visit their day-care where I and the other Big Friends found very interesting ideas we would like to bring to Home Sweet Home. Like random days and free flow which means to leave the door open so the kids a choice on where they want to learn, and how to have things that're fun but yet also help them learn. For example: putting paint on some steps and paper on a trampoline and letting them paint their feet and jump. This helps them develop their motor skills and balance, but also lets them have fun while doing it.
Thursday, December 2, 2010
December Birthdays!
Please give warm thoughts to our December birthday people!
12/5 - Lucy Allison
12/15 Grace and Olivia Martin
12/21 - Elisa Attias
12/27 - Malia Gordon
12/28 - Jack Crawford
12/5 - Lucy Allison
12/15 Grace and Olivia Martin
12/21 - Elisa Attias
12/27 - Malia Gordon
12/28 - Jack Crawford
Wednesday, December 1, 2010
Stars and Light
Our Joy Through Music event has been scheduled for Thursday, December 16, 2010 at 4:00PM in the Big Room.
Our Learning Community will use this opportunity to share our perceptions and understandings of light and stars, a current topic Home Sweet Home has undertaken in our Project Work. Children's beliefs may reflect cultural symbols and/or a strong curiousity about our solar system. It will be interesting to access their big ideas!
Children's dispositions to be interested, engaged, absorbed, and involved in intellectual effort are strengthened when they have ample opportunity to work on a topic or investigation over extended periods of time -Lilian Katz
After observing this emerging interest in stars and light over the past few months, Home Sweet Home educators have collaborated to further engage children with this topic. In addition to books and other resources and activities, teachers hold space for deep discussions. It is not the teacherly act of passing the accurate information of Science facts, it is the continuity of listening deeply to the children describe their perceptions, and acknowledging their process toward understanding. "How big IS the moon? It is very small, I can cover it with my thumb." Rather than seek refuge in our adult role to contradict and correct children's beliefs, adults acknowledge their ideas and structure provocations that will invite children to continue their explorations. Is our playground big enough to draw a chalk solar system? How can we know? Let's look at some stars tonight. How big do they get? How can we understand something that much bigger than ourselves? Where can we go to get more information? (Chabot Science Center on December 15th!)
What is Project Work?
A common dictionary definition of the word project reads: "an individual or collaborative enterprise that is carefully planned and designed to achieve a particular aim." Project Work at Home Sweet Home is in-depth investigation that is worthy of children's engagement, time, and energy because there is a high level of interest, and an opportunity for discovery and experience. The investigation can be long or short. A study will involve discussion, fieldwork, representation, lots and lots of questions, and can culminate in the form of a presentation or celebration of what has been learned.
In the early years, adults can be intentional and deliberate about strengthening children's intellectual and social aptitudes by providing children with a foundation of lifelong love of learning and desire to know more. Project work often engenders positive feelings about school experiences, feelings of belonging, sense of competency and self-confidence among children. Project work and investigative study is aligned to how children naturally learn. Children are born investigators and observers of their natural world. Through a process of collaboration and inquiry between children and their teachers pursuing deep understanding of a particular concept or idea, children develop skills of cooperation, investigation; theories develop, as well as a deeper understanding of our world.
With much gratitude to the parents who embrace these opportunities and hold this time for the children.
Our Learning Community will use this opportunity to share our perceptions and understandings of light and stars, a current topic Home Sweet Home has undertaken in our Project Work. Children's beliefs may reflect cultural symbols and/or a strong curiousity about our solar system. It will be interesting to access their big ideas!
Children's dispositions to be interested, engaged, absorbed, and involved in intellectual effort are strengthened when they have ample opportunity to work on a topic or investigation over extended periods of time -Lilian Katz
After observing this emerging interest in stars and light over the past few months, Home Sweet Home educators have collaborated to further engage children with this topic. In addition to books and other resources and activities, teachers hold space for deep discussions. It is not the teacherly act of passing the accurate information of Science facts, it is the continuity of listening deeply to the children describe their perceptions, and acknowledging their process toward understanding. "How big IS the moon? It is very small, I can cover it with my thumb." Rather than seek refuge in our adult role to contradict and correct children's beliefs, adults acknowledge their ideas and structure provocations that will invite children to continue their explorations. Is our playground big enough to draw a chalk solar system? How can we know? Let's look at some stars tonight. How big do they get? How can we understand something that much bigger than ourselves? Where can we go to get more information? (Chabot Science Center on December 15th!)
What is Project Work?
A common dictionary definition of the word project reads: "an individual or collaborative enterprise that is carefully planned and designed to achieve a particular aim." Project Work at Home Sweet Home is in-depth investigation that is worthy of children's engagement, time, and energy because there is a high level of interest, and an opportunity for discovery and experience. The investigation can be long or short. A study will involve discussion, fieldwork, representation, lots and lots of questions, and can culminate in the form of a presentation or celebration of what has been learned.
In the early years, adults can be intentional and deliberate about strengthening children's intellectual and social aptitudes by providing children with a foundation of lifelong love of learning and desire to know more. Project work often engenders positive feelings about school experiences, feelings of belonging, sense of competency and self-confidence among children. Project work and investigative study is aligned to how children naturally learn. Children are born investigators and observers of their natural world. Through a process of collaboration and inquiry between children and their teachers pursuing deep understanding of a particular concept or idea, children develop skills of cooperation, investigation; theories develop, as well as a deeper understanding of our world.
With much gratitude to the parents who embrace these opportunities and hold this time for the children.
Friday, November 26, 2010
Raising a Thankful Child
Being present and aware of the blessings we have been given is the greatest gift. Adults are often thankful for the gift of children. But how do we raise a thankful child?
(Below reprinted from Zero to Three http://www.zerotothree.org/)
Raising a Thankful Child
Being appreciative and thankful for what one has and for what others do for us—values we venture to guess most parents want their children to develop as they grow. But during those visits to the toy store, when your child is begging (or maybe even demanding or screaming) for the latest and greatest gadget she must have—you may wonder how (and when) children develop gratitude.
The fact is, it may take a few years yet for you to receive the thank you that you really deserve: Thank you for cupping your hand under my chin when I threw up my ravioli. Thank you for putting diaper ointment on me while I had that stomach thing. Thank you for cutting the scratchy labels out before I put on my shirt. Thank you for letting me watch the ants march by on the sidewalk for as long as I wanted. Thank you for always having tissues in your bag. Thank you for asking if the restaurant has crayons. Thanks for kissing my forehead when I have a bad dream. You’re the best!
So while children may not show outward appreciation or thankfulness much before age 3, like other values you want to instill in your child, you can start nurturing the idea of gratitude even in your child’s first year.
Ways to Raise a Thankful Child
Keep gifts reasonable. As tempting as it is to shower—or allow others to shower—your child with gifts, there are two important reasons not to. First, as children grow, it can be challenging to teach gratitude if they receive everything they ask for.
Secondly, a lot of gifts are overwhelming for small children. They can’t focus on or appreciate any one gift if they get so many. Often, they don’t even make it through opening all of them before they lose interest! Instead, you might suggest that family members choose 1 or 2 gifts for children. Explain that the fewer gifts, the more children will play with and appreciate them. If you are planning a large birthday party, consider asking close family members to bring gifts to a smaller event before the big one starts. For the big party, you might ask attendees to provide book donations for a local literacy programs or toys for disadvantaged children. This can be a good way to communicate the importance of giving and gratefulness.
Look for ways to be involved in community giving with your toddler. Between ages 2 and 3, you can begin to talk with your toddler about how he can help others who don’t have as much as he does. Look for opportunities with a clear connection between your child’s efforts and the recipients. Good choices include:
Helping dogs/cats at your local shelter: We are playing with these dogs and cats who need lots of love and attention.
Collecting canned foods for a local food pantry: We are helping people who need more food. They will eat the food we bring. Our food will help them feel strong and healthy.
Collecting jackets, hats and mittens for a local children’s program: The jackets we bring will help other children, just like you, stay warm during the winter.
Show thankfulness to your children. It’s easy to forget, but important to do. Thank you for cooperating at the doctor’s office. Thank you for getting your jacket when I asked. Thank you for coming right away when I said it was time to leave the park; I know it was hard for you to get off the swing. Thank you for your hug—it made me feel so happy!
Prompt children to use thankful words. Thankfulness is a complex idea. It will be a while yet before your child truly “gets” it. But reminding children to say “please” and “thank you” (beginning at about 18 months) is a good start. Because it will take some time for them to learn when to use these words, you’ll probably be providing prompts for a while.
Read books about what it means to be thankful. Books help children make sense of new ideas. Keep in mind that your child’s understanding of a book at 14 months will be different than what she gets out of it at 35 months—another good reason to share these stories over time. As she grows, talk with her about the stories and pictures and explore what it means to be “thankful.” Some age-appropriate choices for children aged 12 to 36-month-old include:
Biscuit Is Thankful by Alyssa Satin Capucilli and Pat Schories
Little Critter: Just So Thankful by Mercer Mayer
Feeling Thankful by Shelly Rotner
Thanksgiving Is for Giving Thanks by Margaret Sutherland
I’m Thankful Each Day by P.K. Hallninan
Giving Thanks: A Native American Good Morning Message by Jake Swamp
All the Places to Love by Patricia MacLachlan
Involve children in writing thank-you notes. While you can’t sit your young child down with a pen and a stack of cards, you can involve her in showing thanks in age-appropriate ways. Snap a photo of your baby or toddler playing with a new toy or wearing a new outfit and include it with your thank you note. Ask your toddler to draw a picture for the gift-giver and, again, include with your note. You can ask your toddler: Grampy got you a new truck. Do you like it? What do you like about it the best? Copy down your child’s words in the note you write. Toddlers can also be involved in sticking a stamp on the envelope and putting the note in the mailbox. Starting early makes this important tradition of gratitude an everyday part of children’s lives.
Start traditions for showing thanks. These traditions give children a lifetime memory of gratefulness and giving in the context of family. Some ideas:
Make a “what I am thankful for” tree. Use a paper towel tube for the trunk. Cut leaf shapes out of construction paper and write on each leaf something your child says he is thankful for. Glue the paper leaves onto the tube/trunk. Ideally, every family member who is old enough to participate should make a tree each year.
Begin dinnertime once a week with every family member saying something they are grateful for.
Instead of a birthday gifts, write your child an “appreciation letter” describing all the different ways your child has grown and changed that year, and all the things you love and appreciate about him. These letters, beginning in each child’s first year, can be kept in a special binder in children’s rooms.
Think about what it means to be thankful in your family and culture. Share stories about gratefulness that are drawn from your family history, community and culture. For example, one family tells their son a story about his grandmother who, during the Great Depression, once received only an orange for Christmas but “it was the sweetest orange she ever had and she was grateful.” Each year, along with his other gifts, the son receives an orange as well.
His mother remembers, When our son was 3 and heard this story, he just focused on how his grandmother didn’t get any toys. When he was 7, he said he felt sad for his Grandma just getting the orange and wanted to get her something ‘really good’ that year for Christmas. By the time he was 11, he really got the point of the story. When we handed him his Christmas orange, he told us, ’You know, I think mine is the sweetest I ever had, too.’ The story really became a way for him to connect with our past as a family.
(Below reprinted from Zero to Three http://www.zerotothree.org/)
Raising a Thankful Child
Being appreciative and thankful for what one has and for what others do for us—values we venture to guess most parents want their children to develop as they grow. But during those visits to the toy store, when your child is begging (or maybe even demanding or screaming) for the latest and greatest gadget she must have—you may wonder how (and when) children develop gratitude.
The fact is, it may take a few years yet for you to receive the thank you that you really deserve: Thank you for cupping your hand under my chin when I threw up my ravioli. Thank you for putting diaper ointment on me while I had that stomach thing. Thank you for cutting the scratchy labels out before I put on my shirt. Thank you for letting me watch the ants march by on the sidewalk for as long as I wanted. Thank you for always having tissues in your bag. Thank you for asking if the restaurant has crayons. Thanks for kissing my forehead when I have a bad dream. You’re the best!
So while children may not show outward appreciation or thankfulness much before age 3, like other values you want to instill in your child, you can start nurturing the idea of gratitude even in your child’s first year.
Ways to Raise a Thankful Child
Keep gifts reasonable. As tempting as it is to shower—or allow others to shower—your child with gifts, there are two important reasons not to. First, as children grow, it can be challenging to teach gratitude if they receive everything they ask for.
Secondly, a lot of gifts are overwhelming for small children. They can’t focus on or appreciate any one gift if they get so many. Often, they don’t even make it through opening all of them before they lose interest! Instead, you might suggest that family members choose 1 or 2 gifts for children. Explain that the fewer gifts, the more children will play with and appreciate them. If you are planning a large birthday party, consider asking close family members to bring gifts to a smaller event before the big one starts. For the big party, you might ask attendees to provide book donations for a local literacy programs or toys for disadvantaged children. This can be a good way to communicate the importance of giving and gratefulness.
Look for ways to be involved in community giving with your toddler. Between ages 2 and 3, you can begin to talk with your toddler about how he can help others who don’t have as much as he does. Look for opportunities with a clear connection between your child’s efforts and the recipients. Good choices include:
Helping dogs/cats at your local shelter: We are playing with these dogs and cats who need lots of love and attention.
Collecting canned foods for a local food pantry: We are helping people who need more food. They will eat the food we bring. Our food will help them feel strong and healthy.
Collecting jackets, hats and mittens for a local children’s program: The jackets we bring will help other children, just like you, stay warm during the winter.
Show thankfulness to your children. It’s easy to forget, but important to do. Thank you for cooperating at the doctor’s office. Thank you for getting your jacket when I asked. Thank you for coming right away when I said it was time to leave the park; I know it was hard for you to get off the swing. Thank you for your hug—it made me feel so happy!
Prompt children to use thankful words. Thankfulness is a complex idea. It will be a while yet before your child truly “gets” it. But reminding children to say “please” and “thank you” (beginning at about 18 months) is a good start. Because it will take some time for them to learn when to use these words, you’ll probably be providing prompts for a while.
Read books about what it means to be thankful. Books help children make sense of new ideas. Keep in mind that your child’s understanding of a book at 14 months will be different than what she gets out of it at 35 months—another good reason to share these stories over time. As she grows, talk with her about the stories and pictures and explore what it means to be “thankful.” Some age-appropriate choices for children aged 12 to 36-month-old include:
Biscuit Is Thankful by Alyssa Satin Capucilli and Pat Schories
Little Critter: Just So Thankful by Mercer Mayer
Feeling Thankful by Shelly Rotner
Thanksgiving Is for Giving Thanks by Margaret Sutherland
I’m Thankful Each Day by P.K. Hallninan
Giving Thanks: A Native American Good Morning Message by Jake Swamp
All the Places to Love by Patricia MacLachlan
Involve children in writing thank-you notes. While you can’t sit your young child down with a pen and a stack of cards, you can involve her in showing thanks in age-appropriate ways. Snap a photo of your baby or toddler playing with a new toy or wearing a new outfit and include it with your thank you note. Ask your toddler to draw a picture for the gift-giver and, again, include with your note. You can ask your toddler: Grampy got you a new truck. Do you like it? What do you like about it the best? Copy down your child’s words in the note you write. Toddlers can also be involved in sticking a stamp on the envelope and putting the note in the mailbox. Starting early makes this important tradition of gratitude an everyday part of children’s lives.
Start traditions for showing thanks. These traditions give children a lifetime memory of gratefulness and giving in the context of family. Some ideas:
Make a “what I am thankful for” tree. Use a paper towel tube for the trunk. Cut leaf shapes out of construction paper and write on each leaf something your child says he is thankful for. Glue the paper leaves onto the tube/trunk. Ideally, every family member who is old enough to participate should make a tree each year.
Begin dinnertime once a week with every family member saying something they are grateful for.
Instead of a birthday gifts, write your child an “appreciation letter” describing all the different ways your child has grown and changed that year, and all the things you love and appreciate about him. These letters, beginning in each child’s first year, can be kept in a special binder in children’s rooms.
Think about what it means to be thankful in your family and culture. Share stories about gratefulness that are drawn from your family history, community and culture. For example, one family tells their son a story about his grandmother who, during the Great Depression, once received only an orange for Christmas but “it was the sweetest orange she ever had and she was grateful.” Each year, along with his other gifts, the son receives an orange as well.
His mother remembers, When our son was 3 and heard this story, he just focused on how his grandmother didn’t get any toys. When he was 7, he said he felt sad for his Grandma just getting the orange and wanted to get her something ‘really good’ that year for Christmas. By the time he was 11, he really got the point of the story. When we handed him his Christmas orange, he told us, ’You know, I think mine is the sweetest I ever had, too.’ The story really became a way for him to connect with our past as a family.
Thursday, November 18, 2010
Winter Celebrations
The Home Sweet Home community will be celebrating the winter holidays and honoring family traditions throughout the month of December. Parents are encouraged to share family holiday/seasonal traditions with the children by bringing in books or orchestrating cooking or craft projects that reflect cultural holiday traditions important to their families. This could be as simple as reading a story to the group at circle time or as elaborate as baking Challah. Grandparents and extended family are invited to participate as well. Please communicate your availability to teachers so that your share can go on the calendar.
On Friday, December 17th at 10:00am the Home Sweet Home community is invited to the “Joy Through Music” holiday party. This will be a joint effort between the Special Events committee and parent musicians. The theme is “Stars: a Light in the Darkness”. The teachers will be exploring the concept of stars in Nature during the month of December and the children will be performing some star related songs as a group at the party. We will be treated to performances from our talented parent musicians and interested children are encouraged to choose and practice at home, a star-themed piece such as a song or a poem to perform solo or with friends or family . For example, Jasper wants to sing a song with his Grandma (perhaps the stage fright will settle in and we will be treated to just Grandma). Parents are invited to help their children create a star/light costume for to wear on this day. This could be a costume that represents light within their holiday tradition or, for the aspiring astrophysicist, a solar system headpiece. There will be a potluck immediately following the performances. We will post a food sign-up sheet in the next few weeks. The Big Friends will be creating an Evite for all current families and alumni. Extended family members are encouraged to attend as well.
On a personal note, I wanted to acknowledge that December can be a really busy month for working parents. I had to miss the last two years of special events at Home Sweet Home because of work commitments and I always felt pretty bummed out that I couldn’t be there. If you can’t make it it’s not the end of the world. We are going to tape it so that all parents can share in what will probably be a very sweet party. If you don’t have time to make a costume, please let me know and I can help you out. If you don’t have time to do a parent share, no big deal. If you want to become more involved with this event, we will be having a Special Events committee meeting on Wednesday December 1st at 5pm.
Cheers!
Heather (Jasper’s Mom)
On Friday, December 17th at 10:00am the Home Sweet Home community is invited to the “Joy Through Music” holiday party. This will be a joint effort between the Special Events committee and parent musicians. The theme is “Stars: a Light in the Darkness”. The teachers will be exploring the concept of stars in Nature during the month of December and the children will be performing some star related songs as a group at the party. We will be treated to performances from our talented parent musicians and interested children are encouraged to choose and practice at home, a star-themed piece such as a song or a poem to perform solo or with friends or family . For example, Jasper wants to sing a song with his Grandma (perhaps the stage fright will settle in and we will be treated to just Grandma). Parents are invited to help their children create a star/light costume for to wear on this day. This could be a costume that represents light within their holiday tradition or, for the aspiring astrophysicist, a solar system headpiece. There will be a potluck immediately following the performances. We will post a food sign-up sheet in the next few weeks. The Big Friends will be creating an Evite for all current families and alumni. Extended family members are encouraged to attend as well.
On a personal note, I wanted to acknowledge that December can be a really busy month for working parents. I had to miss the last two years of special events at Home Sweet Home because of work commitments and I always felt pretty bummed out that I couldn’t be there. If you can’t make it it’s not the end of the world. We are going to tape it so that all parents can share in what will probably be a very sweet party. If you don’t have time to make a costume, please let me know and I can help you out. If you don’t have time to do a parent share, no big deal. If you want to become more involved with this event, we will be having a Special Events committee meeting on Wednesday December 1st at 5pm.
Cheers!
Heather (Jasper’s Mom)
Tuesday, November 16, 2010
Making Sweet Music
The Music Committee met again this morning and mapped out a curriculum called "Instrument of the Month". The goal will be for children to engage with a musician and learn about an instrument each month (or more frequently.) Parents are invited to sign up for their speciality and/or volunteer a friend with this talent.
2011
January - Paul (Emmett's dad) fretted instruments
February - Dina (Cosmo's mom) viola
March - Clark (Cosmo's dad) accordian (date tentative)
As a specific day and time are nailed down, we invite all our Home Sweet Home children to join in for this special celebration. Parents, please feel free to drop-in for the music event with your child even if this is not your regular attendance day.
The Joy Through Music event is Friday, December 17, 2010 from 10:00AM - 12:00PM. There will be more details released by parent leadership. We appreciate that not all parents can join us at this time, so we are trying to film the event and release to parents on dvd.
2011
January - Paul (Emmett's dad) fretted instruments
February - Dina (Cosmo's mom) viola
March - Clark (Cosmo's dad) accordian (date tentative)
As a specific day and time are nailed down, we invite all our Home Sweet Home children to join in for this special celebration. Parents, please feel free to drop-in for the music event with your child even if this is not your regular attendance day.
The Joy Through Music event is Friday, December 17, 2010 from 10:00AM - 12:00PM. There will be more details released by parent leadership. We appreciate that not all parents can join us at this time, so we are trying to film the event and release to parents on dvd.
Monday, November 15, 2010
A New Baby
Tyler Elizabeth Price (7 lbs., 6oz) was born at 4:00PM on Saturday, November 13th! Congratulations to Cierra and Larry on this great joy!
Tuesday, November 9, 2010
Gratitude
It's pretty fabulous that cool things just keep happening at Home Sweet Home. This morning Kris (Katy's mom) and Federica (Elisa's mom) came to support garden clean-up and set-up the worm compost factory. This is literally fun in a bucket - a bucket full of writhing Lumbricus terrestris! With newspaper scraps, mulch and layers of organic fruit waste, our kids watered their worms and got the factory up and running. Check it out in the "new" garden - next to the log cabin. Phase two is more wine cask planters and starting our Winter Garden (kale, cauliflower and cabbages).
Our sandbox continues to be a source of pride and pleasure. Home Sweet Home is working with Ava Brandt's grandparents to get in a nice load of playground sand - and we will top it with some silica free sand.
Heather (Jasper's mom) set up a pretty cute clothesline to surprise and celebrate Cierra! Many thanks to all the parents who brought in gifts to decorate the day, and kudos to Heather for her muffin madness.
What a wonderful month - warm or rainy, Home Sweet Home is grateful to all our friends for continuing to enhance our learning community with incredible talent, hard work and positive energy.
Our sandbox continues to be a source of pride and pleasure. Home Sweet Home is working with Ava Brandt's grandparents to get in a nice load of playground sand - and we will top it with some silica free sand.
Heather (Jasper's mom) set up a pretty cute clothesline to surprise and celebrate Cierra! Many thanks to all the parents who brought in gifts to decorate the day, and kudos to Heather for her muffin madness.
What a wonderful month - warm or rainy, Home Sweet Home is grateful to all our friends for continuing to enhance our learning community with incredible talent, hard work and positive energy.
Monday, November 1, 2010
Special Days in November
Thursday, November 18, 2010 - Parent Education Night
Kathleen provides information on how Home Sweet Home seeks to deliver the concept of Children's 100 Languages from Reggio Emilia through our environment, flow of the day, and relationship with families. 6:00PM-8:00PM
Big Friend Feast on Friday, November 19, 2010!
Please feel free to come and banquet with our BASE high school and Home Sweet Home children from 12:00-1:00. No need to send lunch this day - children will eat with their Big Friends! Banquet contribution sign-up sheet will be posted November 12th.
Birthday Celebrations for our Home Sweet Home Children!
Sing it out for:
Dashiell Von Stroheim = 11/5
Giuliana Means = 11/9
Cash Davidson = 11/10
Ziggy Mintz = 11/19
Gabriel Speed = 11/25
Violet Sorenson = 11/29
Acknowledgements
Many thanks to fearless leader Dorinda Von Stroheim (Dashiell's mom) and all of our dedicated parents who delivered such a wonderful Halloween Carnival. It was truly a spooktacular event that thrilled the children and impressed the staff. We are very grateful!
Thank you to all the parents who participated in our Parent Teacher Conference Day! We appreciate the time honored to discuss your unique and wonderful child. The Omnibus Work Sampling System is designed to enhance the process of teacher observation. By providing a developmental context through identifying a specific skill, behavior or accomplishment, teachers can use Omnibus as a tool to reflect on their observation of individual children in the classroom and share this perception with team members and families. The most valuable opportunity that Parent-Teacher conference provides is the exchange of information between home and school. Because children often highlight a different set of skills at home, parents who share their view of their child provide teachers with a strong understanding of the Whole Child. This insight profoundly supports the activities and design of learning environment.
Kathleen provides information on how Home Sweet Home seeks to deliver the concept of Children's 100 Languages from Reggio Emilia through our environment, flow of the day, and relationship with families. 6:00PM-8:00PM
Big Friend Feast on Friday, November 19, 2010!
Please feel free to come and banquet with our BASE high school and Home Sweet Home children from 12:00-1:00. No need to send lunch this day - children will eat with their Big Friends! Banquet contribution sign-up sheet will be posted November 12th.
Birthday Celebrations for our Home Sweet Home Children!
Sing it out for:
Dashiell Von Stroheim = 11/5
Giuliana Means = 11/9
Cash Davidson = 11/10
Ziggy Mintz = 11/19
Gabriel Speed = 11/25
Violet Sorenson = 11/29
Acknowledgements
Many thanks to fearless leader Dorinda Von Stroheim (Dashiell's mom) and all of our dedicated parents who delivered such a wonderful Halloween Carnival. It was truly a spooktacular event that thrilled the children and impressed the staff. We are very grateful!
Thank you to all the parents who participated in our Parent Teacher Conference Day! We appreciate the time honored to discuss your unique and wonderful child. The Omnibus Work Sampling System is designed to enhance the process of teacher observation. By providing a developmental context through identifying a specific skill, behavior or accomplishment, teachers can use Omnibus as a tool to reflect on their observation of individual children in the classroom and share this perception with team members and families. The most valuable opportunity that Parent-Teacher conference provides is the exchange of information between home and school. Because children often highlight a different set of skills at home, parents who share their view of their child provide teachers with a strong understanding of the Whole Child. This insight profoundly supports the activities and design of learning environment.
Saturday, October 23, 2010
Community Build Fall 2010
Hey, so maybe it rained, but we are certainly not all wet!
Sooooo many projects got accomplished with the magic hands and mighty minds of our dedicated volunteers. The Sand Box; rehanging the shades, painting and mounting the nap bag hooks, the curtain rod, and all the small details of cleaning and repairing that make a huge difference.
With appreciation for Billy Davidson's coordination as Build Committee Chair and many thanks to our hardworking crew:
Joe Anakata (Michael's dad); Christa and Issa Brandt (Ava's parents); Federica Colla (Elisa's mom); David Elias (Shani's dad); Andrew Fletcher and Kris Palmer (Katy's parents); Lisa Hilley and Chris Martin (Olivia and Grace's parents); Keith Lewis (Big Friend); Annalee and John Mintz (Ziggy's parents); Cierra Price (teacher); Bill and Camille Reynolds (Elizabeth's parents); Kate and Michael Ruggiero (Jackson's parents); Tanoa Stewart (Mylie's dad); Jenny Tran (Big Friend); Artensia Young (teacher); and Sky Young (teacher).
Sooooo many projects got accomplished with the magic hands and mighty minds of our dedicated volunteers. The Sand Box; rehanging the shades, painting and mounting the nap bag hooks, the curtain rod, and all the small details of cleaning and repairing that make a huge difference.
With appreciation for Billy Davidson's coordination as Build Committee Chair and many thanks to our hardworking crew:
Joe Anakata (Michael's dad); Christa and Issa Brandt (Ava's parents); Federica Colla (Elisa's mom); David Elias (Shani's dad); Andrew Fletcher and Kris Palmer (Katy's parents); Lisa Hilley and Chris Martin (Olivia and Grace's parents); Keith Lewis (Big Friend); Annalee and John Mintz (Ziggy's parents); Cierra Price (teacher); Bill and Camille Reynolds (Elizabeth's parents); Kate and Michael Ruggiero (Jackson's parents); Tanoa Stewart (Mylie's dad); Jenny Tran (Big Friend); Artensia Young (teacher); and Sky Young (teacher).
Wednesday, October 20, 2010
How Much Fun Can You Have at the Fall Festival?
Thursday, October 28, 2010 is the Home Sweet Home Halloween Carnival from 4:00PM - 6:00PM! All families are encouraged to attend with all their children, parents, grandparents and assorted loved ones. The event is from 4:00PM - 6:00PM in the Alternatives in Action BIG ROOM (across the hallway from our playground).
Lovely decorations, yummy snacks and six booths to explore will be complemented by a Costume Parade and dance lesson for "The Monster Mash".
Children attending Home Sweet Home this day are asked to bring their costume in a bag (labeled with their name) and Big Friends will help them to get dressed up after 3:00PM. In this way we hope to help costumes stay intact for the big night on Sunday, October 31, 2010!
Many thanks to all the parents and Big Friends who volunteered their time and talents to support our children's joy, including: Keith; Jessica; Nancy; Raven and Shabreia; Dorinda Von Stroheim (Dashiell's mom), Event Chair; Heather Jennings (Jasper's mom) Special Events Committee Chair; Kimberly Anakata (Michael's mom); Christa and Issa Brandt (Ava's mom and dad); Stephanie Lapachet (Pierce's mom); Kelly Conley (Giuliana's mom); Shivaun McDonald (Emmett's mom); Deborah Hodgkinson (Lucy's mom); Annalee Mintz (Ziggy's mom) and Lea Speed (Dylan and Gabe's mom).
Wanna help and don't know how to get involved? Please contact Dorinda or Heather through parentsofhome@yahoogroups.com.
Lovely decorations, yummy snacks and six booths to explore will be complemented by a Costume Parade and dance lesson for "The Monster Mash".
Children attending Home Sweet Home this day are asked to bring their costume in a bag (labeled with their name) and Big Friends will help them to get dressed up after 3:00PM. In this way we hope to help costumes stay intact for the big night on Sunday, October 31, 2010!
Many thanks to all the parents and Big Friends who volunteered their time and talents to support our children's joy, including: Keith; Jessica; Nancy; Raven and Shabreia; Dorinda Von Stroheim (Dashiell's mom), Event Chair; Heather Jennings (Jasper's mom) Special Events Committee Chair; Kimberly Anakata (Michael's mom); Christa and Issa Brandt (Ava's mom and dad); Stephanie Lapachet (Pierce's mom); Kelly Conley (Giuliana's mom); Shivaun McDonald (Emmett's mom); Deborah Hodgkinson (Lucy's mom); Annalee Mintz (Ziggy's mom) and Lea Speed (Dylan and Gabe's mom).
Wanna help and don't know how to get involved? Please contact Dorinda or Heather through parentsofhome@yahoogroups.com.
Tuesday, October 12, 2010
Alternatives in Action BIG NEWS
The photograph above features the work of our youth at Life Academy now on display at the Oakland Museum for Dia de los Muertos. Home Sweet Home is thrilled to welcome 10 interns from Life Academy who will be observing and working in our preschool on Monday and Wednesday afternoons!
The Alternatives in Action youth from the summer program will be presenting The Real Me Movement on Tuesday, Oct 12th to the Alameda Unified School District. Check out their website at http://www.facebook.com/pages/Real-Me-Movement/129259223782811
Home Sweet Home welcomed 10 alumni back to school on Friday, October 8th. A morning of messy Art was supported by Big Friends Alannah, Nancy and Raven. 100% of attendees polled would like to come back in November for clay play and muffin making!
SAVE THE DATE! Wednesday, October 20th is the Candidates Forum - the ONLY youth run Candidates Forum on the island! Please come out at 6:30PM and support our youth in this huge endeavor. For parents that would like to earn volunteer hours supporting this event through set-up and clean-up, please connect with Dawn Humphrey at 748-4314 ext 302. Our target goal is to contribute 40 adults to the audience, please invite your family, friends and neighbors.
It is Charter renewel year for the Bay Area School of Enterprise. Home Sweet Home is well aware of the special place we hold as the lab for the BASE Child Development program. It is exciting to be a part of the high school that has the first student written charter in the United States! Please be aware that AUSD site visits will be happening this Fall. Feel free to share your child's experience with our Big Friends to our site visitors.
Child Development students support the Omnibus Work Sampling System for Home Sweet Home Parent-Teacher Conferences. Every class day, Big Friends spend the first 10 minutes journaling about their interactions with children during lab hours. Cierra and Kathleen have begun to utilize the journal reflections to appreciate how often children and Big Friends interact, and where, how and why. The youth's perceptions will be weighed with the teachers' observations to get a picture of the Whole Child.
The Alternatives in Action youth from the summer program will be presenting The Real Me Movement on Tuesday, Oct 12th to the Alameda Unified School District. Check out their website at http://www.facebook.com/pages/Real-Me-Movement/129259223782811
Home Sweet Home welcomed 10 alumni back to school on Friday, October 8th. A morning of messy Art was supported by Big Friends Alannah, Nancy and Raven. 100% of attendees polled would like to come back in November for clay play and muffin making!
SAVE THE DATE! Wednesday, October 20th is the Candidates Forum - the ONLY youth run Candidates Forum on the island! Please come out at 6:30PM and support our youth in this huge endeavor. For parents that would like to earn volunteer hours supporting this event through set-up and clean-up, please connect with Dawn Humphrey at 748-4314 ext 302. Our target goal is to contribute 40 adults to the audience, please invite your family, friends and neighbors.
It is Charter renewel year for the Bay Area School of Enterprise. Home Sweet Home is well aware of the special place we hold as the lab for the BASE Child Development program. It is exciting to be a part of the high school that has the first student written charter in the United States! Please be aware that AUSD site visits will be happening this Fall. Feel free to share your child's experience with our Big Friends to our site visitors.
Child Development students support the Omnibus Work Sampling System for Home Sweet Home Parent-Teacher Conferences. Every class day, Big Friends spend the first 10 minutes journaling about their interactions with children during lab hours. Cierra and Kathleen have begun to utilize the journal reflections to appreciate how often children and Big Friends interact, and where, how and why. The youth's perceptions will be weighed with the teachers' observations to get a picture of the Whole Child.
Tuesday, October 5, 2010
Parent-Teacher Conferences
On Friday, October 29th Home Sweet Home will facilitate Parent-Teacher Conferences.
In preparation for this opportunity, the following summary of reasons favoring parent participation is reproduced from a translated conversation between Sergio Spaggiari (Director of Education, Reggio Schools) and Lella Gandini (Pedagogista, Reggio Schools)from "The Hundred Languages of Children" (second edition):
*The education of young children is of major importance and is of concern to all. It can be limited neither just to the home nor just to the school. It occurs in many places and no one place can claim to be all encompassing or exclusive. Each environment must be aware of the partial and incomplete role it plays and must therefore seek to collaborate and be integrated with others.
* A child is biologically predisposed to relating to others and of being the major actor in the playing out of his or her own life. For this reason early learning centers are educational communities, places not so much where one educates, but where one is educated, a place where interested parties (children, teachers and parents) are at the same time both teachers and learners.
* The participation and active involvement of the parent in the school is perceived and appreciated by the child who can derive from it a sense of security besides seeing it as a model and incentive for his or her own personal growth.
To best facilitate conferences and honor time for parents and teachers to exchange information, Home Sweet Home has calendared one day in October and one day in May one year in advance. The goal is very much to promote 100% parent involvement for this essential communication. Please be reminded that Home Sweet Home is closed for children's direct-program on Conference Days. Teachers respectfully ask parents to attend conferences without their child/ren present. An exception will be made for nursing babes in arms.
In preparation for this opportunity, the following summary of reasons favoring parent participation is reproduced from a translated conversation between Sergio Spaggiari (Director of Education, Reggio Schools) and Lella Gandini (Pedagogista, Reggio Schools)from "The Hundred Languages of Children" (second edition):
*The education of young children is of major importance and is of concern to all. It can be limited neither just to the home nor just to the school. It occurs in many places and no one place can claim to be all encompassing or exclusive. Each environment must be aware of the partial and incomplete role it plays and must therefore seek to collaborate and be integrated with others.
* A child is biologically predisposed to relating to others and of being the major actor in the playing out of his or her own life. For this reason early learning centers are educational communities, places not so much where one educates, but where one is educated, a place where interested parties (children, teachers and parents) are at the same time both teachers and learners.
* The participation and active involvement of the parent in the school is perceived and appreciated by the child who can derive from it a sense of security besides seeing it as a model and incentive for his or her own personal growth.
To best facilitate conferences and honor time for parents and teachers to exchange information, Home Sweet Home has calendared one day in October and one day in May one year in advance. The goal is very much to promote 100% parent involvement for this essential communication. Please be reminded that Home Sweet Home is closed for children's direct-program on Conference Days. Teachers respectfully ask parents to attend conferences without their child/ren present. An exception will be made for nursing babes in arms.
Monday, October 4, 2010
October Birthdays!
10/1 - Pierce
10/14 - Jackson
10/17 - Adrian
10/18 - Bruno
10/30 - Kira
Please be sure to wish our friends a wonderful birthday and happiness the whole year through!
10/14 - Jackson
10/17 - Adrian
10/18 - Bruno
10/30 - Kira
Please be sure to wish our friends a wonderful birthday and happiness the whole year through!
Wednesday, September 22, 2010
Reflecting on Children's Power Play
Parents are often shocked when their child, carefully raised in an intentionally anti-violent environment, takes a bite out of a PBJ sandwich, points it and says "Bang, bang, you're dead." Adults have strong feelings when they witness children's power play. How do we honor children's right and need to work out their big ideas through fantasy while honoring our own values? How do we honor the right of every family in a diverse learning community when values are not precisely aligned? We respectfully acknowledge that this is a process dependent on trust and discourse between teachers, parents and children.
There is tremendous importance for Preschool to provide powerful opportunities for young children to be in control, to feel strong and to channel that natural powerful energy into activities and playful situations. It is essential that all children have outlets for their feelings and emotions, and are in safe places where adults are not threatened by an angry, sad, energetic, loud or upset child.
The topic of power play links to many themes: gender role-playing, "boy play" vs. "girl play", gun play, media themes and narrative, peacebuilding, and problem-solving. It is important for a learning community to create a safe space for adults to explore adult assumptions about and their projections on to children’s play.
Why does Power Playing appeal to children?
CONTROL: Being in charge, strong, physical power, capes, goggles, flying, all knowing, all good, instant powers with the wearing of a cape, loose parts, holding the hose, pouring own milk, making real choices, adults not helicoptering (hovering), risk taking activities, hiding.
NEW ROLES: Characters, new roles, new powers, new characteristics. How does her/his self-perception change when the child wears a mask or cape, high heels, goggles, big boots, fire fighter hat, carry around a hose, etc. etc. ? How is everyone reacting to the costume change?
TENSION RELEASE: A release of frustration, tension, stress, kids are able to exercise leadership, authority, jumping around, being loud. Moving around is a big release for children and adults! "Look at me! I’m running with a cape which is different then running without one! Look at me! We are playing tag and chase with capes and goggles!"
VIGOROUS PHYSICAL ACTIVITY: Running, jumping, shouting, chasing, tying the cape, dragging the sheets, shouting, wrestling, climbing to the top of the tree, throwing a tire, pulling up a crate…
Things to think about and talk about:
• Does the environment allow these needs to be met?
• Are there specific children in the program who especially have these needs?
• Who are they?
• What can adults do for them? (Through interactions and environmental design.)
• Can adults identify a few obstacles in the way of doing these things?
• What are adult fears? Strengths?
When Power Play emerges adults have choices:
1. Ban it
2. Ignore it
3. Allow it with limits
4. Facilitate it
Benefits of Facilitating:
• Power and prestige not usually available to children
• Language skills, creativity, divergent thinking, problem solving, cooperation, relationships with peers ("Check-in with your friend, is he comfortable with what you are doing?")
• Take on attributes and characteristics of the things children (often) fear. This enables them to be the master of their fear….if even for a moment
• Vigorous physical activity
What happens when adults ban it?
• Kids begin to hide their interests and activities from adults
• Adults are no longer a part of the conversation or interactions
• Children keep the power, but mask the narrative by changing the rule: "It’s not a gun (sword, light saber, blaster), it’s a train, ship, plane…"
The essential question is do we want children to be obedient to a rule or cooperative to a value? This can only develop when adults and children engage in a trust relationship. Children will explore themes that make adults uncomfortable, indeed these themes will often scare themselves. How adults thoughtfully respond rather than how they react (out of grown-up discomfort or fear) will determine the child's subsequent behavior.
Adults must trust the process of their own observation, investigation and inquiry. Adults will remove the novelty (of the child's undesirable behavior) by knowing (individually) what are our adult buttons and how fast a child is able to identify them (and push on them. . .hard). By being fully present and open as educators, we ensure children's development of communication, problem solving and social skills. How adults respectfully share their needs, values and observations with one another will support healthy, open discourse and problem-solving. This will create a learning community where children feel accepted and valued, and every child and adult feels safe.
There is tremendous importance for Preschool to provide powerful opportunities for young children to be in control, to feel strong and to channel that natural powerful energy into activities and playful situations. It is essential that all children have outlets for their feelings and emotions, and are in safe places where adults are not threatened by an angry, sad, energetic, loud or upset child.
The topic of power play links to many themes: gender role-playing, "boy play" vs. "girl play", gun play, media themes and narrative, peacebuilding, and problem-solving. It is important for a learning community to create a safe space for adults to explore adult assumptions about and their projections on to children’s play.
Why does Power Playing appeal to children?
CONTROL: Being in charge, strong, physical power, capes, goggles, flying, all knowing, all good, instant powers with the wearing of a cape, loose parts, holding the hose, pouring own milk, making real choices, adults not helicoptering (hovering), risk taking activities, hiding.
NEW ROLES: Characters, new roles, new powers, new characteristics. How does her/his self-perception change when the child wears a mask or cape, high heels, goggles, big boots, fire fighter hat, carry around a hose, etc. etc. ? How is everyone reacting to the costume change?
TENSION RELEASE: A release of frustration, tension, stress, kids are able to exercise leadership, authority, jumping around, being loud. Moving around is a big release for children and adults! "Look at me! I’m running with a cape which is different then running without one! Look at me! We are playing tag and chase with capes and goggles!"
VIGOROUS PHYSICAL ACTIVITY: Running, jumping, shouting, chasing, tying the cape, dragging the sheets, shouting, wrestling, climbing to the top of the tree, throwing a tire, pulling up a crate…
Things to think about and talk about:
• Does the environment allow these needs to be met?
• Are there specific children in the program who especially have these needs?
• Who are they?
• What can adults do for them? (Through interactions and environmental design.)
• Can adults identify a few obstacles in the way of doing these things?
• What are adult fears? Strengths?
When Power Play emerges adults have choices:
1. Ban it
2. Ignore it
3. Allow it with limits
4. Facilitate it
Benefits of Facilitating:
• Power and prestige not usually available to children
• Language skills, creativity, divergent thinking, problem solving, cooperation, relationships with peers ("Check-in with your friend, is he comfortable with what you are doing?")
• Take on attributes and characteristics of the things children (often) fear. This enables them to be the master of their fear….if even for a moment
• Vigorous physical activity
What happens when adults ban it?
• Kids begin to hide their interests and activities from adults
• Adults are no longer a part of the conversation or interactions
• Children keep the power, but mask the narrative by changing the rule: "It’s not a gun (sword, light saber, blaster), it’s a train, ship, plane…"
The essential question is do we want children to be obedient to a rule or cooperative to a value? This can only develop when adults and children engage in a trust relationship. Children will explore themes that make adults uncomfortable, indeed these themes will often scare themselves. How adults thoughtfully respond rather than how they react (out of grown-up discomfort or fear) will determine the child's subsequent behavior.
Adults must trust the process of their own observation, investigation and inquiry. Adults will remove the novelty (of the child's undesirable behavior) by knowing (individually) what are our adult buttons and how fast a child is able to identify them (and push on them. . .hard). By being fully present and open as educators, we ensure children's development of communication, problem solving and social skills. How adults respectfully share their needs, values and observations with one another will support healthy, open discourse and problem-solving. This will create a learning community where children feel accepted and valued, and every child and adult feels safe.
Monday, September 20, 2010
Back to School Night Wednesday, September 22nd!
An exciting youth-parent-teacher event is just around the corner! The Home Sweet Home Back to School Night has been designed by youth and teachers to give parents a window into their child's world. The following is our anticipated Agenda for the evening.
4:30PM - 5:45PM Big Friend Meet and Greet (Big Room)
Graduation 2010 Slideshow (glimpse of the future)
Nature Education presentation by Keith
Light refreshments and lemonade will be served.
5:45PM - 6:00PM Omnibus Guidelines (Big Room)
Kathleen will provide a quick overview of the developmentally
appropriate assessment process and the desired outcomes of the
Parent Teacher Conferences.
6:00PM - 6:15PM PAC Committee Chairs (Big Room)
Parent leadership will discuss volunteer opportunities.
6:15PM - 7:00PM Teacher Presentations
Butterfly Parents (Room #1)
Brown Bear Parents (Room #2)
7:00PM - 7:15PM Q & A
Parents who have signed up for child care:
Please sign your child out of Home Sweet Home by 6:00PM and walk them outside to the playground. A special sign-in sheet will be used by the Big Friends on duty to support after hours baby sitting for children of all ages. Organic cheese pizza (Trader Joe's) will be served at 6:15PM. Please pay the Big Friends $5 cash per child at the time of sign-in. Thank you!
4:30PM - 5:45PM Big Friend Meet and Greet (Big Room)
Graduation 2010 Slideshow (glimpse of the future)
Nature Education presentation by Keith
Light refreshments and lemonade will be served.
5:45PM - 6:00PM Omnibus Guidelines (Big Room)
Kathleen will provide a quick overview of the developmentally
appropriate assessment process and the desired outcomes of the
Parent Teacher Conferences.
6:00PM - 6:15PM PAC Committee Chairs (Big Room)
Parent leadership will discuss volunteer opportunities.
6:15PM - 7:00PM Teacher Presentations
Butterfly Parents (Room #1)
Brown Bear Parents (Room #2)
7:00PM - 7:15PM Q & A
Parents who have signed up for child care:
Please sign your child out of Home Sweet Home by 6:00PM and walk them outside to the playground. A special sign-in sheet will be used by the Big Friends on duty to support after hours baby sitting for children of all ages. Organic cheese pizza (Trader Joe's) will be served at 6:15PM. Please pay the Big Friends $5 cash per child at the time of sign-in. Thank you!
Wednesday, September 15, 2010
Community Building
Home Sweet Home enjoyed a highly constructive year's first PAC meeting! Many thanks to all our attendees, with special acknowledgement to Kris (Katy's mom) and her laptop, Dorinda (Dashiell's mom)for bringing yummies, and Billy (Cash's dad) for his willingness to take on the facilitator role. The PAC will provide minutes and updates through the Parent Yahoo Group and make committee presentations at our Parent Back to School Night on Wednesday, September 22nd!
Our Build Committee is supported by Billy, Joe (Michael's dad) and Issa(Ava's dad). They have asked teachers for a fix-it and fantasy list to support plans for the build and to address repairs sooner. With much gratitude, the teachers present our current WISH LIST:
rehang roller shades (several have fallen; requires tall ladder and lack of vertigo)
hang additional hooks for bedding bags (classroom #1)
tighten screws on mural behind stage (playground)
repaint white dry erase boards (cupboard doors classroom 1 & 2)
sand and refinish stage (playground)
fix hinges on large green chest (see Sky)
hang a shelf for teachers (playground wall above faucet)
construct wooden crates (recycled wood has been saved for this purpose)
find free organic wood chips for garden
complete the "beach" (enlarged sandbox)
fix umbrellas (playground)
FANTASY:
build large cedar planter boxes to support garden (two kneeling-bed sized and one large enough to plant a fruitless olive tree)
light box, similar to: http://store.platinumgalleria.com/5842jc.html
bucket and pulley systems (playground and/or classroom 2)
reading loft with space underneath for dramatic play (classroom 1 & 2)
tile mural to cover playground wall scar above faucet (designed and created with children and youth)
Music Garden: all weather marimba and xylophone and any outdoor musical instrument represented at the following webpage:
http://www.arborday.org/shopping/sourcebook/MerchDetail.cfm?ID=14
Our Build Committee is supported by Billy, Joe (Michael's dad) and Issa(Ava's dad). They have asked teachers for a fix-it and fantasy list to support plans for the build and to address repairs sooner. With much gratitude, the teachers present our current WISH LIST:
rehang roller shades (several have fallen; requires tall ladder and lack of vertigo)
hang additional hooks for bedding bags (classroom #1)
tighten screws on mural behind stage (playground)
repaint white dry erase boards (cupboard doors classroom 1 & 2)
sand and refinish stage (playground)
fix hinges on large green chest (see Sky)
hang a shelf for teachers (playground wall above faucet)
construct wooden crates (recycled wood has been saved for this purpose)
find free organic wood chips for garden
complete the "beach" (enlarged sandbox)
fix umbrellas (playground)
FANTASY:
build large cedar planter boxes to support garden (two kneeling-bed sized and one large enough to plant a fruitless olive tree)
light box, similar to: http://store.platinumgalleria.com/5842jc.html
bucket and pulley systems (playground and/or classroom 2)
reading loft with space underneath for dramatic play (classroom 1 & 2)
tile mural to cover playground wall scar above faucet (designed and created with children and youth)
Music Garden: all weather marimba and xylophone and any outdoor musical instrument represented at the following webpage:
http://www.arborday.org/shopping/sourcebook/MerchDetail.cfm?ID=14
Monday, September 13, 2010
Well Child Policy
The Alternatives in Action Home Sweet Home Preschool has a strongly articulated Well Child Policy aligned with State of California Community Care Licensing expectations. But a policy is a written thing and a practice is the reality of what transpires when a learning community of teachers, parents, youth and children collaborates to keep everyone healthy.
Home Sweet Home stresses the importance of the morning routine. Parents coach the children through sign-in, sunscreen, potty, hand-washing, and then verbally and visually check-in with a teacher. Why is this critical? It gives the parents and the teachers an opportunity to assess the child for wellness, observing for symptoms that may not have been evident in the rush to get the day started. When we put sunlotion on a child we are checking body temperature and looking for rashes. When we potty our child, we determine their healthy bowel movement. It also supports the clean hands policy for all children and parents to reduce germ transfer before handling objects, tools and materials. Why does Kathleen yoga stretch and sing with the children before going outside? To listen to lungs and observe them for fatigue, balance and flexibility. (Okay, it's also really fun to start the day with a rousing chorus of Old MacDonald!) This is also one of the reasons teachers sing children into their line-up walk from the playground to the classrooms.
Laughter is a tonic and has proven to increase immunities. A joyful child is often a well child. Home Sweet Home strives to maintain a developmentally appropriate learning environment to support young children as investigators and artists capable of constructing their own knowledge. What does this mean? Rather than have adults introduce isolated academic skills (that can increase children's anxiety), Home Sweet Home educators focus on intellectual goals recognizing the children’s inborn dispositions to make sense of their experience, to theorize, analyze, synthesize, predict, hypothesize, and try to understand cause-effect relationships, and other similar activities of the mind. The academic skill building becomes a natural process when children seek to replicate what is modeled by adults (reading, writing, math skills). When children need the skill as a tool to get their intellectual needs met they will seek this in a suportive learning environment that views them as capable. Adults observe their efforts and provide coaching and activities to scaffold these experiences, but always in sight of the child's intellectual goals. This supports children's Intrinsic motivation, they feel empowered to get their own needs well met, and Early Education is joyful.
Please review the Well Child policy in the Home Sweet Home Parent Handbook. Teachers will review this policy with parents at Back to School Night on September 22nd, focusing on how it is reflected authentically in the classrooms through strategies and routine caregiving.
Home Sweet Home stresses the importance of the morning routine. Parents coach the children through sign-in, sunscreen, potty, hand-washing, and then verbally and visually check-in with a teacher. Why is this critical? It gives the parents and the teachers an opportunity to assess the child for wellness, observing for symptoms that may not have been evident in the rush to get the day started. When we put sunlotion on a child we are checking body temperature and looking for rashes. When we potty our child, we determine their healthy bowel movement. It also supports the clean hands policy for all children and parents to reduce germ transfer before handling objects, tools and materials. Why does Kathleen yoga stretch and sing with the children before going outside? To listen to lungs and observe them for fatigue, balance and flexibility. (Okay, it's also really fun to start the day with a rousing chorus of Old MacDonald!) This is also one of the reasons teachers sing children into their line-up walk from the playground to the classrooms.
Laughter is a tonic and has proven to increase immunities. A joyful child is often a well child. Home Sweet Home strives to maintain a developmentally appropriate learning environment to support young children as investigators and artists capable of constructing their own knowledge. What does this mean? Rather than have adults introduce isolated academic skills (that can increase children's anxiety), Home Sweet Home educators focus on intellectual goals recognizing the children’s inborn dispositions to make sense of their experience, to theorize, analyze, synthesize, predict, hypothesize, and try to understand cause-effect relationships, and other similar activities of the mind. The academic skill building becomes a natural process when children seek to replicate what is modeled by adults (reading, writing, math skills). When children need the skill as a tool to get their intellectual needs met they will seek this in a suportive learning environment that views them as capable. Adults observe their efforts and provide coaching and activities to scaffold these experiences, but always in sight of the child's intellectual goals. This supports children's Intrinsic motivation, they feel empowered to get their own needs well met, and Early Education is joyful.
Please review the Well Child policy in the Home Sweet Home Parent Handbook. Teachers will review this policy with parents at Back to School Night on September 22nd, focusing on how it is reflected authentically in the classrooms through strategies and routine caregiving.
Friday, September 10, 2010
Celebrating Culture
The opportunity to build a learning community includes the open invitation to represent our diverse ethnic and cultural traditions within the classroom. To present is to inform; to inform is to support understanding; and understanding can lead to positive relationships through continued sharing and reflection.
Home Sweet Home invites all families to celebrate their unique and individual traditions through a Parent Share. Parents plan and prepare an activity, in collaboration with teachers, to present in a developmentally appropriate way to their child's classroom. This may take the form of book, song, costume, cooking activity, game, and/or any meaningful discussion.
Many thanks to Jakki and Andy (Billie's parents) for supporting the Brown Bear exploration of Rosh Hashanah, the Jewish New Year. We dipped apple slices in honey and learned the Hebrew phrases "Chag Sameach" (Happy Holiday) and L'Shana Tova (To a Good New Year).
Home Sweet Home invites all families to celebrate their unique and individual traditions through a Parent Share. Parents plan and prepare an activity, in collaboration with teachers, to present in a developmentally appropriate way to their child's classroom. This may take the form of book, song, costume, cooking activity, game, and/or any meaningful discussion.
Many thanks to Jakki and Andy (Billie's parents) for supporting the Brown Bear exploration of Rosh Hashanah, the Jewish New Year. We dipped apple slices in honey and learned the Hebrew phrases "Chag Sameach" (Happy Holiday) and L'Shana Tova (To a Good New Year).
Friday, September 3, 2010
Copacetic
First week reflections for teachers: it's all pretty copacetic! We are enthralled by the spirit of the children in our learning community as they have had opportunities to embark on new friendships, create strong routines, engage with tools and toys, and begin to form our preschool program. Planning, preparation and environment may only achieve excellence for a learning community when the big ideas and unique personalities of each individual are treated with respect and time is honored for forming relationships.
Artensia, Cierra, Jose, Kathleen and Sky enthused over how amicable this specific group seems to be; although 60% new children, this mix of individuals seems to be particularly caring and nurturing of one another's feelings. There have been few tears for such a huge transition, certainly much less than we expect from children learning to understand separation from parents.
Our Big Friends had a day of orientation with Kathleen and a tour of the classrooms and playground. The Child Development class has met with Cierra and Sky spent Wednesday overnight with the entire high school on retreat. The youth will begin with us on Monday! There are several returning friends, but mostly new high school students. We are excited to welcome them into the learning community.
Teachers are very grateful to see parents honoring the morning transition piece. We appreciate that the routine can feel challenging as children may use techniques to prolong their parents presence in the classroom. Please holler if you need teacher support! The transition supports children's self-help skills, hygiene, early literacy, and provides a strong framework of home-to-school partnership. Sign-in books are in the classrooms until 8:30AM and then taken outside - please walk your child with her/his waterbottle out to the playground and check in visually and verbally with the teacher while signing-in. Children transition back to their individual classrooms at 9:30AM, Butterflies sing "Down by the Station" and Brown Bears sing "Yellow Submarine" to musically cue their line up and walk inside. Parents on the playground are invited to sing along to support this routine!
Teachers have appreciated the parents kind comments on the appearance of the classrooms. We will share our plans for continued enhancement as we seek parent leadership for the upcoming community builds. The Parent Advisory Committee has sign-up sheets posted in Classroom #2 for families that are ready to volunteer! Our first meeting for the new school year is September 14th at 5:00PM - a sign-up sheet for $5 childcare by Big Friends (serving cheese pizza) will be made available next week. Our meetings are normally at 6:00PM, but Kathleen has a 6:30 meeting in Oakland she cannot miss!
Much gratitude to our new and returning parents!
"Children have it all over adults, possessing magical powers of imagination. Then they grow up into cynical tall people. That's the whole problem with the human race: reverse metamorphosis. We turn from butterflies into caterpillars. The key to keeping your wings is regular exercise of your kindergarten muscles of make-believe." (Tim Dorsey)
Artensia, Cierra, Jose, Kathleen and Sky enthused over how amicable this specific group seems to be; although 60% new children, this mix of individuals seems to be particularly caring and nurturing of one another's feelings. There have been few tears for such a huge transition, certainly much less than we expect from children learning to understand separation from parents.
Our Big Friends had a day of orientation with Kathleen and a tour of the classrooms and playground. The Child Development class has met with Cierra and Sky spent Wednesday overnight with the entire high school on retreat. The youth will begin with us on Monday! There are several returning friends, but mostly new high school students. We are excited to welcome them into the learning community.
Teachers are very grateful to see parents honoring the morning transition piece. We appreciate that the routine can feel challenging as children may use techniques to prolong their parents presence in the classroom. Please holler if you need teacher support! The transition supports children's self-help skills, hygiene, early literacy, and provides a strong framework of home-to-school partnership. Sign-in books are in the classrooms until 8:30AM and then taken outside - please walk your child with her/his waterbottle out to the playground and check in visually and verbally with the teacher while signing-in. Children transition back to their individual classrooms at 9:30AM, Butterflies sing "Down by the Station" and Brown Bears sing "Yellow Submarine" to musically cue their line up and walk inside. Parents on the playground are invited to sing along to support this routine!
Teachers have appreciated the parents kind comments on the appearance of the classrooms. We will share our plans for continued enhancement as we seek parent leadership for the upcoming community builds. The Parent Advisory Committee has sign-up sheets posted in Classroom #2 for families that are ready to volunteer! Our first meeting for the new school year is September 14th at 5:00PM - a sign-up sheet for $5 childcare by Big Friends (serving cheese pizza) will be made available next week. Our meetings are normally at 6:00PM, but Kathleen has a 6:30 meeting in Oakland she cannot miss!
Much gratitude to our new and returning parents!
"Children have it all over adults, possessing magical powers of imagination. Then they grow up into cynical tall people. That's the whole problem with the human race: reverse metamorphosis. We turn from butterflies into caterpillars. The key to keeping your wings is regular exercise of your kindergarten muscles of make-believe." (Tim Dorsey)
Wednesday, September 1, 2010
Happy Birthday!
Wishing joy to our friends with September birthdays:
9/1 Dylan Byrne-Sarno
9/6 Michael Anakata
9/22 Emmett Kotapish
9/26 Leah Tabakh
9/28 Elizabeth Reynolds
and a belated birthday shout-out to our friend Vinnie Steptoe (8/27)
9/1 Dylan Byrne-Sarno
9/6 Michael Anakata
9/22 Emmett Kotapish
9/26 Leah Tabakh
9/28 Elizabeth Reynolds
and a belated birthday shout-out to our friend Vinnie Steptoe (8/27)
Thursday, August 26, 2010
A Week Rich with Content
Home Sweet Home is grateful to our families for honoring our staff's time to engage in rigorous training and professional development. We wish to share our exploration of pedagogical content with our learning community of families and peers.
On Monday, the entire Alternatives in Action team (all three sites) met to follow-up on the Yearly Flow - each program sharing calendar through multi-media presentations. The goal was to identify opportunities for integration and support of services and programs, and to celebrate the youth achievements and performances. The Home Sweet Home team then met to discuss Big Friends, the Child Development class objectives/outcomes, creation of syllabus, potential for parent-youth mentoring and support, and expectations for student performance.
On Tuesday, the AIA team met again, but this time broke into our cohorts and worked with the youth leadership from all three sites on our individual Learning Plans. The youth provided outstanding criticism and feedback to our personal and professional goals and helped us to craft action plans. There is a strong initiative to include the same students as matched to their cohort at the September Learning Plan check-in. The HSH team then met for lunch and further discussion on program organizational pieces, schedule, policies and procedures.
On Wednesday, Artensia, Cierra, Jose, Kathleen and Sky met at 9:00AM and boarded the ferry in pursuit of our intellectual adventure. Climbing the stairs to the benches, we sat in the sun with our faces to the wind and began a discussion on our individual understandings of Reggio principles and practice.
Arriving at the Ferry Building we were elated to find a large wooden table and we spread out our books. Grabbing refreshments, we shooed away the inquisitive pigeons and set down to work. Holding to the culture of Alternatives in Action, our group facilitated OARR establishing Objectives/Outcomes, Agenda, Roles, Rules. Artensia volunteered to timekeep, Cierra to scribe, and Jose to facilitate. We were off!
Jose and Artensia presented an analaysis of the articles based on HSH Philosophy in Theory, HSH Philosophy in Action, HSH Communication (teacher-teacher; teacher-child; teacher-parent). This resulted in a rich discussion, creating more questions than answers.
We moved on to the Slanted Door for a delicious meal. In a Reggio environment, everything is beautiful and of the highest quality. The team engaged in a strong conversation.
What Can We Learn from Reggio Emilia? by Lilian Katz
Project work is child initiated and teacher framed, resulting in a "negotiated curriculum". The value is that project work gives young children an early experience of knowing and understanding a topic in depth. Children use graphic languages and other media to record and represent their memories, ideas, predictions, hypotheses, observations, and feelings in their projects. Educators use visual media with children to explore understandings, reconstruct previous ones, and construct and co-construct revisited understandings of the phenomena investigated.
We broke into pairs to further our deeper discussion and grow our personal relationships.
Jose and Cierra discussed that teachers all have our own individual backgrounds, style and skill, and how can we collaborate to strengthen our program through our diversity. They also marveled at the construction of the children's chairs in a shop on the way out of the building.
Artensia and Sky admired the display in the mushroom shop, identifying the chanterelle that had been used in our snow peas at lunch. They tried on sun hats, despairing at the prices. They discussed a system for documentation to support consistency of presentation and exchange.
Kathleen bought chocolate and butterscotch for the team to nibble on.
We boarded the ferry for the journey home, but the learning continued with lively discussions. Arriving back at the site, we were greeted with the glorious sight of a Big Friend having completely emptied out the playground shed in anticipation of our organizational work. As we cleaned classrooms and made plans for the next days, our excitement rose instead of waned. Jose volunteered to research and present on Discipline. We were making headway.
On Thursday, the team met to discuss the article Negotiated Learning by George Forman and Brenda Fyfe. As teachers engage in analysis there is an appearance in our work room of a bright tow head, one of our Home Sweet Home children, delivering a package of love from the PAC Appreciation Committee. It is healthy food to nourish our bodies, but the expression of affection nourishes our souls. We all remark on our renewed energy to work together.
As a team we identified the possibility for documentation:
Drawings as designs.
Descriptions transform into documentation.
Talking elevates to discourse.
Remembering supports revisiting.
Symbols combine into languages.
Listening includes hearing.
Understanding leads to provocations.
Encounters expand to projects.
Assessment is replaced by study.
Parent involvement develops into intellectual partnership.
Documentation supports parents understanding and cooperation with the rigorous manner in which children learn to enable the learning model, allowing deep investigations and moving the parent-child-teacher relationship forward to a generative case of co-construction.
Teachers hopes for the future:
Parent cooperation with program schedules becomes collaboration with program goals for learning.
Adults share an understanding of Home Sweet Home program design knowing that every decision reflects intentionality toward support of the shared vision of the child as a capable being.
Teachers and families will honor routines and meetings as essential tools to construct our knowledge and understanding of the individual child. This will include taking the time for meaningful conversations; to engage fully with the child in her/his learning environment to support transition pieces and revisit their work through documentation; and meet together during established conference times fully present and willing to share with open honesty.
Adults treat talk as discourse; this is not trivial or jargon, but a deeper opportunity for adults to perceive theories, assumptions, false premises, misapplications, clever analogies, ambiguities, and differences in communicative intent. This conscious effort may result in fundamental shifts in levels of perception, analysis and understanding.
The day continues with classroom work, constructing our learning environment in the physical space while envisioning the relationship building with children and parents that will promote a Reggio-inspired Early Education. This is the teacher prep. It's also dirty, gritty, prone to accident and hilarity and frustration. We are taking cues from our observations, but making predictions on what will work to serve the children entering the program. It is high stakes and we want to get it right. Relax, breathe, eat another strawberry dipped in granola. We're in it together and when the children and parents join us it will be wonderful!
On Monday, the entire Alternatives in Action team (all three sites) met to follow-up on the Yearly Flow - each program sharing calendar through multi-media presentations. The goal was to identify opportunities for integration and support of services and programs, and to celebrate the youth achievements and performances. The Home Sweet Home team then met to discuss Big Friends, the Child Development class objectives/outcomes, creation of syllabus, potential for parent-youth mentoring and support, and expectations for student performance.
On Tuesday, the AIA team met again, but this time broke into our cohorts and worked with the youth leadership from all three sites on our individual Learning Plans. The youth provided outstanding criticism and feedback to our personal and professional goals and helped us to craft action plans. There is a strong initiative to include the same students as matched to their cohort at the September Learning Plan check-in. The HSH team then met for lunch and further discussion on program organizational pieces, schedule, policies and procedures.
On Wednesday, Artensia, Cierra, Jose, Kathleen and Sky met at 9:00AM and boarded the ferry in pursuit of our intellectual adventure. Climbing the stairs to the benches, we sat in the sun with our faces to the wind and began a discussion on our individual understandings of Reggio principles and practice.
Arriving at the Ferry Building we were elated to find a large wooden table and we spread out our books. Grabbing refreshments, we shooed away the inquisitive pigeons and set down to work. Holding to the culture of Alternatives in Action, our group facilitated OARR establishing Objectives/Outcomes, Agenda, Roles, Rules. Artensia volunteered to timekeep, Cierra to scribe, and Jose to facilitate. We were off!
Jose and Artensia presented an analaysis of the articles based on HSH Philosophy in Theory, HSH Philosophy in Action, HSH Communication (teacher-teacher; teacher-child; teacher-parent). This resulted in a rich discussion, creating more questions than answers.
We moved on to the Slanted Door for a delicious meal. In a Reggio environment, everything is beautiful and of the highest quality. The team engaged in a strong conversation.
What Can We Learn from Reggio Emilia? by Lilian Katz
Project work is child initiated and teacher framed, resulting in a "negotiated curriculum". The value is that project work gives young children an early experience of knowing and understanding a topic in depth. Children use graphic languages and other media to record and represent their memories, ideas, predictions, hypotheses, observations, and feelings in their projects. Educators use visual media with children to explore understandings, reconstruct previous ones, and construct and co-construct revisited understandings of the phenomena investigated.
We broke into pairs to further our deeper discussion and grow our personal relationships.
Jose and Cierra discussed that teachers all have our own individual backgrounds, style and skill, and how can we collaborate to strengthen our program through our diversity. They also marveled at the construction of the children's chairs in a shop on the way out of the building.
Artensia and Sky admired the display in the mushroom shop, identifying the chanterelle that had been used in our snow peas at lunch. They tried on sun hats, despairing at the prices. They discussed a system for documentation to support consistency of presentation and exchange.
Kathleen bought chocolate and butterscotch for the team to nibble on.
We boarded the ferry for the journey home, but the learning continued with lively discussions. Arriving back at the site, we were greeted with the glorious sight of a Big Friend having completely emptied out the playground shed in anticipation of our organizational work. As we cleaned classrooms and made plans for the next days, our excitement rose instead of waned. Jose volunteered to research and present on Discipline. We were making headway.
On Thursday, the team met to discuss the article Negotiated Learning by George Forman and Brenda Fyfe. As teachers engage in analysis there is an appearance in our work room of a bright tow head, one of our Home Sweet Home children, delivering a package of love from the PAC Appreciation Committee. It is healthy food to nourish our bodies, but the expression of affection nourishes our souls. We all remark on our renewed energy to work together.
As a team we identified the possibility for documentation:
Drawings as designs.
Descriptions transform into documentation.
Talking elevates to discourse.
Remembering supports revisiting.
Symbols combine into languages.
Listening includes hearing.
Understanding leads to provocations.
Encounters expand to projects.
Assessment is replaced by study.
Parent involvement develops into intellectual partnership.
Documentation supports parents understanding and cooperation with the rigorous manner in which children learn to enable the learning model, allowing deep investigations and moving the parent-child-teacher relationship forward to a generative case of co-construction.
Teachers hopes for the future:
Parent cooperation with program schedules becomes collaboration with program goals for learning.
Adults share an understanding of Home Sweet Home program design knowing that every decision reflects intentionality toward support of the shared vision of the child as a capable being.
Teachers and families will honor routines and meetings as essential tools to construct our knowledge and understanding of the individual child. This will include taking the time for meaningful conversations; to engage fully with the child in her/his learning environment to support transition pieces and revisit their work through documentation; and meet together during established conference times fully present and willing to share with open honesty.
Adults treat talk as discourse; this is not trivial or jargon, but a deeper opportunity for adults to perceive theories, assumptions, false premises, misapplications, clever analogies, ambiguities, and differences in communicative intent. This conscious effort may result in fundamental shifts in levels of perception, analysis and understanding.
The day continues with classroom work, constructing our learning environment in the physical space while envisioning the relationship building with children and parents that will promote a Reggio-inspired Early Education. This is the teacher prep. It's also dirty, gritty, prone to accident and hilarity and frustration. We are taking cues from our observations, but making predictions on what will work to serve the children entering the program. It is high stakes and we want to get it right. Relax, breathe, eat another strawberry dipped in granola. We're in it together and when the children and parents join us it will be wonderful!
Tuition Payment by Credit Card POLICY CHANGE
Please note that Home Sweet Home will be applying a $30 per tuition credit card charge transaction fee effective October 1, 2010. This fee WILL NOT be applied to credit card charges for September tuition payment.
Parents who wish to continue paying by credit card are welcome to do so for October and all subsequent tuition payments. Please be advised your regular monthly tuition fee will be charged and an additional $30 flat fee.
Families that wish to avoid the $30 fee may pay by check. Please write the check to "Alternatives in Action", put your child's first and last name on the memo line, and submit to Kathleen's basket no later than October 1st.
Thank you for your attention to this information! Please feel free to direct questions to Kathleen Seabolt.
Parents who wish to continue paying by credit card are welcome to do so for October and all subsequent tuition payments. Please be advised your regular monthly tuition fee will be charged and an additional $30 flat fee.
Families that wish to avoid the $30 fee may pay by check. Please write the check to "Alternatives in Action", put your child's first and last name on the memo line, and submit to Kathleen's basket no later than October 1st.
Thank you for your attention to this information! Please feel free to direct questions to Kathleen Seabolt.
Sunday, August 22, 2010
Acknowledgements for Graduation
Gratitude to Artensia, Cierra and Sky for supporting the creation of the children's song into a performance with scenery and props.
Gratitude for Jose jumping in to hold routine in his first week to keep program steady during rehearsals and prep time.
Gratitude to Ginger McBride for the beautiful slideshow.
Gratitude to Franklin for setting up the tech.
Gratitude to Heather and Haleh for supporting set-up.
Gratitude to Frederica for coordinating clean-up.
Gratitude to JulieAnn for the Fairy Project presentation.
Gratitude to Sheri for last minute lemonade rescue.
Gratitude to Patricia and Alex for finding the keys.
Gratitude to Jacqueline for providing the celebration cake.
Gratitude for the delicious food from our HSH families.
Many thanks to Kandra and Rose for supporting the ceremony.
With appreciation to the Home Sweet Home Learning Community for a wonderful Brown Bear Graduation 2010!
Gratitude for Jose jumping in to hold routine in his first week to keep program steady during rehearsals and prep time.
Gratitude to Ginger McBride for the beautiful slideshow.
Gratitude to Franklin for setting up the tech.
Gratitude to Heather and Haleh for supporting set-up.
Gratitude to Frederica for coordinating clean-up.
Gratitude to JulieAnn for the Fairy Project presentation.
Gratitude to Sheri for last minute lemonade rescue.
Gratitude to Patricia and Alex for finding the keys.
Gratitude to Jacqueline for providing the celebration cake.
Gratitude for the delicious food from our HSH families.
Many thanks to Kandra and Rose for supporting the ceremony.
With appreciation to the Home Sweet Home Learning Community for a wonderful Brown Bear Graduation 2010!
Sunday, August 15, 2010
New School Year!
August 30th is just around the corner, and AIA staff are excited to welcome our returning and brand new HSH families!
Home Sweet Home has utilized our week of staff development to focus on Reggio pedagogical theory, engage in more team building with the entire Alternatives in Action staff, and enhance the learning environment.
Some updates and reminders:
The HSH sign in and out procedure has changed to a full page for each child for the entire month. Each class will have an attendance book to prevent parent traffic jams at transition times. Parents are reminded that children must be signed in and out each day with your full legal signature.
HSH expects staff to regularly contribute to this blog, and for parents to read it weekly. Please review annual calendar in post below. Families and staff are responsible for knowing the content of these pages and staying informed. Families and staff are also reminded to utilize the white boards daily in both classrooms and the Staff and Parent Bulletin Boards in the hallway. The Parent Yahoo group is an excellent way for families to reach out to one another to build community, facilitating carpools, play dates and sharing strategies for parent happiness. HSH is committed to Green principles and would like to reduce paper consumption. Paper will be used to support only confidential, individualized communications.
List of first day essentials for Brown Bears and Butterflies:
sleep pack*
emergency kit (if you brought one in June 2010 or more recently - nevermind)
two changes of underclothes and one change of clothes (all labeled)
Composition Book (please help your child write her/his name in the front cover)
water bottle (labeled with first and last name)
lunch box (labeled with first and last name)
family collage (if you do not already have one)
Butterflies may also need 10 diapers/pull-ups and an additional change of clothes
Other stuff:
We are asking each family to email two recent photographs of your child no later than August 22nd. Please make sure these are primarily head shots that your child can recognize as her/himself.
Butterflies email photos to cprice@alternativesinaction.org
Brown Bears email photos to syoung@alternativesinaction.org
Many thanks to our families for supporting the Home Sweet Home community through their partnership with staff. We look forward to an amazing year of joyful discovery and creation.
SLEEP PACK HOMEWORK
Each child is requested to (with their parent) prepare their Home Sweet Home Sleep Pack. This is a small, canvas backpack or tote bag (check out JoAnn's or other craft houses) no larger than 12" and decorated by the child featuring their name. Parents will pack a crib sized sheet (no larger) and a small blanket and/or cuddle toy (if needed). This pack arrives on the first day of school and goes home for weekend laundering. Children and teachers will make up the mats fresh daily, with children supporting folding sheets back into their backpack after nap, and teachers spray disinfecting mats daily. HSH believes this new practice will support better hygiene, reduce opportunities for germ sharing, and create another routine that supports children's self-help skills. Please be advised that HSH will not accommodate sizes larger than expressed here (including sleeping bags, regular sheets, pillows) - parents are encouraged to check out resale shops such as Fashion After Passion if they do not have these items at home.
Home Sweet Home has utilized our week of staff development to focus on Reggio pedagogical theory, engage in more team building with the entire Alternatives in Action staff, and enhance the learning environment.
Some updates and reminders:
The HSH sign in and out procedure has changed to a full page for each child for the entire month. Each class will have an attendance book to prevent parent traffic jams at transition times. Parents are reminded that children must be signed in and out each day with your full legal signature.
HSH expects staff to regularly contribute to this blog, and for parents to read it weekly. Please review annual calendar in post below. Families and staff are responsible for knowing the content of these pages and staying informed. Families and staff are also reminded to utilize the white boards daily in both classrooms and the Staff and Parent Bulletin Boards in the hallway. The Parent Yahoo group is an excellent way for families to reach out to one another to build community, facilitating carpools, play dates and sharing strategies for parent happiness. HSH is committed to Green principles and would like to reduce paper consumption. Paper will be used to support only confidential, individualized communications.
List of first day essentials for Brown Bears and Butterflies:
sleep pack*
emergency kit (if you brought one in June 2010 or more recently - nevermind)
two changes of underclothes and one change of clothes (all labeled)
Composition Book (please help your child write her/his name in the front cover)
water bottle (labeled with first and last name)
lunch box (labeled with first and last name)
family collage (if you do not already have one)
Butterflies may also need 10 diapers/pull-ups and an additional change of clothes
Other stuff:
We are asking each family to email two recent photographs of your child no later than August 22nd. Please make sure these are primarily head shots that your child can recognize as her/himself.
Butterflies email photos to cprice@alternativesinaction.org
Brown Bears email photos to syoung@alternativesinaction.org
Many thanks to our families for supporting the Home Sweet Home community through their partnership with staff. We look forward to an amazing year of joyful discovery and creation.
SLEEP PACK HOMEWORK
Each child is requested to (with their parent) prepare their Home Sweet Home Sleep Pack. This is a small, canvas backpack or tote bag (check out JoAnn's or other craft houses) no larger than 12" and decorated by the child featuring their name. Parents will pack a crib sized sheet (no larger) and a small blanket and/or cuddle toy (if needed). This pack arrives on the first day of school and goes home for weekend laundering. Children and teachers will make up the mats fresh daily, with children supporting folding sheets back into their backpack after nap, and teachers spray disinfecting mats daily. HSH believes this new practice will support better hygiene, reduce opportunities for germ sharing, and create another routine that supports children's self-help skills. Please be advised that HSH will not accommodate sizes larger than expressed here (including sleeping bags, regular sheets, pillows) - parents are encouraged to check out resale shops such as Fashion After Passion if they do not have these items at home.
Wednesday, August 4, 2010
Brown Bear Graduation
On Friday, August 20th many of the Home Sweet Home Brown Bears will be graduating to Kindergarten. The community is invited to celebrate with us - ceremony at 5:00PM, potluck to follow.
Many of our graduates have honored HSH with their energy and spirit for three years! But the journey does not end at graduation, all HSH alumni are very much encouraged to visit, including on our special alumni event dates (please see calendar). We always want them to return home.
Many of our graduates have honored HSH with their energy and spirit for three years! But the journey does not end at graduation, all HSH alumni are very much encouraged to visit, including on our special alumni event dates (please see calendar). We always want them to return home.
Monday, August 2, 2010
2010-2011 Calendar
2010-11 HSH Events Calendar
August 2010
August 5 - New Family Orientation 5:00PM – 7:00PM
August 23-27 - Staff Development – No School
August 30 - First Day of School
September 2010
Sept 6 - Labor Day – No School
Sept. 14 – Parent Advisory Council 5:00PM-6:30PM Classroom #2
Sept 22 - Youth and HSH Parent Meet and Greet 4:30PM-6:00PM
Back to School Night 6:00PM-7:00PM
October 2010
Oct 8 – HSH Alumni Return “Home” Day 9:00AM-12:00PM (Rsvp)
Oct 12 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Oct 23 – Community Build #1 (All families) 8:30AM-12:30PM
Oct 28 – HSH Fall Festival 4:00PM-6:00PM
Oct 29 - Parent Teacher Conferences – No School for Children
November 2010
Nov 5 - HSH Alumni Return "Home" Day 9:00AN-12:00PM (Rsvp)
Nov 9 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Nov 11 – School Closed for National Holiday
Nov 18 – Parent Education Workshop 6:00PM-8:00PM
Nov 24 – Nov 26 - Thanksgiving Break, School Closed
December 2010
Dec 14 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Dec 17 – Joy Through Music Celebration with Families 10:30AM-12:30PM
Dec 21 – Parents Need a Break 6:00PM-8:00PM ($5 per child, sign-ups)
Dec 23-Dec 31 - Winter Break – School Closed
January 2011
Jan 11 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Jan 14 – Staff Development – School Open Half-Day 7:30AM-12:00PM
Jan 17 - MLK Holiday – School Closed
Jan 29 – Community Build #2 8:30AM-12:30PM
February 2011
Feb 8 – Parent Advisory Council 6:00-7:30 Classroom #2
Feb 14 – Parents’ host Valentine Party 4:00PM-6:00PM
Feb 18-21 – Presidents’ Holiday – School Closed
Feb 23 - OPEN HOUSE for 2011-2012 6:00PM - All Prospective Families
March 2011
Mar 8 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Mar 21-25 – Spring Recess School Closed
Mar 29 – Parent Education Workshop 6:00PM-8:00PM
April 2011
Apr 12 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Apr 21 – Staff Development – School Closed
Apr 22 – Spring Fever Day – School Closed
Apr 30 – Community Build #3 – Garden Day 8:30AM-12:30PM
May 2011
May 6 -Parent Teacher Conferences - No School for Children
May 10 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
May 11 – Mother’s Day Tea 6:00PM-8:00PM
May 24 – Parent Education Workshop 6:00PM-8:00PM
May 30 – Memorial Day – School Closed
June 2011
June 11 – Friendship Party in the Park 10:00AM-1:00PM
June 14 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
June 21 - Father’s Day BBQ 6:00PM-8:00PM
July 2011
July 4 – Independence Day/4th of July -School Closed
July 8 – HSH Alumni Visit 9:00-12:00 (Rsvp)
August 2011
Aug 3 – New Family Orientation 5:00PM-7:00PM
Aug 19 – HSH Graduation Day!
Aug 22-26 – Staff Development -School Closed
August 2010
August 5 - New Family Orientation 5:00PM – 7:00PM
August 23-27 - Staff Development – No School
August 30 - First Day of School
September 2010
Sept 6 - Labor Day – No School
Sept. 14 – Parent Advisory Council 5:00PM-6:30PM Classroom #2
Sept 22 - Youth and HSH Parent Meet and Greet 4:30PM-6:00PM
Back to School Night 6:00PM-7:00PM
October 2010
Oct 8 – HSH Alumni Return “Home” Day 9:00AM-12:00PM (Rsvp)
Oct 12 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Oct 23 – Community Build #1 (All families) 8:30AM-12:30PM
Oct 28 – HSH Fall Festival 4:00PM-6:00PM
Oct 29 - Parent Teacher Conferences – No School for Children
November 2010
Nov 5 - HSH Alumni Return "Home" Day 9:00AN-12:00PM (Rsvp)
Nov 9 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Nov 11 – School Closed for National Holiday
Nov 18 – Parent Education Workshop 6:00PM-8:00PM
Nov 24 – Nov 26 - Thanksgiving Break, School Closed
December 2010
Dec 14 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Dec 17 – Joy Through Music Celebration with Families 10:30AM-12:30PM
Dec 21 – Parents Need a Break 6:00PM-8:00PM ($5 per child, sign-ups)
Dec 23-Dec 31 - Winter Break – School Closed
January 2011
Jan 11 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Jan 14 – Staff Development – School Open Half-Day 7:30AM-12:00PM
Jan 17 - MLK Holiday – School Closed
Jan 29 – Community Build #2 8:30AM-12:30PM
February 2011
Feb 8 – Parent Advisory Council 6:00-7:30 Classroom #2
Feb 14 – Parents’ host Valentine Party 4:00PM-6:00PM
Feb 18-21 – Presidents’ Holiday – School Closed
Feb 23 - OPEN HOUSE for 2011-2012 6:00PM - All Prospective Families
March 2011
Mar 8 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Mar 21-25 – Spring Recess School Closed
Mar 29 – Parent Education Workshop 6:00PM-8:00PM
April 2011
Apr 12 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
Apr 21 – Staff Development – School Closed
Apr 22 – Spring Fever Day – School Closed
Apr 30 – Community Build #3 – Garden Day 8:30AM-12:30PM
May 2011
May 6 -Parent Teacher Conferences - No School for Children
May 10 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
May 11 – Mother’s Day Tea 6:00PM-8:00PM
May 24 – Parent Education Workshop 6:00PM-8:00PM
May 30 – Memorial Day – School Closed
June 2011
June 11 – Friendship Party in the Park 10:00AM-1:00PM
June 14 – Parent Advisory Council 6:00PM-7:30PM Classroom #2
June 21 - Father’s Day BBQ 6:00PM-8:00PM
July 2011
July 4 – Independence Day/4th of July -School Closed
July 8 – HSH Alumni Visit 9:00-12:00 (Rsvp)
August 2011
Aug 3 – New Family Orientation 5:00PM-7:00PM
Aug 19 – HSH Graduation Day!
Aug 22-26 – Staff Development -School Closed
Friday, July 30, 2010
How to Use New Toys
Fiona discovered it first. The sensory tub which had been filled with blue water and the new whales and sharks ( 6" plastic toy animals). She examined each animal and put it back in the water. Then she looked at the display of shells, rocks and sea glass. She took a piece of brown paper and the pastels and created a picture of a whale in the ocean. She used the props to create shells and rocks in the bed of her ocean. Her whale was spouting above a waterline.
Then Cash came in. He came right over to the sensory tub. Fiona joined him. They tested the buoyancy of each animal. Then Fiona discovered that by peering through the side of the sensory tub it looked "just like an aquarium." So she spread towels on the floor and looked under the sensory tub. Excited by the view of the water from underneath, especially the motion of the water caused by Cash's splashing, she invited him to see it. They took turns being the splasher and the observer.
Then Elizabeth joined them. At first Elizabeth simply wanted to splash the whales in the water. Then she wanted to drop the rocks and sea glass into the water, from a height, to make a larger splash. But Fiona encouraged her to look underneath. Soon Elizabeth was taking turns with Cash and Fiona: two children laying on towels on the floor under the sensory table while one "stirred" the water to propel the animals into centrifugal motion.
This activity lasted over 20 minutes. The teacher in the room simply observed and took notes. No adult was necessary.
Then Cash came in. He came right over to the sensory tub. Fiona joined him. They tested the buoyancy of each animal. Then Fiona discovered that by peering through the side of the sensory tub it looked "just like an aquarium." So she spread towels on the floor and looked under the sensory tub. Excited by the view of the water from underneath, especially the motion of the water caused by Cash's splashing, she invited him to see it. They took turns being the splasher and the observer.
Then Elizabeth joined them. At first Elizabeth simply wanted to splash the whales in the water. Then she wanted to drop the rocks and sea glass into the water, from a height, to make a larger splash. But Fiona encouraged her to look underneath. Soon Elizabeth was taking turns with Cash and Fiona: two children laying on towels on the floor under the sensory table while one "stirred" the water to propel the animals into centrifugal motion.
This activity lasted over 20 minutes. The teacher in the room simply observed and took notes. No adult was necessary.
Monday, July 19, 2010
Summer Community Build
On Saturday, July 17th new and returning Home Sweet Home families worked with teachers and Big Friends on a Community Build. Many projects were fully accomplished, and good ground broken on ambitious works, too. But the most important aspect of this event was the camaraderie forged between munching bagels at 8:30AM to mid-morning store runs for more lumber and dashing home for the shop vac to the 3:00PM mop-up.
In gratitude for the terrific energy of our Home Sweet Home Preschool Community who loaned their muscle; donated their power tools, trucks and time; and made new friends while conspiring on the common goal of enhancing the learning environment for all the children.
So what actually happened? We got so much done!
* Light and Shadow Observatory painted - done! (and curtain rod attached)
* Playground doors cleaned, sanded, painted - done!
* Classroom #2 closet organized - done!
* Earthquake proof tall shelving - done!
* Stain three shelving units - done!
* Play kitchen built - done!
* Play cart built - done!
* Child furniture hinges/screws tightened - done!
* Reclaimed stumps fetched and delivered - done!
* New seeds planted - done and done!
Our sandbox received a lot of good advice and plans to continue until it is completed. The workers involved are scheduling with Sky to finish the project. Kathleen ordered a liner. HSH wants to schedule the truck of sand for a school-day so the children will have the excitement of seeing the big dump. Some of our moms took home sewing projects to create curtains and brighten our cushions. As much as we completed, more and more ideas emerged.
We learned many things from our community build that will spur our success moving forward.
1. Establish a parent chair for the Build (to support communication and planning)
2. Ask the design-minded parents to a mini-meeting to vete big projects (this will streamline shopping)
3. Organize a clean-up committee to ensure all classrooms are restored and child-ready for the first day back at preschool.
4. Waterbottles, waterbottles, waterbottles!
Our thanks to the families and teachers who were able to participate:
Allison, Brandt, Byrne-Sarno, Casaes, Chin, Davidson, Fletcher, Means, O'Keefe, Price, Reynolds, Sorenson, Speed, Stewart, Von Stroheim and Young.
HSH would like to gratefully acknowledge Starbucks and Panera for donating refreshments for the continental breakfast.
The next HSH Community Build is scheduled for Saturday, October 23!
In gratitude for the terrific energy of our Home Sweet Home Preschool Community who loaned their muscle; donated their power tools, trucks and time; and made new friends while conspiring on the common goal of enhancing the learning environment for all the children.
So what actually happened? We got so much done!
* Light and Shadow Observatory painted - done! (and curtain rod attached)
* Playground doors cleaned, sanded, painted - done!
* Classroom #2 closet organized - done!
* Earthquake proof tall shelving - done!
* Stain three shelving units - done!
* Play kitchen built - done!
* Play cart built - done!
* Child furniture hinges/screws tightened - done!
* Reclaimed stumps fetched and delivered - done!
* New seeds planted - done and done!
Our sandbox received a lot of good advice and plans to continue until it is completed. The workers involved are scheduling with Sky to finish the project. Kathleen ordered a liner. HSH wants to schedule the truck of sand for a school-day so the children will have the excitement of seeing the big dump. Some of our moms took home sewing projects to create curtains and brighten our cushions. As much as we completed, more and more ideas emerged.
We learned many things from our community build that will spur our success moving forward.
1. Establish a parent chair for the Build (to support communication and planning)
2. Ask the design-minded parents to a mini-meeting to vete big projects (this will streamline shopping)
3. Organize a clean-up committee to ensure all classrooms are restored and child-ready for the first day back at preschool.
4. Waterbottles, waterbottles, waterbottles!
Our thanks to the families and teachers who were able to participate:
Allison, Brandt, Byrne-Sarno, Casaes, Chin, Davidson, Fletcher, Means, O'Keefe, Price, Reynolds, Sorenson, Speed, Stewart, Von Stroheim and Young.
HSH would like to gratefully acknowledge Starbucks and Panera for donating refreshments for the continental breakfast.
The next HSH Community Build is scheduled for Saturday, October 23!
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