Fall 2015 Newsletter - Southern Tier Independence Center

Mid-South Early
Childhood Direction
Center
Fall Edition, 2015
Inside this issue:
TODDLERS AND TABLETS
Assistive
Technology
Exchange
2
Let’s Play Magic
Rocks
3
Fun Halloween
Crafts
4
Recommended
Reading
5
Fun Fall-Themed
Activities
6
Positive Behavior
Pointers
7
NYS Ed Dept.
Update
8
Upcoming Events
9
By Colleen McKinney, MSEd—Education Specialist, Early Childhood Direction Center
The iPad and other tablets have become so commonplace in our lives, it’s hard to remember a time
when they weren’t around. Families love to see their children playing games or FaceTiming with Aunt
Sara. It often buys busy parents a few minutes of quiet in an otherwise hectic day.
Only in existence since 2010, the tablet has changed the way young and old interact with technology.
For students with physical disabilities, the iPad often presents opportunities to be more independent.
According to pediatrician Dr. Dimitri A. Christakis, children under 2 years of age may benefit from
screen time (30-60 minutes daily) if it is interactive. The Joan Ganz Cooney Center at Sesame
Workshop commissioned studies that found that “certain apps may improve children’s vocabulary
and math skills. There is also evidence that in children with cognitive delays iPad apps can boost
language use and social interaction.”
But what about what they’re missing? There is certainly concern from parents and educators that
overuse of tablets with babies and toddlers delays or interferes with social, cognitive, and physical
development. Young children are hardwired to seek interaction from loving caregivers. As engaging
as a tablet may be, it cannot provide the human interaction a young child needs to develop cognitively and socially.
In her article, “Is Your iPad Bad for Baby?” Dr. Nan Anderson states that “... to the extent that screen
-devices replace social play, reduce time available for creative thinking, and keep kids from active, physical play, those devices interfere
with the development of essential brain capacities and unrecoverable intellectual skills.” Children need social interaction to develop
language, expand their imaginative play, and learn to solve
problems together. An app can’t and shouldn’t replace the experience of playing with a new (human) friend.
Another concern is children who are given an iPad or tablet when
upset may not learn how to calm down without it. Tantrums are a natural part of emotional development. Children need to learn to express frustration appropriately and to recover from distress on their
own. If an iPad is used excessively to divert negative emotional responses, a child may not develop
the skills needed for self-regulation.
What is a parent to do then? As with most things, moderation seems to be the key. The iPad or tablet
is an amazing tool for young learners, but it should be part of a much bigger parenting “tool kit.’”
Banging pots and pans, stacking blocks, and popping bubbles are time honored fun activities for
young children and don’t cost much. Singing, dancing, and reading stories together are beneficial for
both parents and children. Babies and toddlers want and need your love and attention.
As with any toy or learning tool, engage with your child as he or she explores it. Expand on the app
by pointing out different objects and labeling them along with your child. Get up and dance to a favorite video. Read along with an interactive story and make silly faces or voices to hold your child’s
attention. And yes, sometimes when you need a few minutes of quiet, let your child explore the iPad
on his or her own. Hopefully, when the time is up, you’ll both be ready to play and learn together!
To read the complete article, visit our website at: www.stic-cil.org/Toddlers and Tablets
Page 2
Mid-South Early Childhood Direction Center
getATstuff: Assistive Technology Exchange in New England & New York
The Justice Center TRAID Program is pleased to announce the launch
of a new Equipment Exchange Program called getATstuff which will
improve access to devices for individuals with disabilities.
The Justice Center has joined a new multi-state online equipment exchange collaborative. The
Assistive Technology Exchange in New England & New York was established to help facilitate
equipment exchanges between individuals. Items are posted on its getATstuff website.
This new program replaces the former TRAID-IN Equipment Exchange Program. Participation in
getATstuff will improve the quality and functionality of the equipment exchange system and increase
the likelihood of matches. The site enables users to search for items within a seven state area,
including New York.
The Justice Center supports 12 Regional TRAID Centers
(RTCs), where staff provides information, training, device
demonstration, device reuse, device exchange, and device
loans. The TRAID Program, in collaboration with the NYS
Department of Health Early Intervention Program, provides
partial funding to the RTCs for device loan libraries for infants
and toddlers with disabilities, ages birth to three, and their
families.
TRAID’s mission is to coordinate statewide activities to
increase access to and acquisition of assistive technology
in the areas of education, employment, community living and
information technology/telecommunications. TRAID staff also
provides technical assistance and advocacy on how to obtain
and use assistive technology services and devices.
Effective September 8, 2014, users can log on to
http://www.getatstuff.com/ and create an account to
request equipment or list equipment for sale or donation.
If you need additional information, please contact the
Justice Center’s Information and Referral Service by calling 1-800-624-4143. NYS Relay Service:
dial 7-1-1 and give the operator the 800 number or by email at [email protected].
getATstuff is an electronic matching program that helps connect individuals
who need assistive technology devices with persons who are selling or
donating devices they no longer need.
Fall Edition, 2015
Page 3
Here’s a game that requires only two things:
some open floor space and a good imagination.
 Everyone—children and adults
alike—begins by crouching
down on the floor,
curled up in a
small ball, face
hidden. Each
person becomes
a “Magic Rock.”
Note: Children
with physical
disabilities can
still participate
based on their ability level.
 When everyone is in the “rock”
position, chant the magic
words: “Magic rocks, magic
rocks, turn into a
___________ .
 Fill in the blank with your
choice of animal, insect, sea
creature, machine or whatever.
 As the last word is spoken,
everyone becomes that object
or animal. They slither, crawl,
scamper, hop, flap, roll, run or
whatever action is necessary to
act the part to the best of their
ability.
 Don’t forget sounds. Whether
real or imagined, each thing
should make its own
noise.
 After about 30
seconds, the leader
calls, “Magic Rocks!”
and everyone becomes a rock again.
 Each player can
take a turn being leader and
filling in the blank. Repeat the
entire process as many times
as you like or have time for.
 This game can be a great way
for children to experience improvisation at an early, wonderfully creative time in their lives.
 By taking control of the last two
or three choices, you can have
the “Magic Rocks” turn into
quiet things. That might be a
snoring bear, a purring kitten,
or a lazy turtle. And so you can
end the game on a tranquil
note.
http://www.preschoollearningcenter.org/images/upload/sept10.pdf
Page 4
Fun Halloween Crafts
These Halloween crafts are really easy, and if you’re willing to let go of
control, even the toddlers can make their own.
Q -Tip Skeletons
What you'll need:





Q-Tips
Scissors
Black construction paper
White paper
Glue
What you'll do:
Freehand draw some skulls on
your white paper, or print
some off from clip art.
 Cut out a skull and glue it
toward the top of your paper.
You will build
your skeleton
under this.
 It works best for
this Halloween
craft if you do the
ribs first and then
glue the spine
over the top. Use a dot of

glue on each end of the Q-Tip.
 Cut Q-Tips as needed for
your skeleton’s fingers and
feet.
Spider Web and Spider
What you'll need:
 Paper plate
 Yarn (grey or white)
 1 Black pom pom ball
 2 Black chenille
stems
 8 googly eyes
 Scissors
 Single hole punch
 Glue
What you'll do:
 Cut the chenille stems in half
and wrap them around the
pom pom to form eight legs.
 Glue on googly eyes.
 While the glue is drying, cut
the center out of a paper
plate.
 Punch holes around the outside of the plate, every inch
or so–this does not need to
be even.
 Thread the yarn back and
forth between the holes,
encouraging children to go
across the diameter of the
plate.

Wrap some of the spider’s
legs around the threads of the
web to hold in place.
BOO!
Page 5
Mid-South Early Childhood Direction Center
The Very Busy Spider by Eric Carle
This colorful picture book describes a spider's day.
Blown onto a farmyard fence, she starts to spin a web. Each animal
in the barnyard asks the spider to join in for the day’s fun but the
spider is too busy spinning her web.
The toddlers love calling out the animal sounds
and the repetitive structure of the story. The
book is touchable: elements including the
strands of web are embossed on the pages and
you can follow them with your fingertips.
Recommended Age:
1 to 6 yrs
Educational Connections:
Science: Spiders are a great way to introduce classification. Spiders
are not insects, what are they? How are arachnids different from
insects? How do entomologists categorize different spiders
(spinning / weaving spiders versus hunting spiders)?
Science / Technology: How do spiders spin their webs? Why are
engineers trying to find ways to use spider silk in human technology?
Ecology: What role do spiders play in the ecosystem?
Literature / History: Read the Greek legend of Arachne. Why did
Athena turn Arachne into a spider?
Geography: Make a map of spiders. Where do the most species of
spiders live? Where do the largest spiders live? Which spiders have
venom that is dangerous to humans and where do they live?
WHERE CAN I FIND MORE INFORMATION?
Page 6
Fall Edition, 2015
DID YOU KNOW…
The Mid-South Early Childhood Direction
Center offers a lending library?
Our library is a unique combination of resources available
to Individuals, Parents & Caregivers, and Professionals.
Topics include: Children’s books, Disabilities (including
Autism, Mental Health, TBI, Hearing and Visual Impairment)
plus a whole lot more.
You can visit our library in person (please phone ahead), or
you can email us with a specific request. ([email protected])
FUN FALL-THEMED ACTIVITIES
Falling temperatures and falling leaves ... hot chocolate and outdoor activities—they're all trademarks
of a beautiful autumn. With so many fun seasonal offerings, take your little one on an adventure
through the season. Here are just a few activities to take advantage of the great outdoors!
Scavenger Hunt
Acorns, leaves, something orange, something red ... make a list of fall-themed items, and see if you
can hunt them down in your backyard. A scavenger hunt is a great way to work together, laugh
together and enjoy what nature has to offer during the fall. This is a great flexible activity because
you can adjust the items on the list to the age of your child.
Take a Photo Walk
Instead of collecting leaves, try snapping seasonal photos. Don’t just take shots of your child. Let
them get behind the camera and take pictures of things they’re
interested in. Children have a way of capturing elements of life that
we tend to overlook. Be sure to go through their photos together
so they can experience their handiwork.
Go to the Petting Farm
Before winter rolls around, pick a nice day and take your toddler to
the petting farm. Teach her the names of the animals she sees. Point
out key features, like the pig’s flat nose and the horse’s mane. On the
way home, see if she can remember what the animals looked like and
the sounds they made.
Explore a Corn Maze
Tap into your child’s puzzle- and problem-solving skills with this fun
fall activity. Take a hayride to a local corn maze. The kids will have a
blast running around trying to figure out how to get out.
http://mom.me/fun/4710-12-fun-fall-activities/
Fall Edition, 2015
Page 7
Positive Behavior Pointers
Shame and Blame
A child will behave according to what
they think they are. Therefore, if addressed in terms like ... “You always ...”
and “You never ...” and “You are such
a ...” they will surely develop an image
of themselves as a “so and so” and
continue engaging in “such and such.”
When correcting a child, it is much
better to make a distinction in your
mind between who they are and what
they are doing. It is necessary to
behold children as innocent. We
can assume that if they really knew
better, really understood the value of
another way, they would do it.
Parents are called upon for various
responses to error. Sometimes a firm
and vigorous stand is called for, such as
when there is immediate danger of
physical injury. Sometimes a warning is
called for, the pointing out of a possible consequence. Sometimes parents
simply have to stand by and let their
children discover consequences for
themselves. Sometimes reproof and
explanation are appropriate. But the
goodness of the child is never the
issue; even behavior is not the
issue; learning is the issue. In every
instance something will be learned.
If we view our children as naughty,
disturbed, or guilty of their misdeeds,
they will learn to think of themselves
as foolish, faulty, or shameful. If we
view them as innocent, or at least
merely ignorant, they will gain understanding from their experiences, and
they will continue to regard us as wise
parents.
Create a no-fault clause and apply it
to yourself and your children. With
no-fault assurance, even if you have to
discipline
your toddler, you
will be able
to do so
with compassion and
a sense of
humor
rather than
fear or
anger. You
will be able
to issue
warnings without insult and correct
without humiliation.
Page 8
Mid-South Early Childhood Direction Center
Suspension and Expulsion
of Preschool Children—July 2015
New York State Ed Department Update:
The purpose of this memorandum is to provide information regarding federal and
State policy to eliminate practices of suspension and expulsion of preschool children;
to ensure that a child’s early learning experiences build a positive early foundation to
nurture learning and development; and to ensure that challenging behaviors exhibited by preschool children are addressed in the context of a comprehensive approach
to behavior support designed to encourage positive social behaviors.
In December 2014, the U.S. Department of Health and Human Services and Department of Education released a joint policy statement on expulsion and suspension
policies in early childhood settings. (A copy of this document can be found at http://
www2.ed.gov/policy/gen/guid/school-discipline/policy-statement-ece-expulsionssuspensions.pdf.)
In discussion with the Board of Regents at their May 2015 meeting, the New York
State Education Department (NYSED) committed to take steps to reduce and severely limit expulsion and suspension practices, with the ultimate goal of eliminating
these practices in all early childhood settings by the 2017-2018 school year.
All regular and special education early childhood programs are urged to review
their school’s practices and take steps to ensure that high-quality behavioral and
social-emotional supports are in place to prevent suspensions and expulsions of
preschool children. Programs should minimally ensure that:
 teachers use developmentally appropriate, culturally and linguistically responsive
practices and evidence-based curricula aligned with the New York State Prekindergarten Foundation for the Common Core Learning Standards;
 children have access to comprehensive services and individual
accommodations and supports;
 discipline policies comply with applicable federal civil rights laws
and procedural safeguards under the Individuals with Disabilities
Education Act (IDEA) for all preschool children with disabilities;
 programs collect and analyze data on suspensions and expulsions and set goals to limit or prohibit such disciplinary actions;
 staff receive professional development on social-emotional and
behavioral development; and
 programs establish school-wide and tiered supports to address
challenging behaviors.
Page 9
Fall Edition, 2015
FREE CONFERENCES FOR
PARENTS AND PROFESSIONALS ...
Evidenced Based Strategies for Learners with Special Needs and Autism
James Ball Ed. D., BCBA-D, authored the book, Early Intervention and Autism: Real– Life Questions, Real– Life Answers. He is
a nationally known speaker, who has toured with Dr. Temple
Grandin. He will provide valuable expertise and practical
advice for behavioral strategies to use at home and at school.
Suggested audience would include parents and professionals
working with individuals with autism.
FRIDAY, SEPTEMBER 11, 2015, 9:00AM—3:00PM
AT THE DOUBLETREE BY HILTON HOTEL, BINGHAMTON, NY
Register at : www.ptac-stic.com
(or call 607-724-2111)
JAMES BALL will also be presenting on Saturday, September 12. Alive with Autism is sponsoring a
morning session on Early Intervention and Social Skills, and an afternoon session on Behavior and
Beyond. This event will take place at the Double Tree in Binghamton from 8:00 am to 3:00 pm.
For more information, please contact Lori Martin @ [email protected].
Making Sense of Sensory Integration
For most children, sensory integration develops in the course
of childhood activities. For some children, however, sensory
integration does not develop as efficiently as it should.
Morning: Polly Godwin Emmons and Dr. Liz Anderson will
provide an overview of sensory integration and how to recognize
when a child may be having difficulty.
Afternoon: Lenny Grozier will work with participants to create a sensory activity to take back to
their own early childhood environment for implementation and
experimentation.
THURSDAY, NOVEMBER 19, 2015, 9:00AM—3:30PM
AT THE RADISSON HOTEL, CORNING, NY
Register at : www.ptac-stic.com
(or call 607-724-2111)
MID-SOUTH
EARLY
CHILDHOOD
DIRECTION
CENTER
Opening Windows to Your Child’s Future
Southern Tier Independence Center
135 East Frederick Street
Binghamton, NY 13904
Phone: (607) 724-2111
Fax: (607) 772-3615
E-mail: [email protected]
Website: www.stic.cil.org/ecdc.html
Facebook:
Mid-South ECDC
Serving the following BOCES
Regions:

Broome-Tioga

Delaware-ChenangoMadison-Otsego

Otsego-Northern Catskills

Greater Southern Tier
MEET OUR STAFF
Laurie Wightman, MSEd
Director of ECDC
Kathy Ryan, BA
Education Specialist
Colleen McKinney, MSEd
Education Specialist
Joy Stalker
ECDC Clerical Assistant