2016 Summer Newsletter

Summer 2016
Quality Child Care Matters
Academic Learning versus Intellectual Learning
Important dates:
June 4 Day of the Young Child: 10 am - 2pm
at LTCC with a Puppet Show at NOON
June 12 Movie in Markleeville Park: Harry
Potter 6 pm
June 11 Kids Fishing Day at Indian Creek
Reservoir 9 am
June 17-19 Father’s Day Pow Wow @
Stewart Indian School, Carson City, NV
June 18 Movie in Markleeville Park: Big Hero
6 pm
July 4 Office closed in observance of
Indepence Day
July 9 Movie in Markleeville Park:
Ghostbusters 6 pm
July 9 Alpine Kids at Antelope Pack Station
Walker, CA
July 21 WIC at HHS 1 pm
July 30-31 Wa She Shu It’ Deh Festival at
Valhalla
August 18 Movie in Markleeville Park: Kung
Fu Panda 3, 6 pm
August 13 Movie in Markleeville Park: Harry
Potter 6 pm
August 15/22 1st day of school DHS/DVS
Choices for Children
100 Foothill Rd. Ste. D-6
Markleeville, CA 96120
1-877-694-2129
www.choices4children.org
Saturday, April 30 th the early care and education field had
the pleasure of learning from Lisa Daly and Miriam Beloglovsky, Early Childhood Education Professors and authors of the
book "Loose Parts: Inspiring Play in Young Children" during
their presentation Loose Parts to Promote STEAM. This article
is a small portion of their presentation, focusing on why loose
parts inspire intellectual learning.
Leaders and key faculty from USC’s Annenberg School for
Communication and Journalism conducted consultations
with 75 senior executives, from a broad range of industries
and from Fortune 50 companies (the top 50 most prosperous
& progressive businesses within the Fortune 500 list) to
inquire about the talents and attributes they look for in
potential employees to ensure the continued innovation and
growth of their companies. The skills desired were:
intellectual curiosity, 360-degree thinking, cultural
competence, empathy and adaptability. Workers with these
skills and modes of thinking will have more successful
careers than their peers with the same intellect but lacking
these soft skills.
Dr. Lilian Katz discusses intellectual versus academic goals
in her publication Lively Minds. She recommends early
childhood programs take an intellectually rather than
academically focused approach with the goal of school
readiness. Through intellectual learning experiences,
children learn self-regulation, initiative and social
interaction. Early academic learning (memorizing the
alphabet, days of the week, names of the month, rote
counting...) can actually be harmful in the long run as it
bypasses and divests children of rich intellectual
learning experiences.
Continues on pages 3...
Page 2
Looking for Children ’ s Activity Ideas?
Visit Choices for Children ’ s blog at: choices4children.blogspot.com
This great process art idea is from the CfC Resource
Lending Library book Good Earth Art: Environmental
Art for Kids by MaryAnn F. Kohl & Cindy Gainer
You will need:
tempera paint
liquid starch
cardboard
drawing objects (spiky balls, craft sticks, combs, plastic
fork, etc)
Mix the tempera paint with the liquid starch.
Brush a thick layer of paint over the cardboard. The authors of the book
suggested black paper but we thought a stiff surface was more important than
the color. However, if cost is not a consideration, a portion of black foam board
would provide the stiff surface needed as well as a dark, contrasting color.
To help young artists apply a thick amount of paint in a short period of time
(before the paint begins drying) provide large paintbrushes. You may use a
spiky ball to apply marks through out he paint.
Allow paint to dry.
Apply another coat of thick paint, applying
marks before the paint dries.
Experiment with this great process oriented art project which also helps stretch your paint supply.
Community Updates
Page 3
Academic Learning versus Intellectual Learning Continues from page 1...
Loose parts naturally afford children
intellectual learning opportunities. According
to Lisa Daly & Miriam Beloglovsky, Loose
Parts is an education philosophy wherein the
educator selects loose parts ( battle caps, pine
cones, paper rolls, etc ) and determines when
and how to set them up to provoke their use
based upon observations, the children's
current interests and their developmental
stages. Loose parts allow for a depth of critical
thinking and problem solving that structured
activities and toys can't provide. Using loose
parts, children learn through investigation
and active exploration by solving problems,
developing new ideas, collaborating with
partners, forming theories and testing
hypotheses as well as observing an reflecting. Children using loose parts also take more risks
since much of their play involves building on trial and error (not failure). Risk taking is a needed
attribute for innovation and growth of the individual and their work.
Working with loose parts integrates knowledge across all disciplines and encourages children to
think in a more connected and holistic way. Using loose parts naturally allows children to learn in
a complex way by combining many intellectual concepts of Science, Technology, Engineering, Art
and Math as well as strengthening social-emotional skills. When exploring loose parts children
learn to negotiate, sharing ideas through language and communication, develop persistence, and
increase engagement and curiosity by exploring endless possibilities. The result is children who
think in a more connected and holistic way.
Using loose parts also increases children's creativity and increases the occurrence of symbolic play
which is needed for reading. Working with loose parts also provides opportunities to use their
gross and fine motor skills, strengthen their social skills by using language and learning to
negotiating with others on group projects. They are also naturally differentiating for groups of
children of varying age and abilities as the children use the materials on-hand in line with what
they already know. As there is no instructional expectation, there is no fear of failure for the child.
The adult can help expand children's knowledge base by asking open ended questions and the
children themselves can be another source of knowledge as they share new ideas with their
peers.
Loose parts are also financially feasible as most are free, are great for the environment as they are
often re-used or upcycled materials, and are readily available in our environments and communities. Give resources (access to loose parts & time to investigate), be present as a play partner, and
watch the learning unfold.
Page 4
Feeding Children
Many parents of young children know what kinds of healthy
foods to serve to their children. However, who is in control of
what feeding role can easily become muddled during
mealtimes leaving the parent and child in a predictable power
struggle surrounding feeding.
Should you make your children clear their plate? Should you make
your child taste a bite of a new food before they can leave the table?
Should you allow them to have a second serving?
Remember, your long term goal is to raise a child who
chooses healthy foods and eats appropriate portions to
maintain a healthy weight. To help them reach this goal they
will need to learn how to manage their eating habits. It is best
to start early, while they can benefit from your guidance.
Have a child nutrition question? Call our office
Let them learn by serving themselves
Let your kids serve themselves at mealtimes. Teach them to take small amounts at first. Assure them
they can get more if they are still hungry. Limiting the amount of food over the course of the meal only leads
to struggles over food and distracts them from listening to hunger signals which are necessary to maintain a
healthy body weight.
Feed their independent spirit at mealtimes
Each meal with your preschooler is a chance to help them learn and grow and learn to make decisions on
their own. Encourage them to make their own food choices from the healthy foods you offer. Start early and
you'll help them build healthy habits for life. Also realize as their world expands they will be exposed to
more food options, some not so healthy. Firmly excluding certain foods can lead to power struggles and an
increased desire for the forbidden foods. Focus on your long term goal and help your child learn how to balance less healthful foods into an overall healthy diet.
Sometimes new foods take time
Kids don't always take to new foods right away. Offer new fruits and vegetables many times, served in a variety of ways. It can take an average of 12 times for a child to try a new food after it is offered. Give your kids
just a taste at first and be patient with them. Let them decide if they are willing to try a taste rather than forcing them to taste a certain amount.
Patience works better than pressure
Offer your children new foods. Then let them choose how much to eat. Kids are more likely to enjoy new
foods when eating them is their own choice. It also teaches them how to be independent.
Think beyond a single meal
Keep in mind what your child eats over time. Meals and healthy snacks give children several chances every
day to eat a variety of foods. If your child eats only a little or nothing at one meal, don't worry. He'll make up
for it with other meals and snacks to get what he needs for good health over time.
Let go a little and gain a lot
It's natural for parents to worry about their preschoolers' eating habits. Offer healthy foods and let your kids
choose from them. They'll be more likely to enjoy mealtime and eat enough, so everyone is happier.
Day of The Young Child
June 4, 2016
10 AM – 2 pm
Lake Tahoe Community College
Enjoy FREE
Early Childhood
Activities. & an
Interactive puppet
show with
Miyaka Cochrane
at NOON
Sponsored by:
Choices for Children,
Lake Tahoe Collaborative,
First 5 El Dorado,
EDCOE, LTCC,
ED Co. CAPC,
Tahoe Turning Point
& Kiwanis
100 Foothill Rd. Ste. D-6
Markleeville, CA 96120
Funded by the California Department of Education
Early Care and Support Division
Our mission is to enrich children ’ s lives through innovative support, education, and enhanced family
and provider services. Our programs put families at the center of a community of support services.