It's Apple Time!

Here are a couple of simple apple recipes that are fun to do with children and delicious as well. As I frequently say - "Child tested, Nanny approved!" or "Nanny tested, Child approved!"


Apple Pizza

Ingredients:
- pizza dough, ready made or your favorite recipe
- 6 to 8 apples
- sugar
- cinnamon
- butter
Directions:
Peel and slice apples. You can also chop them into smaller bits if you'd like. Older children can be very helpful in this step. I would peel and core the apples then let the children slice or chop using a butter knife. This usually works well for little hands.
Mix apple slices/pieces with sugar and cinnamon to taste. Sorry I don't have exact portions - guessing about 1/2 cup of sugar to 1 tablespoon of cinnamon.
Roll out dough as you would for a pizza. You can use a round pizza pan or rectangular cookie sheet. This step needs some hands on work - children love this part!
Pile apples onto dough leaving about 2 inches around the perimeter. This 2 inch dough area is then folded over the edge of the apples. This fold does not cover all the apples just the edge.
Using cold butter - about 1/2 stick - cut into small cubes. This is another good job for the children. Distribute the butter over the apples.
Bake at 375 degrees for about 20 minutes or until crust is golden and apples are bubbly. Let cool before serving.
Because the pizza dough is not sweet, it is a great contrast to the sweet, tart apples. I like to mix different types of apples in one pizza.

Applesauce

Ingredients:
- Apples
- Sugar
- Cinnamon
Directions:
Peel, core and chop apples into small pieces. Place into large saucepan. Cook over medium heat until apples start to soften. Here's where I take it from the heat and everyone takes a turn "mashing" the apples. I like a traditional potato masher for this job. I wrap the saucepan in a large towel and hold while the child mashes away. If the apples are still firm return to heat to cook a little longer. Let apples cool a little. Add cinnamon and sugar to taste. "To taste" is a magical experiment all it's own. We would add some, sample, add some more, sample again, and so on. I would have a pile of spoons ready for taste testing.
IF you have leftovers store in an airtight container and refrigerate.

Early Childhood Education Choices - Part Two

In part one we focused on some basics about starting young children in an early childhood program. Part two is exploring the different philosophies of types of early childhood programs and program essentials.

Each program has its own philosophy of teaching and how children learn best. When considering a good fit look for programs that match your own philosophy. How are concepts introduced to children? What is the philosophy about play and exploration? Is there a balance in active and quiet activities? Some programs stress a balanced curriculum while others put more emphasis on pre-academics, music, math or science. What is a typical daily schedule and how does that fit with your child's personality an demeanor?

Montessori
Typically Montessori programs emphasize child selected work rather than teacher selected projects. Materials available to the children are specific in nature and have a step-by-step procedure to develop a concept goal. The child works independently and moves about the room at will choosing materials. Children are encouraged to take care of themselves as much as possible (bathrooming, snack, clean up, etc.). Classes are generally not segregated by age, although this varies due to the physical capacity of the facility and classrooms. Montessori encourages individual progress and embraces the concept that children will learn at their own pace. Most Montessori schools will also incorporate some group and outdoor play time in their daily routines.

The guiding elements in a Montessori school are:

Mixed age classrooms, with classrooms for children aged 2½ or 3 to 9 years old by far the most common

Student choice of activity from within a prescribed range of options

Uninterrupted blocks of work time

A constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction

Specialized educational materials developed by Montessori and her collaborators

Reggio Emilia
Reggio Emilia is a program based on respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum. Newer to the middle of the country this school style is popular on the east and west coasts. Children's interests are the focus rather than a set of curriculum of academic goals. Children are encouraged to work in groups. Materials offered are diverse. This program believes children can express themselves through various visual media, not just speech. Children's work is displayed emphasizing that their work is important and so that they see their own progress.

The four principles of the Reggio Emilia school are:

Children must have some control over the direction of their learning

Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing

Children have a relationship with other children and with material items in the world that children must be allowed to explore

Children must have endless ways and opportunities to express themselves

Waldorf Schools
Waldorf schools embrace the whole child (mind, body and spirit) and believe in whole-learning approach. Play is viewed as the work of the child where storytelling and fantasy are incorporated into the curriculum. Simple toys and materials are incorporated are used to encourage imaginative play and problem solving. The Waldorf philosophy stresses that the child is a social being and the development of social skills is as important as any other concept. Teachers model good social behavior by joining together in movement, singing and group games building community and problem solving skills. There is routine and structure to the day that children can count on, as well as focus on seasonal themes. In early childhood learning is largely experimental, imitative and sensory based. The educational emphasizes learning through practical activities. Waldorf schools start in the preschool years and go through high school. Some home school families use Waldorf curriculum and philosophy as well.

Co-Op Programs
Programs that are co-op in nature may have varied philosophies, but all require parent/adult participation. How often participation is expected also varies from program to program. Nannies and parents are expected to assist with curriculum implementation under the direction of the staff. This is a wonderful way to observe the child in a group setting. Typically co-op early childhood programs have lower enrollment fees because parents, nannies or other adults are helping the staff both in the classroom and in support capacities. Often these programs are run by a board of directors which include staff, parents and other community leaders. Some co-op programs are sponsored by larger groups such as churches or community education.

Preschool Checklist
Regardless of the program you choose the following list of learning opportunities should be taken into consideration. Each preschool will implement these into their curriculum in variety of  ways.

You'll want to be sure your child is having experiences with . . .

Emotional development - understanding their feeling and the feelings of others, able to manage their emotions in a group setting, expression, etc.

Communication skills - talking, listening, expression, writing, etc.

Knowledge and understanding of the world around them

Mathematical awareness -  patterns, numbers, measurement, comparison, etc.

Physical development and physical health

Play - opportunities to play alone and with others, active and quite play, indoors and out

Teamwork - building skills for playing and working together which includes social skills

Self-help skills - including bathrooming, meals/snacks, clothing, clean up, etc.

Social skills - group activities, sharing, cooperative learning, communication, emotional control

Critical thinking - problem solving, decision making, logic, understanding others, organizing information, etc.

Creative arts and expression - drama, open ended art, crafts, special projects, music, dance, etc.

Literacy - rich language development, storytime, phonic games, alphabet activities, support early readers and writers, etc.

Jumping Frogs

The eight year old I care for came home from school and showed me how to make this Jumping Frog. We had a great time making lots of frogs of different sizes, having "jump offs", and adding character to each frog with colored pencils. We used white copy paper and some colored paper as well, but you can us any paper that folds and creases well.
I found this on Family Fun to share with you. You too can enjoy some Jumping Frogs!


For the full size PDF printable go to:
http://familyfun.go.com/printables-origami-jumpin-frog-703288/



Early Childhood Education Choices - Part One

When is a child ready for a formal preschool program? What program is best for the child and family? What options are available to introduce early childhood learning? Families with young children may struggle with some of these questions as their children grow and develop. As a partner with the family, the nanny can be a real asset in assisting the family with exploring all the choices. The child's best interests are at the core of any consideration about early childhood program options.

Readiness
Every child is an individual and unique. Some children may be ready for a structured program as a toddler, while others may benefit from a less formal playgroup setting. The child's personality and demeanor need to be considered. Observation of interactions with the adults as well as other children in their lives may also give clues to readiness. Children should be comfortable in a group setting. They should be able to communicate their wants and needs to adults. Some programs have requirements about the child's ability to use the bathroom on their own. The child's ease in separating from their parent or nanny should also be taken into consideration.

Early Exposure
Infants and toddlers typically should have some experience with playgroups or play dates before considering enrollment in a program. This gives the child an opportunity to "practice" interactions and gives the adult an opportunity to observe those interactions. This is also a wonderful chance to teach appropriate group behaviour and peer connections, as well as encourage problem solving skills. Some children are not ready for a more formal program and do better in these small informal group settings ECFE (Early Childhood Family Education) classes are good introductions to social groups and adults are encouraged and supported as well.

Preschool Basics
When looking at preschool programs, keep in mind that there are a variety of philosophies and styles. Group size, classroom environment, schedule and staff are all important points to consider. Early childhood education experience are meant to be a positive stepping stone into the school years.

• Accreditation - Some preschools have gone through an accreditation process. Not all accreditation is created equal so it is appropriate to ask questions about the process they went through and how often they are re-evaluated. The National Association for the Education of Young Children (NAEYC) has a very thorough and balanced accreditation process that is highly respected in the early childhood field. Other accreditation bodies may also have strong requirements.
• Staff - Preschool or Early Childhood staff is a significant part of screening the program. How long has the current staff been with the program? Staff turnover is always a concern. Some turnover is to be expected, but excessive turnover may point to staffing issues. Ask about classroom staff to child ratios. Most classrooms/programs have a lead teacher and may have an assistant teacher or aide. What does the program require in  the experience and training qualifications for each of these positions? Does the program require and/or provide continuing education opportunities for their staff?
• References - It is always appropriate to ask to talk with other parents who have enrolled their child in the program. If you have been referred to a program by a friend or relative as them about their experience. Are parents/nannies welcome and encouraged to volunteer or observe?

Part Two will focus on different programs and their philosophies.

Wild to Wacky

by Samantha Sawyer

Wild to Wacky (Sandwich...that is)

Are you a parent who is trying to hold it together until the kids are back in school?
Two more weeks, two more weeks, just two more weeks…
If you find yourself using a mantra similar to this on a daily basis then this article is for you!

Temper tantrums, clinginess and power struggles may be due to something other than summer’s end.  Your child could be stuck in the “high alert” body chemistry mode called fight or flight from something as simple as childhood activities like running and rolling around.  Did you just ask him to play nicely and now, 10 minutes later, he’s showing the same problem behavior as before?  When your child is in fight or flight mode learning and logical rules literally cannot sink in.  Luckily, we have a fun and easy solution that will shift your child’s brain chemicals so that his body gets signals of calm integration rather than yucky, anxious disintegration.

Enter - Sensory Games!  Playing a sensory game will release your child from fight or flight mode, improve behaviors and his ability to self-entertain rather than bouncing off the walls screaming for your constant attention.  But, wait, sensory games?  There’s no time to learn new games right now when we’re crazy busy preparing for the school year!

On the contrary…the beauty of a sensory game is that you simply incorporate one into what you are already doing on a daily basis – spending time with your child during play.  With common household items like couch cushions and pillows you can initiate one of our favorite sensory games from the comfort of your own home.  Follow the four simple steps listed here: http://brighteningconnections.com/?p=917

Become an expert at simple sensory games and shift your mantra from “something has GOT to change” to “oh yeah, I GOT this!”    

 

Want individualized parent coaching to rapidly shift your child’s challenging behaviors?  Schedule your initial consultation with Samantha@brighteningconnections.com by 9/21/12 to get the reduced rate of $47 ($73 savings!) – must mention Nannies Heartland.

Samantha Sawyer, M.A. CCC-SLP is licensed in the state of MN and received her certification of clinical competence through the American Speech Language and Hearing Association (ASHA), the professional, scientific, and credentialing association for Speech Language Pathologists. She is licensed through the MN Department of Health and MN Department of Education. To maintain credentialing she pursues continuing education in her field and explores related areas of Sensory Integration, Floortime, emotional regulation of the brain and nervous system, Child Development and counseling, nutrition and energy medicine.
 

Making the State Fair Child Friendly

Today is the start of the Great Minnesota Get Together - the State Fair. It brings back memories of all the years that either I took the children in my care to the fair or I joined the family to go as a group. We found that being well prepared made for a day of fun rather than a day of frustration. Here are a few tips and some links to the fair website.

Safety First

• Sunscreen, shade and plenty of water: We lathered up before we left the house and then multiple times throughout the day. Everyone had their own hat and we'd take some breaks in the shady areas. When they were very small we had a big wagon with a sun shade. We brought our own water with us, which I believe you can still do. Keeping hydrated is important. There are places to rest and freshen up - I recommend taking advantage of those throughout the day.
• Bring along a small first aid kit. You never know when you'll need an anticeptic wipe or small bandaid. There are first aid areas throughout the fair but if you just need a quick little something it can be eaiser to take care of it yourself.
• In a backpack I had extra clothing just in case we needed something, the first aid kit, sunscreen, water, hand sanitizer, camera and a sketchbook with colored pencils. It was an easy thing to carry or place in the wagon. The sketchbook was really a nice addition so the children could draw if they wished. I'd even include rain ponchos if the weather was uncertain.

• Appropriate clothing is important. There is a lot of walking involved in any fair experience so shoes that really support you and the children are a good idea. Often the days are warm and sunny, so choosing clothing that breaths well and is comfortable but also protects from the sun is best. I would even dress us in similar colors just so I had a good visual on everyone.

Pace Yourself

• The fairgrounds are large and spread out. Not all exhibits and areas are interesting to children or child friendly. Make a plan before you go. Because the animals were very exciting to us, we would start our fair experience at the barn area and then make our way to the DNR building and up to the children's rides area. *I know there are some concerns about the swine barn this year. You may want to talk about this before heading out.*
• Take a break several times throughout the day. We would find one of the shaded areas and just have some relaxing, people watching time. Younger ones might nap and the older one would sit drawing.
• We'd take advantage of the many side shows - music, puppet show, magic, dance - to sit down and take five minutes to rest. Then we were off again.
  
• Keep to the children's regular schedule as much as possible - meal times, snacks, rest time.
• There is a lot of special fair food to try but it can get to be too much. We preferred to do a little sampling of the fun food on a stick, sharing a few nibbles of some special foods while also choosing those healthier options that are available.

Fair 2011 State Fair Information

• Little Farm Hands - education exhibit for children which is awesome. Here is a link to the PDF document about the exhibit http://www.mnstatefair.org/_assets/pdf/MSF_12_LFH_Brochure.pdf 
• August 27 and September 3 - Children's Day with discount on admission
• August 29 - Read and Ride Day with discount admission with a library card, one discount per card
• Brochure Rack at http://www.mnstatefair.org/general_info/brochure_rack.html Get all kinds of information before you go including the Fabulous Fair Alphabet Game Card, Tree Sculpture Tour and so much more.
• You can also connect to a Fun Finder at http://www.mnstatefair.org/find/fun/ which gives you a list of all kinds of fun that can be found each day. There is also a food finder if you want to access that as well.
• Daily Schedules are available via the Fair website at http://www.mnstatefair.org/general_info/daily_schedules.html, there is a schedule for each day.
• Use your smart phone - m.mnstatefair.org for all types of information.

"What's all this fighting about?"

The day's activities are underway. Things are going well so far, breakfast is over, your tidying the kitchen, the children (3 and 5 years old) have gotten out the Duplos and you've told them you'll join them in the playroom in just a minute to have some fun. You've planned a play date for later in the morning and a craft for after rest time. All is quiet in the other room so you take a moment to throw a load in the washer. Then you hear it - - - a distant rumbling, the first indications of a sibling skirmish. You drop what you're doing and head to the playroom. You arrive to raised voices, tears and an obvious dividing line of toys between "mine" and "yours" with one toy clutched tightly in the 5 year olds hands while he admonishes his sister. You sigh, here we go again.

Sound familiar? Toddlers or teens, sibling rivalry battles can erupt with little or no warning. Knowing that rivalry is "normal" doesn't help us feel less frustrated. However, understanding the reasons behind rivalry can be helpful in choosing appropriate strategies to deal with or even prevent a battle from turning into a war.

There are three basic reasons siblings feel competitive with each other - 1) need for attention or approval, 2) jealousy, 3) an impression of playing favorites. I'll also add to the list the lack of skills to resolve personal conflicts.

Every child desires to have attention or approval from the adults in their lives. We've all heard "look Mommy," "see what I can do Daddy," or "look what I made Nanny." We want to give them our attention and let them know how wonderful we think they are. If often seems they want our attention just as the phone rings or we are in the middle of making a meal. Striking a balance between attending to the children's needs and having them understand that there are times that they will need to be patient is a challenge. Keep calm, get down on their level to ask them to be patient, be specific about how long it will be and follow through. Most children respond very well to this, especially if you make an effort to praise them for waiting and being patient.

Introduction to the skills needed to resolve personal conflicts of all types is an ongoing teaching opportunity. To start building good communication skills practice labeling feelings, differentiate between frustration, anger, disappointment, hurt, etc. When issues arise, get down to the children's level, have each child verbalize their feelings, ask who they are angry with and how they would like to be treated, praise them for talking about the problem. Look for options that will allow each child some resolution - more one-on-one time with parent or nanny, creative ways to share, find other activities or have the child "take 10" giving them a short break from interacting with a sibling. In the conversation period you may found out that they aren't really angry with their brother or sister, but with mom, dad or nanny. The main goal is to get the child to communicate as much as possible about what is going on with them and then let them know how much you appreciate them talking to you about their feelings.

"Take 10" can be a choice the child can learn to use without direction from you. Rather than a time-out for negative behavior, "take 10" allows the child to step away from a negative situation on their own or with an adults help. They can choose to play elsewhere, find a quiet spot, come to an adult for a chat, etc. "Take 10" is simply taking a break, no regulation time limit is set. If a child is ready to return after a few minutes - great, or if they need or want more time they can take it. I still remember when I heard the middle child let his little sister know that he needed a break from play before he got frustrated with her. He told me she was making him "crazy" and he was going to read a book - 15 minutes later they were back playing together. The break was good for everyone.

Being part of a family is like being part of a team - when everyone works together then everyone can win. Praise for cooperation, patience and understanding builds . . . greater cooperation, patience and understanding. Some children respond will to sticker charts and earned rewards. Stickers are given for appropriate behavior, good communication, seeking adult help when needed, staying calm, etc. Setting a goal of X number of stickers to earn a small reward can be very motivating. This method can be a very nice option for younger children or non-verbal children providing visual reinforcement. How quickly a reward is earned should also be considered. While older children can handle getting to the goal in a week or month, the younger child may need to see something happen within the day or even within a few hours.


Rivalry between siblings is normal, it's up to us to guide children toward building stronger sibling connections. Developing positive strategies now can mean strong relationships in the future.