http://www.sixtysecondparent.com/_webapp_514584/Bully-proofing_skills_in_kindergarten

In our schools the kids can’t go outside at all if the weather is below a certain temperature. This, as i have experienced, is a difficult thing because sometimes the temperatures are decieving. at -8 it could be icy and windy and just not suitable to go out. The staff often makes a call on that one, as i’ve noticed and the kids are kept safe indoors. But if the temp is -15 and it’s gorgeous and sunny and last eve was the first snow, they also are kept indoors….which, in my mind, is a travesty.

Then there is the issue which really get’s me ‘ired up – the rental of the school play equipment to onsite daycares which are subsidized. Our tax dollars built these schools and pay for them, yet the school board takes away from our kids and rents space and equipment. The daycare gets a free ride because they are government subsidized, and the school board makes money, and my kids get less. Not to mention, that it presents unfair competition for my home daycare business across the street.

Everybody knows there is an obesity epidemic and children are too sedentary and not physically active enough to be healthy. Yet there is no money in the budget, nor enough staff to feaseably offer supervision, coaching, or even gym space in some instances. Parent Volunteers are often banned from the school premises, or their involvement is extremely limited by protocols and protectionist attitudes. Perhaps a police screening should enable parents to pitch in once again.

I talk about schools but daycare centres run on the same model so these issues are the same dynamics you will find in daycare centres and more. The children are too small to be properly supervised outdoors without a great number of providers and lets face it, in the winter time, providers are not motivated to stand outside for more than 20 minutes or so to supervise. It’s cold! especially with no trees or snowbanks, and no safe place to walk or run down a path, or rocks to climb over.

Forest preschools are becoming more recognized and available as one option for young children who need care; or a carefully chosen home daycare which ensures a well rounded experience and lots of outdoor time….and facility or fieldtrips to spacious natural areas where kids can RUN!

Some “experts” have done a study on daycare kids level of activity. Check it out: (click the link for the Victoria Times Colonist article)

Daycare kids cooped up.

http://www.drmomma.org/2010/02/your-babys-genius-not-due-to-disneys.html

and the book “Last Child in the Woods” is one i highly recommend.

2/3 cup ww flour
1tsp baking powder
1/3 cup honey
1/3 cup milk (tip: warm milk in microwave and melt honey into it)
1/3 cup sunflower seeds
3 eggs

mix together and fry in butter like tiny pancakes.

Here it is:

Are Conventional Preschools Undermining Our Future Thinkers?
posted by Eric Steinman Apr 6, 2011 1:01 pm
filed under: Children, Family Life, Healthy Mind, Healthy Schools, Parenting at the Crossroads, Teens, creativity, direct learning, direct teaching, exploration, gopnik, learning, no child left behind, preschool, standardized testing

The words “children” and “learn” are so inexorably linked, that a quick Google search will yield nearly 30 million unique search results on the subject of children learning. We, as a society, are reasonably obsessed with the topic of how children actually learn, and have pushed legislation (No Child Left Behind) to mandate a certain type of direct instruction to insure “learning” is taking place throughout our schools. While I plan to address the merits and drawbacks of the No Child Left Behind Act of 2001 in a post later in the month, I wanted to take a look at how direct instruction vs. exploratory learning is quite possibly failing our children, namely in the early years of preschool.

New research on the subject is revealing that direct instruction (that is the practice of having a teacher provide a very distinct lesson with clear cut parameters of engagement) as opposed to a more exploratory learning approach (allowing the child to ask questions, explore, and figure it out for themselves) is fostering a generation of children who are finding it more and more difficult to think for themselves. In an article for Slate.com, author and UC Berkeley researcher Alison Gopnik, showcases two studies, done with preschoolers, she participated in (one at UC Berkeley and the other at MIT) that suggest while learning from a teacher may help children get to a specific answer more quickly, it also makes them less likely to discover new information about a problem and to create a new and unexpected solution.

Anyone who has spent any quality with young children might be able to tell you as much, but take a look at the formalities of our current educational system, and you will not see a system that reflects this truth. As Gopnik’s article outlines:

“Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental. It’s this kind of learning, in fact, that allows kids to learn from teachers in the first place.”

This is certainly not to say that direct instruction has no merit or place in education. Direct instruction is exceptionally useful and effective in teaching a child something very specific and this sort of direct teaching will assuredly allow children to perform better on standardized tests, which the government uses to evaluate academic performance. But this sort of direct instruction (as the research indicates) tends to hamper children’s natural curiosity, and makes them less likely to draw new conclusions – conclusions that had not already been demonstrated by a teacher. In essence, as practical as direct instruction may be, it tends to limit overall creative thinking.

In all likelihood we are dealing with more of a deficit, rather than a worst-case scenario (we are raising a generation of drones who, by the age of 22, will be unable to engage in any form of critical thinking and only be able and required to utter things like, “paper or plastic?”). Still, it seems our early educational system is a bit out of balance, with an emphasis on following the lead of the teacher and learning to conform to what it means to be a “good student” rather than a good learner. Shouldn’t young children (and older children as well) be encouraged to explore, inquire, discover and even play as a way to familiarize themselves with the world around them? Or should we stay the course and keep the test scores running in the positive margins?

Eric Steinman is a freelance writer based in Rhinebeck, N.Y. He regularly writes about food, music, art, architecture and culture and is a regular contributor to Bon Appétit among other publications.

Read more: http://www.care2.com/greenliving/are-conventional-preschools-undermining-our-future-thinkers.html#ixzz1JJQKScOZ

Astro Smooth ‘n Fruity strawberry stirred yogourt:
21grams of sugar per 1/2 cup.
55mg sodium
2g fat

BABIES NEED FAT. i guess the gooey ice cream is a better choice?

PLEASE….PARENTS!!!! READ YOUR LABELS!!!

When I met Cam at the Mill’s annual Christmas Craft Show I know right away that he would be really good with kids and then found out that he did run programs there for school-agers. I wanted in on that action for my daycare. We seem to have a bit of a nature and food focus overall with most of our activities, and I think it is really important for little people to learn as young as possible what it is that they are eating and how it came to be on their plate and why we eat it. There is no shortage of material for this learning and everybody loves to eat.

So I phoned Cam only to find out that they did not have a program presently for very young ones, however, they were willing to try it. So we picked a date, had some brief discussion and it turned out to be a brilliant success.

I created a private facebook event and invited my daycare field trip partner, Kate, with her group; and a few other mothers with their children. We ended up having 13 kids and 7 adults which seemed to be the perfect ratio for the age and temperment of the children. So that there were a lot of eyes to watch little ones and help cleaning up.

We arrived about 9:05 and quickly got settled in and set up. The kids became occupied with drinking elderberry tea that I brought while sitting on chairs. By 9:25 we were setting up our jackets on the floor to sit and listen to a story. Cam and Coral were stunning in their period costumes and had a plethora of farm animal toys for effect. They began by discussing farms and wheat and food. About 9:35 Cam began reading THE LITTLE RED HEN story while Coral brought out the corresponding stuffed animal to go along with the narrative. There was a bit of improv that did illicit some giggles from the adults and the children sat mesmerized.

After this we moved to the first station which had piles of dirt. Each child was given a cup to fill and a grain to plant. Coral poured pretend water into the seeded starter pot and then we moved on to the next station to “thresh” the wheat. there were real wheat stalks and by wapping them on the floor, we yielded quite a lot of actual grain. The wapping, I mean “threshing”, was great fun for everyone. After everyone had a chance to dig their hands into a big bag of grain, we moved on to the next station where “The Miller” used a mini stone mill showed how the grains were ground into flour. Then everyone could dig their hands into a bag of the wonderful silky flour from the Watsons Mill. This is the best tasting flour I have ever used for baking bread and so we all met back at the story station and tasted some of the bread I had baked the night before.

The second part was much more engaging for older kids and adults, I thought. But it was a change of scenery and fun for everyone to go through the old Dickenson’s house which is a museum now; a comfortable museum where you are allowed to touch stuff. There were many stories and wonderful furniture, a sewing room; and the attic was positively enchanting with a nursery and a spinning room with wool, blankets and several spinning wheels. I can’t wait to take my older ones back there and have a chance to go through without chasing after toddlers in boots trying to climb everything.

When we returned to the carriage house, we set up a table and proceeded to have our picnic lunch. It really was a perfect morning and everyone was thoroughly impressed and satisfied with the experience. I sure hope that Cam and Coral are interested in doing this annually in January or February because we certainly are…or should I say “The Miller” and Coral. This is what my son keeps referring to him as. ie.”Mom, where is that wheat stalk that The Miller gave me?” …”Oh, Look, suspenders just like The Miller was wearing” ect.

My intentions to have a pioneer themed week had been delayed or thwarted by the fact that we misplaced our novel that we began: “Little House in the Big Woods”; family day shortened our week; last week the weather was so incredibly warm we went to a park or playgroup every day; and next week is Dr. Seuss’ birthday so we want to have our annual Dr. Seuss theme week. That is great fun. Maybe i’ll try to plan an Upper Canada Village trip in the coming months and do pioneer week then.

This morning we went over to the school and watched a 20 minute play performed by the senior kindergarten class called NIAN THE DRAGON. It was in the gym and my group was perfectly behaved. The performers were wonderful as were the costumes and set designs. We really do have THE BEST kindergarten teacher!!!

Now I’m googling Wheelers Pancake house as we are coming upon maple syrup season again. Maybe early May is a good time for Upper Canada Village as we will have strawberry picking in June again. In July I really want to take these guys camping and August is vacation month. FUN, FUN, FUN!!!