Thursday, July 11, 2013

Guest Post By Dana Bettwy, LePort Parent

montessori preschool

I have two children currently enrolled at the LePort Montessori campus in Woodbridge (the Irvine – Lake campus.) Our son just completed his second year, and our daughter, her first. 

Beyond finances, however, there are other factors as well—some that may not appear all that dramatic on the surface.  Still, I think these "less obvious" differences are critical to making an educated decision, one that is in your child’s best long-term interest.  Different aspects matter more or less for different parents.  For me, certain factors such as parent fund-raising, and the food they serve at school are incidental.  Social development, the learning environment and overall happiness of my child are the most important considerations for me.  Academics are important, but I am more interested "how" my child learns to learn at this stage in the game, as opposed to "what" they learn, per se. 



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Tuesday, June 25, 2013

7 facts about learning

Learning to write and speak well enables your child to better appreciate and understand what others have written and to develop confidence in communicating his own ideas.
  1. Reading great literature gives children the opportunity to enter exciting worlds, to meet heroic characters, and to consider what could be. 
  2. While studying the classics of yesterday and today, students not only improve their thinking and communication skills, but also learn important moral lessons, lessons they can use to guide their lives. 
  3. On one level, the purpose and value of math seems obvious. Students need math to function as adults: to pay bills, make change, negotiate salaries, and so on. 
  4. Virtually every career today requires some mathematical skill, and specialized careers usually involve advanced mathematical knowledge.
  5. Mathematical training is important because it develops a student’s ability to think logically and precisely.
  6. When Abraham Lincoln wanted to sharpen his general reasoning skills at age 40, he did so by working through Euclid’s Elements. A successful thinker must be able to structure and organize his ideas, and bring order to his mind. Mastery of math develops this mental capacity in students.
  7. A proper math education gives an individual the capacity to approach all areas of his thought and life with rigor and discipline.

Easy sock puppets – teach them to dust!



It’s not easy to get kids invested in keeping the house clean. Get them started early with an easy task like dusting by introducing them to these fun dust-eating sock puppets.





Materials:

  • Old socks
  • Various buttons
  • Needle and thread
  • Glue (optional)
  • Markers and pencils
  • Yarn (optional)
  • Felt, cloth and other

Here, we’re making our sock into a puppy. But you can use a variation of these instructions to make a kitten or other animal, girl or boy, or any other character your child will cling to. Use your imagination and don’t feel boxed in by the supplies we used. If it can be glued on, sewed on or in any way permanently affixed, do it!


Step 1: Get the right fit

Fit the sock on your child’s hand so it forms a “mouth,” using her thumb as the bottom jaw. Remove it, being careful not to ruin the “mold” you’ve made (use a pencil to make marks if you need to).




Step 2: Get prepared

Sew a small tack on either side of the mouth to hold it in place. If possible, keep it on the bottom of the puppet’s mouth so it won’t show (especially if you have to use a thread that doesn’t match your sock).

Fit the sock back on your child’s hand and use a pencil or marker to dot where the eyes, nose, ears, hair or tongue should go.





For the puppy, we cut the bottom few inches off the matching sock, ironed it flat, then cut it down the crease to make floppy puppy ears (with the right color fabric, different placement on the “head” and a different nose, you can also use this to make an elephant). We also grabbed an old baby sock with pink in it and cut out a small tongue-shape.



If you’re making a little girl or boy, wrap some yarn in the right hair color around four fingers several times and tie it in the middle with more yarn to create a figure eight. You can sew it on, then give your sock baby a haircut later.

Step 3: Sew it down

If it’s easier for you, before sewing you can use glue to affix buttons where the eyes, nose, ears and tongue go. You can also use the glue to affix any other features. Allow it to dry thoroughly, then sew on the items you glued (if you use only glue, it might melt or disintegrate in the wash). Depending on what type of sock or fabric you used, you may need to edge parts like the ears.

**Tip: We recommend using plain paper or mounting glue (as long as it dries clear). Fabric glue is meant to hold fabric and will be too hard to sew through. You should also use a good-quality, stiff needle if you opt for glue — any kind of glue can make the fabric stiffer (don’t forget your thimble!).




Step 4: Get those kiddos dusting!

Give your kids their special dust buddies and let them get started. These toys live on dust, so the more they make them eat, the healthier their new friend will be.

If your kids are younger, you should probably encourage them to stay away from sensitive electronics. Tell them to stick to baseboards, furniture, nonbreakable lamps and shelves.

Tuesday, June 18, 2013

Reading Tips Pre-K-1st Grade


Read early and read often.The early years are critical to developing a lifelong love of reading. It's never too early to begin reading to your child!

Read together every day.
Read to your child every day. Make this a warm and loving time when the two of you can cuddle close.

Give everything a name.
Build your child's vocabulary by talking about interesting words and objects. For example, "Look at that airplane! Those are the wings of the plane. Why do you think they are called wings?"

Say how much you enjoy reading.
Tell your child how much you enjoy reading with him or her. Talk about "story time" as the favorite part of your day.

Read with fun in your voice.
Read to your child with humor and expression. Use different voices. Ham it up!

Be interactive.
Discuss what's happening in the book, point out things on the page, and ask questions.

Read it again and again.
Go ahead and read your child's favorite book for the 100th time!

Talk about writing, too.
Mention to your child how we read from left to right and how words are separated by spaces.

Point out print everywhere.
Talk about the written words you see in the world around you. Ask your child to find a new word on each outing.

Talk to your child.
Ask your child to talk about his day at school. Encourage him to explain something they did, or a game he played during recess.

Say silly tongue twisters.
Sing songs, read rhyming books, and say silly tongue twisters. These help kids become sensitive to the sounds in words.

Read it and experience it.
Connect what your child reads with what happens in life. If reading a book about animals, relate it to your last trip to the zoo.

Use your child's name.
Point out the link between letters and sounds. Say, "John, the word jump begins with the same sound as your name. John, jump. And they both begin with the same letter, J."
Play with puppets.
Play language games with puppets. Have the puppet say, "My name is Mark. I like words that rhyme with my name. Does park rhyme with Mark? Does ball rhyme with Mark?"

Trace and say letters.
Have your child use a finger to trace a letter while saying the letter's sound. Do this on paper, in sand, or on a plate of sugar.

Write it down.
Have paper and pencils available for your child to use for writing. Working together, write a sentence or two about something special. Encourage her to use the letters and sounds she's learning about in school.

Play sound games.
Practice blending sounds into words. Ask "Can you guess what this word is? m - o - p." Hold each sound longer than normal.

Read it again and again.
Go ahead and read your child's favorite book for the 100th time! As you read, pause and ask your child about what is going on in the book.

Talk about letters and sounds.
Help your child learn the names of the letters and the sounds the letters make. Turn it into a game! "I'm thinking of a letter and it makes the sound mmmmmm."

Tips for Parents of First Graders
Give your child lots of opportunities to read aloud. Inspire your young reader to practice every day! 

Don't leave home without it.
Bring along a book or magazine any time your child has to wait, such as at a doctor's office. Always try to fit in reading!

Once is not enough.
Encourage your child to re-read favorite books and poems. Re-reading helps kids read more quickly and accurately.

Dig deeper into the story.
Ask your child questions about the story you've just read. Say something like, "Why do you think Clifford did that?"

Take control of the television.
It's difficult for reading to compete with TV and video games. Encourage reading as a free-time activity.

Be patient.
When your child is trying to sound out an unfamiliar word, give him or her time to do so. Remind to child to look closely at the first letter or letters of the word.

Pick books that are at the right level.
Help your child pick books that are not too difficult. The aim is to give your child lots of successful reading experiences.

Play word games.
Have your child sound out the word as you change it from mat to fat to sat; from sat to sag to sap; and from sap to sip.

I read to you, you read to me.
Take turns reading aloud at bedtime. Kids enjoy this special time with their parents.

Gently correct your young reader.
When your child makes a mistake, gently point out the letters he or she overlooked or read incorrectly. Many beginning readers will guess wildly at a word based on its first letter.

Talk, talk, talk!
Talk with your child every day about school and things going on around the house. Sprinkle some interesting words into the conversation, and build on words you've talked about in the past.

Write, write, write!
Ask your child to help you write out the grocery list, a thank you note to Grandma, or to keep a journal of special things that happen at home. When writing, encourage your child to use the letter and sound patterns he is learning at school.


Tuesday, June 4, 2013

Encouraging child independence

When toddlers and young preschoolers start in Montessori, parents are often amazed at the sudden spurt in independence and skill their children display.
If your child is starting in a Montessori toddler or preschool program, and you want to witness this incredible development in your own child, it helps if you are able to prepare your home environment in ways that support your child’s new skills and desire to be independent.
Here are some ideas to consider:
  1. Provide simple storage spots for belongings right inside the front door.  A small rug to place shoes or a basket to put them into and some hooks to hang jackets are a great start.  This can help your child get out of the house and back in more independently, and maybe prevent some meltdowns!  A little stool to sit on helps, as well.
  2. Make your kitchen accessible to your child.  Find a low shelf or drawer to store cups, placemats, and utensils within your child’s reach.  Buy glass cups and inexpensive ceramic plates (IKEA is great!) that you don’t mind getting broken.  Invite your child to set his own place at the table.  A bigger step stool, or a learning tower can be a great help to little people who want to join you in the fun cooking activities at counter height.  And, of course, when it comes time to sit down and eat, encourage your child to feed himself:  Even young toddlers can eat finger-foods on their own, and start using a spoon; this is what they do in their Montessori classrooms, too.
  3. Organize and simplify the play area.  Fewer toys, displayed on open shelves, are preferable over lots of toys in boxes that the children can’t see.
  4. Small chairs and tables facilitate independent snack time and organized playtime.  Provide some buckets, sponges, rags, and child-sized brooms, and your child can even clean up after himself.
  5. Facilitate getting dressed independently.  Low open shelves, low racks, a mirror and a bench with brush or comb can enable even 2- or 3-year-olds to begin to dress independently, especially if you pre-select an outfit the night before, or lay out two simple choices for a younger child.
  6. Consider a floor or other low bed.  Some Montessori parents never have cribs; instead, they baby-proof an entire room and let even infants sleep on a floor bed.  While this may not work for every parent, a low bed or a twin mattress on the floor can be a great step up after a crib, instead of a toddler bed.
  7. Make books accessible and create cozy reading areas.  The more that books are all over your house, the easier it is for your child to grab a book instead of asking for your iPhone or the TV when you are not available to play.
To see growth in your child’s independence, it’s not necessary to reorganize your entire house (who has the time and energy for that?!).  Just pick one or two ideas and make little changes over time.  You might think your child is too young to take advantage of these kinds of opportunities for independence—but once she starts school, you might be just as surprised and thrilled as the LePort Montessori parents who wrote the Facebook posts above! 
Thanks to Bernadette, a LePort parent of three children, ages infant to preschool, for inviting us into her house to take many of these beautiful pictures!

Tuesday, May 28, 2013

Ask Dr. Sears: Preschool Questions

By William Sears, M.d.

My child is 2 years old, and we're planning to put him in preschool. What factors should we consider when selecting one?

[ANSWER {My first piece of advice: Don't feel pressured to get your child into a preschool before he's ready. It's my belief, although there's no research to support it, that one of the great preschool myths is that your child may be academically disadvantaged if he doesn't attend a preschool. When parents who aren't keen on putting their kids in preschool ask me for my thoughts, I tell them the only things children are likely to get at preschool that they won't at home are bad habits and an increase in their exposure to germs. That said, there are situations, such as a parent returning to work, when not going to preschool is not an option. Also, some parents feel that their child will profit from the companionship and the group-learning stimulation of preschool.
If you do decide to send your son to preschool, it's important to match him with the right one, since this is probably his first experience with regularly being away from home, learning to get along in a group, and getting his first taste of "school." You're going to have to do some homework. Quiz neighboring parents who have child-rearing values similar to yours and ask which preschools they recommend. You'll also want to consider the following:
Preschool should be an extension of home: Your son's public education should complement rather than replace his home education. Ideally, the preschool you choose should share your child-rearing values. It's best to begin your search by making a list of priorities, such as a nurturing staff.

Visit the preschools on your list: (1) Examine the child-to-teacher ratio. At 2 years of age, it should be no higher than six children per teacher. (2) Meet the staff: Quiz the director on the general philosophy of the school and discipline techniques, and spend as much time as possible interviewing people who work there. Basically, you'll get a gut feeling whether a teacher is the kind of person who will know how to get your child excited about learning. Ask yourself: Is this the person I want my child spending several hours a day with? Is this the right environment for my son? Watch how the teacher relates to your son. Is he or she someone your child will enjoy being around? Be sure to take your son along and see how he reacts; don't be afraid to take cues from your child. (3) While you're at the preschool, don't neglect to examine the play equipment: Is it safe? (4) The goal of preschool is to prepare your son for big school, so you'll want to examine the preschool's methods of reading and writing preparation.

Observe the children at preschools you're visiting: Are they enjoying themselves, interacting, smiling, and do they seem interested in what they're doing? Does art made by kids decorate the walls? Find out if the children alternate active and quiet play, since both of these are necessary for preschool children. Examine the arts-and-crafts area. Does a sense of order prevail? At the same time, are the toddlers encouraged to mess around while, say, finger painting? Are children taught to share, wait their turns, and generally be considerate of other playmates? One of the most important goals of preschool is to give your son the social tools he'll need to succeed in life.

Are the snacks nutritious? It may seem like a small thing, but a nutritionally savvy preschool director understands how nutrition can affect learning and behavior.

After you've selected a preschool, prepare your son's teacher: Meet with your child's instructor and share your child's special needs or personality quirks, as well as anything you feel could make your son's school experience more pleasant. This also makes a good first impression on the teacher.
When your son first attends preschool, it should only be for a couple of hours a few days a week. Lengthen the school day as your situation demands and your child desires. To minimize normal separation anxieties, be prepared to spend some time in the preschool during the first week or two. If you can, stay with your child for the first hour for a few days to help ease the transition. Be sure your child knows that you believe he's ready. And don't project your own separation anxiety to your son; kids are very perceptive and will be upset if they detect it.
Sometimes the only way to know if your child's ready for preschool and which preschool is best for him is to try it out.}]


Preschool Education - An Encyclopedia.com article

Encyclopedia.com

Preschool Definition
Preschool is an early childhood program in which children combine learning with play in a program run by professionally trained adults. Children are most commonly enrolled in preschool between the ages of three and five, though those as young as two can attend some schools. Preschools are different from traditional day care in that their emphasis is learning and development rather than enabling parents to work or pursue other activities.

Description
Before 1960, the education of young children was primarily regarded as the responsibility of families within the home. As of 2004, most young children in the United States spend some portion of their days apart from their parents. Most attend some sort of center-based program prior to kindergarten. In 2001, 52 percent of three- and four-year-olds were in a nursery school or preschool program. The enrollment rate for four-year-olds in 2001 was nearly the same as the enrollment rate for five-year-olds in 1970. There are several factors influencing this dramatic change, including a rise in the numbers of mothers working outside the home, a decline in the size of families (leading more parents to turn to preschools as a social outlet for their children), and a growing desire to give children a head start academically. The higher the income and educational level of the parents, the more likely it is that a child will attend preschool. This correlation remains true in spite of increasing governmental support for programs targeting children in low-income households.

In addition to being called preschool, these programs are known by other names, including child care, day care, and nursery school. They vary widely in their setting, format, and educational philosophy. Preschools may meet all-day or half-day, either every day or just a few days per week. They may be sponsored by a church, operate as an independent non-profit, or run for profit. They may be part of the public school system or part of the Federal Head Start program.
Types of preschool programs

PRIVATE PRESCHOOLS 
Private preschools operate as for-profits, independent nonprofits, and programs sponsored by religious organizations. Most are part-day programs. Some so-called lower schools are affiliated with private schools and maintain an educational philosophy in accord with the parent institution. Though the margin is small, private preschools still claimed the majority of total preschool enrollment in 2001. The educational quality of private preschools varies from program to program. Regulation is primarily by state child care agencies, but the arrangement varies from state to state.

HEAD START 
Since 1965, the federal Head Start program has provided free education for young children in many low-income families across the United States. In 2000, Head Start served 11 percent of all three- and four-year olds in the United States. In 2001, Head Start reported enrollment of over 900,000 children, at a cost of roughly $7,000 per child. Head Start programs are available in all 50 states and are offered in a variety of formats, including both all-day and half-day programs. Some of them are held at the public school the child will eventually attend.

Since its inception, there has been debate about Head Start's effectiveness. Research has shown that children enrolled in Head Start enjoy immediate, measurable gains in cognitive test scores; however, researchers disagree as to the long-term impact. Some research has shown that Head Start has long-term effects on academic ability and success that do not fade over time. These effects include: persistent gains in achievement test scores, fewer occurrences of grade retention, and less placement in special education programs. Other long-term benefits include higher high school graduation rates and decreased crime and delinquency rates. As adults, Head Start graduates are more likely to get better jobs and earn more money. On the other hand, some experts believe the research shows that disadvantaged children in Head Start start off a step behind and never catch up. One of the primary concerns about the program is with its teachers, who only subsequently were required to have a two-year degree and who made less than half the average salary of a public school teacher. To help determine Head Start's effectiveness, a research project called The National Head Start Impact Study was underway as of 2004. It intends to follow between 5,000 to 6,000 preschool aged children through 2006 to determine if Head Start is effective and how Head Start works best for children.

PUBLIC PRESCHOOLS 
A growing number of states have started to fund preschool programs offered at public schools, called pre-kindergarten (or pre-K) programs. They may be administered by the local school board or by an independent contractor paid by the state. Like private preschools, they may operate for a full day or just half a day.

Most state-run preschool programs began like Head Start and focused their services on children with the greatest needs, either children with disabilities or children from low-income families. Most states in the early 2000s choose to have their prekindergarten programs serve children in low-income families or children who have other risk factors that place them at greater risk of school failure or educational difficulties. These risk factors may include having a disability, being a child of teen parents, or having limited proficiency in the English language. Georgia was the first state to have a universally available pre-K program, which was started in 1995. It is still the only state to make preschool available to all students. Other states, including West Virginia and Florida, are making long-term plans to move toward universal prekindergarten.

Research tends to find that public preschool programs (public schools and Head Start) exhibit a greater effect on children than do private preschools. One of the reasons is public school programs provide the same quality of services whether children are rich or poor, while private provider quality is lower for children from lower-income families. It may be an issue of getting what a parent can pay for. Most of the long-term research on the effects of preschool focuses on low-income children. There is very little data on any long-term benefits for middle-class children.

Qualities of a good preschool
According to the National Institute for Early Education Research, the types of teaching activities and classroom emphases that contribute to a high-quality early education for children include the following:
opportunities to learn persistence when working at tasks, direction following, and good listening skills
focus on language and literacy skills, as well as interactive book reading
emphasis on teaching children problem-solving skills
helping children expand their knowledge and increase their vocabulary
opportunities to learn beginning skills involving the alphabet, numbers, and spatial awareness
focus on scientific thinking skills as well as information about the everyday environment, the world, and how things work
emphasis on teaching early literacy and mathematics through a variety of activities and projects
opportunity for preschoolers to engage in music, art, and dramatic play
educational program in which parents are involved and have opportunities to watch and take part in classroom activities

Advantages of preschool
Many children who attend high-quality preschool programs have their lives changed for the better. In the first five years of life, children acquire the basic capabilities that prepare them for later success in school and life. Many studies show that high-quality preschools improve achievement, behavior, and school readiness for economically disadvantaged children. Follow-up research with these same children shows that they earn more money, experience more stable home lives, and become more responsible citizens than they would have if they had not attended preschool. Children who attend preschool are better prepared to enter kindergarten, both academically and socially. Whatever their format, preschools offer parents and children typical benefits. A good program can help children develop their gross and fine motor skills , improve their language and communication abilities, and exercise their creativity .

Disadvantages of preschool
The greatest academic and social progress seen in preschools is in children from deprived backgrounds. However, few programs have the quality necessary to bring about the benefits promised. The costs of a high-quality program can be far greater than the costs of education at some public universities. Most children in preschool, however, are not disadvantaged, and some researchers believe the same gains can be had at home by providing educational toys , games and books for the child. In some preschools, the emphasis on groups might mean that children will not receive the individual attention they require. This is a particular risk if the preschool does not follow the National Association for the Education of Young Children's recommended teacher-to-child ratio of no more than ten preschoolers per staff member. One-on-one instruction is an advantage parents will not likely find in any preschool. Opportunities for playing with other children exist in churches, clubs, and other outlets, where the child can learn social skills. Some believe that what children need most is lots of play and free time and close interaction with their parents, something that may be compromised if the child is away from home for long periods of time. Another disadvantage is that some children experience acute separation anxiety , indicating that they are not yet ready to make the transition to the preschool environment. Many programs also expect the child to be toilet-trained, a milestone that not all children have achieved at the preschool age.

Common problems
When selecting a preschool for their child, parents should be aware of certain problems or warning signs that might make them decide to look at a different preschool provider. These problems or warning signs may include:
  • negative reactions from other parents
  • inattention to established rules and regulations (Schools should have clearly established written guidelines for everything from operating hours to managing emergencies.)
  • lack of a sick-child policy (The preschool should require both staff and children to have current immunizations and regular checkups.)
  • indicating they are hiding something, schools that balk at parents dropping by unannounced
  • schools that either have no structure whatsoever or a structure that is inflexible
  • lack of age-appropriate activities and toys
  • an underqualified staff
  • large class sizes
  • dirty, unsafe facilities
  • an expired license
  • schools that promise to put a child on an academic fast track (These highly structured, intensive preschool academic programs create inappropriate expectations from children and may cause emotional stress.)

See the original article here