SRCC Blog

Screen Time - Exchange Everyday Article

2012-05-16T12:35:00.000-07:00

Young Children and Screen Time
May 16, 2012

Time is the coin of your life. It is the only coin you have and only you can determine how it will be spent. Be careful lest you let other people spend it for you.
-Carl Sandburg

A wide variety of organizations, including the American Academy of Pediatrics, the National Association for the Education of Young Children, and the White House Let's Move Initiative, have developed position papers on the extent to which children should be exposed to and engaged in watching television and computer screens . Long time friend of Exchange, John Surr, has written and excellent summary of these reports recommendations, "Too Many Channels? Sifting through the Recommendations on Screen Media and Technology." Surr concludes:

"It is clear that today’s young children are being raised in a media-saturated environment, dramatically more so than in their parents’ generation. Although many parents and early childhood educators grew up after President Reagan de-regulated television in 1984, they need to be aware of the effects of that saturation for today’s young children, even though scientists are still learning about the full scope of those effects.

"It is also clear that young children’s intense involvement in screen media has adverse effects on their growth and health. We in early care and education have a responsibility, in the best interests of the child, to wean them from excessive dependence on screen media, especially while they are with us and in our care. We also need to be able and willing to work with parents to help them to make informed media choices for their families.

"All of the authorities cited in this article are agreed that children under two should be exposed to screen media as little as possible, and that child care is a place for their relationships and concrete explorations of the world around them, not for the children or caregivers’ screen media experiences. Passive screen media in child care should be very limited, based partly on the likelihood of the children’s excessive exposure at home and the danger that a sedentary media habit can lead to obesity, sleep problems, and other health difficulties. Although some authorities are more enchanted with interactive screen media than others, there is a widespread feeling that there should be limits on total daily media exposure, and much stronger limits on exposure while in child care, for children between 2 and 5 years of age.

"Violence, sex, and commercials on screen media available to young children should be discouraged, according to the health authorities. Others recommend that children need time away from media to develop more fully their own imagination and capacity to play.

"We in child care have a responsibility to reach out to parents and community leaders, to convince them to make their lives more child-friendly and less media-saturated. We all need to go outside and play."

West Cambie Children's Centre - SNEAK PEEK

2012-04-26T15:13:00.001-07:00

West Cambie Children's Centre is nearing completion for the second time......if you are wondering what happened the first time click here and here.

We actually have a target date for opening (and NO we are not saying what it is yet - we need to be a bit closer before we can do that).

But here are a few photos....... we think it's going to be amazing! You need to be on the Bowling Green Waitlist to have priority for West Cambie.....click here to register

Care to vote for Richmond's BEST daycare?

2012-04-12T10:13:00.001-07:00

https://www.surveymonkey.com/s/bor2012

April 2 - Autism Awareness Day - Reposted with permission

2012-04-02T09:14:00.000-07:00

Autism Awareness: What One “ASD Mamma” Wants You To Know

1APR

Dear Friends: April 2^nd is the U.N-declared World Autism Awareness Day, a cause that is near and dear to my heart thanks to one beautifully quirky 6 ½ -year-old girl — my amazing daughter, Juliet (pictured at age 3, when she was formally diagnosed with ASD).

Many of you have followed our family’s journey on the autism spectrum over the years, and I am so grateful for your support of my efforts to raise awareness of ASD. I hope you will continue to back this “Mamma On A Mission” by taking a few moments to read this post and then passing it along to your friends/family who have young children. The entire month of April is dedicated to Autism Awareness & Acceptance, so you have some time!

One of my motivations for being so open about our family’s experiences is to help put a human face on a condition that is often plagued by stereotypes and misinformation. At the same time, I am particularly passionate about helping other parents recognize some of the most common red flags for ASD and encouraging them to follow “When in doubt, check it out” if they have any concerns about their child’s development.

But first…a quick refresher on the basics:

Autism spectrum disorders (ASDs) are neurodevelopmental disorders characterized by:

Delays or differences in communication – both verbal (understanding & using spoken language) and non-verbal (e.g. pointing, smiling)
Differences in social interactions (relating to other people and sharing emotions)
Routines and repetitive behaviors

Quite often, people with ASD also have sensory sensitivities.

The autism spectrum includes Autistic Disorder (“classic autism”),Asperger’s Syndrome, and the awkwardly titled Pervasive Developmental Disorder-Not Otherwise Specified (“PDD-NOS”), which is diagnosed when the full set of criteria for either autism or Asperger’s syndrome is not met. Sometimes the term “autism” is used to refer to all ASDs.

The very latest figures from the U.S. indicate that 1 in every 88 children — 1 in every 54 boys — has been identified as having an autism spectrum disorder. ASD is now the most common developmental disorder in my adopted country of Australia . If you don’t have a loved one with ASD in your own family, I can guarantee that your children have schoolmates on the spectrum. They will likely have friends on the spectrum. They will work with people on the spectrum. And, someday, they might even have a partner or a child on the spectrum. ASD is that common.

It’s called a spectrum precisely because the blend of symptoms, and the degree to which they affect a person, can vary dramatically. Symptoms may go unrecognized, especially in mildy affected and/or gifted children or when more debilitating conditions mask them.

Just as every child with ASD is very different, every family’s experience with ASD is different. I can’t profess to know what it’s like to parent a child who is severely affected by autism, but I can share something that seems to be a common thread for all of us with kids on the spectrum: the emotional journey of coming to terms with a new reality that includes autism.

When I first started worrying about Juliet’s development, at about 12 months old, autism was nowhere on my radar screen. What little knowledge I did have was based on having seen the movie “Rainman.” Sure, Juliet had some unusual interests, behaviors, and sensitivities, but she was happy baby who loved to engage with me and Sean. Why would we need to be worried about autism?!

In hindsight, Juliet actually showed several early warning signs of ASD as a baby and young toddler, but I failed to recognize them as such. I had niggling worries that something was amiss, but no one around me seemed to share my concerns.

Sean thought I was overreacting in stereotypical first-time mother fashion.“She’s fine. She’s just not an extrovert like you.” Well-intentioned friends and family comforted me with: “Don’t worry. All kids develop at their own pace”and “Of course she’s a bit different…just look at her mom!”

Likewise, our pediatrician wasn’t overly concerned by the fixations, the sensory issues, and lack of interest in other kids. “A lot of parents would love to have a 2-year-old who can read! Look how well she engages with adults.” A few loved ones did have concerns, but they were hesitant to say anything for fear of freaking me out. I clung to these reassurances as the reason not to probe my concerns any further.

Finally, two very brave friends approached me and suggested that we have Juliet assessed for ASD by a specialist. It was the very first time that anyone had evensuggested that Juliet might be at risk, and the more I read about ASD, the more I saw glimmers of Juliet. I was overwhelmed with fear and grief. Meanwhile, Sean remained totally unconvinced that his darling daughter could be on the spectrum (both very common reactions, I later learned).

The lead up to Juliet’s assessment was a very stressful time for us, but getting her diagnosis (of PDD-NOS) ended up being a blessing for our entire family. Most importantly, it made both me and Sean realize “Wow, this is REAL.” Juliet wasn’t going to magically grow out of it or develop certain skills by osmosis. It was going to take a tremendous amount of hard work – by us and by Juliet – to help her build the core skills she would need to make her way in the world.

Early detection led us to early intervention, which can be so critical in improving outcomes for kids with ASD. Juliet benefitted from 2 ½ years of outstanding, very intense early intervention before she started school. We are extremely fortunate that she responded so well to it and that we still have some terrific professionals guiding us. Many equally deserving families don’t have this type of support and are doing the best they can with limited resources. It is a travesty that — in many states and countries — timely intervention and support services for people with ASD are so often tied to their family’s ability to pay the steep price tags, if services exist at all!

Juliet’s diagnosis compelled us to search very hard for a school with a strong track record of inclusion and familiarity with ASD (when one popular local school indicated “Oh, we don’t have any children like THAT here,” we quickly crossed them off our list!) We have also had the privilege of connecting with a large network of ASD families who have been a great source of friendship, information, and inspiration over the years.

When we first started out on our ASD journey, I couldn’t see past the term “lifelong disability.” I didn’t want my child to be different. Over the years, we’ve come to accept autism as just another part of our family’s “normal.” Even though it’s still tough to watch Juliet struggle with things that come so naturally to other kids, and even though some people will still make assumptions about her based on stereotypes and misinformation, our focus these days is on nurturing and celebrating Juliet’s amazing “differing abilities.”

The world needs people who see things through an unconventional lens, and our job as Juliet’s parents is to make sure that she has the confidence and core skills she needs to shine on her own terms. ASD does not define our daughter, but it is an important part of who she is, and we are proud to embrace it. Now we just want the rest of the world to do the same!

If any of you reading this note has concerns about your own child’s development — be it suspected ASD or some other potential issue — I hope that our story provides a gentle push to take action. There is nothing to lose and potentially so much to gain. Please help me spread that message.

With deepest thanks,

Kristen

RED FLAGS FOR AUTISM SPECTRUM DISORDERS (ASD) IN CHILDREN

Early Warning Signs In Babies/Toddlers:

Below are some of the most common early warning signs – usually seen in thefirst two years – of ASD. Some children will have many of these early warning signs, whereas others might have only a few. Also, any loss of social or language skills during this period is cause for concern.

Social

The child:

doesn’t consistently respond to her name
doesn’t smile at caregivers
doesn’t use gestures independently – for example, she doesn’t wave bye-bye without being told to, or without copying someone else who is waving
doesn’t show interest in other children
doesn’t enjoy or engage in games such as peek-a-boo or patty cake.

Communications

The child:

doesn’t use gestures to get needs met – for example, she doesn’t raise her arms when she wants to be picked up or reach out to something that she wants
doesn’t use eye contact to get someone’s attention or communicate – for example, she doesn’t look at a parent and then look at a snack to indicate she wants the snack
doesn’t point to show people things, to share an experience or to request or indicate that she wants something – for example, when she’s being read to, she doesn’t point to pictures in books and look back to show the reader
doesn’t engage in pretend play – for example, she doesn’t feed her baby doll
doesn’t sound like she’s having a conversation with you when she babbles
doesn’t understand simple one-step instructions – for example, ‘Give the block to me’ or ‘Show me the dog’.

Behavior

The child:

has an intense interest in certain objects and becomes ‘stuck’ on particular toys or objects
focuses narrowly on objects and activities such as turning the wheels of a toy car or lining up objects
is easily upset by change and must follow routines – for example, sleeping, feeding or leaving the house must be done in the same way every time
repeats body movements or has unusual body movements such as back-arching, hand-flapping and walking on toes.

Sensory

The child:

is extremely sensitive to sensory experiences – for example, she is easily upset by certain sounds, or will only eat foods with a certain texture
seeks sensory stimulation – for example, she likes deep pressure, seeks vibrating objects like the washing machine, or flutters fingers to the side of her eyes to watch the light flicker.

Signs Of Possible ASD In Preschoolers:

With some children, the red flags might not become entirely obvious until they reach preschool (or even school age), when suddenly the developmental gap between them and their peers becomes more pronounced.

In addition to the signs above, here are some of the more common ways ASD might manifest itself in a preschool-aged child. Please note that this list is simply representative, not exhaustive, and that children with ASD won’t necessarily show every sign.

The child generally does not point to or share observations or experiences with others.
The child tends not to look directly at other people in a social way. This is sometimes referred to as a lack of eye contact.
There may be an absence of speech, or unusual speech patternssuch as repeating words and phrases (echolalia), failure to use ‘I’, ‘me’, and ‘you’, or reversal of these pronouns.
Unusual responses to other people. A child may show no desire to be cuddled, have a strong preference for familiar people and may appear to treat people as objects rather than a source of comfort.
The child may appear to avoid social situations, preferring to be alone.
There is limited development of play activities, particularly imaginative play.
There may be constant crying or there may be an unusual absence of crying.
The child often has marked repetitive movements, such as hand-shaking or flapping, prolonged rocking or spinning of objects.
Many children develop an obsessive interest in certain toys or objects while ignoring other things.
The child may have extreme resistance to change in routines and/or their environment.
The child may have sleeping problems.
The child may be resistant to solid foods or may not accept a variety of foods in their diet.
There are often difficulties with toilet training.
The child may be extremely distressed by certain noises and/or busy public places such as shopping centers.

Signs Of possible ASD In School-Aged Children

It is not uncommon for ASD to go undetected until school age, especially with kids who are “higher functioning” (incl. those with Asperger’s Syndrome). ASD can also be masked by giftedness, as it initially was in our daughter. Here are some of the more common ways that ASD might present itself in a school aged child (again, list is representative, not exhaustive, and not every child with ASD will show every sign):

Social

The child may:

not be interested in playing with other children;
try inappropriately to join in with other children’s play (for example, the child might seem aggressive);
behave in a way that other people find difficult to understand (for example, they may not do as they are told);
be easily overwhelmed by being around other people; or
not like people coming into their personal space or being hurried.

Communications

The child may:

have had unusual language development when they were younger (used language that is different to that used by other children their age);
sound unusual when they speak;
repeat words or phrases that they have heard rather than responding to them;
refer to themselves as “you,” “she” or “he” after the age of three;
use unusual words for their age; or
use only limited language or talk freely only about things that interest them.

Behavior

The child may:

struggle to take part in pretend play with other children or play in which they need to cooperate or take turns;
have difficulties in large open spaces (for example, they may stay round the edges of the playground);
find it hard to cope with changes or situations that aren’t routine, even ones that other children enjoy (for instance, school trips or the teacher being away).

Other factors:

The child may:

have unusual skills (for example, have a very good memory or be gifted in math or music); or
not like the sound, taste, smell, touch of certain things.

A Twist: ASD in Girls

Adding an extra wrinkle to the warning signs above is the tendency of girls with ASD to present differently than boys, even if the underlying symptoms are still similar. Sue Larkey, an Australian expert in ASD, has written a terrific summary of the key ways in which ASD tends to “look” different in girls than in boys (again, bearing in mind that these are generalizations):

Ten Ways Girls with an ASD differ to Boys with an ASD

1. Their special interests are usually animals, music, art, literature.

2. They often have a very good imagination, which includes imaginary friends, games, being animals or taking on persona of other girls.

3. They often see speech therapists for their speech and may be diagnosed withspecific language disorders however there is something different about this girl no one can quite put their finger on.

4. They often play with older children or much younger children. This play is sometimes unusual for example ‘Mums and Dads’ but she will want to play the same role and game every time. She usually wants to be the pet or baby, whereas most girls want to be the Mum or Dad.

5. They often have hyperlexia – the ability to read but comprehension does not always match their reading skills. They are often the class book worm or write stories but they write the same story over and over changing a few characters. Many have a special interest in literature.

6. They have unusual sensory processing, like the boys, however bigger fluctuations often going from one extreme to the other.

7. They get anxious like boys, however their anxiety is rarely physical or disruptive. In fact many have great copying mechanisms at school however the family see a very different child at home where the anxiety can explode.

8. Often their difficulties with social skills are called ‘shy’, ‘quiet’, ‘solitary’.

9. They often like to organize and arrange objects. I watched one little girl spend hours seemingly playing “My Little Ponies” however on closer examination she was just arranging and re-arranging the horses over and over.

10. The main difference is there are MANY more undiagnosed girls/women than boys/men. Currently we only diagnose 1 girl to 7 boys. In the future it is thought by many psychologists the ratio could be more like 5 to 7 as we become more aware of this group.

WHAT TO DO IF YOU HAVE CONCERNS
If you or your pediatrician/GP have concerns that your child might have ASD, the next step should be getting an assessment by a specialist. Please ask for a referral to a good developmental pediatrician and/or child psychiatrist or child psychologist who focuses on ASD/related issues. As Juliet’s developmental pediatrician is fond of saying. “No child was ever harmed by an assessment or early intervention, but plenty of children could benefit from receiving timely support.”

RESOURCES

There are some terrific resources to help guide families who are starting their own ASD journeys or individuals who just want to learn more. Some of my favorites include:

http://thinkingautismguide.blogspot.com.au/ (One of the based ASD-related blogs in the universe, filled with thoughtful, evidence-based information. Geared toward people with autism, their families & professionals working in the ASD space).

http://www.cdc.gov/Features/CountingAutism/ (The U.S. Center for Disease Control’s latest data – as of March 30, 2012 — and information on the prevalence of autism & terrific information on ASD, early warning signs, early intervention)

http://www.firstsigns.org/ (educating parents, doctors, and other care givers about the earliest warning signs and importance of early intervention)

http://www.tonyattwood.com.au/ (the web site of the world famous authority on Asperger’s Syndrome, Brisbane-based Tony Attwood)

http://raisingchildren.net.au/children_with_autism/children_with_autism_landing.html(fabulous, comprehensive site – Australia based. Covers how to go about seeking a diagnosis, considering various forms of early intervention, etc.)

http://www.autismawareness.com.au/ (My favorite non-profit organization. Founded by a group of fellow ASD parents, it has now grown into one of Australia’s largest ASD education and advocacy groups. Site includes an Australian state-by-state directory of professionals who are well versed in ASD)

http://www.autism.org.uk/about-autism.aspx (U.K. site devoted to raising awareness and providing guidance on ASD)

Prescription for Play

2012-03-28T20:31:00.001-07:00

Professional Development

2012-03-04T18:45:00.003-08:00

Ever wonder what happens when staff go on Pro-D......Did you know that they do Pro-D?

Read the amazing journey the Senior Supervisors and Executive Director went on this weekend.....and let us know what you think!

Journey

Together We Learn...: Controlling temptation

2012-02-28T11:23:00.000-08:00

Together We Learn...: Controlling temptation: I saw this video on the weekend after seeing it on a friends (Jason Leslie's) blog . At first, I watched it with amusement. It is was...

The BGR Puddle

2012-02-24T15:10:00.000-08:00

You know the one.......the one the children can't wait to jump in....the one the parents hate and try to grab their kids out of before they get soaked coming into the centre........well parents.....after you leave....we get all suited up and we embrace that puddle and all the other ones we can find.....we jump so hard and splash so much and laugh till our belly's hurt......

Love it or hate it....that puddle appears every time it rains.......

Digital Daycare

2012-02-16T12:14:00.000-08:00

We have started a pilot project in the Infant room that incorporates technology into our communication with parents.

Typically we would write journals daily for the Infants and their parents. Anecdotes of daily happenings with an accompanying photograph from time to time. These took a lot of time and lacked immediacy. They were also a lot to read for the parents.

We offered families the chance to sign up for the Digital Daycare Project and got 100% participation.

We now use an iPod touch to email photos and video along with a brief amount of text during the day as things unfold in the program.

From a simple video of a child mastering new language or a photo of a quiet, cosy moment between a staff and a child, or a photo of an intricate game being played...... we are able to send it on the spot, on the move, in the room as it happens.

The feedback so far is very positive. Staff are enjoying using the technology and are becoming more observant so they can catch those ordinary yet special moments.

Parents report they love getting these visual updates on the children via email during their work day.

We will continue with the project for the next several weeks but we are delighted with the outcome so far.

Snow Much Fun

2012-01-20T14:21:00.000-08:00

Sparking Imagination

2011-12-12T08:55:00.001-08:00

Sparking Imagination
December 12, 2011

Lay hold of the words your father gives you.
-Maori Proverb

Exchange's popular Out of the Box Training Kit, "Sparking Imagination," is built on two articles, one of which, "Recycled Materials," includes this observation by Lella Gandini from Reggio Children:

"For a child the world is full of things to touch, to reach, to hold, to explore, and thus discover. If we observe as very young children engage in their explorations, we will see that they let us know precisely what is attracting their interest. Early in their development, infants react in a very personal way to light and sound, to people, and to objects. They learn to concentrate on what they see and then gradually make movements that eventually bring them into contact with the objects in the sphere of their interest and within their reach. We can notice how a child reacts both to a familiar object and to a new one and over time how personal these reactions are. Observing infants in a good infant/toddler center, where everything has been thoughtfully chosen and arranged with the very children who are there in mind, we see evidence as soon as they begin to move within that space, of children’s inexhaustible passion to explore and experiment with what attracts them."

A giant in the ECE field passes away

2011-11-24T07:53:00.001-08:00

Dr. Fraser Mustard, 1927 - 2011
November 24, 2011

No sooner have you spoken than what you have said becomes the property of another.
-Hindustani Proverb

Dr. Fraser Mustard's impassioned campaign calling attention to the crucial first years of life, and how brain development during that time sets the stage for health and well being, inspired economists, educators, and politicians, both in his home nation of Canada and around the world. Mustard died at home on November 16 after battling cancer.

In the late 1990s, he co-chaired a seminal report, with former New Brunswick Lieutenant Governor, Margaret McCain, for the Government of Ontario on early childhood learning. The report was issued as "The Early Years Study — Reversing the Real Brain Drain". In the introduction to this report, Mustard and McCain observed:

"We examined the evidence from the neurosciences, developmental psychology, social sciences, anthropology, epidemiology, and other disciplines about the relationship among early brain and child development and learning, behaviour, and health throughout all stages of life. We consider, in view of this evidence, that the period of early child development is equal to or, in some cases, greater in importance for the quality of the next generation than the periods children and youth spend in education or post secondary education."

A number of friends of the World Forum Foundation shared their memories of Dr. Mustard...

Sheldon Shaeffer from Thailand: "I was largely ignorant of the importance of early childhood until Fraser (whom I thought then was already an ancient sage!) came to IDRC in Ottawa in the early 1980s, where I was working, and gave such a passionate and convincing presentation that I was hooked for life. He made such a difference to so many."

Alan Pence from Canada: "I saw that Fraser was doing a presentation at the University of Victoria and w ent to the lecture hall to hear him. His presence and the manner of his presentation were ‘biblical’— the Old Testament prophet coming down off the mountain to share his wisdom. I was captivated, met with him, was later invited to join the CIAR group he was developing, and thoroughly enjoyed the contact and discussions over the years. He will be greatly missed by many.

Cognitive and Social Capabilities Linked

2011-11-14T08:59:00.001-08:00

Cognitive and Social Capabilities Linked
November 14, 2011

It is best to act with confidence, no matter how little right you have to it.
-Lillian Hellman

"Cognitive, emotional, and social capabilities are inextricably intertwined throughout the life course." This is one of six core concepts of development outlined in the Center on the Developing Child's excellent publication, The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do. In describing this concept, the publication continues...

"The brain is a highly integrated organ and its multiple functions operate in a richly coordinated fashion. Emotional well being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development. Thus, oral language acquisition depends not only on adequate hearing, the ability to differentiate sounds, and the capacity to li nk meaning to specific words, but also on the ability to concentrate, pay attention, and engage in meaningful social interaction. Furthermore, the emotional health, social skills, and cognitive-linguistic capacities that emerge in the early years are all important prerequisites for success in school and later in the workplace and community. Brain architecture and the immune system also interact as they mature, which influences the domains of development and health."

Reposted from Exchange Everyday

When Babies Struggle

2011-08-22T11:49:00.000-07:00

Reposted from Exchange Everyday........
August 22, 2011

If you insist on measuring yourself, place the tape around your heart rather than your head.
-Carol Trabelle

"Struggles between babies are natural and positive learning opportunities that develop their social and problem-solving skills. If you monitor struggles in safe ways with babies, you provide a natural outlet for the development of their curiosity, effort, and social skills." This advice comes from Beverly Kovach and Denise Da Ros-Voseles in one of the Exchange books on sale starting today, Being with Babies: Understanding and Responding to the Infants in Your Care. Here a just a few of the many suggestions Kovach and Da Ros-Voseles offer when babies struggle...

Move nearby and watch the babies interact.
Move slowly and talk slowly.
Be patient and don't overreact to the situation.
W hen one baby appears uncomfortable with what is happening, quietly go to the baby and coach him or her out of the situation. One way to do this is to offer possible suggestions.
Be at the babies' eye level, and close to the ground where the infants are, and identify what you see.
Avoid leaving the scene of the conflict before one of the babies. Being the second one to leave decreases further conflict from happening.

The Cult of Self-Esteem

2011-08-15T07:31:00.001-07:00

The Cult of Self-Esteem
August 15, 2011

If you believe everything you read, better not read.
-Japanese proverb

"What starts off as healthy self-esteem can quickly morph into an inflated view of self — a self-absorption and sense of entitlement that looks a lot like narcissism," observes Jean Twenge, co-author of The Narcissism Epidemic, in Atlantic Monthly (July 2011). She explains....

"Narcissists are happy when they're younger, because they're the center of the universe. Their parents act like their servants, shuttling them to any activity they choose and catering to their every desire. Parents are constantly telling their children how special and talented they are. This gives them an inflated view of their specialness compared to other human beings. Instead of feeling good about themselves, they feel better than everyone else.

"In early adulthood t his becomes a big problem. People who feel like they are unusually special end up alienating those around them. They don't know how to work on teams, as well as to deal with limits. They get into the workplace and expect to be stimulated all the time, because their worlds were so structured with activities. They don't like being told by a boss that their work might need improvement, and they feel insecure if they don't get a constant stream of praise. They grew up in a culture where everyone gets a trophy just for participating.... They grew up in a bubble, so they get out into the real world and then start to feel lost and helpless. Kids who always have problems solved for them believe that they don't know how to solve problems. And they're right — they don't."

From Exchange Everyday

Art Auction

2011-06-24T11:08:00.000-07:00

The Art Auction is drawing closer and as always I am profoundly in awe of the work the children and their teachers have created together. Our staff are so skilled in guiding children in the creative process. This year they have pushed their creative boundaries and the results are amazing.

There are also some AMAZING items that have been donated to the Silent Auction...... tickets, gift certificates, Canucks merchandise, BC Lions gear...... gift baskets...... I know I am going to be bidding!!

Local artists Jodie Blaney and Karen Lorena Parker have also, once again, donated to our cause and I am so looking forward to seeing their pieces. My husband and I bought 2 of Jodie's paintings on auction last year.... and we LOVE them!

As always ticket sales are slow and its hard not be disappointed about that as this is the only big fundraiser we do and the staff and Committee put in so much effort..... Hopefully we'll see a surge in the last few days.
Scroll down a couple posts for updated photos of the art. Here is a small selection.......

Organized Too Early?

2011-06-07T15:11:00.000-07:00

June 7, 2011

Our most important task as parents is raising children who will be decent, responsible, and caring people devoted to making this world a more compassionate place.
-Neil Kurshan

"Youth sports organizations are reaching deeper into the preschool years, urging parents to sign kids up for soccer or rugby as early as age 3." This alarming claim was made by Sue Shellenbarger in her Wall Street Journal column (June 3, 2011) that was brought to our attention by Eric Karolak. Shellenbarger shared guidelines from experts on involving kids in organized sports...

Avoid competition, which can be stressful for kids before the age of 7 or 8. Keep the focus on fun.
Don’t make a child specialize in one sport at an early age. Sports researchers say young players have more fun and develop better as athletes if they are encouraged to play many sports. Well-rounded kids are also far less likely to lose interest and burn out when they reach their teens.
Take at least one or two seasons off each year, so kids can rest their bodies.
Don’t allow yourself to feel pressured by other parents who enroll their kids in lots of organized programs.
From Exchange Everyday

The Seven Essential Skills Every Child Needs

2011-05-20T12:26:00.001-07:00

The Seven Essential Skills Every Child Needs

Ellen Galinsky has captured relevant early childhood research and spelled out for parents and teachers the practical applications for raising well-rounded children who will reach their full potential in Mind in the Making: The Seven Essential Life Skills Every Child Needs. She groups this research into seven "essential life skills":

Focus and self control
Perspective taking
Communicating
Making connections
Critical thinking
Taking on challenges
Self-directed, engaged learning

Art Auction

2011-05-16T12:40:00.000-07:00

The Society of Richmond Children's Centres Annual "Starry Night" Art Auction is to be held on July 9th at the Delta Vancouver Airport Hotel. Tickets are now on sale for $10 each. Come out for a lovely evening of art, wonderful silent auction items to bid on , live music and lovely appetizers......

Here are some of the pieces the children are working on......

Zoom Zoom Zoom - Shadow box

Shadow Box

Early Writing

2011-04-25T11:55:00.000-07:00

In her Child Care Exchange magazine article, "Encouraging preschoolers’ early writing efforts," Leslie Falconer observes, "If there’s one object common to preschools and child care centers the world over, it’s pieces of paper covered with looping scribbles made by small hands learning to hold a pencil or crayon. The next time you’re cleaning up at the end of a busy day, though, consider taking a closer look at those scribbles. They’re actually samples of early writing, and an invitation for you to channel those small hands into recording their new ideas and creative thoughts....

Early writing — scribbles, drawing, a child’s first attempts at letters or his name — develops more than just fine motor skills. It is a way for children to communicate their thoughts and feelings to others. L earning about writing — as with reading — begins in infancy. Before children can sound out letters, or even hold a crayon, they can observe an adult making marks on a notepad or a letter to Grandma. Children watch their teachers write key words on a large piece of paper as they brainstorm ideas around a theme. When the adult rereads the idea list, children make the connection that words can be expressed in symbols to be reread later. For preschool-aged children, dictating words and ideas to an adult teacher — an activity called story dictation — who can then read them back to the children in their own words, can be a very empowering experience. Inviting children to make creative choices in their storytelling enhances that accomplishment.

8 Things Everyone Should Know About Early Development

2011-04-19T15:02:00.000-07:00

With thanks to Richmond Children First:

1.      Child development lays the foundation for community and economic development. Healthy children create healthy communities and economies.

2.      The architecture of the brain is built through a step-by-step process that begins before birth and continues into adulthood. Building a strong foundation in the early years increases the chances of positive development, and vice versa.

3.      One skill leads to another. Brain development occurs from the bottom up, with increasingly complex skills and capacities built on top of simpler skills and capacities.

4.      Thinking, emotional, physical and social skills are intertwined. So is learning and behaviour, and mental and physical health. You cannot address one area without affecting the others.

5.      Children’s relationships with family, caregivers and the community shape the wiring of the developing brain. This happens through a serve and return process, like in a tennis or volleyball game. Young children naturally reach out for interaction. When adults respond consistently and appropriately, the brain is wired in a way that supports healthy development. When adults do not respond or respond negatively, the brain is wired in a way that leads to dysfunction and difficulties.

6.      Toxic stress in early childhood, caused by extreme poverty and abuse, for example, can damage the developing brain and cause lifelong difficulties in behaviour, learning and mental and physical health.

7.      The brain becomes less malleable and behaviour more difficult to change over time. Providing children with the right supports for healthy early development is an effective preventative measure.

8.      Early childhood supports can be measured for their effectiveness, and sound policy and program choices can then be made.

Jack P. Shonkoff and Susan Nall Bales. Science Does Not Speak for Itself: Translating Child Development Research for the Public and its Policymakers. Child Development. January/February 2011, Volume 82, Number 1, pages 17-32.

Game Day

2011-04-13T11:35:00.000-07:00

As many of you will know not only are are parents and children really interested in hockey but we happen to employ the Canucks Greatest Fan too. Our infant staff Sandy P is literally the biggest Canucks Fan I know.

When I come in before 7:30am and Sandy is opening she has sports radio playing. On her lunch break she catches up on all the stats, news etc.... There is nothing she does not know about her team!!

This passion is part of what makes Sandy a great Early Childhood Educator. She has a point of connection with so many of the Dad's and many a hockey debate is had at pick up and drop off.

Dad's can sometimes find themselves feeling a little out of place at a child care centre where all the staff are women....... and sometimes they are new to the parenting role and feeling a bit out of their comfort zone, and some are doing a double drop off (that's 2 children in 2 rooms in under 20 minutes - we take our hats off to you!)....... so being able to have a bit of hockey chat certainly eases the transition.

Today Sandy is a bundle of nerves as the playoffs start but she is boldly wearing her Canucks gear and has put up the poster from today's paper on the front door of the Infant room. She also took a bit of ribbing from parents who enjoyed pushing her buttons today but fortunately she is one of the most good natured people I know.

Thanks Sandy P for being the SRCC's very own Hockey Queen!!

Go Canucks Go!!!

First Week

2011-04-08T08:50:00.000-07:00

It has been a great first week of the new website. Several parents have come by to say how much they love it and are looking forward to the plans we have to communicate more with them. Even a few people who waitlisted this week commented on the site!! Yay!

The consent forms for web photos are coming in fast and so far are all positive so we will soon have photos up.

It has been a busy week here at the SRCC as we make the most of the couple of sunny days. The children and the teachers love being outdoors and seeing all that nature has to offer as we transition from winter to spring.

Have a wonderful weekend with your family.

We're live

2011-04-04T11:12:00.000-07:00

We are delighted that our new website courtesy of Garth Poon at the Simpler Site is LIVE! Thank you Garth for your professionalism and skill!

We wanted this updated site to accurately reflect who we are and what we do. We also wanted to make more of the work we do accessible to our families. We still have a few things to work out (if you have your website photo consent form, please get it back to us ASAP) but we look forward to sharing our work with you in a meaningful and useful way!

As always - we love your feedback so let us know what you think so far and what more you would like to see.

Chat soon.

Nicky

Welcome

2011-03-03T08:56:00.000-08:00

Welcome to the Society of Richmond Children's Centre's NEW BLOG! We hope this will open a new avenue for communication with our families.
Watch this space for many exciting things to come!