Yeled v’Yalda

� Yeled v’Yalda Early Childhood Center

Sponsored by

a YvY Strategic Partner

YVY Special ServicesYVY Begins New NYC Department of Education Contract PeriodUnder the terms of the new contract awarded to providers of special services by the New York City Dept of Education, YVY has been chosen to provide bilingual Yiddish speech therapy services in five Brooklyn districts for children ages three to twenty-one, in addition to providing

some additional services in English in some of these districts.

All YVY therapists have attended a comprehen-sive orientation seminar, which included a ses-sion on sensitivity to the multicultural population YVY services. YVY has made every effort to make the transition to the new school year as smooth as possible for both children and therapists. Parents who are experiencing problems with any ser-vices provided by the YVY

Special Services division can contact YVY’s new director of customer service, Sruly Ringel, at 718.686.3700 ext. 589. They will be dealt with promptly and courteously.

YVY Head Start children in all districts will continue to be serviced by YVY Special Services staff. Special Education coordinators are assigned to each YVY Head Start site to assure that each child in the YVY Head Start system who requires any special education services is supported from the initial contact with the Department of Education all the way through the child’s Head Start stay. Parents of YVY Head Start children may contact the Special Education Coordinator assigned to their child’s school to discuss any issues they may have regarding their child’s therapy.

H e a d S ta rt | E a r ly H e a d S ta rt | H o m e - b a s e d H e a d S ta rt | E x p e c ta n t M o m s ’ P r o g ra mSpec ial Educat ion | Early Intervent ion | Ezra Med ical Center | WIC | Fac il i tated Enrollment

We learn to help each other

Enjoying our new playground

INsIDE thIs IssuE: Children and Play • sudden Infant Death syndrome

novEMbEr/dECEMbEr 2007 | voluME 6 no. 2

head start/Early head start

New YVY Learning Center Welcomes Students and Parents

YVY’s brand new Learning Center at 1257 38 Street in Brooklyn — with newly-equipped, state-of-the-art classrooms, meeting rooms, and therapy rooms — opened its doors to YVY Head Start and Early Head Start children

and their parents this past September.Early Head Start parents were invited to an orientation and tour before the of-

ficial opening of the school year. They returned with their children the first week of school, and participated in official orientation activities and parent elections at a parent luncheon on the first Wednesday of that week. The parents particularly enjoyed the brightly-lit classrooms and the ample meeting space.

The Home-Based Early Head Start program started its new year in the new building as well. A large meeting space on the fourth floor, conveniently located next to the EHS HB offices, finally allows the Home-Based program to conduct its socialization on YVY premises. After a beautifully-prepared lunch and program, parents took their children to the new rooftop playing area to take advantage of a beautiful September day. All parents received a children’s book on shapes to take home with them.

The Expectant Moms’ Program, too, is taking advantage of the new meeting area on the fourth floor for its EMP activities.

Moms are enjoying aerobics and childbirth courses, and can take advantage of the fully-stocked library. The new, accessible location means the moms are loving it!

Thirteen YVY Head Start classrooms, some with UPK partnerships, servicing nearly two hundred children, occupy two floors in the

building. A gala evening orientation program welcomed Head Start parents to the new building and the new school year. Ed-

ucation Director Henny Krasnianski described the Head Start curriculum to the parents, stressing its emphasis on the whole child. Mental

Health Co-ordinator

(continued on page 4)

YELED V’YALDA Early Childhood Center, Inc.

571 McDonald Ave. | Brooklyn, NY 11218 www.yeled.org

Chairman of the Board Jacob Ungar

Chief Executive Officer Solomon Igel

Policy Council Chairperson Mindy Meisner

Executive Director Naomi Auerbach MSEd

Director, Federal Programs Wayne Goldberg MA, MPA

Director, Special Services Chaim Szanzer EdD, SAS, SDS

Director, Health Services, Family/Community Partnerships Garey V. Ellis MD

Director, Mental Health Eliezer Kaminetsky EdD

Program Coordinator, EHS Devora Barnett MAEd.

Coordinator, Home-Based Program, EHS Simi Schlafrig

Director, Policy and Research for Education Isabelle Barriere PhD

Silver Lake Headstart Education Directors: Melody Lenza MSEd

Madeline O’Donohue MAEd

Director Day Care Collaboration Laurie Landa MSEd

Social Services Coordinator Bassie Morris RCSW

Health Coordinator Janie Friedman RN

Parent Involvement Coordinator Shoshie Schapiro

Policy Council Liaison Gitty Ziegelman

Disabilities Program Coordinator Mina Sputz MS,SAS

Coordinator, Early Intervention Batya Moskowitz MA,TR

Coordinator, ABA Program Kreindy Myers MSEd

WIC Coordinator Nechama Stolzenberg

Chief Financial Officer Rebecca Gutman CPA

Director of Personnel Henny Kohn

Director, Human Resources Gitty Lichtenstein

Councilman Simcha Felder at the fair

Yeled V’Yalda Health Fair Extravaganza: Healthy Kids, Healthy Families

YVY WIC Director Nechama Stolzenberg with NYS DOH representatives (l-r) Barbara Krueger, Jennifer Graham and Michael Heeran from Albany

�Yeled v’Yalda Early Childhood Center

YVY’s Healthy Kids, Healthy Families Health Fair took place on a beautiful September day in and around the YVY Family

Service Center at 3820 14th Avenue. The fair, sponsored by General Mills,

was a project of YVY WIC in collaboration with the YVY Eat/Well Play Hard grant and Ezra Medical Center. The aim of the fair was to educate the community on the importance of a healthy lifestyle for the entire family. Close to 2,000 people attended the health fair.

A wide array of community partners provided information on a variety of health and mental health topics and distributed handouts and giveaways. A physician and lactation expert, nurses, and nutritionists were available for consultation. Aerobics and Mommy and Me activities took place on a rotating

basis. For the children, arts and crafts activities were available indoors, and a carnival, puppet show, magic show and face painting booth were able to take advantage of the lovely outdoor weather. Participants came away with plenty of food for thought, and also some real food — healthy and low fat, of course!

Representatives from the New York State Department of Health regional and Albany offices who attended the fair responded with positive feedback, as did many of the community partners, who reported on follow-up calls and requests for information from fair attendees.

The Healthy Kids, Healthy Families event is only one example of YVY’s commitment to community outreach and education in promoting a healthy lifestyle. YVY thanks all its community partners who helped make this fair a success.

Nutrition- and health-related raffles and prizes

Yeled v’Yalda

2007 Health Fair Extravaganza

SPoNSored bY GeNeraL MiLLS

Carriage parking

Staying fit outdoors at the fair

YvY community partners, l-r: Shomrim, NYS Attorney General’s office, NYS Department of Agriculture, Klein’s Kosher Ice Cream, FDNY, Operation Safe Child of NYPD, YvY Facilitated Enrollment, Greenmarket Farmers’ Market, Ezra Medical Center, American Red Cross

� Yeled v’Yalda Early Childhood Center

Mr. Fit’s Farm Healthy Lifestyle diorama, one of the most popular exhibits at the fair, displayed healthy lifestyle activities. More than 200 fairgoers participated in a contest which asked them to determine the number of activities displayed. The Kohn family of Brooklyn won the prize with its count of activities, with Barbara Krueger, a NYS DOH visitor from Albany, coming in a close second. The prize was a beautiful fruit basket sponsored by The Orchard of Brooklyn.

Photographs are from YvY Health Fair Extravaganza and may have been modified to suit this publication

Some fair participants YVY Head Start children endorse fresh fruit and vegetables!

Yeled v’Yalda Community PartnersOffice of the NYS Attorney General

Just Say Yes to Fruits and VegetablesBrooklyn Housing and Family Services

Ezra Medical CenterAmerican Red Cross

Prevent Child Abuse New YorkThe Orchard — Superior FruitsNYC Bureau of Immunization

Fire Safety EducationGreenmarket Farmer’s Market

NYS Department of AgricultureNYC Lead Poisoning Prevention Program

Shomrim • ReliefHatzolah of Boro Park • FoodChange

Whole grain snacks sponsored by General Mills, promoting EWPH

Fairgoer displays fruit and vegetable face painting

�

Dr. Rona Miles discussed upcoming parenting workshops and solicited sugges-tions from parents for forthcoming workshop topics. Site Director Bashie Teitel-baum talked about parent elections, and parents viewed a PowerPoint slide show

prepared by Family Worker Mirel Itzkowitz, showing their children in action in their new setting. Finally, YVY CEO Solomon Igel addressed the parent body, stressing the need for parent participation in the Head Start program, not only for the sake of their own chil-dren, but for the sake of all the children in the program. After a light buffet dinner, parents visited their children’s class-room, elected classroom rep-

resentatives, and took home the art projects their children had prepared for them.YVY’s ABA program is also located in this new building. Many of the children

enrolled in the ABA program are enrolled in the YVY Head Start program as well This enables the children to get the therapy they need with a minimum of disrup-tion and permits easy communication between therapist and teacher. It also helps fulfill the Head Start mandate to enroll 10% of children with special needs. YVY Head Start children who do not receive ABA therapy benefit from the proximity of the Therapy Center as well, as they can re-ceive their occupational ther-apy, physical therapy, speech or counseling services in spe-cially-designed, state-of-the art therapy spaces.

For more information on any of Yeled V’Yalda’s services, please call the following numbers:

Headstart .................... 718.686.3700Early Headstart .......... 718.686.3700Special Education ....... 718.686.3700 *1ABA Program ............. 718.686.3700Early Intervention ....... 718.686.3700 *576Ezra Medical Center ......718.686.3700YvY WIC Program ...... 718.686.3799YvY Facilitated Enrollment ................................... 718.686.3700 *469

YELED V’YALDA stAtEN IsLAND:Silver Lake Headstart, 10 Gregg Place .....................................718.815.4488Silver Lake Headstart II, 20 Park Hill Circle:� .....................................718.720.0090

YELED V’YALDA suPPort LINEs:YvY Parenting Hotline Mondays, 11-3 ................718.686.3750 *125 All calls are confidential. You do not need to give your name.

YvY Helpline ................718.686.3700 *311

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Staten IslandPArENt ACtIVItIEs rEsuME IN stAtEN IsLANDBoth Staten Island sites successfully transitioned new and returning children in September and have actively begun the year’s programming for both parents and children.

ESL classes began on October 1, and will be held each week on Mondays and Thursdays. Classes for both Staten Island sites have been combined, and the classes are now attracting about twenty parents a week, a very good response. The computer class for parents started later this month and is meeting every Tuesday and Thursday from 12:�30-2:�30. The Men’s Group will be holding its first meeting on November 1, and if past performance is any indication of future success, this workshop will be eliciting an enthusiastic response from Silver Lake fathers. GED classes will resume soon, and will take place at Silver Lake Head Start II.

Both Staten Island sites held parent elections in October. Those elected will join parents elected from all other YVY sites to choose parent representatives to

YVY’s agency-wide Policy Council.Families from both Silver Lake sites

are looking forward to the Thanksgiving festivities at their children’s school.

silver Lake sites to Celebrate National Family Literacy Day

The Silver Lake Head Start sites will be joining other schools and communi-ties around the country in celebrating National Family Literacy Day on No-vember 1. Teachers, children, and par-ents will kick off the event on October 31 with a Halloween Story Time. Parents and other invited guests will read to the children and join in activities geared towards literacy. Events throughout the week will emphasize literacy.

Professional DevelopmentYVY’s Division of Professional Develop-ment is starting its series of workshops for Special Services professionals with a presen-tation by Devora Samet, M.S., on Behavior Management Techniques: At Home and in the Classroom. In December, a presentation on A Counseling Model of Speech Pathology: Incorporating a Self-Adjusting Approach to Therapy will be given by Phil Schneider, Ed.D., and Uri Schneider, M.A. Presenta-tions by Dr. Nancy Creaghead, SLP-CCC and Alan Goncher will follow in January and February. These sessions are open to all, but the fee is waived for YVY staff and YVY parents who may wish to attend. All sessions are now being held at YVY’s new facility at 1257 38 Street.

Learning Center (continued from page 1)

Yeled v’Yalda Early Childhood Center

YVY Head Start parents inspect a new classroom

Education Director Henny Krasnianski addresses the parents

� Yeled v’Yalda Early Childhood Center

To some adult observers, what Ruthie and Emma are doing doesn’t seem very important. In fact, there are adults who think

these children are wasting their time when they should be practicing their numbers or letters. But just the opposite is true.

Play — in early childhood and especially in the preschool years — is critically impor-tant, so much so that the inability to play or play impairment — not being able to play in the normal way that children play — is considered one of the primary indicators of developmental problems such as autism (see sidebar). Play is the way children learn about the world, develop a sense of who they are, express their feelings, and gain an understanding of how to interact with oth-ers. Play also lays the cognitive groundwork in children’s brains for later academic learn-ing. It advances children’s intellectual de-velopment in countless ways and increases their language acquisition through verbal exchanges with other children.

Children’s play skills begin to develop as early as infancy. Toys like mobiles over the crib or soft toys to chew on allow ba-bies to explore the world with their eyes and their mouths. Parents and caregivers who play peek-a-boo with infants and dance with them in their arms are help-ing their infants play. When babies are older, parents crawling on the floor with them or tossing a ball back and forth fur-ther expand their baby’s play experience.

Toddler play builds on the play skills acquired in infancy. Toddlers like to ma-nipulate objects—for example, putting things into a container and then dumping them out. They also like to experiment with different textures by playing with wa-ter, sand, soft clay or play dough. Simple music and art activities provide additional opportunities for sensory exploration. Playing indoor or outdoor games with other children or parents lets toddlers de-velop their gross motor skills and practice the rules of social interaction.

Kids Who Can’t PlayFour-year old David’s mother knew something was wrong even before she got the call from David’s preschool teacher. The teacher was concerned about David’s interaction with the other children, especially during play. He seemed aloof and even confused by the other children’s play activities, preferring to play alone. At times, he would just circle the room or play-ground. David’s mother had him eval-uated and David received a diagnosis of high functioning autism (HFA).

On the surface it often appears as if the child with autism is “playing.” However, we need to look at the qual-ity of the play. For example, a child with autism may be preoccupied with spinning the wheels on a toy car, rather than playing a racing or driving game. He may be busy lining up the blocks instead of building with them. He often has difficulty with imagina-tive or pretend play.

Once David was diagnosed, his mom worked to get him the help that he needed. She understood how vital it was to get therapy started as early and intensively as possible. Therapists who specialize in autism and similar diagnoses worked with David to teach him how to play and help him interact appropriately with other children.

novEMbEr/dECEMbEr 2007 | voluME 6 no. 2

Four-year-old Ruthie is setting the table at preschool with toy cups and saucers and paper towel napkins. “Emma,” she says to the girl next to her, “would you like to come to my tea party?” “Sure,” Emma responds. The two girls sit down at the table and Ruthie pours pretend tea into Emma’s cup. “Would you like some cookies also?” she asks. “Yes,” says Emma, “but I need some for my baby too.” “And my baby needs a new diaper,” she says. ”I think she’s wet.” “OK.” says Ruthie, putting some blocks on a toy plate. “Here are the cookies, and here’s a diaper,” she says as she hands Emma a paper towel. “Thank you,” says Emma. “This is a great tea party.”

PlayChildren&

©iStockphoto.com/tomazl

Yeled v’Yalda

�Yeled v’Yalda Early Childhood Center

Yeled v’Yalda

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By the time children reach preschool age, their play abilities are better devel-oped and become more complex. Social play increases in importance, and role-playing takes on new meaning. Children develop the ability to “make believe” and to experiment with different situations by pretending. This may include playing mommy and daddy taking care of baby, taking a pretend trip to a zoo in a make believe car, or constructing castles or army forts out of blocks.

As children go through the different stages of development, they go through different stages of play as well. Some of these stages are:� • Exploratory play among infants and

toddlers refers to random play that al-lows children to learn about their envi-ronment.

• Solitary play is common in late infancy and the early toddler stage and refers to a child playing alone or near another child with no interaction between them.

• Onlooker play is the kind of play that happens when a child seems to be play-ing alone but is actually watching other children’s play activities.

• Parallel play also occurs during the late infancy and toddler stage and refers to children playing near each other with the same toys but having no social in-teraction.

• Sensory motor play is play that stimu-lates children’s senses and develops their motor skills. This is the typical play behavior of children from infancy to the age of two and includes learning to shake a rattle or pushing, bouncing or grasping a toy.

• Physical play is play which develops children’s gross motor skills such as running, jumping or wrestling.

• Social play is the kind of play that in-cludes rules, goals, collaboration, and some negotiation or planning. Exam-ples are “hide-and-seek,” “red-rover,” and “ring-around-the-rosy.”

• Pretend play or symbolic play refers to the type of play in which children begin to represent their world symbolically. They may stir an imaginary drink and offer it to someone or make believe that a banana is a telephone and talk into it.In a creative preschool environment,

there are countless play opportunities that help a child learn and develop. Music Appreciation/Creative Movement

Singing songs and moving to music are common preschool activities. Children love to sing, march to a beat, play a toy instru-ment, and make up their own songs. Cre-ative movement lets children express their feelings and tap into their imaginations by having them pretend to be a tree or a rag doll. Music and creative movement activi-ties promote language development, fine-motor skills and coordination, and boost self-esteem. Music also teaches preschool-ers important pre-reading skills, such as the rhythmic pattern of words, the differences between fast and slow, loud and soft, one at a time and together, and other variations. Art

Art projects are very important activ-ity in preschool. Often, teachers use an art project to reinforce a theme that the class is studying, such as the season or holidays. The teacher might take a pre-school class on a nature walk in the fall to collect leaves and acorns and then use these items to have the children make a picture or collage. Art activities also allow a preschooler to explore different colors, textures, and techniques. Engaging in art activities helps children develop fine-mo-tor skills by having them manipulate clay, cut with scissors and paint with a brush. outdoor Play

When the weather permits, outdoor play is part of the preschool day. Playing

in a well-equipped playground teaches a child to use his imagination while exercis-ing and helps to develop many skills at the same time. For example, climbing on a bridge structure that leads to a monkey bar or slide lets a child create multiple sce-narios while he plays. Outdoor play refines a child’s gross-motor skills and develops muscle strengths that are critical to later academic success in reading and writing.

CookingPreschool cooking sessions are not as

much about the end result as the process of getting there. Children love cooking be-cause it allows them to engage in a familiar grownup activity, explore different textures (wet, dry, sticky) and use their creativ-ity and imagination. Cooking also makes children feel competent and independent. Some preschool teachers tie in their cook-ing sessions to other information the class is learning, such as the seasons or nutrition. Cooking teaches pre-math skills through the counting and measuring of ingredients as well as logic and reasoning and cause and effect — putting liquid ingredients into a hot oven will make them turn solid.

Building with BlocksMost preschools have a block area

which is often the most popular place in the classroom. Block building fosters small motor skills and allows children to use their imaginations and creativity. It is an activity that teaches many skills that will provide the foundation for un-derstanding more advanced concepts. Building with blocks introduces children to scientific concepts like gravity, stabil-ity, weight, the interaction of forces and balance. In addition to science concepts, block building also helps children learn math skills such as depth, width, height, length, measurement, volume, area, clas-sification, shape, symmetry, equality (same as), and inequality (more than, less than). Children also learn art skills such as pattern, symmetry, balance and symbolic representation. Block building fosters pre-reading skills such as shape recognition and size relationships (bigger-smaller). In addition, while building together, chil-dren acquire language by talking about how to build and making up stories and scenarios using what they built.

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Dramatic PlayThe dress-up corner at preschool is

a place where children can engage in make-believe activities and express their creativity and imagination. This area usually contains play items like pots and pans, dolls, doll beds or carriages, toy telephones, hats, scarves, and different clothing items. Engaging in pretend play teaches children to share, be cooperative and take turns as well as expanding their vocabularies. Dramatic play encourages children to think symbolically — an im-portant pre-reading skill — and to grasp that words represent ideas.

PuzzlesA preschool classroom usually contains

a variety of puzzles that vary in complexity

and puzzles made of different materials. Playing with puzzles enhances a child’s ab-stract thinking skills by requiring him to see an empty space and envision what be-longs there. Putting together puzzles also develops children’s fine-motor control.

Parents can reinforce the learning that is going on at preschool by playing with their children at home. Parents are their children’s first teachers and having a par-ent play with them makes children feel special.

In today’s rapidly changing world, chil-dren are being hurried out of childhood. But cutting down on unstructured play can have negative effects. Many education experts argue that today’s emphasis on school readiness in preschool education

reflects a lack of understanding of how important play is to a child’s develop-ment. “Learning the multiplication tables and the alphabet are very important. But those skills need to reside inside a mind that has been expanded by the imagina-tive and joyous exploration of our envi-ronment and the possibility that it offers for fun,” says Jane Healy, psychologist and author of Failure to Connect.

Parents owe it to their children to resist the impulse to push them to acquire early academic skills and help them achieve their full potential by supporting their play activities, both in preschool and at home. Doing this will go a long way to-ward preparing their children for happy and successful academic careers.

Losing a child is the worst thing that can happen to a parent. Even when the warning signs are there, the end is inevitably tragic. In the case

of SIDS (Sudden Infant Death Syndrome), there are no warning signs. A parent puts a baby to sleep in his crib at night, and the next morning finds him not breathing and unresponsive.

SIDS is the leading cause of death among babies between 1 month and 1 year old, and each year 2,500 infants in the US succumb to this mysterious syndrome. Most often asso-ciated with sleep, SIDS is also known as “crib death” and has no apparent symptoms.

Fortunately, medical researchers have identified a method that helps save count-less babies from succumbing to SIDS. The method is simple: put a baby to sleep lying on his back, in the “supine position.”

While it is not clear why the “back sleeping” method works, medical researchers theorize that babies who sleep on their stomachs put pressure on their jaws and narrow the airway for breathing. Others suggest that stomach sleeping causes babies to “rebreathe” their exhaled air, causing a drop in their oxygen levels and a rise in the carbon dioxide level. Other scientists have suggested that infants who succumb to SIDS may have a hidden abnormality in the part of their brains that controls breathing.

While the cause of SIDS is still not clear, there is enough evidence to suggest that putting babies to sleep on their backs is very effective in preventing SIDS. Since the Amer-

ican Academy of Pediatrics (AAP) recom-mended that all healthy infants under the age one year be put to sleep on their backs, the rate of SIDS has dropped by over 40%.

If some parents have concerns about put-ting their babies to sleep on their backs — the danger of choking on spit-up or vomit or the possibility of the baby developing a flat spot on the back of his head — they should discuss these with the pediatrician. Chances are that their pediatrician will endorse back sleeping and suggest that they give their baby more “tummy time” during the day.

The American Academy of Pediatrics (AAP) also suggests the following tips par-ents can use (in addition to putting their

babies to sleep on their backs) to keep their baby safe from SIDS:

• Put your baby to sleep on a firm crib mattress and never on a pillow, waterbed, sheepskin, or other soft surface.

• Don’t put fluffy blankets, comforters, stuffed toys, or pillows near the baby.

• Don’t let your baby get too warm while sleeping; keep his room at a temperature that feels comfortable for an adult in a short-sleeve shirt.

• Don’t expose your baby to second-hand smoke or smoke during pregnancy. Studies have shown that smoking affects a baby’s central nervous system and puts him at greater risk of dying of SIDS.

• Make sure to get early and regular prenatal care.

• Make sure your baby has regular well-baby checkups.

• Breastfeed your baby if possible. Some studies have suggested that breastfeeding may help decrease the incidence of SIDS.

• Try to put your baby to sleep with a pacifier during early infancy. Pacifiers have been linked with lower risk of SIDS.

• If possible, parents should try to keep their baby’s crib or bassinet in their bedroom during the early months. This has been linked to a lower risk of SIDS.

Parents who have experienced the tragedy of a SIDS death should get counseling and support, for their own benefit and for the benefit of their other children. Hopefully, as the body of research continues to grow, scientists will get a better understanding of this mysterious and tragic syndrome, and SIDS will become a thing of the past.

HealtHmattersSudden Infant death Syndrome

Yeled v’YaldaBrooklyn

ongoing Activitiesswimming Boro Park YM/YWHA Tuesdays, November 13, 27

Aerobics Boro Park YM/YWHA Thursdays, November 1, 8, 15, 22, 29

99 Heyward Street Sundays, November 4, 11, 18, 25

yoga 99 Heyward Street Tuesdays, November 13, 27 Wednesday, November 28

simcha Dancing 99 Heyward Street Tuesdays, November 6, 27

Parenting Workshops 1257 38 Street Perel Abramovitz Wednesdays, November 7, 14, 21, 28

1257 38 Street Rona Miles/Gitty Zelmanowitz Tuesday, November 20

6012 Farragut Road Thursday, November 8

99 Heyward Street Monday, November 19

exPectAnt MoMs’ ProgrAM Aerobics and childbirth education Parenting skills for Postpartum Moms 1257 38th Street Sundays, November 11, 25

99 Heyward Street Wednesdays, November 7, 21

Fitness for Men 99 Heyward Street Thursdays, November 1, 8, 15, 22, 29

Focus on Fathers 99 Heyward Street Tuesday, November 29

sPeciAl ActivitiesFire safety 99 Heyward Street Wednesday, November 14

Food safety 99 Heyward Street Monday, November 26

ProFessionAl DeveloPMent

Behavior Management techniques1257 38 Street Tuesday, November 6

stAten islAnDongoing Activities

esl classes Beginners Mondays, November 5, 19, 26

Advanced Wednesdays, November 7, 14, 21, 28

computer classes

Tuesdays, November 6, 13, 20, 27

Home-Based infants Friday, November 9

Home-Based toddlers Friday, November 16

Parent committee Thursday, November 15

Fathers in Action Thursday, November 8

sPeciAl ActivitiesParent teacher conference Friday, November 9seaman’s society Workshop Thursday, November 15Food stamp screening Wednesday, November 14

PRIMARY FUNDING BY:U.S. Department of Health & Human ServicesU.S. Department of AgricultureNew York State Department of Social ServicesBoard of Education of New York StateNYC Department of Mental Health,Mental Retardation and Alcoholism ServicesNew York City Administration forChildren Services/Agency for Child Development

APPROVED BY:New York State Department of Education

LICENSED BY:The New York City Department of Health

NON PROFIT ORG.

U.S. POSTAGE PAID

BROOkLYN, NY

PERMIT No. 45

1450 37th StreetBrooklyn, NY 11218Phone: 718.686.3700Fax: 718.871.2100www.yeled.org

novEMbEr 2007

Health Advisory committee Meeting1257 38 Street Monday, November 5Policy council MeetingTuesday, November 6

�Yeled v’Yalda Early Childhood Center