October 28, 2008FacilitatorsEllen Foley, LS CounselorMary Yamazaki, Kindergarten TeacherPatty Sloan, KA-2 IT Coordinator

LoveLimitsConsistency

Hierarchy is a good thing. Parents Children

Conflict resolutionWho am I?Parent timeFamily meetingCelebrate successes

Help children to help themselvesHelp with social skill practice

limit inappropriate exposurediscuss, reassure, distractpreview when possibleavoid over-talking

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A tired childCranky or irritableUnclear thinkingDifficulty with directionsQuick to arguePhysical clumsinessWeakened immune systemPoor memory

Routine,routine,routine

Turn down the volume, the lights, the activity level ! 10 12 hours

Jim Treleasehttp://www.trelease-on-reading.com

In reading aloud, we:Condition the childs brain to associate reading with pleasureCreate background knowledgeBuild vocabularyProvide a reading role modelIncrease attention span

http://www.trelease-on-reading.com

Few children learn to love books by themselves. Someone has to lure them into the wonderful world of the written word; someone has to show them the way.

---Orville Prescott,A Father Reads to His Children

What if Im just not comfortable reading some stories in English?Read books in your home languageRead simple, pattern books that have rhythm, rhyme, and repetition

Story Telling ~ an oral tradition When you were just a little eggfamily storiesfolktales from your childhood or home country

Books on tape or CDTape stories in your own voice for times when you are away from your child

Just a Few of Ms. Ys Favorite Picture Books To Read Aloud

Are chapter books appropriate read alouds for kindergartners?

Are chapter books appropriate read alouds for kindergartners?Yes, as long as the story, the emotional level, and the vocabulary are not above their listening comprehension level.

Are chapter books appropriate read alouds for kindergartners?Yes, as long as the story, the emotional level, and the vocabulary are not above their listening comprehension level.HARD BOOKS HURT READERS!

Ms. Ys Top Ten Read Aloud Chapter Books**For more mature listeners in Grades K and 1 and aboveMost are too difficult for English Language Learners (ELL or ESL) and many kindergartners at this time

The Read-Aloud HandbookJim Treleasehttp://www.trelease-on-reading.com

http://www.trelease-on-reading.com

The Read-Aloud HandbookJim Trelease

http://www.trelease-on-reading.com

The Read-Aloud HandbookJim Trelease

Jims Top Ten Favorite Kindergarten Novels**For more mature listeners in Grades K and 1 & aboveToo difficult for English Language Learners (ELL or ESL) at this timehttp://www.trelease-on-reading.com

Read to Your BunnyBy Rosemary Wells

Read to your bunny often,

Its twenty minutes of fun.

Its twenty minutes of moonlight.

And twenty minutes of sun.

Twenty old-favorite minutes,

Twenty minutes brand-new,

Read to your bunny often,

And

Your bunny will read to you.

Make memories that last a lifetime~For you and your child

Good for children at home?

Ages 3-6Sit with child or encourage partner workShort periods of time (10-20 minutes)Place computer in common place

Tips for interactingShare their discoveriesHelp them to solve a problemAdmire a picture theyve createdEncourage language skillsOffer direct assistance

Quality SoftwareOpen-endedGains in measures of intelligence and nonverbal skillsDrill-and-practiceEncourages competitive behaviorDiscourages creativity and exchange of ideas

Recommended Quality SoftwareKidpixKidspirationTrudyTux PaintThinking ThingsKidworks

Violent Video GamesActive participation in violent actsAssortment of weaponsDo not ban, but monitor choice of games

Playing a lot of violent video games is related to having more aggressive thoughts, feelings, and behaviors. Psychologist Craig Anderson, PhD

Quality Educational SitesPrepared environment on internetGrade level web pages Safe linksNewslettersEbooksPhoto galleries

Computers seem to be everywhere these days. Do they have a place in early childhood programs? Should young children use them at home? At what age can children benefit from using them? Children under 3 have needs that can't be met by computers. Their time is better spent interacting with adults, other children, and toys. Here are some ways you can make computers assets for children ages 3-5.Your child will benefit more from time on the computer if you are there to share her discoveries, help her solve a problem, or admire a picture she has created. Parents can also encourage children's language skills by talking with them about what they are doing on the computer. While younger children require much more direct assistance from parents, older children may simply need a parent on hand for discussion and questions. Simply being available or nearby will provide an older child with needed support. Whatever your child's age, your involvement in her computer use will show her that computer time is something you can do with other people. make sure computers are used to their benefit, to develop literacy and cognitive and social skills. As passive users, children utilize tools with no understanding of the concepts represented on the screen. The computer becomes an electronic worksheet that asks children to memorize without comprehending.As active agents for learning, computers extend childrens abilities, helping them to accomplish goals and objectives. In active use, children understand the relationship between real ideas and what is being represented on the screen. Constructing relationships between pictures and concrete objects helps children establish meaning.In order to promote effective computer learning, parents should monitor the quality of the software children use, the amount of time children work with it, and the way in which they use it. Open-ended software programs allow students to demonstrate their learning across all learning areas, according to their level of development and preferred learning style. Open-ended software programs allow students to demonstrate their learning across all learning areas, according to their level of development and preferred learning style. Encourage exploration, imagination, and problem solving Reflect and build on what children already know Involve many senses and include sound, music, and voice Be open-ended, with the child in control of the pace and the path

Open-ended means that learners benefit from discovering rather than being told. Software of this type gives children the opportunity to explore and discover, make choices, and then find out the impact of their decisions. Children make real choices, rather than selecting from a limited set of unimportant options. For instance, they decide what to create in a picture, how to end a story, or in what direction to take their inquiry. Children learn by experiencing, and so need to be interactive with the computer. Appropriate software should help children reflect on what they already know Open-ended software encourages wondering and hypothesizing, problem solving, collaboration, motivation, and a more positive attitude toward learning. It is also associated with gains in measures of intelligence and nonverbal skills.Programmed learning or drill-and-practice software resembles electronic worksheets or flashcards. Non-developmental software encourages more competitive behavior, and can discourage creativity and exchange of ideas. Such programs should be used for limited amounts of time, not as the major focus of computer use in the curriculum. EnThe arrival of the new generation of ultra-violent video games that began in the early 1990's has continued to grow and attract a large number of children and youths to participate in the entertaining violence that goes beyond anything available on T.V. or movies. These graphic, violent games have parents concerned about the possible effects they have on their children, and many are taking steps to prevent the aggressive influences brought on by these games. Video games were first introduced in 1970. Since then, they have become a favorite activity and past-time for many of today's youth. While many of the games are educational or based on heroes, others allow players to rob or even murder innocent bystanders using a wide variety of weapons. According to Psychologist Craig Anderson, PhD, "Playing a lot of violent video games is related to having more aggressive thoughts, feelings, and behaviors" (Anderson & Bushman, 2001). However, research suggests that instead of banning video games from children, parents should simply limit their child's playing time and monitor their choice of games. According to the American Psychological Association, parents should expect video games to have an impact on their children for the following three reasons: Children are more likely to imitate the actions of a character with whom they identify. In violent games, the player is often required to take the point of view of the shooter or perpetrator. Video games require active participation rather than passive observation. Repetition increases learning. Video games involve a great deal of repetition. If the games are violent, then the effect is a behavioral rehearsal for violent activity