RVCP NewsA NEWSLETTER FOR GROWING MINDS

DECEMBER 2007

Inside This Issue From the Teachers...From the Teachers...

School Board Notes

continued on page 2

Giving Thanksby Veronica Golden

In this month of November, I feel especially thankful for all the hard working families who make our Coop the wonderful school it is. I had the opportunity this past Saturday, to work at Parent’s Night Out with six families I don’t always get to spend time with. Brendan Walsh, Sarah Dublin, Sara Cobb, Jon Christiansen and I all got to share some

In this month of November, I feel especially thankful for all the hard working families who make our Coop the wonderful school it is. I had the opportunity this past Saturday, to work at Parent’s Night Out with six families I don’t always get to spend time with. Brendan Walsh, Sarah Dublin, Sara Cobb, Jon Christiansen and I all got to share some

Pizza with Lucia and her friend Noah and his neighbor Paul, as well as, Jonah, Cece and Odessa. If you haven’t signed up for PNO yet or have any questions, ask us about it, it was FUN! The Board has been up to all kinds of community building. We voted to set up a cozy room for adults to meet and talk among themselves

Pizza with Lucia and her friend Noah and his neighbor Paul, as well as, Jonah, Cece and Odessa. If you haven’t signed up for PNO yet or have any questions, ask us about it, it was FUN! The Board has been up to all kinds of community building. We voted to set up a cozy room for adults to meet and talk among themselves

with Karleen Wolfe our parent educator. We are with looking into a parent teaching a Music Together class to our students. We are preparing for our 2008-2009 enrollment. We are researching our insurance coverage to see if it can better meet the needs of our Coop. Most importantly we are honoring the ambitious fund raising team that put together such a wildly successful Toy

with Karleen Wolfe our parent educator. We are with looking into a parent teaching a Music Together class to our students. We are preparing for our 2008-2009 enrollment. We are researching our insurance coverage to see if it can better meet the needs of our Coop. Most importantly we are honoring the ambitious fund raising team that put together such a wildly successful Toy

and Clothing event -- raising over $2,000! Thanks to all of you who work so hard every day to make Rainier Valley Coop Preschool a great place for families!

--

RVCP Board Chair Veroniuca Golden is mom to Madeline, a Salmon student.

Conflict. Turns. Slights. Mine! Friendship.Preschoolers have their work cut out for them. Many folks have asked about or expressed uncertainty about how to support children as they navigate these issues with peers. It would be so easy if there were one way we solved problems and we all followed the same steps and used the same words. But alas, we work with individuals. Children's needs are different, their ages and development

Conflict. Turns. Slights. Mine! Friendship.Preschoolers have their work cut out for them. Many folks have asked about or expressed uncertainty about how to support children as they navigate these issues with peers. It would be so easy if there were one way we solved problems and we all followed the same steps and used the same words. But alas, we work with individuals. Children's needs are different, their ages and development

vary, as do their temperaments, triggers, skills, and home practices. Tailoring our responses to individual children is critical, tricky, and ever-changing. Hence, uncertainty. Uh, yeah. I will try to outline the basic model we use, some principles that guide us, as well as some RVCP practices we have developed based on our community. Basic Model: Two children in conflict over a material* Adults observe

vary, as do their temperaments, triggers, skills, and home practices. Tailoring our responses to individual children is critical, tricky, and ever-changing. Hence, uncertainty. Uh, yeah. I will try to outline the basic model we use, some principles that guide us, as well as some RVCP practices we have developed based on our community. Basic Model: Two children in conflict over a material* Adults observe

and decide if support is needed.* Adult approaches stopping any hurtful actions, placing her/himself between the children at the children's level.* Acknowledge children's feelings, and let the children know that you need to hold the object (neutralizing it) until the conflict is solved* Gather information: "What's the problem?" LISTEN to what both children want us to know· We restate in a neutral manner - "So, you both want the Fire truck right now."* Ask "what are some solutions to this problem?" * Restate suggested solutions as they are said, "Your solution is that you use it right now." Ask the other party, "Do you want to try that solution?" Or, (the dreaded) "Does that work for you?"* Say, "Okay, that doesn't

and decide if support is needed.* Adult approaches stopping any hurtful actions, placing her/himself between the children at the children's level.* Acknowledge children's feelings, and let the children know that you need to hold the object (neutralizing it) until the conflict is solved* Gather information: "What's the problem?" LISTEN to what both children want us to know· We restate in a neutral manner - "So, you both want the Fire truck right now."* Ask "what are some solutions to this problem?" * Restate suggested solutions as they are said, "Your solution is that you use it right now." Ask the other party, "Do you want to try that solution?" Or, (the dreaded) "Does that work for you?"* Say, "Okay, that doesn't

PreschoolProblem-Solvingby Julie Zindle

4 | Welcoming theYear of the Rat

4 | RecommendedReading for

Winter Break

4 | Involving Kids inGiving

4 | Involving Kids inGiving

TEACHERS continued from pg 1TEACHERS continued from pg 1

work, we need to think of more. What's another solution?" Model listening and thinking.* If children are having difficulty naming solutions, invite other children that are around to think and offer suggestions. Offer solutions of our own - only if they are neutral - like, "How about you take your turn, and you (other party) and I work on the fire station while we wait." Rather than, "I saw that you had it for a long time, she should have a turn first." * When children agree on a solution - we congratulate them for using thinking, talking and listening to solve their problem.* Later we check in with them: How's the solution working out?

work, we need to think of more. What's another solution?" Model listening and thinking.* If children are having difficulty naming solutions, invite other children that are around to think and offer suggestions. Offer solutions of our own - only if they are neutral - like, "How about you take your turn, and you (other party) and I work on the fire station while we wait." Rather than, "I saw that you had it for a long time, she should have a turn first." * When children agree on a solution - we congratulate them for using thinking, talking and listening to solve their problem.* Later we check in with them: How's the solution working out?

For us, oh-sooo reasonable adults, it can be hard to work through this without inserting our own sense of what is fair, or accept that children's ideas of justice may be very different from ours, especially if one child's solution is to walk away and make a new plan. If one child decides to walk away, ask: "Is your solution to walk away and make a different plan?"

Some things to remember:* Children learn to solvesocial problems; it takes time, practice, and often a common language.* Children need time, support and modeling to build the language of problem solving* Developmentally young children are egocentric and goal oriented - I see the fire truck. I want the fire truck. I grab the fire truck. * Preschoolers are beginning to transition from the world of "Me" to the community of "us."* Children are not misbehaving when they have a conflict, but rather making mistakes as they learn how to behave appropriately - children need concrete experiences (real conflicts) to practice solving them

For us, oh-sooo reasonable adults, it can be hard to work through this without inserting our own sense of what is fair, or accept that children's ideas of justice may be very different from ours, especially if one child's solution is to walk away and make a new plan. If one child decides to walk away, ask: "Is your solution to walk away and make a different plan?"

Some things to remember:* Children learn to solvesocial problems; it takes time, practice, and often a common language.* Children need time, support and modeling to build the language of problem solving* Developmentally young children are egocentric and goal oriented - I see the fire truck. I want the fire truck. I grab the fire truck. * Preschoolers are beginning to transition from the world of "Me" to the community of "us."* Children are not misbehaving when they have a conflict, but rather making mistakes as they learn how to behave appropriately - children need concrete experiences (real conflicts) to practice solving them

* Preschoolers are beginning to transition from the world of "Me" to the community of "us."* Children are not misbehaving when they have a conflict, but rather making mistakes as they learn how to behave appropriately - children need concrete experiences (real conflicts) to practice solving them* Children's feelings are real - to us grown ups it may seem unreasonable when a child won't compromise, but to her or him it's a legitimate problem* Children will begin to trust they'll get turns as they experience having their time with an object or material respected.

Our goal is to develop children's social knowledge and emotional self-regulation. As they get experience with conflict, and practice problem solving, the responsibility begins to shift from the big people in the room to the small people in the room. We "huddle up" to make agreements and hear one another's boundaries. We can bring issues to the entire class to solve. The class can make rules or

* Preschoolers are beginning to transition from the world of "Me" to the community of "us."* Children are not misbehaving when they have a conflict, but rather making mistakes as they learn how to behave appropriately - children need concrete experiences (real conflicts) to practice solving them* Children's feelings are real - to us grown ups it may seem unreasonable when a child won't compromise, but to her or him it's a legitimate problem* Children will begin to trust they'll get turns as they experience having their time with an object or material respected.

Our goal is to develop children's social knowledge and emotional self-regulation. As they get experience with conflict, and practice problem solving, the responsibility begins to shift from the big people in the room to the small people in the room. We "huddle up" to make agreements and hear one another's boundaries. We can bring issues to the entire class to solve. The class can make rules or

agreements to support the community and bring about resolution. When children question why some rules are fluid and some are fixed we can talk to them about individual needs versus community needs. As all of us continue to learn more about one another, we have information and experience to draw on when choosing a strategy to support a child in need. It's okay to struggle and grapple with finding your way to support children in the class. If you have an experience in attempting to help a child get heard, have a boundary, or negotiate a conflict that leaves you feeling frustrated, please know that we are happy to reflect with you, strategize, and/or hear your feedback. Thank you for your work and commitment!__

Julie Zindel is half of our team of teachers, and has worked in preschool education for thirteen years. Salmon student Jack would like you to know that her favorite color is brown.

agreements to support the community and bring about resolution. When children question why some rules are fluid and some are fixed we can talk to them about individual needs versus community needs. As all of us continue to learn more about one another, we have information and experience to draw on when choosing a strategy to support a child in need. It's okay to struggle and grapple with finding your way to support children in the class. If you have an experience in attempting to help a child get heard, have a boundary, or negotiate a conflict that leaves you feeling frustrated, please know that we are happy to reflect with you, strategize, and/or hear your feedback. Thank you for your work and commitment!__

Julie Zindel is half of our team of teachers, and has worked in preschool education for thirteen years. Salmon student Jack would like you to know that her favorite color is brown.

"Children are not misbehaving when

they have conflict, butrather making

mistakes as theylearn how to behave

appropriately..."

"... the responsibilitybegins to shift from

the big people in the room to the small

people in the room. "

SUNFLOWERSSUNFLOWERSSUNFLOWERS

CATERPILLARSCATERPILLARSCATERPILLARS

SALMONSALMONSALMON 200720072007

Dec. 24 -Jan. 4 | Winter Break, No School

Dec. 4 | Parent Meeting, Pot Luck

Dec. 20 | Board Meeting

Dec. 21 | Newsletter Deadline

2008 Year of the RatGiving to Others Giving together not only feelsgood, but can help your childbuild empathy. Here are a coupleideas to get you started:

* Donate old clothing or toys to a local charity (like Baby Boutique http://www.family-services.org ).Have kids choose which items they would like to give, and talkabout who may need that toy or coat.

* Feed the Birds. Those migrating will appreciate an extrabite along the way. Smear a pinecone in something sticky likepeanut butter or shortening, then roll in birdseed. Hang outside near a window and see who comes!

According to Chinese legend, Rat & Cat were once good friends. When spots were beingassigned in the Chinese zodiac,the first animal to report to Buddha would be given the first spot, until all were filled. Rat & Cat agreed to wake each other,but rat slept in Ox's ear knowingOx to be an early riser. Just asOx reached the Buddha, Rat jumped out and claimed the firstspot. Cat never woke up, and thus they are enemies to this day.

Beloved Books.Knuffle Bunny Too | Mo WillemsTrixie confronts trouble at schoolwhen Sonja brings her own special Knuffle Bunny in for a visit.

I Will Not Ever, Never Eat A Tomato | Lauren ChildOlder brother Charlie engages the imagination of picky-eater Lola -- will they make it through dinner?

The Wolves in the Walls | NeilGaiman and Dave McKeanA slightly scary tale of what happens when the wolves Lucyhears come out of the walls.Recently adapted for the stage in Scotland and New York.

Community Calendar

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Located in the heart of Columbia City, Rainier Valley Cooperative Preschool welcomes familes of all races, genders, religions, sexual orientations, andcultural backgrounds. Learn more about our school online:www.rainiervalleycooppreschool.org

3818 S. Angeline St., Seattle, WA 98118206.723.3115

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Dec. 8 | Parent's Night Out

Open House! | Savethe date, our RVCP

Preschool OpenHouses will be held:

Saturday, Feb. 9th

10am - Noon

&Tuesday, Feb. 26th

6pm - 8pm