theserious sid e of play stories - kelowna childcare society magazine/ok parent... · 1 0 / 1...

FREE•2010/11

The SeriousSideof PlayThe SeriousSideof PlayThe SeriousSide Play

GoingGreenGoingGreenGoingGreen

SettingConsequences

SettingConsequences

SettingConsequences

ConnectingthroughStoriesConnectingthroughStoriesConnectingStories

THE REALDifferencebetween boys & girls

THE REALDifferencebetween boys & girls

THE REALDifferencebetween boys & girls NatureActivities

a Natural Choice!

NatureActivitiesa Natural Choice!

NatureActivitiesa Natural Choice!

You are eligible for our day care program if you attendKelowna Secondary School with children under the ageof three, are a parent attending an educational programwithin School District No. 23 or are a returning parent

continuing your post-secondary education(subject to space availability).

Four reserved day care spaces are also availablefor employees of School District No. 23.

We are a Group Infant/Toddler Daycare licencedfor 24 children from 6 weeks to 3 years of age.

Contact the day care co-ordinator to checkif openings are available and to

arrange for an interview.

Day Care & Parenting Support forYoung Parents Continuing

Their Education

LOCATED AT:Kelowna Secondary School

Phone 250-868-1377

Open from7:45 a.m. to4:00 p.m.

Program of the

ContentsSetting Consequences by Betsy Mann ..............................................................5How and when to use consequences effectively.

ConnectingThrough Stories by JaneWaterston..............................................7Tell stories of your family history. Storytelling sessionscan bring your family closer together.

Going Green by Kelly Paley ...............................................9Become environmentally aware by creatinga home that is easy on the environment.

“Is it Good for Children?”by Angela Cleveland & Myrna Kalmakoff......................................13What does a child friendly community look like?

Simplicity in Parenting by Michele Hucul.....................................................15Keep parenting simple - support the needs of a child’s mind,body & spirit.

Child Care Options Map ............................................................................18

Sandbox Project by Carol Ellison .....................................................................21A program demonstrating the serious side of play & its benefits to the family.

Nature Activities -a Natural Choice! by Lisa Robinson.........................................24Using nature as a source of creative play opportunities.

The Real Differences between boys & girls by Lise Eliot ......................27How the brain is typically hard wired a certain way, depending on your gender.

Toy Libraries by Lynn Burgat ...........................31A loan library service for families and child care providers.

What’sWrong with Colouring Books?by Christine McLean ..................................................32Children require creative activities that allow their imagination totake over, rather than pre-drawn shapes, pictures, etc., to colour.

Call 250-762-3536 for child care information. 3

13th ANNUAL EDITION _2010/11 • Kelowna Child Care Society

President’sMessageby Kim Chernenkoff

The Kelowna Child Care Society isproud to publish its 13th annualOkanagan Parent Magazine. Thankyou to all the CCRR staff, as well asLori Johnson, Terry Varga and JodiQuibell who have worked so hard toput together this excellent publication.Special recognition must also go to allthe local businesses and advertiserswho continue supporting us in theproduction and distribution of this freemagazine to families around theOkanagan. The Kelowna Child CareSociety thanks everyone for theircontinued support. We hope you enjoythis magazine.

The Okanagan Parent Magazine is published once a year by theKelowna Child Care Society and distributed free of charge to theCentral Okanagan. For more information contact the KelownaChild Care Society at #4 - 1890 Ambrosi Road, Kelowna, B.C. V1Y4R9,by telephone 250-762-3536,by fax 250-861-1299 or by emailat [email protected].

The articles contained in this publication represent the findingsand opinions of the respective authors and do not necessarilyrepresent or reflect the opinions of the Kelowna Child CareSociety. The articles contained herein are intended forinformation purposes only. Readers with any particular concernsshould seek proper advice before acting.The Kelowna Child CareSociety will not be held liable for any inaccuracies ormisrepresentations contained in any of the articles herein. Anyquestions can be directed to the respective authors or contactthe Kelowna Child Care Society at 250-762-3536.

COVER PHOTO BY ELIZABETH SOERGEL PHOTOGRAPHYGRAPHIC DESIGN BY LORI JOHNSON

PRINTING BY PREMIER PRINTING

Many parents choose to teach their children by allowing themto experience the consequences of their acts. In this way, childrenlearn that their decisions and their behaviour have an impact onthemselves and the people around them. Because it involvestaking responsibility for choices made, discipline throughconsequences empowers children and promotes self-discipline.

Natural consequencesLife does the teaching with natural consequences: if you don’t

wear your hat, you’ll get cold; if you’ve spent all your savings,you won’t be able to buy the game you want. All the parent hasto do is point out the likely consequences, then keep quiet ... andavoid saying, “I told you so!”

Sometimes risking natural consequences is too dangerous: ifyou play with matches, you could burn down the house,

for example. Other times, the outcome happens toofar in the future to make the connection obvious: if

you don’t brush your teeth, you’llget cavities.

Logical consequencesLogical consequences are imposed by the parent to link the

behaviour of the child with consequences that make sense. Theconsequences feel fair and reasonable instead of like arbitrarycontrol by the parent. For instance, as the parent you could setthe rule: “Lights out at 8:30. If you are ready for bed at 8:15, wewill have time to read a story. If not, we won’t.” If the child takestoo much time, your calm response would be, “I see you’vechosen no story tonight. Maybe tomorrow you’ll be readyearlier.”

For a teen who comes in past curfew, the parent could say,“It’s30 minutes past the time we agreed on and I have been worried.Towin backmy confidence, next time you go out, youwill comein 30 minutes earlier than our previously agreed time.”

Consequences that repairChildren readily understand and often

appreciate consequences that give theman opportunity to repair their mistakes:they spill milk, they clean it up (or atleast help); they tear a book, theypatch it up; they dent a fender, theypay for it.The parent can applythese consequences withgenuine regret combinedwith admiration - “toobad this happened toyou, you’re doing a greatjob of fixing it up” -rather than in a punishing spirit.

Consequences that teachChildren need to know how they are supposed to act. And

sometimes they need to practise it with coaching. For instance, achild who has thrown a tantrum when leaving a friend’s housemight not be allowed to play with that friend for a week. Theconsequence will be more effective and feel fairer if the parentspends time with the child during the week looking for andpractising better ways to leave a friend’s. The message changesfrom, “You’re a bad kid.” to “I’m confident that you can masterthis.”

Creative consequencesSometimes it takes a good imagination to figure out

appropriate consequences that teach rather than punish.Take thecase of a child who forgets his jacket at a friend’s. Naturalconsequences:He’s cold next time he goes outdoors...but in factit’s too cold for that to be safe. Consequences that repair: Hebundles up in sweaters and goes back to get the jacket...but thefriend lives 20 minutes’ drive away. Creative consequences:Parent drives the child to the friend’s house to pick up the jacket(child’s responsibility) and the child chooses which of theparent’s responsibilities he will help with or take on in return.

Setting consequencesIn the heat of the moment, a punishment may come to mind

more easily than an appropriate consequence. You can giveyourself some breathing room by saying, “That behaviour is notallowed. If you repeat it, there will be consequences.” Later,describe to the child what behaviour you expect and what theconsequences for unacceptable behaviour will be in the future.Consider the following points:

• What expectations and consequences are appropriate tothe child’s age?

• Is the child old enough to understand the link between hisactions and their results?

• Does the child clearly understand the rule or the expectedacceptable behaviour?



Setting Consequencesby Betsy Mann

6 Celebrating 33 years of Community Service in the Central Okanagan!

• Does the child need more practice and coaching in thedesired behaviour?

• Will you be able to apply theconsequences with the consistencynecessary to teach the lesson thatone’s choices have an impact,every time?

Lessons for life

By disciplining throughconsequences, you will helpyour child learn to think beforemaking decisions and to takeresponsibility for choicesmade.

THECANADIANASSOCIATIONOF FAMILYRESOURCEPROGRAMS, FRP CANADA,30 ROSEMOUNTAVE., OTTAWA, ON K1Y 1P4 TEL: 728-3307 FAX: 729-5421 FRP CANADA 707 - 331 COOPER STREET,OTTAWAON K2P 0G5 1-866-637-7226WWW.FRP.CAWWW.PARENTSMATTER.CA

�

Kelowna Child Care Society • 2010/11 _13th ANNUAL EDITION

When your children ask for a story, do you head for thebookshelf or look for a DVD you can play? If you do, you’remissing a golden opportunity to do some easy connecting andcoaching. You’ve got everything you need without moving aninch.Take a moment to think and remember, then sit down andtell them a family tale. It may seem awkward at first, but soonyou’ll realize you’ve developed a useful parenting tool that’s funfor all.

Family memoriesTelling a family story involves choosing a memory and giving

it some life. Here are some ideas:• Tell them something about themselves: where their

names come from; the day they were born; the first timetheir grandparents saw them.

• Talk about yourself and your ownmemories: the way youand your partner met; the best gift you ever received; thetime you were most scared when you were little.

• Look back to your family’s roots: try to remember storiesabout when your own parents’ were growing up; if yourfamily came from elsewhere, tell your children stories about

that place, whether it was 500 or 5000 kilometres away.• Get inspiration from the things around you: tell them

how that vase on the shelf came into your collection; talkabout the holiday you went on when you bought thatsouvenir spoon.

• Tell a story about the season: if it’s fall, tell aboutHalloween costumes; if it’s winter, remember back toskating and adventures in the snow.

Storytelling can happen anywhere you and your children aretogether. You can be sorting laundry, driving to the grocery store,walking to the bus stop... or cuddling together in a darkenedbedroom at the end of the day.

Stories are told, not recitedTelling a story is a two-way communication, very much like

having a chat. Expect your children to jump in to ask a questionor correct a detail. You can tailor your story just to suit them.Thestory starts when they are ready andwraps upwhen they becomerestless.

Learn to use gestures and tone to enhance your story.Withpractice, you’ll be able to pitch and pace your voice and usemovements, gestures and pauses. A bit of exaggeration of usualmannerisms will captivate your young listeners. As in anyconversation, forgetting a detail is not a big problem. Storytellersoften make detours with phrases like, “Did I mention that...” or“What she’d forgotten until just this moment was that...”

The difference between stories and chatter is that stories havea point to make. Something happens that is worth knowing.Perhaps the main character is honest, stingy, confident oroverbearing. and it caused a problem, a crisis or a humoroussituation.

Play to your audienceYou’ll soon learn what kind of story your children enjoy.

When they’re very young, children like to hear the same storyover and over again. They also like repetition of phrases withinthe story, like the refrain in a song. Sound effects, like cows thatmoooo and bells that go ding dong, are also a sure bet to gettheir attention.

Older children go for action, surprises and drama.Teenagerslike personal experience stories, especially ones about timeswhen you were embarrassed or anxious or made mistakes. It’sreassuring to know that the same difficult emotions plagued youwhen you were their age.

What’s the benefit?There are all sorts of

reasons to tell your childrenstories in your own words.

• Story time buildsfamily connections.You and your children

Connecting Through StoriesAdapted from an original FRP Canada resource sheet written in 1997 by JaneWaterston





share a fun, creative experience. At the same time, yourchildren are learning more about your life, your reactionsand your roots.

• Children learn to concentrate and become active listeners.• You stretch children’s imaginationwith the word pictures

you draw in your stories.• When you tell stories that involve dealing with difficult

emotions you can give children relief from their ownstrong feelings. For instance, in a story, you canacknowledge children’s fears and calm their worries. Evenbad memories can inspire tales about difficulties livedthrough and overcome.

• Sometimes you can use stories to provide children withguidance without lecturing. If a child is facing a toughsituation, you can tell a story where the main character isdealing with a similar problem. In this way, you help thechild look at the situation one step removed. Often it’seasier to consider consequences from this distance. Youcan stop at one point and ask, “What do you think mighthappennow?”or“What do you think this person should do?”

Once you get started, you’ll catch the bug and start saving upstories for quiet moments together. Go ahead, tell a few tales!

FRPCANADA,30 ROSEMOUNTAVE.,OTTAWA,ONK1Y 1P4TEL:728-3307FAX:729-5421CANADIANASSOCIATIONOFFAMILYRESOURCEPROGRAMS 1-866-6-FRPCANWWW.PARENTSMATTER.CA

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NannysittersKelowna's premier agency

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It wasn’t until I was pregnant with my first child that I reallyconsidered the true impact of the chemicals we are exposed to inour daily lives and the impact of our less-than-sustainable butsupposedly more convenient choices.At first it was a completelyoverwhelming prospect as I set out to save the planet. I wassuddenly faced with an abundance of conflicting informationand the prospect of investing in everything new and green.Obviously, this is not realistic and over time I was able to realizethat small, sustainable steps would lead to a healthy and happyoutcome for our family, our community and our planet.

I will attempt to clarify some of the information that is outthere and show families with children of all ages some simple,affordable ways to reduce their carbon foot (or bum) print.Theterminology can be completely mind-boggling. It is very easy tofind oneself spendingmore time researching “how to” rather thanactually “going” green - so we’ll simplify the process and terms:

Reduce=buy less, have less, need less - almosteveryone is suffering from too much stuff!Reuse=buy used at every opportunity anddonate or resell all your “retired” belongingsRecycle=process used or waste materials sothey can be used againRather than looking at the entire picture and becoming

instantly discouraged, start with individual areas of your homeand lifestyle. Master each of these areas, celebrate your successand move forward to the next challenge.

1. Evaluate your lifestyle.What can you sacrifice and what is nonnegotiable?

2. Start small. Start by using cloth shopping bags or other smallchanges, then work up to making bigger changes.

3. Create a simple system that the whole family can follow.4. Create habits.Once you do something enough youwill do it out

of habit and youwon’t be “thinking” about doing it anymore.5. Strive to sacrifice some conveniences, but bear in mind that if

done right, there are reusable replacements that are almost aseasy!

Specific areas and tips for going green...INTHE NURSERY:

When you learn you are expecting a little one you want to doeverything you can to make sure that their start in life is the best.Believe it or not by making your nursery moreenvironmentally friendly you are also making ithealthier for your little one. Here is a short list ofthings you can do tomake your nursery greener:

Use Non-Toxic Products - low pvc paint,natural finishes, natural fibers.

GoChemical Free - choose safe, natural productsfor your child. If you can’t pronounce it, it’s probably not a greatingredient for everyday use.There are exceptions to this rule, ofcourse, but always read labels, do research and ask questions.

Go Organic - Whenever possible, choose organic bedding,diapers, clothing and accessories (this means they are made frompesticide free fibers and renewable resources).

Avoid “wanted”baby items that are rarely used.There is nospecial list for this but many parents purchase every plastic massproduced item out there, only to use it once or twice or somenot at all.Try to make every purchase reasonable and worth theinvestment.

Create healthy airflow in your nursery - have your ventscleaned and allow for frequent ventilation.

Choose locally manufactured furniture, made fromrenewable resources, with no stain or a safer stain used.

Consider using reusable diapers. By using clothdiapers you can save more than 1 ton of waste from the landfilland you will also save anywhere from $500-$1,000 with yourfirst child and even more with additional children.

INTHE LAUNDRY ROOM:The laundry room is probably one of the

easiest rooms to go green in, as far asknowledge, but one of the most expensiverooms to go green in because of appliances.Here are a few tips:

• Use only natural detergents and laundry aids. There areplenty of natural detergents on the market that are better forour ground water and environment in general. Look forproducts that do not contain chlorine bleach, phosphates,enzymes, brighteners or fragrances.

• Evaluate your laundry - are the items REALLY dirty or areyou avoiding hanging them up after wearing them? Withthe bathing habits of people today (most people in NorthAmerica average one or more showers per day) mostpeople’s clothing does not get as dirty as they might believe.

• Establish a laundry system so that you are always doing fullloads or reduce the amount of water if a small load isunavoidable.

• If possible, purchase energy efficient appliances (HEAppliances). They use less water, less power (electricity orgas) and less detergent, which saves money.

Going Greenby Kelly Paley


• Consider line drying - not onlywill it have a tremendous impacton the environment, but your

pocket book will benefit too! There aremany solutions out there these days - rotating

lines (umbrella clothes line), retractable lines, andtraditional pole lines.

• If using your dryer, avoid commercial dryer sheets. Manycontain all sorts of toxic chemicals including BenzylAcetate,BenzylAlcohol, Chloroform and Linalool; none of which aregood for the environment, or you. Some of thesecompounds are known carcinogens. Aside from thechemicals in the dryer sheets winding up in your clothingand therefore next to your skin, when heated, the fumes arealso toxic. Consider wool dryer balls to help speed up thedrying process and soften your laundry. Did you know thatvinegar is a natural fabric softener?

For more information on how to “green” your laundry roomvisit http://laundry.about.com/od/laundryappliances/u/Appliancesuserpath.htm

INTHE BATHROOM:• Going green in the bathroom is a simple matter of avoidingchemicals and reducing your water consumption!

• Reduce your water consumption by installing a new, watersaving shower head,having quicker showers & fewer tub baths.

• Reuse your towels and other bathroom laundry as manytimes as you can prior to washing.

• Purchase only safe bathing, health and beauty products -research your choices on websites like www.safecos

metics.org and www.cosmeticsdatabase.com - you may besurprised to learn what is in some of the products we useevery day!

INTHE KITCHEN/DINING ROOM:Becoming greener in the kitchen can be easy for some and a

daily struggle for others.The size of the family and its budget candefinitely affect the outcome.

• Replace disposable products with reusable - cloth napkins,regular plates, cups, silverware, and un-paper towels*

• Toss the plastic. Some plastic is necessary for some familiesfor tableware or storage. But make sure it’s BPA free and safefor use with food.- GENERAL WARNING: do not use plastic items that have

“scaring” or peeling as they can leech toxic chemicalsinto your food.

• Reduce your energy and water use in the kitchen byreplacing appliances with energy efficient models, ifpossible, and ensure that you are only using your dish-washer for full loads. Most families could hand wash withless water and energy than a dishwasher.

• Buy organic! Avoid introducing pesticides and chemicalsinto your home.

• Buy local - less travel means fresher products and feweremissions.

• Avoid buying “small appliances.” It seems there is a con-venience appliance for nearly every single purpose these days,most of which we really don’t need but they sure look neat.However they are power guzzlers, have a short shelf life andtake up space in our homes.Think twice before buying them.



Urban Harvest OrganicDelivery brings the farm to yourdoorstep. We deliver the freshest,certified organic produce, as well asfree-range eggs, organic dairy products,tofu, micro-roasted coffees, teas, juice,Little Creek dressings and more! Wepurchase as much as we can locallyand offer opportunities for you to learnabout the source of your food throughour website, weekly newsletters, andseasonal celebrations!

Prefer to do your own shopping? We also offer a weeklySaturday Market from 9am-1pm at our warehouse (806Crowley Ave.) where you will find great deals and a wideselection all year round.

Find out more atwww.urbanharvest.ca,or contact us directly at

250-868-2704

Where is organic foodin your community?!

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• Grow a garden - nothing is more rewarding than eatingdinner with ingredients grown in your own back yard!Don’t have space? Check out your local community gardensassociation: www.centralokanagancommunitygardens.ca

• Start a compost - Natures recycling bin has many rewards!

* Paper towels are easily replaced for almost all jobs with“Un-PaperTowels.”These are cloth towels that are handmade to snap on the papertowel roll.You can find them commonly on www.etsy.com or in othernatural parenting forums.

INTHEYARD:Greening up your yard is actually a very simple process. I

think most people will be pleasantly surprised at just how easy itis and how much fun the whole family can have by becominginvolved.

• Buy recycled! You can re-use any of your containers asplanters (yogurt containers for instance) or check into theplethora of environmentally friendly planters nowavailable.Also, you can often find used yard furniture that isin great shape!

• Make your yard a “native” landscape. Buy and propagatenative plants rather than introduced species. A greatincentive to grow native plants is that they are alreadyadapted to your specific climatic conditions, resulting in lessfertilizer and water required.

• Harvest your rainwater. A rain barrel is a perfect way tocapture mineral and chlorine free water for watering lawns,yards, gardens or washing your car. Not only will you decreaseyour water bill, but you will reduce storm water runoff.

For info on composting: www.rdos.bc.ca/index.php?id=73The most effective way to teach your children to live a green

lifestyle is to model it for them. Demonstrating a respect for ourplanet and discretion in our choices will lead to a moresustainable future for our children. Don’t expect change (andenthusiasm) to happen overnight, but with patienceand perseverance, green living can become a lifestylethat saves you money while improving the healthof your family and our planet.

Use these suggestions to introduce yourchildren to green living:

• Choose an active lifestyle.Walk, bike, and playoutside with your children regularly.

• Use public transportation. Use the car onlywhen necessary.

• Ask for their help. Younger children inparticular are often eager to contribute togrown-up activities. Have them carry a small bucket ofvegetable scraps to the compost bin, or let them help sortyour recycling, being careful with potentially sharp edgeson cans and glass. Older children may want to get involvedwith cleaning up their neighbourhood and organizing thehousehold recycling. If they’re not enthusiastic, make eco-friendly activities a family-time priority.

• Bring them to growers. Take kids with you to farmers’markets and farms where you pick items yourself so thatthey understand that food doesn’t just come fromsupermarket shelves.

• Introduce them to wildlife. Petting farms for younger kids

Tin Cans• All tin cans.• Empty and rinse.• Labels are ok.• NEW: Keep lids attached.

Aluminum• Foil and food containers.• Empty and rinse.• Labels are ok.

Newspapers• All newspapersand flyers,including all insertsand all ad mail.

CorrugatedCardboard• Clean cardboard boxes,pizza boxes, etc.

• NO waxed orplastic coated cardboard.

Plastics• All household plastic containers withthe #1-7 recycling symbols - rinse

• All stretchy plastic film,including grocery bags.

• NO styrofoam, NO motoroil or chemical containers.

• NO lids under 6 inches.

Paper• All white, neon and colouredpaper and envelopes.

• All computer paper, labelsand envelopes with windows.

• NO carbon paper, usedtissue or paper towels.

Books, Magazines, Phone Books• All magazines and catalogues,books without hard covers.

Boxboard & Heavy Paper• Cereal box-type cardboard, brownenvelopes, paper bags, cardboard eggcartons, colored paper, gift wrap, etc.

• Flatten boxes and remove liners.• NO waxed, plastic coatedcartons or foil gift wrap.

Glass• NO glass. Glass can betaken to all local bottleand recycling depots.

NOT Accepted• Glass• Yard waste• Garbage• Clothing• Styrofoam• Wax coated milkcartons (take to bottledepot for recycling)

1

PETE

2

HDPE

3

V

4

LDPE

5

PP

6

PS

7

OTHER

What to RecyclePlace all your clean recyclables out for collection on your scheduled day. No bags, andno pre-sorting needed. (All materials must fit in cart with lid closed.) The materials listedhere are accepted for recycling. These items are NOT accepted as garbage.

For more information, visit www.regionaldistrict.com, or contact the Regional Waste Reduction Office at 250.469.6250.



may help them understand that there’s a whole worldbeyond their community and prevent farm animals frombecoming something that they see only in books or ontelevision.Although zoos are a contentious issue within thegreen community - many people believe that wild animalsshouldn’t be kept in any kind of enclosures - they offer avaluable educational and conservation lesson. If you want tovisit a zoo, look for one that’s actively involved inconservation, is accredited and provides its animals with asnatural an environment as possible along with plenty ofmental stimulation.

• Limit consumption. Choose well-made, durable, quality toysover quantity. Talk to family and friends about not over-whelming children with too many gifts and about checkingwith you first if they’re considering a big gift. Encourage kidsto donate toys they no longer use to other children.

• Encourage conservation. Let kids know that resource-conserving habits such as switching off lights and turningoff water when brushing their teeth are expected.

*Source: www.dummies.com/how-to/content/how-to-introduce-kids-to-a-green-lifestyle.html

Small moves can make a world of difference! If one thing istoo expensive, don’t fret - just do what you can. Every effort, nomatter how big or small, is making our world a better place!

KELLY PALEY IS THE OWNER OF TIDY TUSHEES DIAPER SERVICE IN KELOWNA, BC.(WWW.TIDYTUSHEES.CA). SHE’S ONE SAVVY MAMA WHEN IT COMES TO CHOOSING NATURALPARENTING PRODUCTS INCLUDING CLOTH DIAPERS AND SHE’S HAPPY TO PROVIDE CONSULTATIONAND SUPPORT.

�

Ki-Low-Na Friendship Society

FOR MORE INFORMATION CALL

250-763-4905442 Leon Avenue,

Kelowna, BC V1Y 6J3

www.kfs.bc.ca

The StrongStart program is a Ministry of Educationfunded program that is intended to fill a niche forchildren who are not attending childcare and are in thehome with their parents or other caregivers, such asgrandparents or nannies. Our School District offers thisfree drop-in program for three and four year olds whoare accompanied by their parent(s) or caregiver(s).

Centres are located in the following schools:

KELOWNA AREA RUTLAND AREAA.S.Matheson Elementary South Rutland ElementaryRaymer Elementary Pearson Road Elementary

WEST KELOWNA AREA LAKE COUNTRY AREAHudson Road Elementary George Elliot SecondaryGeorge Pringle Elementary

For more information please visitSD No.23’s website atwww.sd23.bc.caand look for Early Learning Programsor call 250-860-8888.

SSttrroonnggSSttaarrttEEaarrllyy LLeeaarrnniinngg CCeennttrreess



As parents, we want what’s best for our children. We knowthey need safe places to play, we want them to have top qualitychild care and we try to give them opportunities to explore theircommunity. But how can we do this alone?

It is said that it takes a village to raise a child. In other words,parents are not alone. There are many steps that can help meetthe needs of young children and their families. Some are simple,while others are complex, but step by step, a child-friendlycommunity can be created.

What happens in a child’s early years affects how he or shewill learn and grow and can determine future health, financialsecurity, and success in relationships. A child’s environmentaffects brain and body development. Parents and the communityplay a key role in this development.

A child-friendly community is one where children can play,discover and explore the world around them in a safe andnurturing way. They can experience positive relationships withpeople of all ages and cultures and begin to learn their role andimportance in their community. When their ideas and opinionsare involved in the decision makingprocesses they begin to develop a sense oftrust in government and grow up with astrong interest in their community. They areour future leaders!

Out and About We’ve all seen it, and most likely we’ve all

experienced it: the toddler having a tantrumin the middle of the store while theexasperated parent attempts to finish thoselast minute and necessary errands. The

customers and store clerks watch helplessly while the parentbegs, bribes and bargains with the child.

Imagine now a store that has taken steps to provide the childand parent with a safe, supportive atmosphere. A child-friendlybusiness can offer simple services such as designated parkingspaces for new and expecting parents, a safe and age appropriateplay area and staff that have a basic understanding of the needs ofyoung children.

Parents and children who have a positive experience at abusiness that treats them with understanding and respect will bemore likely to return as well as spread the word.

Finding CareFinding child care can be stressful for parents. Matching the

location, hours and philosophies between the parents and thechild care facility can be challenging.

To alleviate the stress of the parents and ensure the bestenvironment for the children, a child care and early learningcentre in a child-friendly community can offer flexible hours forparents who work shifts, provide well designed child carefacilities and offer ongoing training and competitive wages totheir staff.

Child-friendly communities encourage child care and earlylearning centres to provide opportunities for children to exploretheir indoor and outdoor environments. Centers that are locatedwithin a senior’s residential care center provide both immediateand long-term health benefits for both generations through dailyinteraction. Toys and equipment that are age appropriate andstimulate all their senses encourage the development of youngchildren.

Off to Work Parents are able to concentrate and be more productive at

work if they are not worrying about their children. But, they maystruggle with being able to stay home when their children aresick or have a special event at school or daycare.

A child-friendly work place can offer options such as job-sharing, unpaid leave during school holidays, flexible hours and

child care allowances. Studies show thatwork places that understand and support theneeds of parents benefit by having fewerpeople call in sick or quit. The productivityand recruitment goes up along with staffmorale and commitment.

Living SpacesHouses are expensive, especially in BC

where the basic housing need is the highestin Canada. If a family is spending a largeportion of their income on the mortgage or

“Is it Good for Children?”Benefits of a Child-Friendly Communityby Angela Cleveland and Myrna Kalmakoff

“The most sustainable communityis one that raises healthy childrenwho maintain their involvement incommunity and love for natureinto adulthood and transmit thesevalues to their children. A healthycommunity for children is ahealthy community for all.”

SOURCE: INTERNATIONAL MAKING CITIES LIVABLE AT WWW.LIVABLECITIES.ORG

Kelowna Christian School offers a comprehensive, collegepreparatory, academic program from Preschool - Grade 12.

Our learning community emphasizes relational instructionwith leaders and teachers who are committed to equippingstudents to reach their academic and spiritual potentialthrough the pursuit of excellence in all areas.

Our mission is to provide a community where students:• receive a quality education for the whole person• are taught from a biblical perspective• develop a biblical worldview• become responsible followers of Jesus Christ• glorify God through a life of service to Him and others.

To discover why Kelowna Christian School is the right choice for your child’s education, please contact:

Erika Podewils, Admissions & Development Officer250-861-3238 (x 311); [email protected]

www.kelownachristian.ca

ATTENTION PARENTS ...are you challenged in choosingthe right school for your child?––––––––––––––––––––––––––––––––––––––––––––


Kelowna Child Care Society • 2010/11 _13th ANNUAL EDITION CHILD CARE SECTION

rent, there may not be enough left for otherbasic needs of the family.

In addition to affordable housing, achild-friendly community has nearby openspaces for children and families thatinclude age-appropriate play equipment,benches and natural elements. Featuressuch as fountains, flower baskets, andchildren’s art also stimulate a child’s senses.

When making planning decisions, localgovernment and developers can ask thequestion “Is it good for children?”Accessible and inviting open spaces draw ina variety of community members givingthe children an opportunity to interactwith them. Physical activity and socialdevelopment are all important pieces in achild’s overall well being.

Getting Around Obesity rates among children are on the

rise in Canada. In the past, walking to andfrom school was an important source ofexercise for children. Today, more and morefamilies drive their kids to school and thestores. To encourage children and theirparents to find alternate routes andmethods of transportation, they need safeways for them to get around.

A child-friendly community workstoward providing sidewalks for youngchildren to ride their bikes, buses thatprovide stroller access with assistance ifneeded, pedestrian crossings and safewalking paths. Community plans includeschools, shopping and services that arecentrally located.

Where do we go from here? The task of creating a child-friendly

community may be daunting for individualparents or families. But communitiesthroughout the world and within Canadaare effectively working together to advocatefor change because they want to have thebest possible places to raise children.

For more information about developingchild-friendly communities and to learnabout what is happening in the CentralOkanagan, including an online survey,please visit the CATCH (Community ActionTowards Children’s Health) website atwww.catchcoalition.ca and click on thechild-friendly communities tab.

MYRNA KALMAKOFF IS THE COMMUNITY COORDINATOR FORTHE CATCH COALITION. CHILD FRIENDLY COMMUNITIES IS ONE OFTHE INITIATIVES THAT CATCH IS CURRENTLY WORKING ON WITH THECENTRAL OKANAGAN COMMUNITY.

�

The UN Convention on the Rights ofthe Child state that a child-friendlycommunity is one that guaranteesthese rights to the child:1. Influence decisions about their city2. Express their opinion on the city

they want3. Participate in family, community

and social life4. Receive basic services such as

health care, education and shelter5. Drink safe water and have access

to proper sanitation6. Be protected from exploitation,

violence and abuse7. Walk safely in the streets on their

own8. Meet friends and play9. Live in an unpolluted

environment10. Participate in cultural and social

events11. Be an equal citizen of their city

with access to every service,regardless of ethnic origin,religion, income, gender ordisability.



Some of you may look at the title of thisarticle and shake your head in disbelief. Iwould agree with you that there is nothingsimple about parenting. Parenting iscomplex work and rarely simple. Parentsare faced with many different perspectivesregarding what is best for their children.They must sift through a lot of information,with very little in the way of preparation orguidance.

There is a wide range of informationand opinions on any given aspect of childdevelopment and parenting. What is best?Who is right? As parents we wonder if weare making the right choices for ourchildren. We tend to measure our success byhow well our children do in sports, howwell they speak or play with others, howwell they do in school and especially howthey compare with other children their own age. What if we wereless concerned about measuring our success as a parent asdetermined by our child’s abilities and more concerned with theday-to-day connection we have with our children?

Can we keep parenting simple?

I’ve developed a listbelow that will hopefullyassist families in keepparenting simple. Thesebasic simple experiencessupport the needs of achild’s mind, body andspirit and will contributeto a hea l thy, secure

relationship between you and your child.

Here are a few ideas to try out with yourchildren:

SLEEP: This is a no-brainer. Every child needsto sleep and sleep well. For young childrenone to two naps a day may be needed as wellas a full night of sleep. Teach children how tosettle themselves down if they wake up. Talkabout the importance of sleep. Make sure that

sleep problems get addressed quickly - see your doctor, talk to apublic health nurse, do some research on the Internet or readbooks on parenting. Examine your own sleep habits. Adults alsoneed adequate sleep.

MUSIC: Make music or play music every day, even if it’s just for

CHILD CARE SECTION

A non-profit preschool offering anintroduction to French Immersionwithin an English preschool program.

Now accepting registrations

Full subsidy spots may be available

250-765-4416(Belgo Elementary, Rutland)

250-768-7123(George Pringle Elementary, West Kelowna)

RED BALLOON LAKEVIEW RED BALLOON GLENMORE

2648 Alhambra Dr 1896 Tronson DrWEST KELOWNA KELOWNA

250-769-4635 250-862-9292FAX 250-769-4638 FAX 250-862-9294

• 3 to 5 yrs. old program • 3 to 5 yrs old program• Out of School program • Out of School Program • Preschool program

[email protected] [email protected]

Red Balloon Daycare

LICENSED GROUP DAYCARE2 1/2 - 5 years

Kindercare • After School CarePreschool

250-765-4900OPEN MONDAY to FRIDAY 7:30AM - 5:30PM

535 Molnar Road, Kelowna

Too

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

UQualifiedStaff

BasicExperiences:

�� Sleep

��Music

��Play

�� Love

�� Eat

Simplicity in Parentingby Michele Hucul



five minutes. You may be reluctant to sing buta CD, IPOD or radio can be substituted for yourvoice if you are uncomfortable singing.

PLAY: Play every day. Play is a child’s work.Children develop their brain and body throughplay. Mix up gross and fine motor play andincorporate heart raising cardio play into eachday. Play can be tough for some parents. Youcan set up playgroup outings if you needsupport in this area. Tackle play in small dosesif you are new to the game. Play for fiveminutes and take turns picking the activity.

LOVE: Everybody needs to feel love. Find waysto show and express love every day and don’tbe shy, talk about love often.

• Play the “I love you more than”(fill in aword like “chocolate chip cookies”) game. You will learnabout each other’s favourite things and develop loveconversations that feel good for both adult and child.

• Have a love ritual each day. This may be a story and back rubbefore bed or a favourite activity that you do together. Callit “loving time” and really emphasis the enjoyment andspecialness of this activity.

EAT: Eat a rainbow everyday. Feed children regularly (three meals,three snacks). Choose healthy foods most of the time. Promotehealthy attitudes toward food. Food is not a bargaining tool ornegotiation tactic. If meals are a battleground between you andyour child, you may want to consult your local Public Health

Nurse for resources and further information. It isnot healthy to have too much conflict with yourchild in the area of food, as this can be verystressful for parent and child. Mix andmatch. You can sing, eat, share ideas, play andlove all in one session of cookie baking, groceryshopping or cleaning the bathroom.

REMEMBER - you do not have to be perfect.Simple parenting is about focusing on the basicsand finding everyday ways to achieve them. It’sthe journey and not the destination. Children aremeant to test limits and act out. They are learningthrough experience. Respond to their behaviourin SIMPLE ways. Instead of focusing on theproblem, focus on the solution.

If your child has a melt down moment, thinkabout the list of SIMPLE needs. Pick one you

think has a chance of turning the situation around. Are theyhungry or tired? Are they bored and in need of a new game or asong? Experiment, relax and enjoy. Enlist support as you need it.

Support can take many forms:

• Hire a neighbour to play with your child when you need abreak from play or time to yourself. An eleven year old willappreciate a few dollars and enjoy playing cars when youcan’t stand to make another “beep beep” on demand for atwo year old.

• Set up group play dates or visit drop-in play groups in yourneighborhood.

• Build in adult time.• Know when to get help. If you try play, feed, sleep anddiscipline ideas that leave you angry, resentful or downrightconfused then seek help from a trusted source. Talk aboutand describe the problem to others and see if they can shedlight on the problem. Sometimes you just need to vent.

• Do not try to be everything to your child. Be who you areand source out the rest. Don’t make playdough if you can’tstand to have it in your home. Take your child to visit afriend who has playdough to share.

Think about and actively plan for a simpler life. Take a closelook at how many tasks you try to fit into your typical day. Lookat how many activities you and your children participate in. Areyou being realistic with the number of activities that yourchildren are involved in? Are you trying to do too much? Are youtaking time for yourself?

Take a step back. Think about setting aside a day, a week oreven a month with no “planned activities.” Try not to scheduleanything during this time. Involve your whole family. Ask themto think about what would make their life simpler. Come up witha plan that will work for you and your family. Life is too short.If you want to enjoy life more, make the effort to set aside qualitytime to really enjoy it!

MICHELE HUCUL IS A SOCIAL WORKER WHO WORKS AS A PARENT SUPPORT FACILITATOR ANDLITERACY COORDINATOR WITH THE BRIDGE YOUTH AND FAMILY SERVICES. SHE IS A BOARD MEMBERFOR FAMILY RESOURCE PROGRAMS OF BC AND IS PARTICULARLY INTERESTED IN PROMOTING FAMILYCENTERS AS A FAMILY-CENTERED PRACTICE MODEL OFFERING BARRIER FREE ACCESS TO SERVICESFOR FAMILIES IN THE OKANAGAN.

CHILD CARE SECTION

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13th ANNUAL EDITION _2010/11 • Kelowna Child Care SocietyCHILD CARE SECTION

A Ray of Sun~ LICENSED FAMILY DAYCARE ~

CAPRI AREA LOCATIONAdrienne Lauro, LICENSED F.D.C.

763-7288763-7288Open 7:30am - 5:00pm

Miss Helen’s

WEST KELOWNA E-mail: [email protected]

Caregiver: Helen Overholt 778-754-0026

LICENSED FAMILY DAYCARE“Where Childre

n Learn and Grow in aLoving, Nurturing Environment.”

Christine TaylorLicensed Family Daycare

250-766-4884

10695 Russell Rd.Lake Country, BC V4V 1W2

email: [email protected]

. emergent curriculum

. small classes

. AM and PM classes

. kindergarten readiness skills

118-2220 Shannon Ridge Dr.West Kelowna, BC 707-3223

Shannon Lake PreschoolSherri JonesE.C.E. I/T, S.N.

• Springfield/Hollywood Location• Government Licensed• KCCS Member• From Birth to School Age

Kelowna Waldorf School

Grades 1 - 8,Kindergarten,Preschool &

Parent & Child

429 Collett Road 250-764-4130www.KelownaWaldorf.org

Inspired Learning

www.lespetitsoursons.ca

programme préscolaire francophone: 3 ans - 5 ans675 rue Lequime, Kelowna BC V1W 1A3 Tél : 250-979-8449

[email protected]



BENVOULIN RD.

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NOTE: Map location indicates area daycare is located not the specific street. Not all daycares in the Central Okanagan are on this map as it is a paid advertisement. All businesses listed above havepurchased a membership with Kelowna Child Care Society and hold a valid Child Care license. Contact the Kelowna Child Care Resource & Referral Programs at 250-762-3536 for a more extensive list.

CHILD CARE SECTION

Child Care Options forKelowna/West Kelowna Area

A Ray of Sun Family Daycare • Pg 17

Aberdeen Hall • Pg 14

Boys and Girls Clubs • Pg 16

Cleo’s Sunshine Daycare • Pg 17

Clubhouse Child Care Centre • Pg 21

Dilly Dally Daycare • Pg 20

Dynamic After School Care • Pg 20

For the Kids Daycare • Pg 17

Gail’s Family Daycare • Pg 20

Glenmore After School Program • Pg 20

Jackie’s Happy Daycare • Pg 20

Kelowna Christian Preschool • Pg 14

Kelowna Waldorf School • Pg 17

Kelowna Young Parents Program/KCCS • Pg 3

Le Petit Hibou Preschool • Pg 15

L’Ecole des Petits Oursons • Pg 17

Mi Escuelita Preschool • Pg 15

Miss Helen’s Daycare • Pg 17

Okanagan Montessori Elementary & Preschool • Pg 20

Red Balloon Daycare • Pg 15

Rutland Community School • Pg 20

Shamrock Family Daycare • Pg 20

Shannon Lake Preschool • Pg 17

Sunny Hill Daycare • Pg 17

Tigger and Me Too Daycare • Pg 15

YMCA/YWCA • Pg 21

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BENVOULIN RD.

LONG HILL

CLIFTON

SCENIC

HIG

HW

AY 9

7

OLD VERNON RD.

SEXSMITH

RD.

RIFL

E RD

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DILWORTH DR.

HIGHWAY 97

McCURDY RD.LEATHEAD RD.HIGHWAY 33

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AN

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THACKER DR.STUART

HAYMAN

BOUCHERIE RD.

SUNNYSIDE RD.

PRITCHARD

WESTSID

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GELLATLY

WESTSIDE

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PRINCETON

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CHILD CARE SECTION


Kelowna Child Care Society • 2010/11 _13th ANNUAL EDITION CHILD CARE SECTION

• Central Kelowna

• Transportation & snacks included

• Pro Day & early dismissals

• Kindergarten and up

• Licensed facility

VELMA FEENY250-212-2255

797 Birch Avenue www.afterschoolcare.ca

• ECE Qualified• Now Licensed for Eight• Daycare 7:30am - 4:30pm• Preschool 3 Days a Week• Meals and Snacks Provided• All Ages Welcome

250-868-2461700 MATT ROAD, KELOWNA, B.C. V1X 3V9

Jackie’s Happy DaycareJackie’s Happy Daycare

795 Cassiar RoadKelowna, BC V1V 1M6

(250) 762-3414

Catherine FryE.C.E. CertificateInfant Toddler Specialty

Licensed Family Daycare

Member of

KCCS since

1993

Days, Evenings& WeekendsAvailable

Licenced Family DaycareWESTBANK AREA

250-768-1368FOR CHILDRENOF ALL AGES

GLENMORE RECREATIONAFTER SCHOOL PROGRAM

239 Glenmore Rd.

250-763-6343

- licensed, non-profit

- children choose from a variety of supervised activities each day

- serving NorthGlenmore and WatsonRoad schools

- qualified staff team

- M-F till 6:00pm Sept.-June

Preschool Classes • Elementary ClassesDaycare • Afterschool Care

3439 E. Kelowna Rd.250-860-1165

email [email protected]

Okanagan Montessori Elementary & Preschool

SHAMROCK FAMILY DAYCAREWhere children learn, share, laugh

Play & have fun!

Government LicenseBirth to School Age • KCCS Member

Oliveria Loureiro • 250-769-7607Quality childcare since 1993

2060 Shamrock Dr, West Kelowna, BC

Call 250-765-4052 for more information

Rutland Community School OffersBefore, After and Kindercare in the Rutland Area

Remember when you were a child? Playing in your sandbox,building castles and roads until your friends knocked them over.

A sandbox can be a place where friendships are made if youknow how to play well with others, take turns with pails andshovels, and clearly communicate what you need. Moreimportantly it’s a place to learn problem solving skills whensolutions seem impossible. Or maybe it’s a safe place to be whereyou can set your differences aside, let your imagination go, anddiscover a world of possibilities.

Family resource programs are a lot like sandboxes. They are aplace to connect with others whether you are children playing orparents sharing a challenge from the night before.

It doesn’t matter if you are a mom, dad, grandparent, or newto parenting, or raising your third child. All you need to be issomeone caring for a young child. And the best part is that it isabsolutely FREE!

The Sandbox Project involves the efforts of families, agencies,and Success By 6 investors who are coming together so thatfamilies with children six years of age or less have a safe,supportive and sustainable community place to go to for any oftheir needs.

Its goal for you is to have a supportive “family” you can lean

on when you decide you need it. Everyone knows that childrenare not born grown up. Parenting is one of the most difficult jobsyou will ever do that you get the least preparation for.

That’s why family resource programs are giving parents muchneeded and wanted opportunities to talk about the hard work ofparenting. Yes, believe it or not, sometimes parents feel parentingcan be a joyless, thankless job that takes more energy than anyonecould muster!

Sandbox ProjectThe Serious Side of Playby Carol Ellison


13th ANNUAL EDITION _2010/11 • Kelowna Child Care SocietyCHILD CARE SECTION

The Clubhouse Child Care Center“Child care that goes above and beyond”

The Clubhouse on Sutherland

250-860-4393The Clubhouse at A.S. Matheson

250-860-4336The Clubhouse at Raymer

250-860-6177

[email protected]

PROGRAMS:• Kindercare & Out of School Care• Daycare• Preschool• Catholic Program: “I Am Special”

ParentsParents/Caregivers & children ages 0 - 6 yearsCome and join our free creative playtimes9:30 to 11:30am on Tuesdays, Wednesdays and Thursdaysat our Martin Avenue Community Centre location (1435 Graham St.) and 9:30 to 12:30am on Tuesdaysat our Parent Place location (630 Cadder Ave.)

For further information:Check our website at www.kelownachildcare.com or call Kelowna Child Care Society • 250-762-3536

or email Michele ([email protected])

No

registration

required

Looking for a friendly, inviting place to bring your children?Somewhere that they can play, and you can have a coffee,

meet other families and learn about resources available in your community?

Program of the



According to parents, the best part about attending theprogram is that you come into the program alone and leave withthe support of many. At the core of the program liessupport, strength and stability, created by andwithin families. How families get thereis through play.

Behind the scenes, incredible programcoordinators are finding a balancebetween making the ac t iv i t iesinteresting and educational for childrenwhile meeting the parenting needs ofeach unique family. Not only are theyspending time beforehand gettingthings set up, which is hard, physicalwork, but they are putting a lot of timeand planning into what’s needed toconnect your family in the room - andeventually in the community.

So why do program coordinators do it?Michele Hucul says, “It’s about creating therelationships between people; because no one knows when theday will come that you need the support of others to get throughit. That day, week, or year will come. It’s inevitable!”

At the heart of every family resource program is a group ofpassionate people who come together to make it possible. Yes,there are families and program staff involved. Still further behindthe scenes are the investors.

Recently, Success By 6 brought together the Funding ReallyEarly Development (FRED) table, a group of investors from

government, foundations and businesses who are financiallysupporting the enhancement of seven family resource programsfrom Lake Country to Peachland. These community minded

organizations are playing a vital role to create free access forhundreds of families annually to walk through the doorsof their local program.

So who’s in your sandbox?

If you would like to find out more about who isinvolved and the programs offered by the SandboxProjec t , v i s i t the Success By 6 page atwww.unitedwaycso.com, or call Kelowna ChildCare Society for programs available in Kelowna at250-762-3536, The Bridge Youth & Family Servicesfor programs available in Kelowna, West Kelowna &Peachland at 250-763-0456, Westbank First Nation

Community Services for Aboriginal programs availablein Westbank at 250-768-0227 and Okanagan Boys &

Girls Clubs for programs available in Lake Country at 250-766-5277 and West Kelowna at 250-768-3049.

CAROL ELLISON IS THE SUCCESS BY 6 COORDINATOR INCENTRAL OKANAGAN. SUCCESS BY 6 IS A LOCAL UNITEDWAY INITIATIVE THAT IS GOING UPSTREAM TO PLANPREVENTATIVE HEALTH AND DEVELOPMENT PROGRAMSFOR CHILDREN 6 YEARS OF AGE OR LESS, SUPPORTED BYSUCCESS BY 6 BC (A PROVINCIAL PARTNERSHIP OF

UNITED WAYS, CREDIT UNIONS OF BC, AND THE BC GOVERNMENT). THIS INITIATIVE FOCUSES ONGETTING AT THE ROOT CAUSE OF WHY 25% OF CHILDREN IN OUR COMMUNITY ARE NOT READY FORSCHOOL BY THE TIME THEY ENTER KINDERGARTEN. VISIT WWW.UNITEDWAYCSO.COM FOR MOREINFORMATION ON WHAT IS HAPPENING LOCALLY AND HOW YOU CAN GET INVOLVED.

�

For child care referrals or information on opening your own daycare:

#4 - 1890 Ambrosi RoadKelowna, BC

V1Y 4R9Fax: 250-861-1299

Email: [email protected]

Serving the community since 1976

LOOKING FOR CHILD CARE? WE CAN HELP!

� FREE referrals to licensed and screened child care facilities

� Child care information and consultation on fees, choosing and monitoring child care

� Computerized program that matches up hours, days and type of care needed

� Current child care vacancies

� Online child care referrals

� Information about subsidy, locations, fees, hours, spaces and services

� Membership services that include access to resources,a toy lending library, and bi-monthly newsletters.

INTERESTED IN PROVIDING CHILD CARE IN YOUR HOME?

The CCRR program provides consultation, training, support and information through:

� support visits

� infant equipment lending

� home setting review

� networking social activities

� training and professional development sessions

� resource toy lending library

� theme activity boxes

� regular newsletter, bulletins and notices

� child care listing on the KCCS website

Phone: 250-762-3536Or visit our website: www.kelownachildcare.com

Your Community’s Best Source ofChild Care Information and

Resources

Program of the The CCRR Program is funded by:

The Province of British Columbiaand the United Way



The five basic things children needare: sleep, nourishment, love, playand to be connected with nature!Have fun with your child,exploring and playing, whiletrying the activities listedbelow. I have chosen somehands-on, simple activities thatconnect children with nature.Remember to check out ourarea parks and walking trails tosee what you and your child candiscover together!

Natural OrchestraWHAT YOU NEED: Small pieces of wood,

sticks, stones, small dry branches, pine-cones, blades of grass, reeds, hay, etc.

EXPERIENCE: Everyone finds a musicalinstrument in the woods. It should make a

characteristic sound and should be madeonly from natural substances. For example:

clap two sticks together, bang stones together,

crackle dry grass or pinecones,blow in blades of grass,etc.Theconductor uses a stick to direct the rhythm and volume of

the wonderful music being made!

VARIATIONS: Gather an assortment of real instrumentsand sort them according to type (drums, brasssection, first/second violin, string instrument, etc.).Have someone play a note on the real instrument,and see if the children can copy the sound madewith the nature item they have chosen. You couldalso play a note on the nature instrument, then see ifthe children can guess what item made the sound.

Leaf RainbowWHAT YOU NEED: Leaves of

different shapes and colours,glue, paper and imagination.

EXPERIENCE: Gather leaves fromaround your neighbourhood orfrom a walk at a local park. Havethe children arrange and glueleaves of different shades andcolours to create a leaf rainbow.

Nature Activities-A Natural Choiceby Lisa Robinson

Insect Watering HoleWHAT YOU NEED: Small tray or dish, flat

smooth stones and water

EXPERIENCE: Have children gatherenough stones to evenly coverthe bottom of their selecteddish. Place your dish in a quietflowery corner of the garden sobutterflies and bees will find it.Pour water into the tray until it fills

the spaces between the rocks.Makesure the water does not cover the top

of the rocks as the visiting insects needa place to land to take a drink on hot

summer days.

Flashlight TagWHAT YOU NEED:Flashlight,dim or dark room orplay under the stars at night

EXPERIENCE: All children love to play withflashlights so get together and play some flashlight tag!

Mud Sculptures and DrawingsWHAT YOU NEED: Dirt, water, sticks,shovel, rake, bucket and fingers ormaybe some toes!

EXPERIENCE: Find a dirt area and giveyour child permission to get downand dirty. Have children add water to

the dirt to get the ground as smooth oras mushy as they want. Let children

explore the texture of the earth and createa mud picture or create a structure. Encourage

the use of other natural materials like sticks or leavesto add to their masterpieces.This is a great chance for a photo of aprecious moment with your child.

Crayon Rock Paperweight (6 years and up)

WHATYOU NEED: Rocks,crayons,oven or campfire,hotpads, cookie sheet or old metal tray, tin foil.

EXPERIENCE: Collect a special rock andmake sure it is clean and dry. Choosedifferent colors of crayons and drawon your rock till all the spaces arecolored. Wrap your rock in foil if youare putting it over a campfire (or puton a foiled tray in oven). Leave overheat for 5 to 10 minutes till the crayon ismelted. Caution: the rock will remain hotfor a while - let cool until rock is cold and dry.Enjoy your new paperweight or unique decoration.



Fairy HousesWHAT YOU NEED: Sticks, small and largestones, moss, leaves, bark, seashells, gravel,dried flowers, glue, twine and anythingnatural that you find outdoors.

EXPERIENCE: Dress up your garden with a funfairy house. Have children gather materialsfrom around the yard. When you build your fairyhouse start with a large flat base and build up from there.Lean items together, glue them or strap together with somestring. Remember fairies like cozy spaces, no matter whatthey look like. Create a small stone path or entrance for thefairies too.

Break the IceWHAT YOU NEED:Containers,baking pans or

bowls, food colouring, toys ortreasure items,water,table cloth and

a freezer.

EXPERIENCE: You can create these ice treasures onyour own or have the children do it with you. Freeze in layers,addingtoys every so often.When you are finished, you’ll have a block of icewith objects frozen inside. A variation is to add food coloring tomake the ice more colorful. Have children wear swim goggles toprotect their eyes and give them utensils or hammers to break theice. This activity can be done in all seasons and inside or outside.

Toddlers to teens will find it fun to break the ice. It helps toput down a plastic table cloth or bin to put the ice block in.

Seeking Squirming WormsWHAT YOU NEED: Good pair of eyes, shovel, magnifying

glass and some books about worms.

EXPERIENCE: Children love to discover what is in the Earth and wormsare endlessly fascinating! It helps to pre-water the area to

bring the worms closer to the surface for finding. Letchildren explore in the dirt with shovels, look under

rocks and logs. Encourage children to observe theworms without disrupting them to see what theyare eating or how they move inthe dirt. Borrow somebooks from your public

library about worms - itis surprising how much

there is to learn. Happyworm exploring!

“The basics for young childrenare wonder, discovery andexperience.” Bev Boss

LISA ROBINSON IS THE PROGRAM COORDINATOR, FOR THE KELOWNACHILD CARE SOCIETY, CHILD CARE RESOURCE AND REFERRAL PROGRAM.



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We’ve heard a lot in recent years about the innate differencesbetween boys and girls. But, overall, males and females are bornremarkably alike.We are not hardwired differently, as the “Mars-Venus” philosophy suggests. In fact, there’s very little solidevidence of gender-based differences in kids’ brains. Nearly all of

the evidence for sex differences comes from the brain studies ofadult men and women.

To be sure, there are natural differences. But these becomemagnified through our parenting, marketing (pink blankets, blueblankets) and especially through children’s own culture. Indeed,infant brains are so malleable that small differences at birthbecome amplified over time as parents, teachers and the cultureat large often unwittingly encourage gender stereotypes.

The brain actually changes in response to its own experience.Every task we spend time on-reading, watching television,crying, throwing balls -builds and reinforces active brain circuitsat the expense of other inactive ones.

Scientists no longer pit nature and nurture against each otherbut appreciate that they are intricately interwoven. Theenvironment acts on our genes. Height, for example, is stronglydetermined by genes. But despite one’s genetic potential, a childcannot grow tall if he or she is undernourished.

Some gender traits are surprisingEarly in infancy, boys are a bit larger but, surprisingly, are

more vulnerable than girls. They are more likely to be fussier,harder to soothe and by three or four months of age, less socially

The Real Differencesbetween boys and girls are less than you might thinkby Lise Eliot, Ph.D.


attuned. Boys’ senses of touch, smell and hearing arelikely to be a little less acute than girls’ and theirlanguage, memory and fine motor skills also lagduring the first year of life.

Where boys do tend to excel is in their grossmotor development-sitting, standing and walkingat the same ages as girls, despite their slowermaturation.While girls are easier to care for and moresocially aware, they typically do not get as muchencouragement as boys do for their physicaldevelopment and emotional independence- twoconcerns that become more pronounced later inchildhood but can be addressed from infancy.Theearlier parents are aware of the particular needs ofboys and girls as well as the power of genderstereotyping, the better chance they will have tohelp kids reach their full potential.

The following tips are more suited to one orthe other sex, but they can benefit all babies.

What parents can doTalk to babies, especially boys. The amount of

language addressed to a child in the first few yearsof life significantly influences his or her vocabularysize, reading ability and writing skills.

Parents of boys should be especially talkative. Useevery interaction to communicate. Narrate youractivities:“Now, I’m going to change your diaper,”“Let’s

put on your coat so we can go outside.” Sing songs andintroduce rhymes.

DVDs such as Baby Einstein do not teach childrento communicate. In fact, a recent study showed that anhour a day of such viewing between eight and 16months actually resulted in a drop in vocabulary

development.Listen, too. Babies learn as much about language

from their own attempts at vocalization as they do fromour chatter. Stop, listen and respond to his vocalization,

coos and babbles.Talk to your baby, not over him.Speech is an intricate mental and motor

skill, so anything you can do to encourageyour baby’s vocal practice is going to help,

especially with boys, who are more likelythan girls to develop later speech problems.

Find books for babies. Studies show that the mostthorough language instruction parents can engage inwhile reading to young children is to emphasize newwords and point to pictures that create concretemeaning in babies’minds. Books inspire parents to asktheir babies questions, coaxing along speech and vocalpractice.

Reading together is also the ultimate quality time-cozy, educational and a wonderful bonding experience.

It’s particularly important for boys who can use an extradose of language and emotional enrichment.

Watch out for ear infections, especially in boys. Theytend to be more susceptible than girls are, so this can be


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We are a family resource centerthat promotes attachment andbonding between children andtheir parents, by providing uniqueand rich experiences throughNurturing Pathways®, a creativedance program, and Preschool programs.“Children and Parent’s Learning Together”


another factor working against them during thecritical period of language development. Aftera cold or other illness, a baby’s ears should bechecked for several weeks to monitor howlong they remain filled with fluid.

Stop “parking” your baby. If childrenare parked for a long time in car seats,strollers, high chairs, bouncy seats andelectric swings, they do not get enoughphysical exercise or opportunities tochallenge their developing balanceand postural abilities. This “parking”trend is bad for both boys and girls -but for different reasons.

Girls tend to fall behind in theirphysicality and spatial skills during

the preschool years. The manyvariations of recliner seats can reinforce this

tendency.We need to get girl babies moving andencourage their physical independence. This will benefit theirlater fitness, gross motor abilities and perhaps even spatial skills.

Boys’ motor development also suffers from being parked invarious infant holders. But an additional issue for them is thesocial isolation these seats enforce. Babies simply do not gettalked to as much when they are being carried around in a carseat or stroller.

Try to limit the number of such seats: a car seat (only for carrides), a high chair (only for meals) and a stroller (only forlonger walks).

Be responsive and sensitive. You can’t spoil a baby byresponding promptly and warmly to him or her, but the exactprescription for sensitive, responsive caregiving may differ forgirls and boy-and for babies of either sex with differenttemperaments.

Boys tend to be more needy asinfants. They may also be lessphysically mature and take longer todevelop self-calming skills such ashand-sucking or pulling into tightlytucked posture that help them compensatewhen overwhelmed. Parents may need to step in sooner with aboy, picking him up, changing his position or giving him asoothing ring to grasp and suck on.

Here’s where stereotyping gets in the way. In the general spiritof “toughening them up,” parents may let their baby boys fussand squirm longer, or they may resort to videos or electronicswings to entertain them without helping them to discover theirown self-calming skills.

Girls, on the other hand, can sometimes be too easy.Complacent, quiet babies may not get as much attention asfussier types. As a result, they may actually suffer from a lack ofstimulation and the interaction they need to fully develop theirmotor and cognitive skills.

Girls need challenge, even as infants. More compliant babygirls may be getting less physical activity than their moredemanding age mates. Parents also tend to be more cautious withgirls. But, in fact, girls need greater freedom to explore and topush their physical limits.




Avoid stereotyping. Just becauseyour new baby is a girl doesn’t meanshe will not be interested in trucksand trains and rolling a ball acrossthe floor with you.Or just becausehe’s a boy doesn’t mean he willnot be scared of going down a slideor that he doesn’t need lots ofcuddling. Praise girls for their strength,praise boys for their tenderness.

Overcoming the tendency to stereotype requires a consciouseffort and it’s best to start when your child is an infant.

Well before they start to demand their own “pink” or “blue”clothes (which they may do later), boys

and girls can be seen for who theytruly are: social, active, fussy,

compliant, vocal, quiet, alert,intense, relaxed, funny, curious,or squirmy. Parents of infantsshould savor this gender-freezone. Follow babies’ own cuesas to what they need as

individuals rather than as tinyboys and girls.

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Reflections Dance Studio is offering Recreational

and Performance classes in Jazz, Tap, Ballet,

Lyrical, Hip Hop, Modern, Pre-dance and

Combo for ages three years to adult. Registration

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Are you struggling with the high cost ofplay equipment for your children? Doyou wish you could provide morechoices for your children? TheKelowna Child Care Society,Child Care Resource andReferral Program providesa loan library service forfamilies and child care

providers as part of theirannual $25.00 membership.

We have an array of children’s toysthat are developmentally appropriate for

children from birth to 12 years of age. Toys can be borrowedfor four weeks. By borrowing from our toy lending library, youare providing continual stimuli for your child. Children lovevariety! You can borrow new toys every few weeks, replacingthem before boredom sets in. The loan library allows you to tryout a new toy to see if you like it, before you decide whether toactually buy it. You can also try out expensive toys that you mightnot otherwise be able to afford. Larger item, such as play kitchensor ride-on-toys, can be enjoyed without worrying about where

to keep them long-term. For more informationabout the Child Care Resource & Referral Program’s

Toy Lending Library Program, check out our websiteat www.kelownachildcare.com or contact our office at

250-762-3536. To find our Toy Lending Library Program on-line, go to our website, click on the “for families” button, go tothe “about KCCS” link and then click on “become a member.”You must be a member of the Kelowna Child Care Society inorder to access our Toy Lending Library Program.

LYNN BURGAT IS THE EXECUTIVE DIRECTOR OF THE KELOWNA CHILD CARE SOCIETY

Toy Libraries:A Community Solutionby Lynn Burgat



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One of the first questions that parents (and sometimes EarlyChildhood Educators) ask when confronted with the concept ofdevelopmentally appropriate practice, especially as it relates tothe promotion of children’s creativity is “What’s wrong withcolouring books?” People have some difficulty with imaginingwhy these would not be considered appropriate activities topresent to children. After all, they reason, “Children lovecolouring books!” or “I loved colouring when I was little.”

This is true - we all have fond memories of opening a brandnew package of crayons and using them to colour in our latestBarbie or Disney colouring book or that adorable picture of agroup of farmyard animals. What could possibly be wrong withthat? The answer is... there is nothing wrong with that. Just likethere is nothing wrong with our memories of going to the storeto buy a big bag of BBQ chips and wolfing the whole bag downwith a can of Pepsi, or our memories of sitting in front of the TVfor an entire Saturday afternoon watching cartoons. The point is,that although colouring books, like chips, Pepsi or an afternoonof cartoon watching, can be a fine occasional indulgence, in thelong run they do nothing to promote children’s healthy growthor development and, if used to excess, they can actually have a

negative effect on children’s overall development.The fact is that early childhood educators know so much

more about how to promote children’s creativity, criticalthinking and problem solving abilities and would no moreconsider colouring books an acceptable activity as they wouldconsider potato chips an acceptable substitute for a vegetable atlunch. ECE’s know that children need to be able to expressthemselves in many ways, with art being one of them and toprovide them with the pre-drawn shapes found in colouringbooks would be the same as providing them with a pre-writtenscript that the children would need to use whenever they wantedto talk.

When children have access to crayons, markers, paint, pens,pencils, chalk and lots and lots of blank paper in all shapes, sizesand textures, then miraculous images start to emerge. Childrenbecome immersed in the process of art - they experiment withthe paint on a brush, they try all kinds of different handmovements with the markers, they experiment with makingshapes, they begin to assign meaning to their drawings and theybegin to use drawing and sketching as a means to communicate.To rob them of these opportunities of discovery and expressionis to deny them the chance to realize their full potential as artists,

What’s Wrong with Colouring Books?by Christine McLean





writers, readers and critical thinkers. Freedom of expression inart leads to creative expression in other areas as well. It is anessential foundation for reading, writing, mathematics andscientific reasoning. Fostering creative expression is an integralcomponent of all high quality early childhood programs.

So, knowing all this, what are the reasons why we still seecolouring books in some early childhood programs? Let’s have alook at some of the common reasons along with a counterargument that can be used to dispel each of the followingcolouring book myths:

1. Colouring in colouring books helps to promote fine motordevelopment and eye-hand coordination. Most activities in anearly childhood program help to promote these two areas ofdevelopment... putting pegs in pegboards, stringing woodenbeads, putting together puzzles,building with blocks, using crayons,markers and paintbrushes, drawing,sketching, writing and the list goeson. Children will engage in manyconstructive and developmentallyappropriate activities that willpromote eye hand coordination andfine motor development. They don’tneed colouring sheets.

2. Parents send them in with the childrenand I don’t want to take them away.This one is a little tougher. Itcalls upon the need for good

communication between the program and the home. ECE’sneed to recognize that parents are the experts when it comesto their particular child, but the ECE’s are the experts when itcomes to child development and developmentally appropriateprogramming. It is a good idea to talk about the philosophyof the program, including the importance that is placed oncreative expression, upfront with the parents so they knowwhat types of activities the children will be involved in whilethey are in the program. Providing parents with all kinds ofconcrete evidence of the wonderfully creative work that ishappening at the program by displaying documentation ofthe children’s work will also help parents to see how creativeand expressive their children can be when they are providedwith the time, the materials and the encouragement tocommunicate using the “many languages” of childhood. Just

as a program would discourageparents from sending in junk foodon a regular basis, the programshould be able to discourageparents from sending in toys andmaterials with their child whichwould not be in keeping with thephilosophy of the program.3. But the children love them... Ofcourse the children love thembecause the manufacturers of theseproducts know exactly how toattract the attention of the childrenby using bright colours on the

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cover and/or featuring popular children’s characters such asDora the Explorer or well loved Sesame Street friends.Children also love BBQ chips and Pepsi but that doesn’t meanthere is a place for these things in a well run, high qualityearly childhood program.

4. I coloured with colouring books and I turned outOK. Well, that’s true enough - you turned outfine. But imagine how wonderful you’d beif you were provided with lots ofopportunities to create, imagine,problem solve, think, explore anddiscover with a wide array of creativeart materials. Perhaps you had theseopportunities as well and you’ve beenable to reach your full creative potential.But, if your childhood was like mine and likeso many others, we turned out fine despite some ofthe educational practices that we experienced, not because ofthem. But now, for the most part, we know better - we’velearned more about the pedagogy of early childhoodeducation and we are able to share best practices from highquality programs from around the world. We are constantlydiscovering more about how children learn and about theimportance of the early years. Times change and we need tokeep up with the times.

And, while we are comparing our childhoods with thechildhood of today, we can also look to the freedom that a lot ofus had as children, compared with today’s child. Without the lure

of video games, computers, DVDs “designed” for infants andtoddlers and 100 channel TV with 24 hour children’sprogramming, we were able to spend lots of time playing. Wewere able to make up our own rules, use our imaginations,

negotiate the terms of our play with our friends, andmostly without adult assistance or intervention.

Today’s child does not have this same luxury.Their world is dominated, in large part, byadult imposed expectations. Any chance wecan give them to use their imaginationsand creativity will help to offset the 24/7pressure that they have to conform to therules, ideas and expectations of others.

So - where does that leave us withcolouring books and colouring sheets? Should

they be eliminated from children’s lives? Absolutelynot. Just as I wouldn’t advocate the elimination of

occasional instances of chocolate for breakfast or Saturdaymorning cartoons, colouring books are bound to be a part ofchildren’s lives. Should colouring books be a regular part of anearly childhood program? Again, the answer is absolutely not.Colouring books represent inadequate practice. They are simplynot good enough for what our children need in order to reachtheir optimal potential.

CHRISTINE MCLEAN IS A PROGRAM CONSULTANT OF CHILD CARE SERVICES DEPARTMENT OFHEALTH AND COMMUNITY SERVICES. WWW.QUALITYCHILDCARECANADA.CAPRINTED WITH PERMISSION FROM “INTERACTION” PUBLICATION OF THE CANADIAN CHILD CAREFEDERATION.


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Teachers Care!The Central Okanagan Teacher's Associationappreciates all of the challenges and the joys of raising children - many of us are parents too. We would like all of the families in School District 23 to know that we are honoured and privileged to be able to participate in the lives of their children. We understand the trust that you put into us every day and we want you to know that teachers care!

#210-1751 Harvey Ave., Kelowna

250-860-3866www.thecota.ca

NATIONALFAMILYWEEK

October 4-10, 2010

Families Connecting through StoriesFor information and activities: www.frp.ca/nfw

Parent Education and Support for Families • Creative Playtime• ‘Parent Talk’• Special Deliveries• Parent Education Courses

For more information call250-763-0456 The Bridge Youth & Family Services

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theserious sid e of play stories - kelowna childcare society magazine/ok parent... · 1 0 / 1...

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