Always read all ingredients and look for allergy warnings. When in doubt, either don't serve it and / or save the packaging for the parent to check.
These items should be SAFE:
All fresh fruit
All fresh veggies
Raisins
Dry cereal - Cheerios, Kix
Cherrybrook Kitchen baking mixes (cake, cookies, brownies, muffins)
Crunchies freeze dried products (fruits and veggies)
Teddy Grahams (honey or cinnamon)
Tortilla chips
Salsa
Hummus
Guacamole
Crackers - list of brands coming soon
Popcorn (no butter, check oils)
Sun butter (in place of peanut butter)
Pea puffs (snap pea crisps)
Popsicles
Bagels
These things are usually NOT safe:
Cheese or cheese flavored items
Chocolate (dairy and contaminated with nuts)
Yogurt
Granola / trail mix (usually contaminated with nuts)
Dips (usually have dairy)
Friday, March 29, 2013
Thursday, March 7, 2013
Personal Safety of Small Children
Nancy Reynolds of Advocates for Children lead a discussion on
personal safety of small children for a group of us parents today.
Below is the information she shared with us.
Tips for open communication and safety:
Use correct terminology
Starting at birth, include private parts in your discussion of body parts. Identify the parts with their correct names.
Keep power over your child's body with your child
Don't force your child to hug or kiss or otherwise physically touch or be touched by others, even close family members.
Define types of touch
Brainstorm the first two with your child.
Happy touch - hugs, holding hands, tickling, snuggles, etc
Sad / Angry / Scared touch - hitting, hair pulling, etc
Secret touch - when your private parts are touched for no reason, or you are tricked or forced to touch someone else's private parts; when you are asked to keep touching a secret. (You can also discuss the difference between happy secrets, such as a birthday present, that are kept for a short time versus secrets you are asked to keep for forever).
The Clean and Healthy Rules
The only times a private area should be touched are if someone is helping to keep the private parts clean or healthy. You can brainstorm these situations with your child. A child can always ask why an adult needs to touch a private area.
Ask "What if ..."
Ask your child what he or she would do in various types of situations. (This is helpful for all safety areas including gun safety, fire safety, strangers, crossing the street, etc) Don't forget to discuss touching scenarios as not only having your child's body touched, but by being tricked or forced to touch the perpetrators body.
Practice responses
Help your child practice what to say and do in uncomfortable situations. This includes: saying "stop," "don't touch my _____," or "I am going to tell;" walking away; list of people to tell when something has happened.
Repeat like any other type of safety
You can not tell your child this information just once or twice. Ask "what if" questions, practice responses, read books, and otherwise discuss this information with your child as you would any other type of safety lesson. Times to revisit this discussion include when your child gains more independence, such as starting school or spending more time away from at play dates.
Monitor who your child spends time with
You can make surprise visits to any day care, class, coaching, or babysitting to see what is occurring. Know who your child is playing with and how they play together. As your child gets older, rather than observing all play, ask questions such as "Who did you play with today?" and "What games did you play?"
When something goes wrong
Keep calm
Keep your thoughts inside as much as possible when confronted with a report from your child. If you over react, you might frighten your child and he or she might not discuss it more.
Investigate odd behavior
This is particularly important with nonverbal children. You know your child best, so watch for changes in behavior. Especially of concern is a sudden changes in how a child reacts to an individual. Masturbation is not an odd behavior unless a child frequently for goes regular play to do so.
Expect curiosity ...
It is natural for children to be interested in their bodies and the bodies of others. Masturbation is normal. "I'll show you mine if you show me yours" or "playing doctor" is also normal with young children of the same age.
But watch for games with inequality in power
Even between children close in age, games where the power is not equal are concerning. For example, a stronger, smarter, or more popular child leading a game of "doctor."
Tips for open communication and safety:
Use correct terminology
Starting at birth, include private parts in your discussion of body parts. Identify the parts with their correct names.
Keep power over your child's body with your child
Don't force your child to hug or kiss or otherwise physically touch or be touched by others, even close family members.
Define types of touch
Brainstorm the first two with your child.
Happy touch - hugs, holding hands, tickling, snuggles, etc
Sad / Angry / Scared touch - hitting, hair pulling, etc
Secret touch - when your private parts are touched for no reason, or you are tricked or forced to touch someone else's private parts; when you are asked to keep touching a secret. (You can also discuss the difference between happy secrets, such as a birthday present, that are kept for a short time versus secrets you are asked to keep for forever).
The Clean and Healthy Rules
The only times a private area should be touched are if someone is helping to keep the private parts clean or healthy. You can brainstorm these situations with your child. A child can always ask why an adult needs to touch a private area.
Ask "What if ..."
Ask your child what he or she would do in various types of situations. (This is helpful for all safety areas including gun safety, fire safety, strangers, crossing the street, etc) Don't forget to discuss touching scenarios as not only having your child's body touched, but by being tricked or forced to touch the perpetrators body.
Practice responses
Help your child practice what to say and do in uncomfortable situations. This includes: saying "stop," "don't touch my _____," or "I am going to tell;" walking away; list of people to tell when something has happened.
Repeat like any other type of safety
You can not tell your child this information just once or twice. Ask "what if" questions, practice responses, read books, and otherwise discuss this information with your child as you would any other type of safety lesson. Times to revisit this discussion include when your child gains more independence, such as starting school or spending more time away from at play dates.
Monitor who your child spends time with
You can make surprise visits to any day care, class, coaching, or babysitting to see what is occurring. Know who your child is playing with and how they play together. As your child gets older, rather than observing all play, ask questions such as "Who did you play with today?" and "What games did you play?"
When something goes wrong
Keep calm
Keep your thoughts inside as much as possible when confronted with a report from your child. If you over react, you might frighten your child and he or she might not discuss it more.
Investigate odd behavior
This is particularly important with nonverbal children. You know your child best, so watch for changes in behavior. Especially of concern is a sudden changes in how a child reacts to an individual. Masturbation is not an odd behavior unless a child frequently for goes regular play to do so.
Expect curiosity ...
It is natural for children to be interested in their bodies and the bodies of others. Masturbation is normal. "I'll show you mine if you show me yours" or "playing doctor" is also normal with young children of the same age.
But watch for games with inequality in power
Even between children close in age, games where the power is not equal are concerning. For example, a stronger, smarter, or more popular child leading a game of "doctor."
Tuesday, February 19, 2013
Author Study Ideas
Leslie Patriceilli (baby faces sort)
Mo Willems
Lucy Cousins (Maisy)
Lois Elhert (collage)
Sandra Boynton
Kevin Heneks (Kitten's First Full Moon, Old Bear, Little White Rabbit)
Rosemary Wells (Max and Ruby)
P.D. Eastman
Shel Silverstien
Eric Hill
Busy ... series by John Schindel
Jack Ezra Keats
Monday, February 18, 2013
Books about Cooking
Cooking:
The Little Red Hen (various versions, I like Rebecca Emberly)
Pete's a Pizza by William Stief
Pancakes! Pancakes! by Eric Carle
Cooking with the Cat
Grandpa and Me by Karen Katz
ABC of Cookies
Bunny Cakes by Rosemary Wells
Fancy Nancy: Delectable Cupcakes by Jane O'Connor
Fancy Nancy:Tea Parties by Jane O'Connor
Amelia Bedelia Bakes Off
Curious George Makes Pancakes by HA Rey
Cooking with Henry and Elliebelly
Food:
If You Give a Mouse a Cookie
If You Give a Pig a Pancake
If You Give a Moose a Muffin
If You Give a Dog a Donut
Eating the Alphabet by Lois Elhert
Dragons Love Tacos
Spicy Hot Colors
Bread and Jam for Francis
Ruby's Tea for Two by Rosemary Wells
Counting Peas by Rosemary Wells
Cloudy with a Chance of Meatballs
Green Eggs and Ham by Dr Seuss
Blueberries for Sal
Bee-Bim Bop!
Growing Vegetable Soup by Lois Elhert
Strega Nona by Tomi
I Will Never Not Ever Eat a Tomato by Lauren Child
Maisy Grows a Garden by Lucy Cousins (Fed 2013)
I Like Vegetables
Our list of apple titles.
Our list of pumpkin titles.
Eating:
Today is Mondayby Eric Carle
Party in My Tummy(Yo Gabba Gabba)
Bear Wants More
Gregory, The Terrible Eater
Feast for Ten
Max's Breakfast by Rosemary Wells
Little Pea
For Really Little Ones:
Mealtime by Roger Priddy
Stratch and Sniff Food by DK
Baby Food by Margaret Miller
Baby's First Food by Hinkler (Publisher)
The Little Red Hen (various versions, I like Rebecca Emberly)
Pete's a Pizza by William Stief
Pancakes! Pancakes! by Eric Carle
Cooking with the Cat
Grandpa and Me by Karen Katz
ABC of Cookies
Bunny Cakes by Rosemary Wells
Fancy Nancy: Delectable Cupcakes by Jane O'Connor
Fancy Nancy:Tea Parties by Jane O'Connor
Amelia Bedelia Bakes Off
Curious George Makes Pancakes by HA Rey
Cooking with Henry and Elliebelly
Food:
If You Give a Mouse a Cookie
If You Give a Pig a Pancake
If You Give a Moose a Muffin
If You Give a Dog a Donut
Eating the Alphabet by Lois Elhert
Dragons Love Tacos
Spicy Hot Colors
Bread and Jam for Francis
Ruby's Tea for Two by Rosemary Wells
Counting Peas by Rosemary Wells
Cloudy with a Chance of Meatballs
Green Eggs and Ham by Dr Seuss
Blueberries for Sal
Bee-Bim Bop!
Growing Vegetable Soup by Lois Elhert
Strega Nona by Tomi
I Will Never Not Ever Eat a Tomato by Lauren Child
Maisy Grows a Garden by Lucy Cousins (Fed 2013)
I Like Vegetables
Our list of apple titles.
Our list of pumpkin titles.
Eating:
Today is Mondayby Eric Carle
Party in My Tummy(Yo Gabba Gabba)
Bear Wants More
Gregory, The Terrible Eater
Feast for Ten
Max's Breakfast by Rosemary Wells
Little Pea
For Really Little Ones:
Mealtime by Roger Priddy
Stratch and Sniff Food by DK
Baby Food by Margaret Miller
Baby's First Food by Hinkler (Publisher)
Wednesday, February 13, 2013
Eric Carle!
I wrote up what we did for our two Eric Carle sessions to post on my blog, so why not post it here, too!
Session 1:
Eric Carle stories playing on YouTube during free play.
The kids had a Very Hungry Caterpillar snack (apples, pears, strawberries, and oranges) while I read them the book.
During circle time I sang Today is Monday.
We closed circle with the kids picking a book and reading it with an adult.
Our art project was exploring different mediums in one color (crayong, oil pastel, colored pencil, marker), then painting over it in variety of colors.
Take home was "I feel grouchy when" lady bugs. (Didn't have time to read the book)
Session 2:
During snack, I read three Eric Carle books: Brown Bear, Brown Bear What Do You See?; The Man Who Painted a Blue Horse; and Polar Bear, Polar Bear What Do You Hear?
Quickly went into the scavenger hunt game because the kids were taking down the animals. (For this game I just color copied the last page of Brown Bear and hid them around the house). The kids colored in the pictures on a sheet as they found them.
During free play, we sang Old McDonald with a basket of animal stuffed animals I'd gathered.
Our art project was tearing and gluing colored tissue, then using unconventional materials (foam, tubes, bubble wrap, stamper brushes, roller brush, styrofoam balls, gift wrap bows) to paint the tissue.
Take home activity color or paint wooden bears and butterflies and make into fridge magnets.
The only activity from session 2 we didn't get to was to read and play From Head to Toe.
Session 1:
Eric Carle stories playing on YouTube during free play.
The kids had a Very Hungry Caterpillar snack (apples, pears, strawberries, and oranges) while I read them the book.
During circle time I sang Today is Monday.
We closed circle with the kids picking a book and reading it with an adult.
Our art project was exploring different mediums in one color (crayong, oil pastel, colored pencil, marker), then painting over it in variety of colors.
Take home was "I feel grouchy when" lady bugs. (Didn't have time to read the book)
Session 2:
During snack, I read three Eric Carle books: Brown Bear, Brown Bear What Do You See?; The Man Who Painted a Blue Horse; and Polar Bear, Polar Bear What Do You Hear?
Quickly went into the scavenger hunt game because the kids were taking down the animals. (For this game I just color copied the last page of Brown Bear and hid them around the house). The kids colored in the pictures on a sheet as they found them.
During free play, we sang Old McDonald with a basket of animal stuffed animals I'd gathered.
Our art project was tearing and gluing colored tissue, then using unconventional materials (foam, tubes, bubble wrap, stamper brushes, roller brush, styrofoam balls, gift wrap bows) to paint the tissue.
Take home activity color or paint wooden bears and butterflies and make into fridge magnets.
The only activity from session 2 we didn't get to was to read and play From Head to Toe.
Saturday, February 9, 2013
Children and art, fundamentals of development (by Rachel)
Here's Rachel's wonderful post I'd ask her to write for us about child art development. We'll get some pics in there soon!
Children and art, fundamentals of development
How children progress
in Art making through stages.
In my former life I was an Art teacher,
part of my education was learning how art and development start out
one in the same and the different stages children go through –
pretty critical in designing appropriate curriculum per age/grade.
Being that I worked with children starting in kindergarten I didn't
see much of the earliest stages of art making. It's been really fun
watching Imogene go through this artistic development and seeing
first hand how she's progressed.
“Art” is a huge part of development
in humans. Studies have shown and concluded that all humans, no
matter what part of the world they live in or their socioeconomic
status go through the same developmental stages in drawing, this
happens to start with mark making. Some of this is a factor of fine
motor skill ability and cognitive changes that happen in the brain as
a child understands they can manipulate their environment. Now, an
individual with a developmental delay may stay in the same “art
stage” that coincides with their cognitive functioning abilities
and never move on to the next step. Each stage happens naturally and
without any kind of adult intervention. The ages are really really
general and I only put them in as a generalized average. A 4 or 5
year old could be in the “scribble” stage and still progress.
There are about 6 stages of “artistic”development children go
through from ages 18 months through ages 15/16.
The scribble stage
(approx 18 months- age 3)
Generally, although each child is
different, at around 18 months children start to become interested in
“making marks” they recognize when they use a tool (crayon,
marker, bath soap, paint, anything really) it makes a mark. This
isn't about making anything in particular just connecting cause and
effect. This goes on for about 6 months (again each child is an
individual.) You will typically see a variety of marks- many look
like scribbles, some look like dots. Children will do this anywhere,
as it is about experimentation, “does the crayon also work on the
wall? My shirt? The dog? The fridge?” Imogene at about 13 months
old liked to finger paint on the kitchen floor :-) I watch a friends
almost two year old from time to time and I remember him being
enthralled with hitting a painted maraca on the side of my
dishwasher. When I went over to stop him, I saw a sprinkling of red
dots from the paint rubbing off onto the metal of the dishwasher.
Needless to say, any object can be used! The marks/scribbles they
make will change over time. Eventually you can observe more organized
“Scribbles” and a child may start to name them and assign meaning
to them. The first recognizable shape children make is called a
mandala (a circle with an x through it) The first time I can remember
Imogene naming a scribble was when one of her preschool teachers was
pregnant and Imogene identified a little scribbled circle as “Baby
Saylor.” Lines will go back and forth or up and down and may curve
a little- children will also stop coloring off the paper and may try
to “imitate” drawings made by someone else (for example if you
are coloring with your child they may attempt to copy you or color
over your drawing)
Preschematic
(symbols/stories) stage (approx ages 3-4.5)
Around age 3ish children
will start to become more representational. The first recognizable
thing they draw is a person – I call them tadpoles or sperm because
they start with a circle which typically has a face in the middle and
two lines off the bottom as “legs” I had many many many 5 year
olds in my kindergarten classes who still drew people that way.
Children will develop other recognizable symbols- a house- a cat,
things that are important to them or that they want to tell a story
about-this can become involved and complex- working out issues they
have with drawings. This can help them resolve problems and feel
better.
Schematic stage (approx
age 4-6)
Children eventually come up
with a “set” of symbols and use them very orderly, the symbols
are composed in the drawing with purpose. There is a baseline and all
object sit on that line, usually this is the ground shown as a green
line on the bottom of the picture. All other symbols are drawn over
that green line. There will also be a blue strip (for sky) and a sun
at the top. This style is repeated endlessly in drawing after
drawing. Children will also make objects bigger and out of
proportion, for example when drawing a family portrait, they may draw
themselves very large and everyone else small, as they consider
themselves most important. Children continue to use drawing as a way
to work out issues or tell a story about themselves.
Ok, so I’m going stop here
as non of our kids are older than 6 and most likely aren't showing
any developmental signs past the schematic stage. I hope this was
informational and that you have fun identifying some of the things
your child is doing! Please feel free to post/ask any questions. I
did try to be very clear although I often forget not everyone is
familiar with art education :-)
Friday, January 25, 2013
MMM themes
List of themes:
- Apples (x2)
- Trees (x2)
- Pumpkins / orange
- Silver and gold / stars
- Gray / rain
- Cupcake birthday party
- Halloween Party
- Thanksgiving Party
- Christmas Party
- Music play
- Eric Carle (x2)
- Valentine's Day prep
- Cooking: Rice Krispie Treats
- Dr Seuss
- Friendship
- Easter
- Flags (Betsy Ross book)
- Planting seeds
- Wind (pinwheels or kites, parachute, bubbles)
- Other spring ideas: flowers, bugs
- Rain (with puddle jumping??)
- Making ice cream
- Bees & honey
- Slumber party!
- Camping
- Firemen and fire safety
- Police officers
- School (mid August)
- Beach (ffield trip with books, ideas for sand play)
- Water (great for play in kiddie pool)
- Snowmen (might have to wait until next year!)
Monday, January 21, 2013
Eric Carle Extras (Work in Progress)
Of course there were more awesome Eric Carle themed ideas than we could possibly do even in the two weeks. Here are some links to explore!
More about Eric Carle:
The Offical Eric Carle Web Site
Eric Carle Museum of Picture Book Art
The Art of Eric Carle (book)
CRAFTS!!
GENERAL:
Collage
Painting tissue paper with food coloring
Experimenting with shade and tools
BUGS:
No sew caterpillar from a sock
Caterpillar from an egg carton (scroll down)
Caterpillar from pony beads on a pipe cleaner
Balloon print caterpillar
Paper plate and spoon butterfly
Stained glass butterfly
Foot print butterflies
Clothespin and pony bead butterfly
Toilet paper roll butterfly
Paper bag spider
30 different bug crafts
OTHER ANIMALS:
Seahorse from a paper plate
Brown Bear hand print book
VIDEOS!!
This play list has 6 Eric Carle stories. Eric Carle reads The Very Hungry Caterpillar and Brown Bear himself, but the others are read by other people.
ACTIVITIES!!
Very Hungry Caterpillar counting coloring sheets
Butterfly coloring sheet
Very Hungry Caterpillar Sensory Tub
Live Butterfly Garden
Soap cloud (Little Cloud)
UNITS!!
Totally Tots
Mom to 2 Posh Divas - scroll to the bottom for links to almost 100 crafts and activities
Grouchy Ladybug unit
Brown Bear unit from 1+1+1=1
Hungry Caterpillar unit from 1+1+1=1
Eric Carle Author Study on Make Learning Fun
Brown Bear on Make Learning Fun
Hungry Caterpillar on Make Learning Fun
More about Eric Carle:
The Offical Eric Carle Web Site
Eric Carle Museum of Picture Book Art
The Art of Eric Carle (book)
CRAFTS!!
GENERAL:
Collage
Painting tissue paper with food coloring
Experimenting with shade and tools
BUGS:
No sew caterpillar from a sock
Caterpillar from an egg carton (scroll down)
Caterpillar from pony beads on a pipe cleaner
Balloon print caterpillar
Paper plate and spoon butterfly
Stained glass butterfly
Foot print butterflies
Clothespin and pony bead butterfly
Toilet paper roll butterfly
Paper bag spider
30 different bug crafts
OTHER ANIMALS:
Seahorse from a paper plate
Brown Bear hand print book
VIDEOS!!
This play list has 6 Eric Carle stories. Eric Carle reads The Very Hungry Caterpillar and Brown Bear himself, but the others are read by other people.
ACTIVITIES!!
Very Hungry Caterpillar counting coloring sheets
Butterfly coloring sheet
Very Hungry Caterpillar Sensory Tub
Live Butterfly Garden
Soap cloud (Little Cloud)
UNITS!!
Totally Tots
Mom to 2 Posh Divas - scroll to the bottom for links to almost 100 crafts and activities
Grouchy Ladybug unit
Brown Bear unit from 1+1+1=1
Hungry Caterpillar unit from 1+1+1=1
Eric Carle Author Study on Make Learning Fun
Brown Bear on Make Learning Fun
Hungry Caterpillar on Make Learning Fun
Wednesday, January 16, 2013
Valentine Books
Valentine's Day:
Lilly's Chocolate Heart by Kevin Henkes
Fancy Nancy: Heart to Heart by Jane O'Connor
Valentine Mice by Bethany Roberts
Happy Valentine's Day Mouse by Laura Joffe Numeroff
Where is Baby's Valentine? by Karen Katz
Max's Valentine by Rosemary Wells
Pinkalicious: Pink of Hearts
One Heart: A Valentine Counting Book by Maryann Cocca-Leffler
Hearts:
I Spy Little Hearts by Jean Marzollo
Love:
Never Too Little to Love by Jeanne Willis
Baby Max and Ruby: Love by Rosemary Wells
I Love You Stinky Face
The Runaway Bunny
Mama, Do You Love Me?
Guess How Much I Love You
Baby, I Love You
How Do I Love You?
I Love You Through and Through
Who Do You Love?
Mr. Pusskins: A Love Story
The Velveteen Rabbit
How Do Dinosaurs Say I Love You?
The I LOVE YOU Book by Todd Parr
Wednesday, January 9, 2013
Stars / Silver / Gold
I stuck to stories about stars in the sky, but there are many stories about star fish out there.
Stars:
Twinkle, Twinkle Little Star by Rosemary Wells
Twinkle, Twinkle Little Star by Annie Kubler
I am a Star by Jean Marzollo
Fancy Nancy: Sees Stars by Jane O'Connor
I Like Stars by Margeret Wise Brown (Step into Reading series)
Five Wishing Stars by Treesha Runnells
On a Starry Night by Natalie Kinsey-Warnock
Stars by Mary Lyn Ray
Seeing Stars: Shining Star Light by Charles Hobson
Five Shiny Stars by Gabriella Buckingham
Stars! Stars! Stars! by Bob Barner
Our Stars by Anne Rockwell
The Big Dipper by Franklyn M Barnley
Zoo in the Sky: A Book of Animal Constellations by Jacqueline Mitton
Find the Constellations by H. A. Rey
The Stars by H. A Rey (I had these two by H.A. Rey growing up)
How to Catch a Star by Oliver Jeffers
The Sneetches by Dr Suess (not about stars in the sky, but had to include it because I love it and stars play an important role)
Draw Me a Star by Eric Carle (controversial themes of creation and one nude illustration)
Silver / Gold
Siliverlicious by Victoria Kann
Goldilicous by Victoria Kann
I couldn't find anything else that looked good searching "silver" and "gold." But here is what I have for color books we have read.
Colors:
Hello Kitty, Hello Color
Cat's Colors by Jane Caberea
A Red Train by Bernette Ford
My First Colors: Let's Learn Them All by Dawn Sirett (DK Publishers)
My Many Colored Days by Dr Suess (also about emotions)
Happy Baby Colors by Roger Priddy
Bright Baby Colors by Roger Priddy
My First Colors Board Book by Angela Wilkes
Spicy Hot Colors by Sherry Shahan
Color Zoo by Lois Elhert (also about shapes)
Color Farm by Lois Elhert (also about shapes)
I Love Colors by Margaret Miller
Baby's Colors by Karen Katz
Maisy's Colors by Lucy Cousins
Kipper's Book of Colors by Mick Inkpen
Stars:
Twinkle, Twinkle Little Star by Rosemary Wells
Twinkle, Twinkle Little Star by Annie Kubler
I am a Star by Jean Marzollo
Fancy Nancy: Sees Stars by Jane O'Connor
I Like Stars by Margeret Wise Brown (Step into Reading series)
Five Wishing Stars by Treesha Runnells
On a Starry Night by Natalie Kinsey-Warnock
Stars by Mary Lyn Ray
Seeing Stars: Shining Star Light by Charles Hobson
Five Shiny Stars by Gabriella Buckingham
Stars! Stars! Stars! by Bob Barner
Our Stars by Anne Rockwell
The Big Dipper by Franklyn M Barnley
Zoo in the Sky: A Book of Animal Constellations by Jacqueline Mitton
Find the Constellations by H. A. Rey
The Stars by H. A Rey (I had these two by H.A. Rey growing up)
How to Catch a Star by Oliver Jeffers
The Sneetches by Dr Suess (not about stars in the sky, but had to include it because I love it and stars play an important role)
Draw Me a Star by Eric Carle (controversial themes of creation and one nude illustration)
Silver / Gold
Siliverlicious by Victoria Kann
Goldilicous by Victoria Kann
I couldn't find anything else that looked good searching "silver" and "gold." But here is what I have for color books we have read.
Colors:
Hello Kitty, Hello Color
Cat's Colors by Jane Caberea
A Red Train by Bernette Ford
My First Colors: Let's Learn Them All by Dawn Sirett (DK Publishers)
My Many Colored Days by Dr Suess (also about emotions)
Happy Baby Colors by Roger Priddy
Bright Baby Colors by Roger Priddy
My First Colors Board Book by Angela Wilkes
Spicy Hot Colors by Sherry Shahan
Color Zoo by Lois Elhert (also about shapes)
Color Farm by Lois Elhert (also about shapes)
I Love Colors by Margaret Miller
Baby's Colors by Karen Katz
Maisy's Colors by Lucy Cousins
Kipper's Book of Colors by Mick Inkpen
Monday, November 12, 2012
Thanksgiving Book List
Littlest Pilgrim by Brani Dougherty
Thank You, Thanksgiving by Dave Milgrim
The First Thanksgiving: A Lift-the-Flap Book by Kathryn Lynn Davis
Fancy Nancy: Our Thanksgiving Banquet by Jane O'Connor
The Very First Thanksgiving by Rhoda Growler Green
Turkey Trouble by Wendi Silvano
Thanks for Thanksgiving by Julie Markes
Thanksgiving Treat by Catherine Stock
'Twas the Night Before Thanksgiving by Dav Pilkey
Gus, The Pilgrim Turkey by Teresa Bateman
Little Bear's Thanksgiving by Janice
Just so Thankful (Little Critter) by Mercer Meyer
A Very Grumpy Thanksgiving (Care Bears) (not high literature, but I know some of the girls like Care Bears and its not that bad)
These are the ones Cherie had:
More Than Moccasins by Laurie Carlson
North American Indian (DK Eyewitness Books)
Corn Is Maze: The Gift of the Indians by Aliki
Friendship's First Thanksgiving by William Accorsi
These ones I haven't read, but they were some of the first to come up on Goodreads when you type in Thanksgiving.
Thank You, Sarah: The Woman Who Saved Thanksgiving by Laurie Halse Anderson
Cranberry Thanksgiving by Wende Devlin
A Turkey for Thanksgiving by Eve Bunting
Arthur's Thanksgiving by Marc Brown
A Charlie Brown Thanksgiving by Charles Schulz
Clifford's Thanksgiving Visit by Norman Birdwell
Franklin's Thanksgiving by Paulette Bourgios
Its Thanksgiving by Jack Prelutsky
The Thanksgiving Story by Alice Dalgliesh
The Berenstain Bears' Thanksgiving by Stan Berenstain
Thank You, Thanksgiving by Dave Milgrim
The First Thanksgiving: A Lift-the-Flap Book by Kathryn Lynn Davis
Fancy Nancy: Our Thanksgiving Banquet by Jane O'Connor
The Very First Thanksgiving by Rhoda Growler Green
Turkey Trouble by Wendi Silvano
Thanks for Thanksgiving by Julie Markes
Thanksgiving Treat by Catherine Stock
'Twas the Night Before Thanksgiving by Dav Pilkey
Gus, The Pilgrim Turkey by Teresa Bateman
Little Bear's Thanksgiving by Janice
Just so Thankful (Little Critter) by Mercer Meyer
A Very Grumpy Thanksgiving (Care Bears) (not high literature, but I know some of the girls like Care Bears and its not that bad)
These are the ones Cherie had:
More Than Moccasins by Laurie Carlson
North American Indian (DK Eyewitness Books)
Corn Is Maze: The Gift of the Indians by Aliki
Friendship's First Thanksgiving by William Accorsi
These ones I haven't read, but they were some of the first to come up on Goodreads when you type in Thanksgiving.
Thank You, Sarah: The Woman Who Saved Thanksgiving by Laurie Halse Anderson
Cranberry Thanksgiving by Wende Devlin
A Turkey for Thanksgiving by Eve Bunting
Arthur's Thanksgiving by Marc Brown
A Charlie Brown Thanksgiving by Charles Schulz
Clifford's Thanksgiving Visit by Norman Birdwell
Franklin's Thanksgiving by Paulette Bourgios
Its Thanksgiving by Jack Prelutsky
The Thanksgiving Story by Alice Dalgliesh
The Berenstain Bears' Thanksgiving by Stan Berenstain
Monday, October 29, 2012
Pumpkins! Book List
Pumpkin book list. I haven't yet marked which ones are available at the local libraries.
Duck and Goose Find a Pumpkin by Tad Kills
Its the Great Pumpkin Charlie Brown
Pumpkin Day, Pumpkin Night by Anne F Rockwell
Its Pumpkin Time! by Zoe Hall
Five Little Pumpkins (several versions out there)
Where's Baby's Pumpkin by Karen Katz
The Runaway Pumpkin by Kevin Lewis
Oh My, Pumpkin Pie by Charles Ghigna
The Perfect Pumpkin (My Little Ponies)
Mouskin's Golden House by Edna Miller
Pumpkin Pumpkin by Jeanne Titherington
Pumpkins by Ken Robbins
Big Pumpkin by Eric Silverman
From Seed to Pumpkin by Wendy Pfeffer
The Very Best Pumpkin by Mark Kimball Moulton
Seed, Sprout, Pumpkin, Pie by Jill Esbaum
Pumpkin Jack by Will Hubbell
Pinkalious and the Pink Pumpkin by Victoria Kann
Apples and Pumpkind by Anne Rockwell
I Love You, Little Pumpkin by Sandra Magsamen
This is NOT a Pumpkin by Bob Staake
Pumpkin Eye by Denise Fleming
Biscuit Visits the Pumpkin Patch by Alyssa Satin Capulcilli
Other Halloween Titles:
My First Halloween by DK Publishers
Max's Halloween by Rosemary Wells
Maisy's Halloween by Lucy Cousins
Halloween Mice by Bethany Roberts
Halloween Faces by Nancy Davis
Halloween Monster by Catherine Stock
Halloween Day by Anne F. Rockwell
Dinosaurs' Halloween by Liza Donnelly
By the Light of the Halloween Moon by Caroline Stutson
What's in the Witch's Kitchen by Nick Sharratt
Three Little Ghosties by Pippa Goodhart
One Witch by Laura Leuck
Goodnight Goon: A Petrifying Parody by Michael Rex
Trick or Treat by Melanie Walsh
No Zombies Allowed by Matt Novak
There Was an Old Monster by Rebecca Emberly
Go Away Big Green Monster by Rebecca Emberly
Duck and Goose Find a Pumpkin by Tad Kills
Its the Great Pumpkin Charlie Brown
Pumpkin Day, Pumpkin Night by Anne F Rockwell
Its Pumpkin Time! by Zoe Hall
Five Little Pumpkins (several versions out there)
Where's Baby's Pumpkin by Karen Katz
The Runaway Pumpkin by Kevin Lewis
Oh My, Pumpkin Pie by Charles Ghigna
The Perfect Pumpkin (My Little Ponies)
Mouskin's Golden House by Edna Miller
Pumpkin Pumpkin by Jeanne Titherington
Pumpkins by Ken Robbins
Big Pumpkin by Eric Silverman
From Seed to Pumpkin by Wendy Pfeffer
The Very Best Pumpkin by Mark Kimball Moulton
Seed, Sprout, Pumpkin, Pie by Jill Esbaum
Pumpkin Jack by Will Hubbell
Pinkalious and the Pink Pumpkin by Victoria Kann
Apples and Pumpkind by Anne Rockwell
I Love You, Little Pumpkin by Sandra Magsamen
This is NOT a Pumpkin by Bob Staake
Pumpkin Eye by Denise Fleming
Biscuit Visits the Pumpkin Patch by Alyssa Satin Capulcilli
Other Halloween Titles:
My First Halloween by DK Publishers
Max's Halloween by Rosemary Wells
Maisy's Halloween by Lucy Cousins
Halloween Mice by Bethany Roberts
Halloween Faces by Nancy Davis
Halloween Monster by Catherine Stock
Halloween Day by Anne F. Rockwell
Dinosaurs' Halloween by Liza Donnelly
By the Light of the Halloween Moon by Caroline Stutson
What's in the Witch's Kitchen by Nick Sharratt
Three Little Ghosties by Pippa Goodhart
One Witch by Laura Leuck
Goodnight Goon: A Petrifying Parody by Michael Rex
Trick or Treat by Melanie Walsh
No Zombies Allowed by Matt Novak
There Was an Old Monster by Rebecca Emberly
Go Away Big Green Monster by Rebecca Emberly
Wednesday, October 17, 2012
Tuesday, October 16, 2012
Wednesday, October 3, 2012
Trees Book List
This list is what I could come up with from what my family has read, what was highly rated on Amazon, and the books Cherie brought with her at our two sessions.
You can search both libraries for books titled "Trees" and "Leaves" and find many non-fiction texts what would be nice for just looking at the pictures and discussing what you see.
Bold = available at Auburn Library
Italics = available at Lewiston Library
Trees:
Sky Tree by Thomas Locker
The Giving Tree by Shel Silverstien
Franklin Plants a Tree by Paulette Bouregois
A Tree is Nice by Janice May Udry (Caldecott Medal)
A Grand Old Tree by Mary Newell DePalma
Be a Friend to Trees by Patricia Lauber
Outside and Inside Trees by Sandra Markle
Have You Seen Trees by Joanne F Oppenhiem
Leaves:
Fletcher and the Falling Leaves by Julia Rawlinson
Red Leaf, Yellow Leaf by Lois Elhert
Leaf Man by Lois Elhert
The Fall Leaf Project by Margeret McNamara
The Little Yellow Leaf by Carin Berger
Eye Like Nature: Leaves by H.P. Wood
Leaves by David Ezra Stein
Leaves Fall Down by Lisa Bullard
Fresh Fall Leaves by Betsy Franco
The Fall of Freddie the Leaf by Leo F. Buscaglia (Careful, this one is in the special section about death)
Why Do Leaves Change Color by Betsy Maestro
We're Going on a Leaf Hunt by Steve Metzger
Look what I Did with a Leaf! by Morteza E. Sohi
Ruby's Falling Leaves by Rosemary Wells
I am a Leaf by Jean Marzollo
Leaves! Leaves! Leaves! by Nancy Elizabeth Wallace
Related topics: Fall, Seasons, Seeds
You can search both libraries for books titled "Trees" and "Leaves" and find many non-fiction texts what would be nice for just looking at the pictures and discussing what you see.
Bold = available at Auburn Library
Italics = available at Lewiston Library
Trees:
Sky Tree by Thomas Locker
The Giving Tree by Shel Silverstien
Franklin Plants a Tree by Paulette Bouregois
A Tree is Nice by Janice May Udry (Caldecott Medal)
A Grand Old Tree by Mary Newell DePalma
Be a Friend to Trees by Patricia Lauber
Outside and Inside Trees by Sandra Markle
Have You Seen Trees by Joanne F Oppenhiem
Leaves:
Fletcher and the Falling Leaves by Julia Rawlinson
Red Leaf, Yellow Leaf by Lois Elhert
Leaf Man by Lois Elhert
The Fall Leaf Project by Margeret McNamara
The Little Yellow Leaf by Carin Berger
Eye Like Nature: Leaves by H.P. Wood
Leaves by David Ezra Stein
Leaves Fall Down by Lisa Bullard
Fresh Fall Leaves by Betsy Franco
The Fall of Freddie the Leaf by Leo F. Buscaglia (Careful, this one is in the special section about death)
Why Do Leaves Change Color by Betsy Maestro
We're Going on a Leaf Hunt by Steve Metzger
Look what I Did with a Leaf! by Morteza E. Sohi
Ruby's Falling Leaves by Rosemary Wells
I am a Leaf by Jean Marzollo
Leaves! Leaves! Leaves! by Nancy Elizabeth Wallace
Related topics: Fall, Seasons, Seeds
Reflection 10/3 (by Jacky)
This reflection is really about Natalie and I than how the day went. I really liked our schedule today. I felt the pacing worked much
better. The problems we had today had to do with Natalie and me, not
the activities or setting.
First of all, I have to commend William's patience today. He played independently very well and allowed the other moms to help him do his craft and clean him up. He didn't cry when I left the room.
I walked away from today with a deeper understanding of how Natalie and I don't work well together when we are frustrated. Something about doing the crafts is frustrating her, and I'm not helping.
I think I'm bringing too much baggage to the situation. I'm worried about her inability to use the scissors because of how her arthritis used to effect her hands. Even though she is symptom free right now, I'm always worried that her being behind or her stiffness returning. Especially where it took us so long to diagnosis her JRA before, I worry that we will miss some early sign. Whenever she gets especially emotional, I worry her pain is returning because that was how she was during those six months. But, thinking about it now, the over the top emotions are probably more of her way of coping with stress than a reaction to just pain.
I'm also left wondering why she isn't more involved. She isn't doing things she normally can do at home, such as saying answers she knows or gluing and painting. I'm unsure if it is needing time to warm up to the environment and exceptions or if she is a learner who needs more time to process before answering and trying things herself. But this is not the Natalie I see at home or during free play. I think I have an unfair expectation of her. Does she really even understand what school is? Am I taking that for granted? Because she is so bright and social, I think I just assumed that transitioning into a school structure wouldn't be too hard for her.
It really irks me when she proclaims that she can't do something. She is so smart and capable, I know she can accomplish pretty much anything with practice. But when we introduce something new (scissors in this case, but it was the same with getting dressed and undressed) she gets so frustrated so quickly. It grates on my nerves so fast and really blinds me from helping her, not that she will let me help her much when she gets so worked up.
As she got more and more upset, I decided to remove her from the table. If we were at home, it probably would have been a time out, but instead, I did something I read on an attachment parenting web site. Even as she struggled, I hugged her and told her I was going to keep hugging her. After a minute she calmed down and asked for Baby Kitty, then when I returned with her, she curled up in my lap for a few minutes. Soon she was ready to go back and try again. I am happy that I tried this and that it worked. It just felt better to work it out this way since I didn't really want to punish her for her emotions, but needed her to calm down. But I am still left concerned about her getting so worked up in the first place.
Overall, I worry about this behavior when she starts formal schooling. She can't be breaking out into tears when she drops her glue cap like she did last week. One of the major reasons I wanted to give this preschool a try was to see how she would react and to start working through this problem.
I think Amanda's idea might be a good place to start. She suggested that sometimes we work with children that aren't our own. I like this idea for two reasons. First of all, I am interested to see if the same behavior would appear if I wasn't the one directing Natalie. Though I wonder if I was in the room if it would still occur anyway. I think sometimes she deliberately acts up with Mike when I am in the next room to get me to pay attention to her again. I really think me getting away from the kids more often is causing this. Anyway, the second reason I like this suggestion is so that sometimes I could focus on William. I'd really like to work more with him, especially showing him things like shapes and colors and using parallel speach, but Natalie's needs so often intrude.
First of all, I have to commend William's patience today. He played independently very well and allowed the other moms to help him do his craft and clean him up. He didn't cry when I left the room.
I walked away from today with a deeper understanding of how Natalie and I don't work well together when we are frustrated. Something about doing the crafts is frustrating her, and I'm not helping.
I think I'm bringing too much baggage to the situation. I'm worried about her inability to use the scissors because of how her arthritis used to effect her hands. Even though she is symptom free right now, I'm always worried that her being behind or her stiffness returning. Especially where it took us so long to diagnosis her JRA before, I worry that we will miss some early sign. Whenever she gets especially emotional, I worry her pain is returning because that was how she was during those six months. But, thinking about it now, the over the top emotions are probably more of her way of coping with stress than a reaction to just pain.
I'm also left wondering why she isn't more involved. She isn't doing things she normally can do at home, such as saying answers she knows or gluing and painting. I'm unsure if it is needing time to warm up to the environment and exceptions or if she is a learner who needs more time to process before answering and trying things herself. But this is not the Natalie I see at home or during free play. I think I have an unfair expectation of her. Does she really even understand what school is? Am I taking that for granted? Because she is so bright and social, I think I just assumed that transitioning into a school structure wouldn't be too hard for her.
It really irks me when she proclaims that she can't do something. She is so smart and capable, I know she can accomplish pretty much anything with practice. But when we introduce something new (scissors in this case, but it was the same with getting dressed and undressed) she gets so frustrated so quickly. It grates on my nerves so fast and really blinds me from helping her, not that she will let me help her much when she gets so worked up.
As she got more and more upset, I decided to remove her from the table. If we were at home, it probably would have been a time out, but instead, I did something I read on an attachment parenting web site. Even as she struggled, I hugged her and told her I was going to keep hugging her. After a minute she calmed down and asked for Baby Kitty, then when I returned with her, she curled up in my lap for a few minutes. Soon she was ready to go back and try again. I am happy that I tried this and that it worked. It just felt better to work it out this way since I didn't really want to punish her for her emotions, but needed her to calm down. But I am still left concerned about her getting so worked up in the first place.
Overall, I worry about this behavior when she starts formal schooling. She can't be breaking out into tears when she drops her glue cap like she did last week. One of the major reasons I wanted to give this preschool a try was to see how she would react and to start working through this problem.
I think Amanda's idea might be a good place to start. She suggested that sometimes we work with children that aren't our own. I like this idea for two reasons. First of all, I am interested to see if the same behavior would appear if I wasn't the one directing Natalie. Though I wonder if I was in the room if it would still occur anyway. I think sometimes she deliberately acts up with Mike when I am in the next room to get me to pay attention to her again. I really think me getting away from the kids more often is causing this. Anyway, the second reason I like this suggestion is so that sometimes I could focus on William. I'd really like to work more with him, especially showing him things like shapes and colors and using parallel speach, but Natalie's needs so often intrude.
Monday, October 1, 2012
Friday, September 28, 2012
Wednesday, September 26, 2012
First Day Reflection (by Jacky)
Not that I had an doubts before, but after this morning, I truly know that I have no interest in teaching small children in a formal setting. Huge respect for Cherie not only organizing today, but running her own Kindergarten in the past! Eight kids were stressing me out when I wasn't even "in charge," so its pretty mind blowing to me how she (or anyone else) handles 20 or more!
I thought our schedule was pretty great. We had more than necessary planned, which is always a good idea in case something falls through or is a totally flop.
What stressed me out was my own children. I struggled keeping track of both of them, and because of that felt like I didn't do a good job with either of them. While I didn't exactly want to chase after William as he ran around with crayons, for example, I had expected that type of behavior from him and its developmentally appropriate. But, Natalie seemed out of sync with the group a lot of the time. She seemed lost when it was time to search for something red, and she didn't offer answers to any questions that she knew answers to. She has never been in an environment so structured before, so I'm wondering if adapting was the cause.
Here are some initatives I'm going to work on to make the next few weeks run more smoothly.
I thought our schedule was pretty great. We had more than necessary planned, which is always a good idea in case something falls through or is a totally flop.
What stressed me out was my own children. I struggled keeping track of both of them, and because of that felt like I didn't do a good job with either of them. While I didn't exactly want to chase after William as he ran around with crayons, for example, I had expected that type of behavior from him and its developmentally appropriate. But, Natalie seemed out of sync with the group a lot of the time. She seemed lost when it was time to search for something red, and she didn't offer answers to any questions that she knew answers to. She has never been in an environment so structured before, so I'm wondering if adapting was the cause.
Here are some initatives I'm going to work on to make the next few weeks run more smoothly.
- Give them both a fair sized snack soon before we leave so that Natalie isn't complaining about wanting to eat in the middle of activities. While I'm not really sure how truly hungry she was, it did give perspective on the importance of breakfast for school age children.
- Even if she goes before leaving the house, take Natalie to the potty several minutes before circle time starts.
- Keep Natalie and William's things together in one place.
- Prep Natalie the night before about the next morning. Remind her of the structures (like circle time) and tell her the theme.
- Try to incorperate more transitions into our day. Thus far, we are organized by routine at our house. The kids know what to expect next because it is similar every day. But in a new environment like today, Natalie was lost because she didn't understand the structures. She was expecting just free play based on our routines.
- Find a way to help Natalie transition from free play time to the focused activities, including making sure she puts toys back before starting an activity. This is not for neatness, but because today I observed that these toys prevented her from focusing and occasionally distracted another child.
- Make a focused effort with Natalie about reducing her crying. It really got to me that she was reduced to tears several times in just two hours. Continue talking to her about calm down strategies and using her words to explain her needs.
- If the activity is appropriate, make sure William gets a seat so he can participate. Today he was wandering off so I couldn't interact with him or Natalie.
Books about Apples
I have read many, but not all, of these titles. The Lewiston Public Library carries the titles in bold.
Ten Apples Up on Top by Dr Seuss
The Apple Pie Tree by Zoe Hall
Ten Apples Up on Top by Dr Seuss
The Apple Pie Tree by Zoe Hall
Apples Here! by Will Hubbel
Little Apple Goat by Caroline Jayne Church
I am an Apple by Jean Marzollo
Apples by Gail Gibbons
Curious George Apple Harvest by H A Rey
How Do Apples Grow? by Betsy Maestro
Ten Red Apples by Pat Hutchins
The Apple Doll by Elisa Kleven
Apples, Apples, Apples by Elizabeth Helfman
For 1 and under:
Apple by Nikki McClure
Five Red Apples (Pat the Bunny) by Dorothy Meserve Kunhardt
Max's Apples (Nick Jr board book)
What Color is Your Apple (Begin Smart)
Orange Pear Apple Bear by Emily Gravett
Also, the fairy tale of Snow White also features a very important apple! Lewiston Library carries at least five different versions of the story, including Disney's.
Related topic of apple pie:
Where is the Apple Pie? by Valeri Gorbachev
Apple Pie ABC by Alison Murray
Amelia Bedelia's First Apple Pie by Herman Parish
All for Pie, Pie for All by David Martin
Little Apple Goat by Caroline Jayne Church
I am an Apple by Jean Marzollo
Apples by Gail Gibbons
Curious George Apple Harvest by H A Rey
How Do Apples Grow? by Betsy Maestro
Ten Red Apples by Pat Hutchins
The Apple Doll by Elisa Kleven
Apples, Apples, Apples by Elizabeth Helfman
For 1 and under:
Apple by Nikki McClure
Five Red Apples (Pat the Bunny) by Dorothy Meserve Kunhardt
Max's Apples (Nick Jr board book)
What Color is Your Apple (Begin Smart)
Orange Pear Apple Bear by Emily Gravett
Also, the fairy tale of Snow White also features a very important apple! Lewiston Library carries at least five different versions of the story, including Disney's.
Related topic of apple pie:
Where is the Apple Pie? by Valeri Gorbachev
Apple Pie ABC by Alison Murray
Amelia Bedelia's First Apple Pie by Herman Parish
All for Pie, Pie for All by David Martin
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