Do you have questions or concerns about your child’s sleep?  Is bedtime a hassle for everyone?  Does your child wake up several times a night?  Does your child no longer want to take a nap?  Following is a list of suggestions to improve your child’s sleep:

1.    Routine:
a.    Your child should go to bed within an hour of the same time every night.  And should get up within an hour of the same time every morning.  That way you are setting a sleep pattern.
b.    Have a bedtime routine:  bath, read a story, drink of water, etc. This will signal to your child that it is time for sleep.
c.    Help your child create his / her nest (comfort object, blanket, temperature and light in the room, etc.)
2.    No screen time  (TV, video, computer) after supper.  The light from these screens   turns on a portion of the brain and makes it hard to fall asleep.
3.    No exercise after dinner.   (This may include roughhousing.)  Exercise raises the child’s body temperature, which also makes it more difficult to fall asleep.
4.    Naptime completed by 3 PM.  Sleep after 3 PM makes it hard to fall sleep at night.
5.    No caffeine.  Caffeine can stay in a child’s body for up to 8 hours.
6.    Put your child to bed sleepy, but awake.  If your child falls asleep in your arms and wakes up later in his/her crib it will be more difficult for him/her to fall back asleep by him/her self.

     Does your child give you cues as to when s/he is tired?  Some children rub their eyes, slow down, yawn, etc when they are getting tired.  It is easier to know when to put these children to sleep.  Other children give very few cues or the cues come so close to the optimum time for sleep that you may not have time to get your child into bed before s/he is overtired. And if they are overtired, it is much harder for them to fall asleep.  Many of us as parents have put our children to bed at a later time hoping that they will sleep later in the morning, only to have it backfire on us.   Our children take much longer to fall asleep, they may wake during the night and they awake at their usual time in the morning.   
If you have difficulty deciding when your child is ready for sleep, try putting your child to bed for naps and night time 15 minutes earlier.  Do this for several days and see if their sleep is improved and the process goes better for you and your child.
     
     If your child starts waking at night, try to determine what has changed in your child’s life.  Is she getting teeth?  Is he learning to walk?  Has preschool just started?  Does the new childcare do naps at a different time?  You may want to keep a journal for a week or so to see what might be influencing your child’s sleep.  The journal should include:  wake up time, meals, naptime, activities during the day, exercise and bedtime.  The best solution for night time waking (that can’t be altered by other means) is to go to your child’s room, reassure the child that s/he is okay, pat their back, etc and leave.  It is okay to check back in 10 minutes if the child is still crying and then again in 15 minutes, etc until the child falls back asleep.  This process can be very upsetting for both parents and children, so it may take some time to be comfortable with it.  

     This is a very brief overview about sleep.  Much of the information I have shared is taken from Mary Sheedy Kurcinka and her book, Sleepless in America:  Is This Child Misbehaving or Missing Sleep?  Mary will be presenting her sleep information at the Handke Gym on Tuesday, November 1, from 6:30-8 PM.  I have heard her speak several times and would highly recommend any parents with questions about sleep to attend.  If you have any questions about this presentation please call the ECFE office at 241-3524 or register on-line.

I was nervous when my daughter began preschool.  I was worried that the teacher wouldn’t give her attention she needed or that she would be scared or maybe even cry.    When I dropped her off that first day, she latched on so tight to me.  I wasn’t sure she would ever let go.  Deep down inside I wanted to stay with her; I was afraid what would happen when I left.  The teacher sweetly came over to us and began to talk to my daughter, showing her a few things in the room while also introducing her to some other girls standing near by.  My daughter took the teacher’s hand, tearfully giving me the opportunity to say, “Good-bye” and run out the door (wanting to carry her out the door with me).  Even as I drove off, I was wondering how she was getting on and if she was scared or sad.  My heart was breaking because she was on her own.  Also on this day, I began my 12th year of teaching preschool.  You would think with my experience that I would not have these types of feelings or concerns.

As a teacher, I have seen many children having a hard time separating from their parents those first couple of weeks or even months that they begin preschool.  All of which is normal behavior.  I have learned from personal and professional experience that when you drop off your child at school, it is best to say your good-byes outside the classroom door and let your child walk into the room alone.  The longer you stay, the harder it is.  One of the main concepts of preschool is to help your child become more independent.  I remember once when my daughter cried and the teacher had to come over to us at the door to help her come into the classroom.  My daughter became upset and did not want to be there.  I stayed near the door, smiled at her, waved, and said, “I love you and I will pick you up after school today.  Have fun” and I left.  I wanted to hold her and comfort her, but I knew no matter how difficult it was for me, I needed to leave because it was the best thing to do for her.  When I drove to work, I couldn’t get the image of her sad little face out of my mind.  About 20 minutes later, her teacher called to tell me my daughter was doing wonderful and was coloring with the girls at the table.  Each drop off got easier, and I made sure I said my good-byes and let her go off into her new world without me.  My daughter since has not cried when I dropped her off at school.  She loves school and cries if she has to miss it.  So parents, when your child is upset at drop off time, a teacher can help guide and console him/her if needed.  But remember as you say, “good-bye” or “I’ll be back to get you after school” to leave no matter how hard it may be, and usually about five minutes after you walk out the door, they’re just fine and often having fun!  Most children, after a few months of school, will walk into the classroom on their own, self-reliant, and confidant.  I’ve heard the voice of the parent‘s saying to their child, “Aren’t you going to say goodbye?”
Below are a few suggested tips to help your child prepare for their first day of preschool:

•    Drive by the school and point out, “There’s your new school”

•    Meet the teachers and have a tour of the classroom before school starts (often schools will have an Open House)

•    Read stories to your child about school and separation from parents.  My daughter’s favorite book was, I Love You All Day Long by Francesca Rusackas   
Other Helpful Books:
What to Expect at Preschool (What to Expect Kids) by Heidi Murkoff
Preschool Day Hooray! by Linda Leopold Strauss
Maisy Goes to Preschool: A Maisy First Experience by Lucy Cousins
Llama Llama Misses Mama by Anna Dewdney

•    Learn the teachers’ names and something about them to tell your child

•    Have conversations about the kinds of things they will do at preschool (playing on the playground, playing with new friends, doing art projects, playing with blocks, etc.) and ask your child if they have any questions about preschool

•    Take pictures of the school, classroom, teachers, and make a little book just for your child

•    Share with your child some fun preschool memories you have of your first day at preschool

•    Tell your child often and how much fun school is!!!

At this moment, I am observing the children working on Visual Phonics.  The children are reciting the letter name, letter sound, picture that starts with the letter, and a physical motion, which represents the sound of the letter.  There is a child in the room who is jumping on a trampoline.  This child is so focused and immersed in the activity.  While bouncing, I can hear him reciting the letter and doing each action.  Ironically, he is one of the most engaged participants in the room.  The children surrounding him are concentrated as well with the activity at hand.  Before we brought in the trampoline to our room this same child struggled to stay connected during many activities of the day from the morning meeting to story time.  When it was suggested that we add movement to his learning, this modification helped him to thoroughly be part of the class and learn. 

If you had asked me last year how I would have felt about having a trampoline in my room, my first thought would have been “distraction.”  This year, I have seen firsthand how modification, such as a trampoline in the room, can have a significant impact on a child’s learning and the other children are not fazed or distracted.  

Another child struggles when it is time to clean up.  She often walks away from an activity before putting it away.  I walk up to her and show her a visual of “clean-up,” a picture that illustrates the task.  The child looks at the picture, looks at me and says, “Oh, I need to clean-up!”  She walks to the activity and picks up each piece, returning it to the shelf.  I am amazed that by looking at a picture, it makes a connection for her immediately.  I have used no words, just a simple action that has resonated in her consciousness.
A
t this moment, there is a boy running in the room.  Maren, the Early Childhood Special Education teacher that I co-teach with, kindly stops the child and says, “walking” and shows him the printout of the classroom rules and states, “Running in not safe.  Our classroom rule is that we walk.”  The child looks at the pictures of the rules, smiles at her, and begins to walk.
I have seen so many changes in the behaviors and social skills of the children since we have taken on TACSEI this year.  All staff in my classroom now use visuals while working together as a team in making modifications and adaptations for each child, and implementing many TACSEI tools from Sunny the puppet, Tucker the turtle, and social stories (just to name a few).  We were also coached and observed on a regular basis to implement goals and new teaching strategies, which supported TACSEI.  I believe that all teachers would benefit from this training, and families can bring so many of these ideas into their homes.  I am appreciative that I could learn and implement these astonishing tools.  With TACSEI, the children are learning how to do things on their own.  This realization is clear when I hear a child say, “Teach me, so I can do it myself!”

For more information on TACSEI please go to their website.

The early childhood years from birth to the start of kindergarten are an important time of rapid learning and growth.  Early Childhood Screening is a quick and simple check of how children are doing between the ages of 3 and 4 years.  It identifies, at an early stage, possible learning or health concerns so that children can get needed help before starting school.

Having worked in the screening program for the past 3 years, I have seen many children and families benefit from this program.  Below are some common questions regarding Early Childhood Screening.  Please call to make an appointment if your child is age-eligible or if you have further questions.

Who is required to be screened?
All children living in School District 728 who are at least 3 years old need to participate in this FREE screening.   Screening is required by the State of Minnesota prior to Kindergarten entrance.  A health and developmental screening from Head Start, Child and Teen Checkups or your health care provider may meet the school requirements.  Please call the screening office for more information.

What is the ideal age for screening?
The ideal age for screening your child is between 3 and 4 years old.  Waiting until the year before school entry may be waiting too long. Screening can detect possible learning or health concerns that can be addressed before they start Kindergarten.

Is the program required?
Yes.  Minnesota state law requires that your child be screened prior to enrollment in a public school. Children are not permitted to enter a public school without Early Childhood Screening and up-to-date immunizations.

If you are planning to send your child to a private or home school, the law does not require screening, however, we still encourage you to participate.  This is a wonderful opportunity for you to find out how your child is developing.

What happens during screening?
A trained professional will check your child’s:
•    Thinking, Language and Communication skills
•    Social & Emotional Development
•    Vision & Hearing
•    Height & Weight
•    Large & Small Muscles
•    Immunization shots status
The parent(s) attends the entire screening process with their child.  The parent(s) will then participate in a family factors interview to review the screening process and talk about any concerns that they may have and to learn about area resources.  Please allow 1 to 1-1/2 hours for the screening process.

How do I make an appointment for Early Childhood Screening?
Contact the Early Childhood Screening office at (763) 241-3525 to set up an appointment.  You can also stop by the ECFE office Monday-Friday at The Handke Center, 1170 Main Street, Elk River, MN using Door 6.

     Are you a gardener?  Do your children participate?  Whether your children are currently gardening or will in the future, the benefits awaiting them are many.  These benefits include all of the developmental areas of learning for children:  social and emotional, motor, language and cognitive.  
     Among the social and emotional learning a child gains by gardening is the enjoyment of nature; beauty, tranquility and a decrease in stress.  As plants grow and your child nurtures them, the child learns patience, responsibility and self confidence.  Your child becomes a contributing member of a family and a community as he provides a place of beauty and a product to share with others.  
     The motor experience and learning with gardening is immense.  Large motor activities include lifting, carrying, digging and pulling.  Fine motor activities include planting seeds and small plants, using a hand trowel to dig and weeding.  This physical activity is a great stress reliever and helps children get rid of all their extra energy helping them to be more attentive and also sleep better.  
    Language learning comes from conversations talking with others about their gardening   experiences.  Gardening is also a great way for children to increase their vocabulary as they learn about plant growth and the names of plants.  
     Cognitive learning comes from both the math and science fields.  As your child measures the space between rows, the growth of plants, the number of tomatoes and the volume of water to pour she is learning math.  Science concepts that a child may learn are cause and effect, plant growth, soil contents, weather and insect behavior.  
     A few things to keep in mind as you garden with your children.  Garden for short periods of time, balancing the jobs needed to be done.  Allow your child to make decisions about what to plant.  As he gets older allow him to decide where to plant what, when to water, etc, so he learns to be a gardener.  Encourage your child to share her results of vegetables, flowers or photographs of them.  You may help develop a lifelong gardener or at the very least established wonderful parent child connections and childhood memories.

As a preschool teacher and mother of a toddler I love reading children’s books, and I think that it’s such a fun and easy way to connect with children.

• Starting reading with your baby is a great way to bond. Babies learn new words, and enjoy the bright pictures. They can learn animal sounds and shapes by hearing them in short board books, even with no words. Reading with your baby can help them to develop a love for books, and reading a variety of books can teach them about different topics.

• While you are reading to your baby he can sit on your lap, or you can get down on his level. You can point to pictures and name things, and let your child turn the pages.  As your child grows encourage her to repeat words and  you can respond to her when she point to pictures. Reading the same book repeatedly will build vocabulary and help your child to make the connection between words and pictures.

• Reading books with preschoolers is a little more advanced.  By now, these 3, 4 and 5 year olds know a lot more about the world around them. They can often relate books to their own life. They tell funny stories about their experiences. Reading with preschool kids helps them to recognize familiar words, and letters. They learn that stories have clear structure and specific elements. They also learn that all stories have a beginning, middle, and end. Children will begin to predict what might happen next, or what a story might be about based on illustrations and book covers.

• Encourage your preschooler to “pretend” to read by looking at pictures and telling the story. They can read to their dolls or toys. Reading and rereading your children’s favorite books can help them to remember certain phrases and memorable refrains. (For example, Brown Bear, Brown Bear what do you see?)  Also, reading rhyming and nonsense books with children will make reading fun. Making kids laugh while reading will keep them interested. Another important activity parents and caregivers can do while reading with a preschooler is to point to each word with your finger. This demonstrates to your child(ren) that there is a one-to-one match between the spoken and written words. Pointing as you read introduces and reinforces the idea that we read from top to bottom and from left to right.  Ask lots of questions when you are reading, both open ended and closed. This really gets kids thinking and involved in the reading.

Starting reading early will set the foundation for children to love books and reading. The skill of understanding basic book and print rules will follow kids into school and help them become successful readers.

I remember my very first day of Kindergarten.  On this day, my Mom walked me to the front door of a big building, the school that I could look down the road and see from my home.  As I said good-bye outside the front doors, my mother recalls that I did not cry, but smiled, waved, and took my bag and headed inside.  I remember making that long journey to the Kindergarten room.  Today, I can still recall the sights, sounds, and scents of my elementary school.  The lights so bright, the voices of children coming from every direction, and the smell of tempera paint, that I would have an opportunity to use on the easel (which became my favorite activity despite my lack of talent).   On that first day, my parents made sure I was prepared.  I could recite my ABC’s, count to 10, and buckle my shoes without assistance.   I remember feeling confident and excited on that day.  I also remember the feeling in my stomach that I could not explain, a knot that wouldn’t go away.  Looking back at pictures I can still recall sitting in a circle with my legs crossed and my hands in my lap, listening to a story.  There were lots of art activities from various paints, big thick crayons, and clay modeling.  But what I remember most was playing.  Playing in the kitchen pretending to make dinner and putting my dolls to bed.  Making friendships that lasted beyond grade school and trusting and caring about another adult, other than my parents.  I will never forget Kindergarten and my first teacher, Mrs. E.  She taught me that learning was fun and how to be a good friend. 

This year, I experienced bringing my child to Kindergarten for the first time.  On this day, that very same feeling in my stomach reappeared, that knot that wouldn’t go away.  In fact, I was more nervous than she was.  I feel she was prepared for this day.  She went to preschool here at Handke.  She was in Ms. Tiffany’s Discovery Learning School Readiness classroom.  In preschool, she learned how to interact with others, follow routines and rules, how to write her name, hang from the monkey bars, put on her snow pants and mittens by herself, how to count to 10 and recognize each numeral, and all the letters of the alphabet.    In her preschool experience, she grew so much in every area of development from social emotional to cognitive.  At home, we read to her each night before bed.  We began to sound out letters and she began to phonetically read.  We took time to practice skills like rhyming in natural settings, such as driving in the car or waiting our turn at the dentist office.   We would practice counting in the grocery store where she would count out 5 apples to put in the bag.    I felt secure that she had a great foundation and was ready to experience life in the outside world.  That day, my daughter, my baby, didn’t cry.  She gave hugs, smiled, walked to her new teacher, and waved good-bye.  When I left the building, I cried.  She did it!  She was able to face this new experience with confidence and joy.    That is what I want for every child that enters my school readiness classroom.  I want to give them every opportunity to grow, learn, and become independent.    My Kindergarten experiences help me to better understand the joys, concerns, and fears, of each child and family.  I am asked often, “What does my child need to know before kindergarten?”  Here is a kindergarten checklist from Family Education written by Peggy Gisler, Ed.S. and Marge Eberts, Ed.S.

• Listen to stories without interrupting
• Recognize rhyming sounds
• Pay attention for short periods of time to adult-directed tasks
• Understand actions have both causes and effects
• Show understanding of general times of day
• Cut with scissors
• Trace basic shapes
• Begin to share with others
• Start to follow rules
• Be able to recognize authority
• Manage bathroom needs
• Button shirts, pants, coats, and zip up zippers
• Begin to control oneself
• Separate from parents without being upset
• Speak understandably
• Talk in complete sentences of five to six words
• Look at pictures and then tell stories
• Identify rhyming words
• Identify the beginning sound of some words
• Identify some alphabet letters
• Recognize some common sight words like "stop"
• Sort similar objects by color, size, and shape
• Recognize groups of one, two, three, four, and five objects
• Count to ten
  
• Bounce a ball