Sharing Health Information with Families

Below we have added some information from the Center for Disease Control, Educators are encouraged to copy and paste "How can I protect my child..." into a document and send it home with families.  

How can I protect my child against the flu?
• Flu Vaccines: The most important thing is for your child to get a flu vaccine every year.
Children younger than 6 months are at high risk of serious flu illness, but are too young to be vaccinated. People who care for them should be vaccinated instead.
• Distance: Your child should avoid close contact with people who are sick.
• Hand washing: Wash hands often with soap and running water (for as long as it takes to sing the “Happy Birthday” song twice). If soap and water are not available, use an alcohol-based hand rub. Help your child in hand washing if needed.
• Germ control: Encourage your child to avoid touching his eyes, nose, mouth, and to use a tissue or elbow to cough or sneeze into.
• Cleaning: Keep surfaces in the house and toys clean by wiping them down with a household disinfectant according to the directions on the product label.
• Health: If your child has a chronic health condition, make sure that it is under the best control.
• Plan: Have a plan in case your child becomes sick with the flu.

To view the entire packet of information for parents regarding the flu click here to access the entire CDC document for printing and sharing. It is recommended that you visit the website and share information regarding when it is okay to go back to childcare, vaccines, and planning ahead. 

A Simple Way to Connect with Families who have Infants!

Checking in with families and providing them with "at home" tips is always a good idea. Copy and paste the note below into a document and share it with parents and caregivers! 

Sending home this note or a similar one from time to time is a simple and easy way to connect with families and extend curriculum to home!

Dear Families,

At Family Child Care we always try to provide children with words to help them understand and express their feelings. This helps to let children know that we are aware of their feelings and care about them.  It also provides them with words and language that they will need to express themselves as they develop and grow.

Even the youngest infants are listening and starting to absorb language.It is never too early to start!Try to put your infant’s feelings into words. Talk with your infant about the feelings he seems to be expressing. 

Here are some examples of what you might say:

            - Your child starts to cry when you accidentally drop a pan on the floor: “That loud noise scared you. Let me hold you for a little while.”

- Your child kicks her legs when you walk into her room as she is waking from a nap: “You are happy and excited. I think you are ready to play”

            - Your child smiles and coos as you sing with him: “You’re so happy when I sing with you. Are you trying to sing with me?”

            - After you change her wet diaper: “That dry diaper feels good doesn't it?”

            - Your child begins to cry for no apparent reason: “You’re unhappy. Let’s see if we can find out what the problem is.”

            - Your child starts to cry as you leave the room: “You’re sad because I’m leaving. I love you too and will be back to get you.”

Do not deny or trivialize your child’s feelings. Let them know that it is alright to express their feelings, that someone will comfort and care for them. Your baby will learn to comfort themselves.

Ideas from Arkansas Frameworks for  Infant and Toddler Care.

Connecting with Families who have Infants

We encourage you to copy and paste the following "at home" ideas into a document and send it home with families enrolled in your program.                                                                                         

The following resource was found at www.education.com  , be sure to visit their website and view possible resources for families and your Family Child Care program. 

The more you play with your little one, the better prepared he'll be to learn new skills. Check out these nursery games to give your child a developmental head start, and have some fun to boot!

• Peek-a-Boo (0-12 months) This popular pick helps to teach your babe the concept of object permanence; the idea that something will continue to exist even if you don't see it. According to developmental psychologist Jean Piaget, most infants understand object permanence around eight or nine months, but games of peek-a-boo played from early infancy on can help to speed up the process. The game couldn't be easier—simply hide behind your hands (or another object) and then pop out and say, "Peek-a-boo! I see you!" Helping your kid understand this concept can mean the difference between a happy bye-bye and a tearful meltdown.
• Singing games (0-12 months) Singing songs to your sweetie helps to teach the sounds of words, as well as rhythm and music. Classic nursery songs like "Here We Go Round the Mulberry Bush" and "Old Macdonald Had a Farm" may also help your baby identify everyday tasks and learn farm animal names and their sounds.
• Hide and Seek (3-6 months) This game offers up more object permanence practice. Take a toy, hide it under a blanket, then ask, "Where's the rattle?" Pull the blanket aside and announce "Here it is!" Name the objects as you go; this helps your baby associate words with objects.
• This Little Piggy (3-6 months) Body awareness is the name of this game, as little ones feel each individual toe being manipulated. Taking hold of each little "piggy" in turn, chant this rhyme: "This little piggy went to market, this little piggy stayed home, this little piggy went wee wee wee all the way home!"
• Head, Shoulders, Knees and Toes (3-6 months) This nursery game promotes body awareness, helps develop body part vocabulary and gives your little learner practice with phonological awareness through singing. Sing the following song: "Head, shoulders, knees and toes, knees and toes, head, shoulders knees and toes, knees and toes, eyes and ears and mouth and nose, head, shoulders, knees and toes," touching each little part as you name it.
• Ride a Cock-Horse (3-6 months) Bouncing games such as this one help your kid develop social relationships, muscle coordination and balance. To play, cross one knee over the other and place your wee one on your top foot. Hold his little hands as you swing your foot up and down, gently bouncing him as you sing: "Ride a cock-horse to Banbury Cross, To see a fine lady upon her white horse. With rings on her fingers and bells on her toes. She shall hear music wherever she goes."
• Open Them, Shut Them (6-9 months) Introduce your tiny tot to the concept of opposites as you demonstrate both open and shut. Sit your baby up facing you and chant the words: "Open them, shut them; open them, shut them. Give a little clap. Open them, shut them; open them, shut them. Put them in your lap," as you guide your baby's hands to mimic the actions as you go along.
• Flying game (7-9 months) Promote trust, strengthen your kid's developing muscles and get more opposite practice with this Superman-inspired game. The directions are simple: swoop your baby up into the air, chanting "Up, up, up," then gently swing him down again, chanting "Down, down, down!"
• Pat-a-Cake (7-9 months) Clapping games help to develop basic listening skills, as well as manual dexterity. Sit your child up so he's facing you, and clap his hands together while you sing, "Pat-a-cake, pat-a-cake, baker's man, Bake me a cake as fast as you can!" Roll his hands in circles while you say "Roll it," then pat his palms on his lap as you say "Pat it," and move them to make the shape of a "B" in the air when you get to "Mark it with a "B". Finish up with, "Put it in the oven for baby and me!"
• Itsy-Bitsy Spider (9-12 months) Who doesn't love this childhood classic? Sing this simple song to your baby when he's new, but wait until he's developed some coordination before throwing in the finger movements. Sing, "Itsy-bitsy spider climbed up the water-spout," as you use his thumbs and pointer fingers to "walk" on his tummy. When you reach, "Down came the rain and washed the spider out," wiggle his fingers to mimic rain. During, "Out came the sun and dried up all the rain," raise his arms up above his head. Finally, repeat the first "walk" motion as you sing, "And the itsy-bitsy spider climbed up the spout again."

Promote Literacy Skills

Encourage parents and caregivers of infants to engage their little ones! 

Board Book to Read at Home                                                                                                                     Send home a board book with simple, colorful pictures that maybe you have read in your Family Child Care. Include an idea list of "reading tips and information" along with the book such as the one below: (feel free to copy and paste the information into a document)

Before you begin:

Turn off distractions such as the TV or CD player.

Hold your baby on your lap, holding the book so she can see it.

Remember, “Look, Listen, and Say.”

Try this nurturing ritual:

Observe the infant’s interest in the book. Offer to read the book by asking, for example, “Laurie, would you like to read the book?” “We can read together.”

Read the book if she shows interest. If she doesn’t show interest, just watch and wait a little while.

Show her the pictures. Name and point to each object on the page.

Make comments about the pictures and make the animal sounds. Listen for a response.

Praise any babbling sounds or gestures. For example say, “Laurie that’s a cat. A cat says ‘meow’.”

Pause. “It’s a big yellow cat.”

Watch what your child does with the book. Let her handle and explore it. It’s okay for young infants to mouth books just as they do other toys and objects.

Encourage the infant to continue repeating the behavior. You might say, for example, “Laurie, you are turning the pages by yourself.” “Oh, look at what you can do!”

Continue for as long as you are both interested.

 I hope you and your little one enjoyed the book I sent, DON'T FORGET TO SEND IT BACK to my Family Child Care so that other families may enjoy it too!!! 

Connecting with Families

Connecting learning experiences from your Family Child Care Home to the homes of the children in your group:   

Encourage Families:                           Practice Shape and Color Recognition at HOME

What the Educator will need:

· Pre-cut shapes. (use various colors of card stock, poster paper, or construction paper. If the paper is thin you can laminate it with clear contact paper)

· Optional: A strip of paper with shape outlines for older children to match

· Optional: Send home a few crayons of different colors in the bag too!

Educators can make one for every child to take home and keep, or make just a couple of bags to send home and ask parents to use them over night or for a couple of days and then send them back to your program. Track who has had time to take it home and return it to you so that everyone gets a turn.

You will need something to send home the activity in, so here is a basic idea:

      Use a small paper bag (feel free to decorate the bag or label it – “Shape and Color Activities for Home”)

The information below can be copied and pasted into your own document. Feel free to edit and add information as needed.

Instructions and Ideas for Learning at Home:

· Inside the bag are various shapes of different colors!

· Take out the shapes one at a time and ask your child to tell you what shape it is!

· Extend learning by encouraging following directions and understanding positional words. (up, over, in, out) Spread out all of the shapes on a table or flat surface and ask your child to find the shape!

 “Can you point to the star?” “Can you pick up the square and put it back in the bag?” “Find the triangle and hold it up high!” “Let me see you put the diamond under the table”

· Practice color recognition! “Look, here is the ORANGE shape—Can you find something in the house that is ORANGE?” “This shape is yellow, can you find me something in the house that is YELLOW?”

· (OPTIONAL) Included in the bag is a strip of paper with matching silhouettes of the shapes I have sent home. Work with your child to match the shapes by placing them on the silhouette.

· (OPTIONAL) I have added some crayons, all you will need is some paper to practice drawing shapes and lines at home!

Parents, Don’t forget: Talk to your child! Point out attributes of the shapes! “Look the circle is round, like the clock on the wall” “The Star is yellow like the curtains in the kitchen.” “The square looks like a box.” Opportunities for learning never end! Point out colors and shapes while taking walks, in a store, in the backyard, and during daily routines!!!

Note: This activity is for toddlers and preschool-aged children. Next post will be extending learning for infants and young toddlers!!!! 

Promote Reading & Literacy!

Talking to parents and caregivers about the value of reading aloud with young children is important. Below is a great article found on www.earlymoments.com. We encourage you to visit their website to find literacy building activities and links that support "sharing the gift of reading".

What’s the most important trait you’d like to develop in your child? If you’re like most parents, intelligence is probably at the top of your list. We all want bright, smart children, which is why we spend so much time choosing the right schools and making sure teachers are exceeding expectations. But remember: as a parent, you have the power to boost your children's learning potential simply by making books an integral part of their lives.

We all know reading to our kids is a good thing—but are you familiar with the specific advantages your toddler or preschool-age child can receive by being exposed to the merits of reading? Below are some benefits that highlight the importance of reading to your child between the ages of two and five.

1. A stronger relationship with you. As your child grows older, he’ll be on the move—playing, running, and constantly exploring his environment. Snuggling up with a book lets the two of you slow down and recaptures that sweet, cuddly time you enjoyed when he was a baby. Instead of being seen as a chore or a task, reading will become a nurturing activity that will bring the two of you closer together.


2. Academic excellence. One of the primary benefits of reading to toddlers and preschoolers is a higher aptitude for learning in general. Numerous studies have shown that students who are exposed to reading before preschool are more likely to do well in all facets of formal education. After all, if a student struggles to put together words and sentences, how can he be expected to grasp the math, science, and social concepts he’ll be presented with when he begins elementary school?


3. Basic speech skills. Throughout toddlerhood and preschool, your child is learning critical language and enunciation skills. By listening to you read One Fish Two Fish Red Fish Blue Fish, your child is reinforcing the basic sounds that form language. “Pretend reading”—when a toddler pages through a book with squeals and jabbers of delight—is a very important pre-literacy activity. As a preschooler, your child will likely begin sounding out words on his own.


4. The basics of how to read a book. Children aren’t born with an innate knowledge that text is read from left to right, or that the words on a page are separate from the images. Essential pre-reading skills like these are among the major benefits of early reading.


5. Better communication skills. When you spend time reading to toddlers, they’ll be much more likely to express themselves and relate to others in a healthy way. By witnessing the interactions between the characters in the books you read, as well as the contact with you during story time, your child is gaining valuable communication skills.


6. Mastery of language. Early reading for toddlers has been linked to a better grasp of the fundamentals of language as they approach school age.


7. More logical thinking skills. Another illustration of the importance of reading to children is their ability to grasp abstract concepts, apply logic in various scenarios, recognize cause and effect, and utilize good judgment. As your toddler or preschooler begins to relate the scenarios in books to what’s happening in his own world, he’ll become more excited about the stories you share.


8. Acclamation to new experiences. As your child approaches a major developmental milestone or a potentially stressful experience, sharing a relevant story is a great way to help ease the transition. For instance, if your little one is nervous about starting preschool, reading a story dealing with this topic shows her that her anxiety is normal.


9. Enhanced concentration and discipline. Toddlers may initially squirm and become distracted during story time, but eventually they’ll learn to stay put for the duration of the book. Along with reading comprehension comes a stronger self-discipline, longer attention span, and better memory retention, all of which will serve your child well when she enters school.


10. The knowledge that reading is fun! Early reading for toddlers helps them view books as an indulgence, not a chore. Kids who are exposed to reading are much more likely to choose books over video games, television, and other forms of entertainment as they grow older.

Books have the power to benefit toddlers and preschoolers in a myriad of ways. As a parent, reading to your child is one of the most important things you can do to prepare him with a foundation for academic excellence.
 

Below we have included Seasonal & Holiday book lists as well as links. Family Child Care Educators are encouraged to copy and paste the ideas below into a document and share them with families. 

 

Informing parents, grandparents, and guardians about the value of reading and extending learning and curriculum from your program to the child's home is encouraged. If you enjoyed the article above regarding "Strategies for Promoting Early Literacy" you should share it and send it home with each child as well!! 

Infants &Toddlers

Leaf Man, by Lois Ehlert

The Little Old Lady Who Was Not Afraid of Anything, by Linda D. Williams

The Busy Little Squirrel, by Nancy Tafuri

Woody, Hazel and Little Pip, by Elsa Beskow

Mouse's First Fall, by Lauren Thompson

Apples and Pumpkins, by Anne F. Rockwell

The Fall of Freddie the Leaf: A Story of Life for All Ages, by Leo Buscaglia

Bad Apple: A Tale of Friendship, by Edward Hemingway

Leaves, by Melvin A. Berger

Count Down to Fall, by Fran Hawk

When The Leaf Blew In, by Steve Metzger

Plumply, Dumply Pumpkin, by Mary Serfozo

Let's Look at Fall , by Sarah L. Schuette

Snowballs, by Lois Ehlert

The First Day of Winter, by Denise Fleming

Snow, by Mania Stojic

Frozen Noses, by Jan Carr

Under My Hood I Have a Hat, by Karla Kuskin

           

I Love You With All My Heart, by Noris Kern

Bedtime for Little Bears!,  by David Bedford

Tracks in the Snow, by Wong Herbert Yee

Cleo in the Snow, by Caroline Mockford

Mouse's First Snow, by Lauren Thompson

Preschoolers

Apples,  by Jacqueline Farmer

Leaf Jumpers, by Carole Gerber

A Friend for All Seasons, by Julia Hubery

When Autumn Falls, by Kelli Nidley

Lucky Leaf, by Kevin O’Malley

Apple Cider-Making Days, by Ann Purnell

Autumn: An Alphabet Acrostic, by Steven Schnur

Apple Picking Time, by Michele Benoit Slawson

Patty’s Pumpkin Patch, by Teri Sloat

I Know It’s Autumn, by Eileen Spinelli

The Apple Pie That Papa Baked, by Lauren Thompson

Apples, Apples, Apples, by Nancy Elizabeth Wallace

Dot & Jabber and the Great Acorn Mystery, by Ellen Stoll Walsh

Apple Farmer Annie, by Monica wellington

Owl Moon, by Jane Yolen

The Snowy Day, by Ezra Jack Keats

Stranger in the Woods, by Carl R. Sams II & Jean Stoick

Katy and the Big Snow, by Virginia Lee Burton

Snow Crazy, by Tracy Gallup

The Snowman, by Raymond Briggs

Frozen Noses, by Jan Carr

Animals in Winter, by Henrietta Bancroft

When Winter Comes, by Nancy Van Lann

 

Thanksgiving Holiday Book List, activities and you-tube links

Age 0-2

Five Silly Turkeys, Salina Yoon. Toddlers will love the fun rhyming text of this book about five turkeys doing silly things. 

The story on You Tube
http://youtu.be/UODvu6As4Ug  (Extension activity: Provide turkey prints or templates, a printed version of the story and the question, “What silly things can you get your turkeys to do?” for each child to take home. Have parents report back what silly things they did with the turkeys. Encourage them to cut, color, or even glue feathers that you have sent home to their turkey. Have families send their art back to your program for all to see!!!)

Age 3-5         

I Know an Old Lady Who Swallowed a Pie by Alison Jackson.  A seasonal version of a classic favorite.  (Extension activity: make an old lady out of a cereal box and have the children retell the story. Have the children bring in pictures or empty boxes of their favorite foods from home.  

Template http://www.makinglearningfun.com/themepages/OldLadyStoryRetelling.htm .

The story on You tube http://youtu.be/dxCrrgzY7iU

 

Age 5-8

Turkey Trouble by Wendi Silvano.  The story of a turkey who tries on some barnyard disguises so the farmer won’t find him.   (Extension activity:  Provide a picture of a turkey and have the kids disguise the turkey. They can paint  the turkey green like an alien, or put ears on the turkey to make him look like a dog, paste fall leaves to hide the turkey) 

The story on you tube: http://youtu.be/SqMYTCBZTe4   

Turkey template http://i247.photobucket.com/albums/gg145/folliesandnonsense/November%202010/disguise10.gif

 

Encourage families to visit  https://www.earlymoments.com/Promoting-Literacy-and-a-Love-of-Reading/

CFC is looking for Licensed Family Child Care Homes

Commonwealth Family Childcare, Inc. is currently seeking early educators to provide child care to children, and families, within your community!

Commonwealth Family Childcare, Inc. supports a well established network of Family Child Care homes and would like to extend this support to you - a licensed early childhood professional!

CFC, Inc. currently contracts with over fifty FCC homes, offering a variety of services to meet the individual needs of children enrolled in care, as well as a range of support services to early childhood Educators just like you!

In an ever-changing profession, our agency goal is to support you in all areas of your business. By connecting with CFC, Inc., you can receive ongoing technical support in the areas of: curriculum, assessments, early childhood standards and regulations, professional development and training, EEC’s QRIS Levels and Advancement, resources and referrals to community agencies, parent communication, and creating environments conducive for early learners – these can be tailored to meet your individual needs!


CFC prides itself on our familiarity with each of our FCC Educator programs, as well as our ability to offer parent/family choice. Families are given referrals to licensed FCC educators so that Educators and families can determine if your program and the individual family’s needs coincide. Our staff, families and FCC Educators work as a partnership - actively supporting each other.


Our agency welcomes the opportunity to meet with you and to answer any questions you have, so that together we can decide if Commonwealth Family Childcare is right your FCC business. We hope to welcome you to our network of licensed early childhood educators already providing childcare services to children throughout southeastern Massachusetts, and look forward to hearing from you!

 

508-880-3556

April Workshops at CFC

There are 2 Workshops at the CFC office!!!!!

4/9/2013

 Referrals and Terminations:“The Do’s, Don'ts & Documentation”

Making a referral, parent communication, release of information, parent notices, and keeping accurate records, confidentiality, and supporting children will all be discussed.

Recommended templates will be provided.

4/16/2013

QRIS Level II

An overview of Level II self assessment, standards, documentation, rating scales, waivers, and policies

BOTH WORKSHOPS WILL BE RIGHT AT CFC, 691 Broadway in Raynham

Each will begin at 6 and end at 8pm

PLEASE REGISTER BY CALLING (508) 880-3556 X 13 or email s.borges@comfamcc.com

 

Attention CFC Educators!!! Join us on April 3!!!!

Commonwealth Family Childcare Inc

invites YOU to join Ronna Schaffer

at Associates for Human Services

 

Implementing Curriculum

in Family Child Care

Date: April 3, 2013

Time: 6-8:30 p.m. (2.5 EEC Hours)

 

     Developmentally Appropriate Practice

     

         Creative Curriculum for

                Family Child Care

&

               Open Ended Learning Experiences

We hope that you will join us!

Please register on or before March 25, 2013

Contact Sarah DeChaves-Borges

 (508) 880-3556 X 13 or s.borges@comfamcc.com

 

Associates for Human Services is located at 68 Allison Avenue, Taunton

Weather/Snow Information

With the current weather forecast for tomorrow….snow, SnOw, and more SNOW…our office wanted to touch base with all of you before the snow starts touching down.


As of Thursday afternoon, the CFC office will be open tomorrow 2/8, however we will not be offering transportation.

FCC Educators may close their programs at their own discretion.

 If the Governor declares a state of emergency, it does NOT mean that CFC, Inc. will be closed.

 If the local public schools are closed, it does NOT mean that CFC, Inc. will be closed.

 If your local DPW or town government declares a state of emergency, then you can close your business. It is strongly recommended that you keep a copy of the newspaper or other documentation that attests to the town’s declaration. In cases where one town has a state of emergency but others don’t, only Educators in that town can close.

Decisions around whether or not CFC, Inc. will close its office will be made on a case-by-case basis after careful evaluation of the emergency conditions.



When CFC, Inc. close its offices, FCC Educators cannot accept CFC, Inc. referred families, regardless of where you live, but you will be reimbursed.



When CFC, Inc. does not close its office, it is up to the individual Educator to decide whether or not to close your program. If you choose to close, you will not be reimbursed. Parents can call for substitute care; however, parents whose Educator is not available and who choose not to request sub-care are not responsible to pay, and CFC, Inc. cannot bill the state.

Making the most of Meal and Snack times

                          Promote self help skills and so much more!

How to prepare:

Having the table washed & sanitized before kids arrive to eat is always a PLUS!

Cups, Plates, Napkins, and Beverage should also be on the table…waiting for the kids.

Meals and Snacks should be prepared and ready for children, avoid prepping as you go, with kids at the table. This limits opportunity for conflict or boredom.

Sitting with the kids or being right at the table, especially as you first begin to conduct meals in this fashion, is required.

Pouring Beverages:

All children 2.9-5 SHOULD NOT be drinking out of “Sippy cups”…regular open child sized plastic cups are strongly suggested.

Below are some ideas for containers that can be easily handled by children this age.

TIP: Get 2 containers for pouring, depending on how many kids you have at the table….LESS WAITING!

STEP ONE: CLEAR EXPECTATIONS!

Example:

Educator, “I am going to make sure everyone gets a cup, and David is going to start. David, here are the cups can you take one cup and pass the rest to Andrew?”

Offer prompts and guidance. Once the “initial pass” has been made, continue to encourage!

“Nice Job David! Andrew can you take one cup and then pass the rest to Erin?”

Being enthusiastic and offering praise pays off…soon enough the children will be passing without as many verbal prompts.

(Another option is to have all the cups separated in the middle of the table and ask each child to grab his or hers off of a tray….this method is only suggested when children have their own cups marked with individual names. (Not Sippy cups….but plastic open cups for preschool aged kids)

TIP: One clear expectation should be , “The child next to you (or you the educator) will hold his/her cup as he/she pours. This avoids spills, and gets kids to work with each other. When a new child enrolls, the existing children will be more apt to “help out”, now that they have developed their own sense of confidence at the table.

What skills?

Passing, one to one correspondence, taking turns.

If using second method, name or color recognition.

NEXT:

Children can pass napkins as described above, or you can designate one child to pass them out. It depends on your group, knowing the children, and what works best. Follow the same method with plates.

KEEP IN MIND:

All food can be placed in the center of the table, and the Educator can talk children through how to serve each item.

“In this bowl are mashed potatoes, this is the spoon we will use to scoop. Everyone can take one scoop”

Guide the bowl around, prompting children. You may have to stand behind younger children and guide or prompt them when it is their turn. TIP: Continuous feedback to the group is recommended. Count as each takes a scoop, of whatever is being served; remind each to pass the bowl or tray by sliding it to the child next to them, and so on.

Other Ideas:

• Is snack cream cheese or jelly on crackers? Why not pass around the crackers on a tray, let children know how much or how many to take. Next give everyone a small spoon of cream cheese or Jelly, let them spread it on their own. Craft or Popsicle sticks work best!

• Use coffee filters rather than napkins for snacks such as cheerios, animal crackers, trail mix, etc.


Even younger children can practice serving and scooping. Having the right utensils is important, some ideas are listed on the next page.

UH OH! A SPILL! DON’T PANIC!!!!

When a child spills, allow him or her to be responsible for their environment. Keep paper towels close by and let children wipe up a spill, with help from you or a child sitting close by.

At the end of the meal under the table may have “stray pees” or “run-a-way cheerio-s”. Have a small dustpan and brush….select a child to help clean after the meal is over. Others can work on clearing the table by putting dishes in the sink or in a spot that you have designated. There are many “jobs” that the kids can do that will help them work together and leave less work for you! Pushing in chairs, wiping the table with soap and water, throwing napkins away, etc…

TIP: All children can work together, or each child can be responsible for his/her own space; ridding of dishes, pushing in chair, etc…

TIP: Avoid long handled spoons/servers. Short handles work best in little hands!

When serving foods such as apple slices, crackers, small sandwiches, or toast; items not easily scooped, meaning kids have to grab with their hands:
Be clear! Let them know how many to take, AND a good verbal prompt to use (continuously) is “The one you touch is the one you take”. Soon children will be able to repeat this expectation back to you, and even remind other children.







Finally:

With consistency and practice mealtimes will get easier. As new children are enrolled in your care, they will adapt easier as the other children are already aware of the routine. Keeping close by, and using constant feedback works best! Don’t give up!

Also, “baby steps” are perfectly fine. If you don’t want to tackle all of the above at once…do it in stages. First introduce passing out cups and pouring. Once the kids and you are comfortable, move on to having them serve food items. Again, know your kids, and your group, and plan and implement accordingly!

Meals and Snack times promote socialization, healthy eating habits, and positive table manners: TELEVISION or other electronic distractions are not recommended for these parts of the day!