Blog https://www.trinityschools.education Tue, 19 Mar 2024 04:41:47 -0500 http://churchplantmedia.com/ Adjusting to the New Normal in Early Childhood Education https://www.trinityschools.education/blog/post/adjusting-to-the-new-normal-in-early-childhood-education https://www.trinityschools.education/blog/post/adjusting-to-the-new-normal-in-early-childhood-education#comments Tue, 20 Apr 2021 13:00:00 -0500 https://www.trinityschools.education/blog/post/adjusting-to-the-new-normal-in-early-childhood-education "Recently, I reached out to a group of front-line staff and directors to find out what they were doing, or planning to do, to involve families as programs transition to new ways of doing things as a result of COVID-19. Early childhood educators tend to be creative and resilient, willing to face new challenges with open-mindedness. They soon got used to additional sanitizing measures and seeing children in masks, while of course wearing their own masks too. Here are some of their stories about adjusting to a new normal for their program’s operations.

Julia Luckenbill shares her experiences teaching toddlers and preschoolers, and engaging families online.

Jenny Levinson reminds us of the importance of maintaining consistent routines.

DeeDee Parker Wright tells how her program focused on new ways to connect with families.

Shannon Banks explains how the epidemic led to innovations in how the program delivers services to children and families" -By Derry Koralek, Community Play Things

Click here to continue reading their stories.

]]>
"Recently, I reached out to a group of front-line staff and directors to find out what they were doing, or planning to do, to involve families as programs transition to new ways of doing things as a result of COVID-19. Early childhood educators tend to be creative and resilient, willing to face new challenges with open-mindedness. They soon got used to additional sanitizing measures and seeing children in masks, while of course wearing their own masks too. Here are some of their stories about adjusting to a new normal for their program’s operations.

Julia Luckenbill shares her experiences teaching toddlers and preschoolers, and engaging families online.

Jenny Levinson reminds us of the importance of maintaining consistent routines.

DeeDee Parker Wright tells how her program focused on new ways to connect with families.

Shannon Banks explains how the epidemic led to innovations in how the program delivers services to children and families" -By Derry Koralek, Community Play Things

Click here to continue reading their stories.

]]>
Leaf Prints activity by Community Play Things https://www.trinityschools.education/blog/post/leaf-prints- https://www.trinityschools.education/blog/post/leaf-prints-#comments Thu, 22 Oct 2020 11:00:00 -0500 https://www.trinityschools.education/blog/post/leaf-prints- Leaf Prints

If you're looking for a quick, easy-to-set-up art activity that capitalizes on back-yard nature, try this one... All you need is some paper, markers, and freshly picked leaves.

Instructions here!

-Rhonda from Community Play Things

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Leaf Prints

If you're looking for a quick, easy-to-set-up art activity that capitalizes on back-yard nature, try this one... All you need is some paper, markers, and freshly picked leaves.

Instructions here!

-Rhonda from Community Play Things

]]>
Dear Families of Trinity Early Childhood Center https://www.trinityschools.education/blog/post/dear-families-of-trinity-early-childhood-center https://www.trinityschools.education/blog/post/dear-families-of-trinity-early-childhood-center#comments Mon, 06 Jul 2020 06:00:00 -0500 https://www.trinityschools.education/blog/post/dear-families-of-trinity-early-childhood-center Dear Families of Trinity Early Childhood Center,

I’m happy to share with you that Trinity Early Childhood Center has been thriving while being open under government and DCFS policies and protocol! I would like to invite you to read through this letter of what we are currently doing and what to expect into the fall. Please understand that things may change as the government and DCFS continue to work through the phases of restoring Illinois

1. Trinity Early Childhood Center will now be open Monday through Friday 8:00am-5:00pm. Preschool hours remain the same of 9:00am-2:00pm. Your child will stay in their class the whole day; classes will not be combined at all and will have the same teacher(s).

2. Arrival/Departure Plans and Daily Health Checks:

-One family at a time in the foyer; please wait outside if someone is already there.

-All parents/guardians/persons will be required to wear a facemark when dropping off and picking up.

-Trinity Early Childhood Center will provide a face mask for every child that will be labeled with their name and kept at school.

-One parent or caregiver can bring their child(ren) into the center; they will both have their temperatures taken and recorded upon arrival. 

-Visual inspection; check signed of illness, which could include flushed cheeks, rapid breathing or difficulty breathing (without recent activity), fatigue, or extreme fussiness, and confirm that the child is not experiencing coughing or shortness of breath.

-If a person or child has a temperature of 100.4 or above, they cannot come into the center.

-During drop off and pick-up, there will be no handshaking or physical contact between parents, staff, and other adults. Enhanced written risk management plan that identifies potential operational risks, specifies ways to reduce or eliminate risks, and establishes procedures in the event of emergency or crisis.

*I want the emphasize that although the children need to wear masks (2 and over), we will be helping them do so by teaching them and reminding them throughout their day. A mask would never be forced onto a child.

3. Exclusion policies for staff and children who are ill: 

-Trinity Early Childhood Center has a separate room that’s called our “teacher work room”. At this time it is now designated for if a staff member or child were to be sick, they would go there. If it’s a child, either the Director or Assistant Director would sit right outside the door so they would not be alone.

-If a child is suspected of having COVID-19, diagnosed with COVID-19, or having been in contact with persons suspected of or diagnosed with COVID-19 shall be excluded from the center until written documentation is provided by their child’s physician that the child is no longer communicable and may return to child care (405.605(i))

-If a child or staff member were to test positive for COVID-19 we would close off areas used by the person who is sick. Open up the outside doors (if applicable) to increase air circulation. Wait up to 24 hours and then clean and disinfect.

-How he Center will notify of all parents or legal guardians: While being in accordance with confidentiality in section 407.80(b), Trinity Early Childhood Center will release a “disease letter” to the center.

-Signage will be posted outside all entrances restricting entry to anyone with symptoms of illness/respiratory infection.

**If a child is sent home with a fever or is not allowed in due to a fever, they have to be fever free for 72 hours without medication. A doctor’s note will not be accepted to return earlier than the 72 hours**

4. General Information:

-All of children’s belongings must be in a ziplock bag with a label of their first and last name.

-Any topical ointment for a child must stay at the center.

-For those who nap; blanket and pillow must stay at the center (will be cleaned on site).

-NO outside food (including birthday celebrations) is allowed.

 

Reminder: Trinity Early Childhood Center’s Preschool year starts on Monday, August 24 2020. We look forward to seeing everyone again! 

 

Sincerely,

Cassandra Sund

TECC Director

]]>
Dear Families of Trinity Early Childhood Center,

I’m happy to share with you that Trinity Early Childhood Center has been thriving while being open under government and DCFS policies and protocol! I would like to invite you to read through this letter of what we are currently doing and what to expect into the fall. Please understand that things may change as the government and DCFS continue to work through the phases of restoring Illinois

1. Trinity Early Childhood Center will now be open Monday through Friday 8:00am-5:00pm. Preschool hours remain the same of 9:00am-2:00pm. Your child will stay in their class the whole day; classes will not be combined at all and will have the same teacher(s).

2. Arrival/Departure Plans and Daily Health Checks:

-One family at a time in the foyer; please wait outside if someone is already there.

-All parents/guardians/persons will be required to wear a facemark when dropping off and picking up.

-Trinity Early Childhood Center will provide a face mask for every child that will be labeled with their name and kept at school.

-One parent or caregiver can bring their child(ren) into the center; they will both have their temperatures taken and recorded upon arrival. 

-Visual inspection; check signed of illness, which could include flushed cheeks, rapid breathing or difficulty breathing (without recent activity), fatigue, or extreme fussiness, and confirm that the child is not experiencing coughing or shortness of breath.

-If a person or child has a temperature of 100.4 or above, they cannot come into the center.

-During drop off and pick-up, there will be no handshaking or physical contact between parents, staff, and other adults. Enhanced written risk management plan that identifies potential operational risks, specifies ways to reduce or eliminate risks, and establishes procedures in the event of emergency or crisis.

*I want the emphasize that although the children need to wear masks (2 and over), we will be helping them do so by teaching them and reminding them throughout their day. A mask would never be forced onto a child.

3. Exclusion policies for staff and children who are ill: 

-Trinity Early Childhood Center has a separate room that’s called our “teacher work room”. At this time it is now designated for if a staff member or child were to be sick, they would go there. If it’s a child, either the Director or Assistant Director would sit right outside the door so they would not be alone.

-If a child is suspected of having COVID-19, diagnosed with COVID-19, or having been in contact with persons suspected of or diagnosed with COVID-19 shall be excluded from the center until written documentation is provided by their child’s physician that the child is no longer communicable and may return to child care (405.605(i))

-If a child or staff member were to test positive for COVID-19 we would close off areas used by the person who is sick. Open up the outside doors (if applicable) to increase air circulation. Wait up to 24 hours and then clean and disinfect.

-How he Center will notify of all parents or legal guardians: While being in accordance with confidentiality in section 407.80(b), Trinity Early Childhood Center will release a “disease letter” to the center.

-Signage will be posted outside all entrances restricting entry to anyone with symptoms of illness/respiratory infection.

**If a child is sent home with a fever or is not allowed in due to a fever, they have to be fever free for 72 hours without medication. A doctor’s note will not be accepted to return earlier than the 72 hours**

4. General Information:

-All of children’s belongings must be in a ziplock bag with a label of their first and last name.

-Any topical ointment for a child must stay at the center.

-For those who nap; blanket and pillow must stay at the center (will be cleaned on site).

-NO outside food (including birthday celebrations) is allowed.

 

Reminder: Trinity Early Childhood Center’s Preschool year starts on Monday, August 24 2020. We look forward to seeing everyone again! 

 

Sincerely,

Cassandra Sund

TECC Director

]]>
COVID-19 Letter https://www.trinityschools.education/blog/post/covid-19-letter https://www.trinityschools.education/blog/post/covid-19-letter#comments Fri, 01 May 2020 16:00:00 -0500 https://www.trinityschools.education/blog/post/covid-19-letter Dear TECC Families,

A novel coronavirus (COVID-19) has dominated news cycles in recent weeks. Following the initial outbreak in China, many countries (includingthe United States) have seen people contract this virus and, in some cases, lose their lives. Since it is new and without a proven track record,no one knows exactly where all this is leading.

With that in mind, here arethe steps we are taking at TECC:

o While I said above that “no one knows exactly where all this is leading,”that isn’t really true. God does! He is in control, and “In Him we live, and move, and have our being.” (Acts 17:28)

As Christians we are to take wise action,while at the same time trusting in God and setting aside panic and fear. God has promised, “All things worktogether for good for those who love God and have been called according to His purpose.” (Romans8:28)

Whatever we do, we will trust in Him!

o Trinity Early Childhood Center is closed at this time.

o We are taking the followingprecautions to reduce the risk of COVID-19:

a. Teachers clean and sanitize their workspaces and toys on adaily basis.

b. Trinity Early Childhood Center also has a cleaning crew come in everynight.

c. Our studentsfollow a hand washing protocol and wash when arriving, before and after eating, after using the washroom and when returning from recess. Students learn to wash their hands for at least 20 seconds or the time ittakes to complete singing the ABC’s.

d. A student or a student’s immediate family member who hastraveledoutside the US is required to have a health clearance in writing from theirdoctor or health department before returning to TECC.

o We ask that families who have traveled or may have been in contact with a person who traveled outside the US to contact the health department and follow theirguidelines.

o Please keep your child home if they are sick. I am coordinating with local health officials to determine the safest, most preventive actions for our students, staff and families.

Modifications may occur as COVID-19 develop, please have patience and know TECC’s number one priority is to keep everyone healthy. The psalmist wrote, “The Lord is my strength and my shield; my heart trusts in him, and he helps me.” (Psalm 28:7).

I pray that God will keep ourfamilies and communities healthy and safe. I pray that He will give us opportunities to share his love in a frightening world. And I pray that even in this health scare God will be glorified!

Cassandra Sund

TECC Director

]]>
Dear TECC Families,

A novel coronavirus (COVID-19) has dominated news cycles in recent weeks. Following the initial outbreak in China, many countries (includingthe United States) have seen people contract this virus and, in some cases, lose their lives. Since it is new and without a proven track record,no one knows exactly where all this is leading.

With that in mind, here arethe steps we are taking at TECC:

o While I said above that “no one knows exactly where all this is leading,”that isn’t really true. God does! He is in control, and “In Him we live, and move, and have our being.” (Acts 17:28)

As Christians we are to take wise action,while at the same time trusting in God and setting aside panic and fear. God has promised, “All things worktogether for good for those who love God and have been called according to His purpose.” (Romans8:28)

Whatever we do, we will trust in Him!

o Trinity Early Childhood Center is closed at this time.

o We are taking the followingprecautions to reduce the risk of COVID-19:

a. Teachers clean and sanitize their workspaces and toys on adaily basis.

b. Trinity Early Childhood Center also has a cleaning crew come in everynight.

c. Our studentsfollow a hand washing protocol and wash when arriving, before and after eating, after using the washroom and when returning from recess. Students learn to wash their hands for at least 20 seconds or the time ittakes to complete singing the ABC’s.

d. A student or a student’s immediate family member who hastraveledoutside the US is required to have a health clearance in writing from theirdoctor or health department before returning to TECC.

o We ask that families who have traveled or may have been in contact with a person who traveled outside the US to contact the health department and follow theirguidelines.

o Please keep your child home if they are sick. I am coordinating with local health officials to determine the safest, most preventive actions for our students, staff and families.

Modifications may occur as COVID-19 develop, please have patience and know TECC’s number one priority is to keep everyone healthy. The psalmist wrote, “The Lord is my strength and my shield; my heart trusts in him, and he helps me.” (Psalm 28:7).

I pray that God will keep ourfamilies and communities healthy and safe. I pray that He will give us opportunities to share his love in a frightening world. And I pray that even in this health scare God will be glorified!

Cassandra Sund

TECC Director

]]>
"Collaborative Blow Painting" https://www.trinityschools.education/blog/post/-collab https://www.trinityschools.education/blog/post/-collab#comments Fri, 06 Sep 2019 07:00:00 -0500 https://www.trinityschools.education/blog/post/-collab Collaborative Blow Painting

Posted by: RhondaAugust 6, 2019

 Here’s a great outdoor collaborative art experience you can still try this summer! I’ve done blow painting before as an individual Pre-K art activity, but outside, around a big table with multiple artists was far more entertaining.

Try it:
Cover your entire Outlast Table (or any table with a smooth surface) with a large piece of paper. Using a dropper, place small drops of liquid water color paint on the paper. Have the kids blow through drinking straws at the paint, forcing it across the paper in different directions. The paint travels in unpredictable ways creating excitement as different colored rivulets intersect and mix.

Repeat with more paint and more colors until the paper is filled with unique and interesting patterns.

 

Check out more awesome blog posts at Community Play Things!

]]>
Collaborative Blow Painting

Posted by: RhondaAugust 6, 2019

 Here’s a great outdoor collaborative art experience you can still try this summer! I’ve done blow painting before as an individual Pre-K art activity, but outside, around a big table with multiple artists was far more entertaining.

Try it:
Cover your entire Outlast Table (or any table with a smooth surface) with a large piece of paper. Using a dropper, place small drops of liquid water color paint on the paper. Have the kids blow through drinking straws at the paint, forcing it across the paper in different directions. The paint travels in unpredictable ways creating excitement as different colored rivulets intersect and mix.

Repeat with more paint and more colors until the paper is filled with unique and interesting patterns.

 

Check out more awesome blog posts at Community Play Things!

]]>
Join TECC's Explore God Discussion Group! https://www.trinityschools.education/blog/post/join-teccs-explore-god-discussion-group https://www.trinityschools.education/blog/post/join-teccs-explore-god-discussion-group#comments Mon, 03 Dec 2018 14:00:00 -0600 https://www.trinityschools.education/blog/post/join-teccs-explore-god-discussion-group We all have questions about God, faith, and purpose; Explore God is a unique effort to come together to look at these questions in an open, authentic way.

Join us as we explore The 7 Big Questions:

DOES LIFE HAVE A PURPOSE?
IS THERE A GOD?
WHY DOES GOD ALLOW PAIN AND SUFFERING?
IS CHRISTIANITY TOO NARROW?
IS JESUS REALLY GOD?
IS THE BIBLE RELIABLE?
CAN I KNOW GOD PERSONALLY?


Director of Trinity Early Childhood Center, Mrs. Cassandra Sund and TECC parent, Echo Li will be co-leading a discussion group at Trinity Early Childhood Center starting January 19th. Saturdays 8:30am-10am, childcare provided!
Please click here to register!
]]>
We all have questions about God, faith, and purpose; Explore God is a unique effort to come together to look at these questions in an open, authentic way.

Join us as we explore The 7 Big Questions:

DOES LIFE HAVE A PURPOSE?
IS THERE A GOD?
WHY DOES GOD ALLOW PAIN AND SUFFERING?
IS CHRISTIANITY TOO NARROW?
IS JESUS REALLY GOD?
IS THE BIBLE RELIABLE?
CAN I KNOW GOD PERSONALLY?


Director of Trinity Early Childhood Center, Mrs. Cassandra Sund and TECC parent, Echo Li will be co-leading a discussion group at Trinity Early Childhood Center starting January 19th. Saturdays 8:30am-10am, childcare provided!
Please click here to register!
]]>
What Is Wonder? by Community Play Things https://www.trinityschools.education/blog/post/what-s-wonder https://www.trinityschools.education/blog/post/what-s-wonder#comments Thu, 23 Aug 2018 12:00:00 -0500 https://www.trinityschools.education/blog/post/what-s-wonder

We feel wonder in our hearts, play with wonder in our minds, and know wonder’s ability to uplift our spirits. Yet, defining wonder and understanding what it really means can be elusive. Deb Schein (2018) defines wonder as “feelings of surprise mingled with respect or admiration stimulated by beauty, the unexpected, or the unfamiliar” (p. 79). Wonder is an emotion. But as Schein says, wonder also implies curiosity, a desire to know something. Wonder is cognitive. What we wonder about, however, often relates to the “big questions” of life—questions about purpose, identity, and connections. Wonder has spiritual aspects (Wilson, 2018). Wonder is multi-faceted and important to our lives. Encompassing emotional, cognitive, and spiritual aspects—wonder is, in fact, a many splendored thing.

"Wonder is the beginning of wisdom" - Socrates

As an educator, teacher educator, and author, I’ve thought a great deal about the meaning and role of wonder in the lives of young children. One of my first books, Fostering a Sense of Wonder During the Early Childhood Years, focused on the importance of wonder in fostering holistic development. Wonder is referred to in almost every book or article I’ve written in the 25 years since then. I’m not alone in my fascination with wonder and the role it plays in our lives, especially the lives of children. From Rachel Carson’s book—The Sense of Wonder (first published in 1956)—to the many books on the market today for early childhood educators, wonder is an important theme. Some books focus on the educational value of wonder—the way wonder drives curiosity, exploration, and learning. Other books focus on the more spiritual aspects of wonder and discuss ways in which wonder relates to awe, empathy, and the experience of the sublime. Some books focus on the emotional and aesthetic aspects of wonder, reminding us that life without wonder is greatly diminished. Some books refer to wonder as a “survival skill” and suggest that wonder can serve as an antidote to an overly busy and distracted life (Blake, 2012). Wonder can also be an antidote to our estrangement from the world of nature and its inherent beauty.

Many educators recognize wonder as a powerful motivator for learning. We’re supported in this understanding by some famous thinkers. According to Plato, “Wonder is the source of knowledge”; and in the words of Socrates, “Wonder is the beginning of wisdom.” Edith Cobb, a more contemporary thought-leader, suggests that wonder helps us to know the world. Wonder, she says, is the wellspring of knowledge, the basis of creativity and imagination (Cobb, 1998). So, with all this being said about wonder, why do I still spend so much time and energy thinking about wonder in the lives of young children? Maybe because there’s still something missing, or perhaps left unsaid, about the  role of wonder in our lives, especially wonder as it relates to our relationship with nature.

"The origins of wonder are firmly fixed in our connections with the natural world."

We know that engagement with nature fosters a sense of wonder. The experience of wonder while engaged with nature is often inspired by the beauty or immensity of nature. At times, it can be inspired by what’s mysterious about nature. Albert Einstein must have experienced this aspect of wonder when he said, “The most beautiful thing we can experience is the mysterious.” According to the biophilia hypothesis, humans have an innate affinity for nature (Wilson, 1984). Biophilia, like wonder, has cognitive, emotional, and spiritual aspects. It has obvious ecological dimensions as well. I believe the same applies to wonder. By this, I mean the origins of wonder are firmly fixed in our connections with the natural world. Perhaps the culmination of wonder resides there, too.

I recently searched in the Children & Nature Network Research Library to see what the academic literature has to say about wonder in the lives of young children. One study (Schein, 2014) was designed specifically to develop a theory of spiritual development for young children. After conducting in-depth interviews with twelve early childhood education specialists and reviewing journal notes taken by three of the participants, the researcher concluded that spirituality includes a sense of wonder and awe, and that nature is a conduit for developing these dynamic attributes.

Other studies have examined children’s own perceptions about and responses to nature. In one such study focusing on children’s experiences during nature play, six- and seven-year-old students highlighted their emotional reactions to feeling close to nature. They described “feelings of calm and peacefulness, feelings of freedom, or wonder, joy and excitement about the spaciousness and beauty they experienced, and their happiness from being in nature” (Francis et al., 2013, p. 26). In another study, five- to ten-year-old children shared their ideas and feelings about nature through focus group discussions and drawings (Rios & Menezes, 2017). Their responses reflected a deep emotional connection with nature along with a strongly protective disposition towards nature, evident in such statements as “I saw a magical garden with flowers that people could not damage!” (p. 2). This child’s statement suggests that emotional connections with nature are linked to caring for the environment. We find discussions about the association between love of nature and care for nature frequently in the literature. Selby says that nurturing a sense of wonder, joy, and belonging in children as they experience nature is vital to developing an ethic of care for the planet (2017).

Wonder is more than a frill in the lives of young children. Wonder fosters learning, imagination, spiritual development, emotional health, and care for the planet. Teachers and other adults working with young children can foster wonder in a number of ways, but perhaps the most effective way is to encourage deep engagement with nature. Deep engagement involves more than just being in nature. It involves “attunement” (Cornell, 2017) and awakens a sense of wonder rooted in the realization that nature and self are one."

 

-Ruth Wilson, Community Play Things. communityplaythings.com

 

]]>

We feel wonder in our hearts, play with wonder in our minds, and know wonder’s ability to uplift our spirits. Yet, defining wonder and understanding what it really means can be elusive. Deb Schein (2018) defines wonder as “feelings of surprise mingled with respect or admiration stimulated by beauty, the unexpected, or the unfamiliar” (p. 79). Wonder is an emotion. But as Schein says, wonder also implies curiosity, a desire to know something. Wonder is cognitive. What we wonder about, however, often relates to the “big questions” of life—questions about purpose, identity, and connections. Wonder has spiritual aspects (Wilson, 2018). Wonder is multi-faceted and important to our lives. Encompassing emotional, cognitive, and spiritual aspects—wonder is, in fact, a many splendored thing.

"Wonder is the beginning of wisdom" - Socrates

As an educator, teacher educator, and author, I’ve thought a great deal about the meaning and role of wonder in the lives of young children. One of my first books, Fostering a Sense of Wonder During the Early Childhood Years, focused on the importance of wonder in fostering holistic development. Wonder is referred to in almost every book or article I’ve written in the 25 years since then. I’m not alone in my fascination with wonder and the role it plays in our lives, especially the lives of children. From Rachel Carson’s book—The Sense of Wonder (first published in 1956)—to the many books on the market today for early childhood educators, wonder is an important theme. Some books focus on the educational value of wonder—the way wonder drives curiosity, exploration, and learning. Other books focus on the more spiritual aspects of wonder and discuss ways in which wonder relates to awe, empathy, and the experience of the sublime. Some books focus on the emotional and aesthetic aspects of wonder, reminding us that life without wonder is greatly diminished. Some books refer to wonder as a “survival skill” and suggest that wonder can serve as an antidote to an overly busy and distracted life (Blake, 2012). Wonder can also be an antidote to our estrangement from the world of nature and its inherent beauty.

Many educators recognize wonder as a powerful motivator for learning. We’re supported in this understanding by some famous thinkers. According to Plato, “Wonder is the source of knowledge”; and in the words of Socrates, “Wonder is the beginning of wisdom.” Edith Cobb, a more contemporary thought-leader, suggests that wonder helps us to know the world. Wonder, she says, is the wellspring of knowledge, the basis of creativity and imagination (Cobb, 1998). So, with all this being said about wonder, why do I still spend so much time and energy thinking about wonder in the lives of young children? Maybe because there’s still something missing, or perhaps left unsaid, about the  role of wonder in our lives, especially wonder as it relates to our relationship with nature.

"The origins of wonder are firmly fixed in our connections with the natural world."

We know that engagement with nature fosters a sense of wonder. The experience of wonder while engaged with nature is often inspired by the beauty or immensity of nature. At times, it can be inspired by what’s mysterious about nature. Albert Einstein must have experienced this aspect of wonder when he said, “The most beautiful thing we can experience is the mysterious.” According to the biophilia hypothesis, humans have an innate affinity for nature (Wilson, 1984). Biophilia, like wonder, has cognitive, emotional, and spiritual aspects. It has obvious ecological dimensions as well. I believe the same applies to wonder. By this, I mean the origins of wonder are firmly fixed in our connections with the natural world. Perhaps the culmination of wonder resides there, too.

I recently searched in the Children & Nature Network Research Library to see what the academic literature has to say about wonder in the lives of young children. One study (Schein, 2014) was designed specifically to develop a theory of spiritual development for young children. After conducting in-depth interviews with twelve early childhood education specialists and reviewing journal notes taken by three of the participants, the researcher concluded that spirituality includes a sense of wonder and awe, and that nature is a conduit for developing these dynamic attributes.

Other studies have examined children’s own perceptions about and responses to nature. In one such study focusing on children’s experiences during nature play, six- and seven-year-old students highlighted their emotional reactions to feeling close to nature. They described “feelings of calm and peacefulness, feelings of freedom, or wonder, joy and excitement about the spaciousness and beauty they experienced, and their happiness from being in nature” (Francis et al., 2013, p. 26). In another study, five- to ten-year-old children shared their ideas and feelings about nature through focus group discussions and drawings (Rios & Menezes, 2017). Their responses reflected a deep emotional connection with nature along with a strongly protective disposition towards nature, evident in such statements as “I saw a magical garden with flowers that people could not damage!” (p. 2). This child’s statement suggests that emotional connections with nature are linked to caring for the environment. We find discussions about the association between love of nature and care for nature frequently in the literature. Selby says that nurturing a sense of wonder, joy, and belonging in children as they experience nature is vital to developing an ethic of care for the planet (2017).

Wonder is more than a frill in the lives of young children. Wonder fosters learning, imagination, spiritual development, emotional health, and care for the planet. Teachers and other adults working with young children can foster wonder in a number of ways, but perhaps the most effective way is to encourage deep engagement with nature. Deep engagement involves more than just being in nature. It involves “attunement” (Cornell, 2017) and awakens a sense of wonder rooted in the realization that nature and self are one."

 

-Ruth Wilson, Community Play Things. communityplaythings.com

 

]]>
Hands At Play by Community Play Things https://www.trinityschools.education/blog/post/_2 https://www.trinityschools.education/blog/post/_2#comments Thu, 05 Jul 2018 09:00:00 -0500 https://www.trinityschools.education/blog/post/_2 Hands at Play

Posted by: RhondaJune 19, 2018

"Sara entered my preschool class struggling to cut with scissors, color with crayons, or string beads. Attempts to practice these skills resulted in frustration and certainly didn’t lead to improvement. While puzzling over how to help Sara, I attended a workshop presented by Dr. Christy Isbell, a pediatric occupational therapist.

'You have to go big, before going small,' was the take-away message. Balance, shoulder strength, and eye-hand coordination, are all foundational skills which have to be established before pre-writing skills. Pressuring a child to master fine motor skills before they are ready will lead to failure.

So we put the scissors aside for later and encouraged Sara to ride trikes, push doll wagons, and participate in parachute dancing. Remarkably (or predictably), without specially focusing on fine motor skills, she now is beginning to cut, draw, and string beads. Most importantly, she does it with great enthusiasm."

]]>
Hands at Play

Posted by: RhondaJune 19, 2018

"Sara entered my preschool class struggling to cut with scissors, color with crayons, or string beads. Attempts to practice these skills resulted in frustration and certainly didn’t lead to improvement. While puzzling over how to help Sara, I attended a workshop presented by Dr. Christy Isbell, a pediatric occupational therapist.

'You have to go big, before going small,' was the take-away message. Balance, shoulder strength, and eye-hand coordination, are all foundational skills which have to be established before pre-writing skills. Pressuring a child to master fine motor skills before they are ready will lead to failure.

So we put the scissors aside for later and encouraged Sara to ride trikes, push doll wagons, and participate in parachute dancing. Remarkably (or predictably), without specially focusing on fine motor skills, she now is beginning to cut, draw, and string beads. Most importantly, she does it with great enthusiasm."

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Biting Strategies - Babycenter! https://www.trinityschools.education/blog/post/biting-strategies---babycenter https://www.trinityschools.education/blog/post/biting-strategies---babycenter#comments Tue, 29 May 2018 09:00:00 -0500 https://www.trinityschools.education/blog/post/biting-strategies---babycenter "Preschoolers bite when they're mad or feel threatened, usually because they're having trouble communicating their feelings. Actions speak louder than words, so ... chomp!

But just because biting is understandable doesn't mean it's acceptable. Clearly let your child know the behavior is not allowed. Be calm but firm: "No biting. Biting hurts people." Then direct your attention to soothing the child who was bitten. Making a big fuss over a biter only encourages him to try this attention-getter another time. Later you can empathize with the situation and repeat the rule: "You were mad because Sam took your truck. But no biting. If you get mad you need to use your words or come tell Mommy."

Sometimes "biting epidemics" storm through a daycare group. This happens because preschoolers are keen observers and copy behaviors that seem to get grown-ups worked up. That's another reason to handle the situation in a firm but low-key way."

AAP. 2015a. Aggressive behavior. American Academy of Pediatrics. https://www.healthychildren.org/English/family-life/family-dynamics/communication-discipline/Pages/Aggressive-Behavior.aspx [Accessed August 2016]

AAP. 2015b. Disciplining your child. American Academy of Pediatrics. http://www.healthychildren.org/English/family-life/family-dynamics/communication-discipline/Pages/Disciplining-Your-Child.aspx [Accessed August 2016]

Nemours Foundation. 2015. Biting. http://kidshealth.org/en/parents/stop-biting.html [Accessed August 2016]

Zero to Three. 2016a. Aggressive behavior in toddlers. National Center for Infants, Toddlers, and Families. https://www.zerotothree.org/resources/16-aggressive-behavior-in-toddlers [Accessed August 2016]

Zero to Three. 2016b. Toddlers and biting: Finding the right response. National Center for Infants, Toddlers, and Families. https://www.zerotothree.org/resources/232-toddlers-and-biting-finding-the-right-response [Accessed August 2016]

-Babycenter. Expert Advice

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"Preschoolers bite when they're mad or feel threatened, usually because they're having trouble communicating their feelings. Actions speak louder than words, so ... chomp!

But just because biting is understandable doesn't mean it's acceptable. Clearly let your child know the behavior is not allowed. Be calm but firm: "No biting. Biting hurts people." Then direct your attention to soothing the child who was bitten. Making a big fuss over a biter only encourages him to try this attention-getter another time. Later you can empathize with the situation and repeat the rule: "You were mad because Sam took your truck. But no biting. If you get mad you need to use your words or come tell Mommy."

Sometimes "biting epidemics" storm through a daycare group. This happens because preschoolers are keen observers and copy behaviors that seem to get grown-ups worked up. That's another reason to handle the situation in a firm but low-key way."

AAP. 2015a. Aggressive behavior. American Academy of Pediatrics. https://www.healthychildren.org/English/family-life/family-dynamics/communication-discipline/Pages/Aggressive-Behavior.aspx [Accessed August 2016]

AAP. 2015b. Disciplining your child. American Academy of Pediatrics. http://www.healthychildren.org/English/family-life/family-dynamics/communication-discipline/Pages/Disciplining-Your-Child.aspx [Accessed August 2016]

Nemours Foundation. 2015. Biting. http://kidshealth.org/en/parents/stop-biting.html [Accessed August 2016]

Zero to Three. 2016a. Aggressive behavior in toddlers. National Center for Infants, Toddlers, and Families. https://www.zerotothree.org/resources/16-aggressive-behavior-in-toddlers [Accessed August 2016]

Zero to Three. 2016b. Toddlers and biting: Finding the right response. National Center for Infants, Toddlers, and Families. https://www.zerotothree.org/resources/232-toddlers-and-biting-finding-the-right-response [Accessed August 2016]

-Babycenter. Expert Advice

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Messy Learning by Community Play Things https://www.trinityschools.education/blog/post/messy-learning- https://www.trinityschools.education/blog/post/messy-learning-#comments Tue, 24 Apr 2018 08:00:00 -0500 https://www.trinityschools.education/blog/post/messy-learning- Messy Learning

"Play is not always tidy—especially sensory play. But can you really get the most out of sand without adding water? Or mud, without feeling it oozing between your bare toes?

Children learn best through direct experiences. If a child’s environment is too sterile they are deprived of the deep exploration that comes from “making a mess”. How can an educator embrace this rich learning without worrying about keeping the floor clean or the furniture intact? Take it outside!

Watch this group of children completely absorbed in outdoor sensory exploration. You’ll see the engineers, artists, and collaborators of tomorrow in training. Don’t worry about the wooden play equipment—it’s completely mess-proof and there’s nothing a hose can’t clean up at the end. Watch now."

-Rhonda from Community Play Things

 

 

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Messy Learning

"Play is not always tidy—especially sensory play. But can you really get the most out of sand without adding water? Or mud, without feeling it oozing between your bare toes?

Children learn best through direct experiences. If a child’s environment is too sterile they are deprived of the deep exploration that comes from “making a mess”. How can an educator embrace this rich learning without worrying about keeping the floor clean or the furniture intact? Take it outside!

Watch this group of children completely absorbed in outdoor sensory exploration. You’ll see the engineers, artists, and collaborators of tomorrow in training. Don’t worry about the wooden play equipment—it’s completely mess-proof and there’s nothing a hose can’t clean up at the end. Watch now."

-Rhonda from Community Play Things

 

 

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