Today I was visiting an early childhood training organization's website to discover what workshops were available in the Rochester area and to register for any new ones. As a director I am always looking for excellent training that would improve my teaching and my administrative skills. Like many directors, I was multitasking; in this case I was mending a red teddy bear while I was reading. The bear, which is the much loved possession of one of the three year old boys, often comes into the office to have his seams closed or his limbs reattached.
The workshop list contained trainings on many of the skills that child care directors need: staff orientation, marketing, supervisory skills, fiscal skills, and child assessment. The combination of trainings and red bear made me think about other imprtant trainings that child care directors could use. The training catalog should include:
1. Basic sewing - This course would give the director expertise in mending stuffed animals, dolls, and blankets. A segment will cover clothing, since once staff members discover that the director can sew, they will bring in garments that need to be hemmed or to have buttons reattached. (I have even had children bring me their clothes that needed to be mended.)
2. Plumbing for Dummies - Learn how to replace a faucet, repair a leaking pipe, replace a trap which has developed a hole, and how to unclog a toilet that is full of tp, Legos, shoes, etc. Plungers, snakes, and wrenches will be provided, but they will not necessarily be the correct size/strength.
3. Beginning Carpentry - This course would give you the skills to replace hooks in cubbies, replace the backs on mailbox units, and wood glue the arms back on the rocking chair. Included at no extra charge is information on assembling wood kitchen sets that come with one part missing and directions that were written by someone who has never seen the kitchen set plans or parts.
4. Midwifery - Provides the necessary skills to deal with birthing mothers, including hamsters, gerbils, guinea pigs, and (in one memorable incident) staff members. This course may be taken in combination with:
5. Ceremonies - This course will help the director to recognize and handle all of the details that need to be considered when planning a pet's funeral. Topics covered include picking out the correct size shoe box, stealing a receiving blanket from the baby room without being caught, the funeral procession to the playground (single file vs. double file), and musical arrangements (how many songs should the children pick out?). As a special bonus, there will be information on funerals that involve flushing fish.
6. Treasure Hunting - Learn valuable information about removing stones, beads, Legos, etc. from noses and ears.
7. Physics - Discover how to remove blocks, balls, and matchbox cars from objects that they could not possibly fit into.
More courses will be available on request.
Friday, June 22, 2012
Monday, June 11, 2012
Let's All Honk!
As a child care director, I attend leadership conferences. This gives me a chance to network with other directors and exchange ideas as well as helping me to improve my directing skills. (Like many directors, I became a director with two weeks notice and little administrative experience, so I learned by fumbling along) A popular theme in administrative meetings right now is imitating geese and flying in a V. The discussions cover how geese help each other, share the burden, and stay with the geese who are having trouble. These are great ideas, but I think that we could improve by following other aspects of geese.
I know that many think of geese are a nuisance, but I love them. I love watching the large V as they fly overhead on their way south or north. My heart lifts when I hear them honking because I know that they are signaling a change in the seasons. I love seeing them in the cornfields as they break their journey and look for corn that was missed in the harvest. I love the special times that I spy snow geese near the Canadian geese. My favorite time, however, is when the goslings hatch and start to venture out with their parents.
Recently, I was driving through a business park while taking a short cut on my way to pick up the center's weekly order at Sam's Club. As I rounded a curve, I noticed that traffic was stopped in both lanes. Was it an accident? A breakdown? A traffic stop? No - it was a Canadian goose strutting across the road followed by eight fuzzy yellow goslings. They were stepping across the street in a perfect line while about a dozen cars sat and waited for them to pass. Even better, another goose was at the end of the line, marching sedately behind all of the others. As the last gosling cleared the curb, he stopped in the middle of the lane, raised his head, and honked at all of the cars. I chuckled about him all day long.
Why should we copy the geese? They knew where their children were at all times, and kept them protected between the two adults. I am not talking about turning everyone into the helicopter parents who never give their children freedom to grow or to make mistakes, but about those parents (and, unfortunately, caregivers) who never seem to know where their children are much of the time. I cannot be the only one who has watched a little one wander around the mall while their parent is on their cell phone. How does a parent leave a child in a Burger King when the family leaves? How can a child care provider leave a child on the playground when everyone goes inside? How can a bus driver leave a child on the bus for six hours while the bus sits in the garage? The geese seem to do it better than many humans manage to do.
Several days ago I was in Wegmans doing the week's grocery stopping. A young child (4 or 5) was upset because his little brother had his toy and would not give it back. The mother kept telling him to be quiet because his brother was using the toy. The boy, who was becoming quite upset, went into the produce preperation area, which was empty for the evening. The mother, whose child was now out of sight in an area that was filled with big knives for cutting up fruit and who knows what else, reacted by saying, "Good-bye, Bobby" and pushing the cart out of the produce area and into the grocery area. Fortunately, the older brother, who was about seven, came back, brought the boy out of the preparation area, and followed the mother. This is one child who would have benefited from being raised by a goose.
I know that many think of geese are a nuisance, but I love them. I love watching the large V as they fly overhead on their way south or north. My heart lifts when I hear them honking because I know that they are signaling a change in the seasons. I love seeing them in the cornfields as they break their journey and look for corn that was missed in the harvest. I love the special times that I spy snow geese near the Canadian geese. My favorite time, however, is when the goslings hatch and start to venture out with their parents.
Recently, I was driving through a business park while taking a short cut on my way to pick up the center's weekly order at Sam's Club. As I rounded a curve, I noticed that traffic was stopped in both lanes. Was it an accident? A breakdown? A traffic stop? No - it was a Canadian goose strutting across the road followed by eight fuzzy yellow goslings. They were stepping across the street in a perfect line while about a dozen cars sat and waited for them to pass. Even better, another goose was at the end of the line, marching sedately behind all of the others. As the last gosling cleared the curb, he stopped in the middle of the lane, raised his head, and honked at all of the cars. I chuckled about him all day long.
Why should we copy the geese? They knew where their children were at all times, and kept them protected between the two adults. I am not talking about turning everyone into the helicopter parents who never give their children freedom to grow or to make mistakes, but about those parents (and, unfortunately, caregivers) who never seem to know where their children are much of the time. I cannot be the only one who has watched a little one wander around the mall while their parent is on their cell phone. How does a parent leave a child in a Burger King when the family leaves? How can a child care provider leave a child on the playground when everyone goes inside? How can a bus driver leave a child on the bus for six hours while the bus sits in the garage? The geese seem to do it better than many humans manage to do.
Several days ago I was in Wegmans doing the week's grocery stopping. A young child (4 or 5) was upset because his little brother had his toy and would not give it back. The mother kept telling him to be quiet because his brother was using the toy. The boy, who was becoming quite upset, went into the produce preperation area, which was empty for the evening. The mother, whose child was now out of sight in an area that was filled with big knives for cutting up fruit and who knows what else, reacted by saying, "Good-bye, Bobby" and pushing the cart out of the produce area and into the grocery area. Fortunately, the older brother, who was about seven, came back, brought the boy out of the preparation area, and followed the mother. This is one child who would have benefited from being raised by a goose.
Friday, May 4, 2012
Thoughts
My sister emailed me a few days ago about her three year old grandchild, who she feels is very cute and very bright (while he is, I don't have the heart to tell her that my grandchildren are obviously much cuter and brighter!). While he was visiting he asked to see the creek behind the house. My sister felt that it would not be very interesting because the water level was low, but they walked down to the creek. The grandson looked at the creek and told her, "It's full of allergies". "Allergies"? In a creek? Suddenly it dawned on her - there was algae in the creek. The grandson was commenting on the fact that he saw algae in the creek.
Now, this is a very cute story, and I enjoyed it very much. While I enjoyed it because it was funny and made me laugh, I enjoyed it even more because of what it told me about the grandson's life. This is a child who is obviously interested in what is going on around him and who enjoys being outside. This means that he has parents and grandparents who let him run around, investigate, and enjoy nature. He observes his surroundings and talks about what he sees, which means that adults are looking and talking with him. He is comfortable in the outdoors, which means that he has spent time in the fresh air. He has an unusual vocabulary, which means that he has been developing communication and language skills by talking with the adults in his life. Children do not learn about algae by playing Angry Birds or by watching cartoons. This is a child who has an excellent start in life because the adults in his life are paying attention to him rather than parking him in front of "educational" electronics.
Several days later my sister sent a picture that grandson had painted for her. He told her that it was a picture of a circle, and she had framed it and hung it in her living room. I always admire people who frame and display children's art (don't tell my sister, however) because I tend to be the sort of refrigerator magnet decorator. I enjoy his paintings and his sense of color, but I especially enjoy them because his parents and grandparents enjoy, admire, and treasure them. What seem to adults to be mindless scribbling and swiping are actually very important developmental steps for a child. A child needs to go through 80 stages of scribbling before they can begin to form letters. These first attempts at writing and drawing are the equivalent of learning to crawl, stand, and walk, but many parents treat small children's art as if it were meaningless, rather than celebrating it with their child. One of the saddest sight that I see in a child care classroom is a cubby stuffed full of a child's art that has been accumulating for several months. Even sadder are the parents who tell the staff to "just throw it out". (My staff, by the way, will not throw out a child's art.) A child who is prewriting, drawing, coloring, writing, cutting, and pasting is learning many important skills which include: fine motor control, sorting and classifying (math skills), color mixing (science), and self-expression, not to mention the language, communication, and social skills that are developed when the child talks to an adult about their artwork. Parents who are pushing their children to learn what they believe is necessary to become ready for kindergarten give the children no encouragement when they take the steps that are needed to develop the skills. Children are excited and proud about their work, and having a loved one ignore it to throw it into the garbage without looking at it is horribly unkind. A picture in a frame seems to be a small thing, but it speaks volumes about the way that his family understands the grandchild and how much they value him.
So what is my point in all of this? Rather than worrying that your child is not learning enough to be ready for school, get involved with him. Put down your ipad, turn off the tv (and don't tell me that it is educational videos - that is usually an oxymoron!), turn off your phone, and spend time with your child. Talk about what you see, what you are doing, and what is happening. Use grownup words and talk as if you were talking to a peer - that is how children learn language. If you always baby talk or use one syllable words, so will your child. Not only will you be helping your child to succeed, you will be having a whole lot of fun!
Several days later my sister sent a picture that grandson had painted for her. He told her that it was a picture of a circle, and she had framed it and hung it in her living room. I always admire people who frame and display children's art (don't tell my sister, however) because I tend to be the sort of refrigerator magnet decorator. I enjoy his paintings and his sense of color, but I especially enjoy them because his parents and grandparents enjoy, admire, and treasure them. What seem to adults to be mindless scribbling and swiping are actually very important developmental steps for a child. A child needs to go through 80 stages of scribbling before they can begin to form letters. These first attempts at writing and drawing are the equivalent of learning to crawl, stand, and walk, but many parents treat small children's art as if it were meaningless, rather than celebrating it with their child. One of the saddest sight that I see in a child care classroom is a cubby stuffed full of a child's art that has been accumulating for several months. Even sadder are the parents who tell the staff to "just throw it out". (My staff, by the way, will not throw out a child's art.) A child who is prewriting, drawing, coloring, writing, cutting, and pasting is learning many important skills which include: fine motor control, sorting and classifying (math skills), color mixing (science), and self-expression, not to mention the language, communication, and social skills that are developed when the child talks to an adult about their artwork. Parents who are pushing their children to learn what they believe is necessary to become ready for kindergarten give the children no encouragement when they take the steps that are needed to develop the skills. Children are excited and proud about their work, and having a loved one ignore it to throw it into the garbage without looking at it is horribly unkind. A picture in a frame seems to be a small thing, but it speaks volumes about the way that his family understands the grandchild and how much they value him.
So what is my point in all of this? Rather than worrying that your child is not learning enough to be ready for school, get involved with him. Put down your ipad, turn off the tv (and don't tell me that it is educational videos - that is usually an oxymoron!), turn off your phone, and spend time with your child. Talk about what you see, what you are doing, and what is happening. Use grownup words and talk as if you were talking to a peer - that is how children learn language. If you always baby talk or use one syllable words, so will your child. Not only will you be helping your child to succeed, you will be having a whole lot of fun!
Sunday, April 22, 2012
Yogurt
As I have explained before, my greatest interests are young children, nutrition, and cooking. Fortunately for me, these interests combine easily and work together well. This does not always happen - imagine trying to cook while skydiving... Anyway, I have begun making my own yogurt. It is easy, cheap (a week's worth of yogurt for about 99 cents), and it really impresses people who don't know how easy it really is. Yogurt making is very simple, and children can help.
All you need for successful yogurt making is a kettle, thermometer, whisk, 8 cups of milk (any kind - I use skim), and a small container of plain yogurt. You do not need olive oil - that was just on the counter.
Take the pot of milk off the burner and let it cool to between 120 and 110 degrees. Put about 1/2 cup (more or less) plain yogurt into a bowl. Add about a cup of the warm milk, whisk until smooth, and add to the pot of warm milk. Stir. Do not try to save time by stirring the yogurt directly into the milk - you will have lumps of yogurt (trust me on this, too!),
Place the mixture into a container with a lid. The mixture will have to stay warm to incubate for at least eight hours. I found that the best way for me was to wrap it in an old bath towel and place in one of those foil-lined insulated Wegmans bags with a zip lid. Any kind of container that would hold the temperature would work.
The yogurt can be removed after eight hours, or it can stay longer. I often make mine after work and leave it overnight, and I have left it as long as 24 hours. The longer the yogurt incubates, the thicker it becomes and the more the flavor develops. To thicken it a little more, I strain it through a colander that is placed over a bowl. I line it with an old cotton dish towel, and I strain a few cups at a time just to make it easier to scoop into the containers that I use to store it (in my case, I have a complete matching set of margarine containers).
All you need for successful yogurt making is a kettle, thermometer, whisk, 8 cups of milk (any kind - I use skim), and a small container of plain yogurt. You do not need olive oil - that was just on the counter.
Heat the milk to 180 degrees to separate the proteins. If your thermometer is the kind that is encased in Pyrex, make sure that it is not touching the bottom of the pan, since it will not read correctly. Stir the milk occasionally to prevent sticking. If you are the type that multitasks, do not wander off. scorched yogurt tastes terrible, and if it boils onto the stove it makes a mess (trust me on this one!).
Take the pot of milk off the burner and let it cool to between 120 and 110 degrees. Put about 1/2 cup (more or less) plain yogurt into a bowl. Add about a cup of the warm milk, whisk until smooth, and add to the pot of warm milk. Stir. Do not try to save time by stirring the yogurt directly into the milk - you will have lumps of yogurt (trust me on this, too!),
Place the mixture into a container with a lid. The mixture will have to stay warm to incubate for at least eight hours. I found that the best way for me was to wrap it in an old bath towel and place in one of those foil-lined insulated Wegmans bags with a zip lid. Any kind of container that would hold the temperature would work.
The yogurt can be removed after eight hours, or it can stay longer. I often make mine after work and leave it overnight, and I have left it as long as 24 hours. The longer the yogurt incubates, the thicker it becomes and the more the flavor develops. To thicken it a little more, I strain it through a colander that is placed over a bowl. I line it with an old cotton dish towel, and I strain a few cups at a time just to make it easier to scoop into the containers that I use to store it (in my case, I have a complete matching set of margarine containers).
Draining the yogurt takes off some of the whey and thickens the yogurt. Exactly how much you drain off will depend on the thickness of the yogurt when you start and on your patience while you are draining it. It is okay to wander away during the draining; in fact, I recommend it. Make sure to save the whey in the refrigerator - it is wonderful for baking. You do not need to use anything fancy to store the whey, although I do have a lovely matched set of mayonnaise jars.
Your yogurt will be thick, much like Greek yogurt, and will be tart because it is plain yogurt. It can be sweetened with sugar or honey. I usually eat mine plain, since I put it over fruit which sweetens it enough. This is a matter of taste. Once you have made a batch, there is not need to purchase more yogurt, since you can use the batch that you made to start a new batch.
Yogurt is very easy to make, especially once you have made it several times. It is a great feeling to produce something that is so good and healthy while saving money also. Have fun and enjoy!
Saturday, April 21, 2012
Spin, Spin, Spin
When I was cleaning closets in the center, I found a spin art thing. The staff told me that it was a lot of fun - all you needed was batteries, some paint, and a round piece of paper. The child would put the paper in the machine, squirt in some paint (carefully supervised by a teacher), and push a button. Voila! A piece of art work. This was used with the children who were in the school age program.
The teachers were amazed when I would not let them use it. While the children might perfect their button pushing technique, I could see no other value in the experience. I brought in a salad spinner that I had purchased at a yard sale many years ago for $1.00 that the children could use for spin art. The school age teachers had a great deal of difficulty trusting the children to use it "correctly", and tried to micromanage the whole process.
Fortunately, the teachers who are now working with the children at the center understand that children need to manipulate, explore, and experience to learn. They also understand that children are capable of doing many wonderful things by themselves. A few days ago I went into the four year old room and watched the children have wonderful adventures with the salad spinner.
The children loved to squirt in the paint, and used liberally. There was no teacher telling them not to use too much, or to use all of the colors, since their teacher understood that children need to have control over their own art work. Even more that squirting, the children loved turning the handle.
The teacher held the spinner steady while the children spun and spun. When it looked at though they might be tired, they spun some more. Some of the children spun for five or more minutes. They spun and spun. They twirled the basket so hard that the handle popped off and had to be stuck back on (sorry - no picture of this!). When they finally stopped, everyone admired the masterpiece.
The fun, however, didn't stop there. As soon as one painting was done, the children hurried to start another. The discovered that colors swirled together to make other colors. They discovered that if they turned the spinner really, pulled off the top, and dropped more paint into the spinner they could watch the paint swirl around the paper. One child discovered that he could turn until the basket was moving very rapidly, lean over, and watch the paint cascade down the sides of the bowl.
The children kept making spin art for several days. They explored velocity, centrifical force, colors, decision making, cooperation ... the list is endless. Unfortunately, however, they did not have a chance to perfect their button pushing technique. $1.00 yard sale kitchen find vs. a $12.00 electric toy - which is better? The children know and, fortunately, so do some teachers.
Wednesday, April 18, 2012
A Boy Scout is Truthful
Work and life have been very busy lately, so blog entries have not been getting done. That doesn't mean that my mind has not been on them; I am often writing entries in my head while I am occupied at another task. I have been tying to decide which order to use when writing them, but one thought has been coming to my mind more often than any other - the need for absolute truth when caring for young children. Everyone knows (I hope) the need for truth at work - not stealing, not faking illness to get out of work, not lying about reimbursable expenses. I am talking about the need for absolute truth when dealing with children and their families.
Everyone who has worked in a child care center can probably relate a few horror stories - the director who tells a parent about a child's day when she has not been near a child all day, the staff member who tells a parent that they applied sunscreen when they didn't, the staff member who "fixes up" a child's project to impress the parents... the list can go on and on. Little white lies and harmless untruths? No.
This was brought forcefully to mind by a mother who visited the center seeking child care for her son. The administration gave her a tour, explained the center's policies, and explained the center's curriculum, which consists of developmentally appropriate activities that allow the children to explore and investigate their environment. She told us that her son (who had just turned three) had been in a home day care. When he was 18 months old the owner had moved him from the infant/toddler room to the preschool room (ages three and up). There he had learned how to count in English and in Spanish and to say the alphabet. The mother was very proud that her child had such a body of knowledge. The only trouble was that most children his age can count and recite the alphabet. That does not mean, however, that they understand what numbers are and how letters are used; it is the first step to learning that every child must take. The mother ultimately decided to take her child to another center because we were not "advanced enough" for her child.
It is okay that she decided to use another center; not every center is a perfect fit for every family and every child. What bothers me is that her child care provider was not honest with her. If a child was moved up to another room 18 months before he was old enough, he was most likely moved because the day care provider wanted to enroll another infant but did not have enough room until a child moved up. This means that a child was moved into a room of three, four, and five year olds. He was playing, socializing, and learning with children who were as much as three and four years older than he was. I do not mean to belittle the child - he could very well be very bright. Even so, each child has certain developmental stages that he must reach before he can go on to the next one. Forcing a child to skip a stage or two does not help him and may even make things more difficult for him in the future. Convincing a parent that a child is ready to do something that he is not is inexcusable. The National Association for the Education of Young Children (NAEYC) has developed a code of ethics for those who care for young children. The first principle of the code (P 1-1) is "Above all, we shall not harm children". This does not refer only to physical harm, but to emotional, social, and intellectual harm. While this child may not have been hurt physically, being put into an environment that the he was not not developmentally ready to enter was not in his best interest. Was he happy trying to play with children who were on a completely different developmental level? Was he stressed trying to do work that was not appropriate for him? Was he frustrated trying to do activities that his hands and eyes and brain were not ready to do?
So often it is tempting to take the easy way out - to tell the little white lie or to stretch the truth a little. We must remember that we are not just making Aunt Rose feel better by telling that we enjoyed her prune pie, but that we are dealing with children's growth and development as well as with parents' perception of their children. We need to truthful if everything if we are to be professionals who are dedicated to the growth and perception of young children. No exceptions!
This post is entitled "A Boy Scout is Truthful" because I was thinking that was a part of the Boy Scout code that would apply to caregivers. When I looked it up, I discovered that truthful is not part of the Boy Scout code. Boy Scouts are cheerful, reverent, loyal, trustworthy, etc., etc., etc., but not truthful. (It is, however, implied!) Anyway, even though I was wrong about the Boy Scout code, I liked the title so I kept it (and that is the truth!).
Everyone who has worked in a child care center can probably relate a few horror stories - the director who tells a parent about a child's day when she has not been near a child all day, the staff member who tells a parent that they applied sunscreen when they didn't, the staff member who "fixes up" a child's project to impress the parents... the list can go on and on. Little white lies and harmless untruths? No.
This was brought forcefully to mind by a mother who visited the center seeking child care for her son. The administration gave her a tour, explained the center's policies, and explained the center's curriculum, which consists of developmentally appropriate activities that allow the children to explore and investigate their environment. She told us that her son (who had just turned three) had been in a home day care. When he was 18 months old the owner had moved him from the infant/toddler room to the preschool room (ages three and up). There he had learned how to count in English and in Spanish and to say the alphabet. The mother was very proud that her child had such a body of knowledge. The only trouble was that most children his age can count and recite the alphabet. That does not mean, however, that they understand what numbers are and how letters are used; it is the first step to learning that every child must take. The mother ultimately decided to take her child to another center because we were not "advanced enough" for her child.
It is okay that she decided to use another center; not every center is a perfect fit for every family and every child. What bothers me is that her child care provider was not honest with her. If a child was moved up to another room 18 months before he was old enough, he was most likely moved because the day care provider wanted to enroll another infant but did not have enough room until a child moved up. This means that a child was moved into a room of three, four, and five year olds. He was playing, socializing, and learning with children who were as much as three and four years older than he was. I do not mean to belittle the child - he could very well be very bright. Even so, each child has certain developmental stages that he must reach before he can go on to the next one. Forcing a child to skip a stage or two does not help him and may even make things more difficult for him in the future. Convincing a parent that a child is ready to do something that he is not is inexcusable. The National Association for the Education of Young Children (NAEYC) has developed a code of ethics for those who care for young children. The first principle of the code (P 1-1) is "Above all, we shall not harm children". This does not refer only to physical harm, but to emotional, social, and intellectual harm. While this child may not have been hurt physically, being put into an environment that the he was not not developmentally ready to enter was not in his best interest. Was he happy trying to play with children who were on a completely different developmental level? Was he stressed trying to do work that was not appropriate for him? Was he frustrated trying to do activities that his hands and eyes and brain were not ready to do?
So often it is tempting to take the easy way out - to tell the little white lie or to stretch the truth a little. We must remember that we are not just making Aunt Rose feel better by telling that we enjoyed her prune pie, but that we are dealing with children's growth and development as well as with parents' perception of their children. We need to truthful if everything if we are to be professionals who are dedicated to the growth and perception of young children. No exceptions!
This post is entitled "A Boy Scout is Truthful" because I was thinking that was a part of the Boy Scout code that would apply to caregivers. When I looked it up, I discovered that truthful is not part of the Boy Scout code. Boy Scouts are cheerful, reverent, loyal, trustworthy, etc., etc., etc., but not truthful. (It is, however, implied!) Anyway, even though I was wrong about the Boy Scout code, I liked the title so I kept it (and that is the truth!).
Tuesday, February 21, 2012
Love That Internet!
As far as I am concerned, the internet is a wonderful invention. When I was growing up, if we needed to know something we had to use the encyclopedia, the card catalog, and the Reader's Guide to Periodical Literature. Now, if I need to know something, it is at my fingertips. Where did John Wayne say, "A man's gotta do what a man's gotta do"? Google Need a recipe for coconut cookies? Ask Don't know how to go to Naples? Mapquest
This year I used Google a number of times. When I loved the fire roasted tomatoes that I had purchased (with a downloaded coupon for $1 off per can), I found directions for roasting my own on the grill. I purchased a half bushel of roma tomatoes and roasted them on my grill. When I needed window coverings for the large window in my back room, I found excellent directions for making Roman shades. (I still haven't made them, but I have excellent directions.) When I needed a new knitting project I checked out the free patterns, and when the Exercise on Demand channel closed down, I found free yoga downloads.
As an early childhood teacher, I have used the internet to find lesson plan ideas, words to songs and poems, and low cost used books. As with everything else, however, anyone who is looking for program ideas must remember that just because it is on the internet doesn't mean that it is a good idea. Many on-line lesson plans are made by people who have little training in child development. When a lesson idea starts with the words, "This is a cute idea...", it is usually a signal to look elsewhere. One of my favorite examples is from a page of "cute" Christmas ideas. It involved having the children make their own nativity scene. The children were to take a cupcake paper, put chocolate pudding in it, and sprinkle shredded wheat over the top. This made a manger. The children were then to put the baby Jesus on the manger. I forget exactly what Jesus was (I probably blocked it out), but I believe that it was something along the lines of a peanut. Once the manger was done, the children could eat it - Jesus and all. I don't know if I am the only one that finds the project a little creepy, and of course it is not developmentally appropriate, but it will never be done where I am directing.
The internet is full of exciting, helpful information. It is also full of nonsense. Before you use something from it, make sure that you evaluate it for appropriateness, safety, and just plain common sense. The internet is a powerful tool. Just remember, as a wise man said, "Use it well, young Skywalker".
This year I used Google a number of times. When I loved the fire roasted tomatoes that I had purchased (with a downloaded coupon for $1 off per can), I found directions for roasting my own on the grill. I purchased a half bushel of roma tomatoes and roasted them on my grill. When I needed window coverings for the large window in my back room, I found excellent directions for making Roman shades. (I still haven't made them, but I have excellent directions.) When I needed a new knitting project I checked out the free patterns, and when the Exercise on Demand channel closed down, I found free yoga downloads.
As an early childhood teacher, I have used the internet to find lesson plan ideas, words to songs and poems, and low cost used books. As with everything else, however, anyone who is looking for program ideas must remember that just because it is on the internet doesn't mean that it is a good idea. Many on-line lesson plans are made by people who have little training in child development. When a lesson idea starts with the words, "This is a cute idea...", it is usually a signal to look elsewhere. One of my favorite examples is from a page of "cute" Christmas ideas. It involved having the children make their own nativity scene. The children were to take a cupcake paper, put chocolate pudding in it, and sprinkle shredded wheat over the top. This made a manger. The children were then to put the baby Jesus on the manger. I forget exactly what Jesus was (I probably blocked it out), but I believe that it was something along the lines of a peanut. Once the manger was done, the children could eat it - Jesus and all. I don't know if I am the only one that finds the project a little creepy, and of course it is not developmentally appropriate, but it will never be done where I am directing.
The internet is full of exciting, helpful information. It is also full of nonsense. Before you use something from it, make sure that you evaluate it for appropriateness, safety, and just plain common sense. The internet is a powerful tool. Just remember, as a wise man said, "Use it well, young Skywalker".
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