Week #16 May 11 – May 15, 2015 Planning Activities Spring Semester

Week #16        May 11 – May 15, 2015     2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #16    May 11- May 15      2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week #16

https://docs.google.com/document/d/1nZMxI1PAEWt9AkKUmNjExb9DCC_YtGLfsHtxVWkZ2zM/edit?usp=sharing

Week #15 May 04 – May 08, 2015 Planning Activities Spring Semester

Week #15        May 04 – May 08, 2015     2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #15    May 04- May 08      2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week #15

https://docs.google.com/document/d/1ejWt3ty7bG_6DQII50P720LWzp_FPQIF0_mxTD82Ttg/edit?usp=sharing

 

Week #14 April 27 -May 01 , 2015 Planning Activities Spring Semester

Week #14   April 27-  May  01   2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #14    April 27  – May 01   2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week #14

https://docs.google.com/document/d/1s2c8T2B8PHro4eUmkyfqbK-ek7W1_dVvCyHYvcJV7YU/edit?usp=sharing

A Soup Opera by Jim Gill

 

A Soup Opera is a richly illustrated story about a man, a bowl of soup, and the man’s comically frustrating quest to eat that soup. Characters in the cast of the opera include a waiter, a police officer and the President of the United States!

Kim Gill  focus is on early childhood and using music to advance learning and socio-emotional connection through play. He has led playgroups for young children, especially for children with disabilities, for most of his career and has learned the art of targeting music to very young children while still making it appealing. His music is repetitive in order to build up predictability and anticipation, with just enough variation to provide delight. He also makes use of pauses and tempo to build up children’s impulse control and self-regulation.

 The children will have an opportunity to perform a short play written by Jim Gill.  To prepare for the actual performance, we are starting to explore theater arts by inviting children to act out familiar stories such as “Three Little Pigs”, “the Gruffalo”, and others.  This week and we will continue to explore the various elements of theater such as setting, characters, props, and customs.

 

Week #13 April 20 -April 24 ,2015 Planning Activities Spring Semester

Week #13   April 20-  April  24   2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #13    April 20  – April 24    2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week #13

https://docs.google.com/document/d/1G7xqWvIMSRHnuQoWihHbX0aKZRVfOuzZwPIRkLTKGio/edit?usp=sharing

 

Week #12 April 13 -April 17 2015 Planning Activities Spring Semester

Week #12   April 13-  April  17   2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #12    April 13  – April 17    2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week #12

https://docs.google.com/document/d/16fF4K_h1Mb384SAQNImC68vjHYKBl2kikN-BzInnqhg/edit?usp=sharing

Week #11 April 06 -April 10 2015 Planning Activities Spring Semester

Week #11   April 06-  April  10   2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #11     April 06  – April 10    2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week #11

https://docs.google.com/document/d/1vjD04_uBTTaCXZ_9-0WVxNyV3w6vcRFq8L6OYGvafmI/edit?usp=sharing

Week #10 March 30 -April 03 2015 Planning Activities Spring Semester

Week #10   March 30-  April  03   2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #10      March 30  – April 03    2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week #10

https://docs.google.com/document/d/1mrOCE-Iwxs8EpdpvzYsHP17QOR3HiUqcMU8mYe3AeS8/edit?usp=sharing

Week #09 March 23 -March 27 2015 Planning Activities Spring Semester

Week #09   March 23-  March 27   2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #09       March 23  – March 27    2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 09https://docs.google.com/document/d/1H8L1K8-WhC7PtKHToUm7o2jZPMuQpHgztiJSGwNU9Nc/edit?usp=sharing

Week #08 March 09 -March 13 2015 Planning Activities Spring Semester

Week #08    March 09-  March 13   2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #08         March 09  – March 13     2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 08

 

https://docs.google.com/document/d/1TCJ8gD5ZvUo53Ks6XWdpQ8kebS0-K7gqzud4QENkdLU/edit?usp=sharing

Week #07 March 02 -March 06 2015 Planning Activities Spring Semester

Week #07    March 02-  March 06    2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #07         March 02- March 06     2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 07

https://docs.google.com/document/d/1aRRPB0oMXVdBreFdL30EpOhYxoGkqYVX0eZjtHxrJI8/edit?usp=sharing

Week #06 February 23 –February 27 2015 Planning Activities Spring Semester

Week #06 February 23- February 27  2015

Planning Activities Spring Semester
Dear Parents here is our “Learning possibilities plans Spring Semester ”

for the week #06         February 23 –February 27      2015 in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 06

https://docs.google.com/document/d/1G1CT9zdCLthmcI7wilJDqrTy6VLvzOhT8z-cOjxtlUg/edit?usp=sharing

 

Week #05 February 17 –February 20 2015 Planning Activities Spring Semester

Week #05  February 17 –February 20  2015

Planning Activities Spring Semester

Dear Parents here is our  “Learning possibilities plans  Spring Semester ”

for the week #05    February 17  –February 20    2015  in Room   5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 05

 

https://docs.google.com/document/d/1uVdIrv5FfJsYGXxFQKKdMPHbxmncx50MEfbKc-gwxZA/edit?usp=sharing

Week #04 February 09 –February 13 2015 Planning Activities Spring Semester

Week #04  February 09 –February 13 2015

Planning Activities Spring Semester

Dear Parents here is our  “Learning possibilities plans  Spring Semester ”

for the week #04   February 09 –February 13    2015  in Room   5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 04

https://docs.google.com/document/d/1U0cIIzaraDfc0uLQXMUTAMw3qLqjJRcYS1ZLABriKlg/edit?usp=sharing

Week #03 February 02 –February 06 2015 Planning Activities Spring Semester

Week #03  February 02 –February 06 2015

Planning Activities Spring Semester

Dear Parents here is our  “Learning possibilities plans  Spring Semester ”

for the week #03   February 02 –February 06     2015  in Room   5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 03

https://docs.google.com/document/d/14KVu8qJ6DN2WJIZ0NoRdTpHQhCqtJ7u7yY7gR6-fnfo/edit?usp=sharing

Brainstorming: Helping your children generate ideas

Brainstorming!

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Thomas Edison said, “To have a great idea, have a lot of them.”

Easy for Edison to say. The average child today finds it very difficult to come up with a variety of ideas in response to a problem. They are most likely to grab the first idea that pops into his head. That idea will be a borrowed one – usually from television. Kids are told that when taking a test and they unsure of an answer, they should go with their first idea; it’s usually the right one. But in creativity, the first idea is almost always a cliché.

Brainstorming is a key part to the creative process. It’s the best way to think of a whole pile of potential answers to a problem. It also can be tons of fun. Here are some helpful tips:

Brainstorm with children.
Creativity can thrive in a family if the environment is right. It doesn’t have to be a solitary child staring at a blank piece of paper. Brainstorming can be a team sport. As the parent, you take the lead — asking questions, fielding answers, showing enthusiasm, keeping the “what if” spirit thriving. I find sometimes it helps to have more than just a one-on-one with your child. If you can, include other children, either your own, or friends of your child.

Accept all ideas. Make the tone positive. Even if an idea obviously won’t work, write it down or hear it out. That idea may be a stepping-stone to another, more useful answer.

Have a visual focus. It really helps to have something visual to start from. Kids can use it as a mental touchstone as they wander in their minds in search of new ideas. It may be a name of a character on a piece of paper in front of them on the table, or ideas that are listed as they are suggested, or a quick drawing of a character, or a painting as a prompt.

Try some background music. For some children, music can help them focus. (Others may find it distracting.) If it helps, try putting on some fun, upbeat, instrumental music in the background. Music without words can help to create a sense of play without the distraction of lyrics.

Push beyond the obvious.Children sometimes need a gentle, encouraging push to get beyond that first line of over-used ideas. So if you’re all dreaming up names for a super-hero who’s a bear, expect the first answer to be “Super Bear!” Gratefully accept it, then say something like, “Great idea! But what else could we name him?” You could even start by saying the obvious answer: “I bet many of us thought of ‘Super Bear’. Okay. That’s a good idea, but I know we can find more names!” Once your child gets past the initial shock that there might possibly be another answer, they’ll come up with more.

It’s good to show them the progress they made. At the end of the brainstorming session, there should be a range of ideas. You may need to highlight a few that have real possibilities, or you may just want to let them individually choose which ones will work for them. In either case, point out how the later answers are so much more interesting than the obvious ones.

Most of all, remember to make brainstorming fun! There’s an amazing energy that builds in a group as ideas begin to fly. Wherever brainstorming is done, coming up with ideas is a blast!

Adapted from:

http://www.brucevanpatter.com/brainstorming.html

Week #02 January 26 – January 30 2015 Planning Activities Spring Semester

Dear Parents here is our ” Learning possibilities plans  Spring Semester ”

for the week #02   January 26 – January 30     2015  in Room   5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 02

https://docs.google.com/document/d/1U0cIIzaraDfc0uLQXMUTAMw3qLqjJRcYS1ZLABriKlg/edit?usp=sharing

Week #01 January 20 – January 23 2015 Planning Activities Spring Semester

Dear Parents here is our ” Learning possibilities plans  Spring Semester ”

for the week #01   January 20 – January 23 2015  in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 01

https://docs.google.com/document/d/18qINHGRyG4OfF-Z0ywuZ83f8qGMe_bVA_J6u9bevFJc/edit?usp=sharing

 

Class Washing hands routine ” Use your elbow to dispense paper”

Class Washing hands routine

” Use your elbow to dispense paper”

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Our classroom paper dispenser have now a resting board for children to use their elbow to dispense the paper.We added also a measuring line under the paper dispenser for children to self regulate the amount of paper for each use.
Parents and Teachers can help our children to develop healthy habits that will bring lifelong benefits. Please join us in our “” Use your elbow to dispense paper” campaign.

Classroom Environment Update

We are very excited to start our spring semester,Our teaching staff have added new areas of interest  based upon the  observations we have made of the children during the closing weeks in Winter.

Social Emotional

Self portrait studio

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A self portrait is an intimate,bold declaration of identity.In her or his self-portrait, a child expresses as an artist and art creation.When we look at the child self-portrait,we see as the child sees himself or herself.

This is a beautiful way to recognize the strengths, successes, accomplishments and to celebrate the uniqueness of each individual child through a self-portrait.

 

 

Week #17 December 08 – December 12 Planning Activities

Dear Parents here is our   ” Learning possibilities plans” for the week  #17

December   08    – December  12      in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 17

https://drive.google.com/file/d/0B5_QLR0YVLVObUNlS3l2WkNoWWc/view?usp=sharing

Week #16 December 01 – December 05 Planning Activities

Dear Parents here is our   ” Learning possibilities plans” for the week  #16

December   01    – December  05      in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 16

https://drive.google.com/file/d/0B5_QLR0YVLVOZUViY1B5QlVYVUk/view?usp=sharing

 

Outdoor Environment Planning Sheet

 

https://drive.google.com/file/d/0B5_QLR0YVLVONzZoVy1oSWpfQTg/view?usp=sharing

What Drama Education Can Teach Your Child

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Theater addresses the skills which benefit children’s education and development in five general areas: physical development/kinesthetic skills, artistic development /drama and theater skills, mental development/thinking skills, personal development/intra-personal skills, and social development/interpersonal skills.”

Theater is not just for the outgoing. There are many ways for children to participate even if they’re afraid of the spotlight.

♦Self-Confidence:
Taking risks in class and performing for an audience teach students to trust their
ideas and abilities. The confidence gained in drama applies to school, career, and life.
♦Imagination:
Making creative choices, thinking of new ideas, and interpreting familiar material in
new ways are essential to drama. Einstein said, “Imagination is more important than knowledge.”
♦Empathy:
Acting roles from different situations, time periods, and cultures promotes compassion and tolerance for others’ feelings and viewpoints.
♦Cooperation/Collaboration:Theater combines the creative ideas and abilities of its participants.This cooperative process includes discussing, negotiating, rehearsing, and performing.
♦Concentration:
Playing, practicing, and performing develop a sustained focus of mind, body, and
voice, which also helps in other school subjects and life.
♦Communication Skills:
Drama enhances verbal and nonverbal expression of ideas. It improves voice projection, articulation of words, fluency with language, and persuasive speech. Listening and
observation skills develop by playing drama games, being an audience, rehearsing, and performing

For more information and articles about benefits theater drama in preschool,please visit these websites

What Drama Education Can Teach Your Child By Kimberly Haynes

http://www.education.com/magazine/article/What_Drama_Education_Can_Teach/

 

Family time Through the seasons

Family time Through the seasons

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As a Class community we really want to give the opportunity to be inclusive with every family uniqueness about their traditions and holidays. Traditions and celebrations are important part of how children get to know what brings the whole family together.

What are the Expectations of the Family time Through the seasons pages:

1) Make it a fun, child driven activity. Talk about with your child and brainstorm what to paste, draw or pictures to place in. For example: If the child had the opportunity of choosing the apples for an apple pie and wants to paste on the page the stickers that the apples had on and take pictures of the ingredients used.

2) Please make note to write down the child’s true dictation of the story told in the page. Try not to rearrange the sentences to make more sense of it. Reading to the children true dictation of the story told by them, is a great way for children  to reinforce the literacy and language skills.

3)There’s is no wrong way to do it. Be creative, work as a team and  have fun with it.

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Week #15 November 24 – November 26 Planning Activities

Dear Parents here is our   ” Learning possibilities plans” for the week  #15

November  24   – November 26     in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 15

https://drive.google.com/file/d/0B5_QLR0YVLVOSUhndGR5X2NBclk/view?usp=sharing

 

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOMzdnT3QtN1haR28/view?usp=sharing

 

The importance of family time

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Family time brings families closer

Spending time together as a family is important for building strong family ties, making lifelong memories and creating an environment that builds self-esteem and character in children. When asked, children say the number one thing they want most from their parents is time. Parents don’t have to spend a lot of money to spend quality time with their children; any time spent together sharing an activity is considered quality time. Here are five reasons family time rocks.

 

1Builds self-esteem in children

Children who spend time with their parents and family members  participating in activities together build a positive sense of self-worth. When children feel that they are valued by their parents and family members, they feel more positive about themselves. Family activities don’t have to be expensive or luxurious to be meaningful. Take a walk together, go for a bike ride or play a game of basketball in the driveway. The important part is just being together and enjoying each others company.

2Strengthens family bonds

Families who share everyday activities together as well as share vacations or daily excursions as a group form strong, emotional ties. A study published in the journal, “Family Relations”, found that families who enjoy group activities together share a stronger emotional bond as well as an ability to adapt well to situations as a family. Share your favorite hobbies, sports, books, movies or other favorite activities and build strong family ties for life.

3Develops positive behaviors

Children and adolescents who spend more time with their parents are less likely to experiment with substances abuse like cigarettes or alcohol.  According to a 2008 study by the University of Minnesota, adolescents who shared dinner with their family five or more times a week lowered their risk of substance abuse by 50 percent as compared to adolescents who shared family meals less than two times a week. Sharing time, whether through meals or activities, lowers the risk of unresolved family conflict which is usually a catalyst for adolescents experimenting with harmful substances.

4Creates happy memories

Family time creates warm memories for parents and children alike. Children with happy family memories are more likely to create a loving environment for their own children when they grow up. Learning to work and play as a family unit is one of the best lessons children can be taught so they can develop into competent adults and parents.

 

5Helps parents and children reconnect

Spending time together as a family helps busy parents reconnect with their children. Children tend to share more information about their lives while enjoying an activity with you rather than when you ask them “What did you do today?” It is also a time when life lessons, like sharing, fairness and compassion, can be reinforced without conflict. Children grow and change quickly, so family time is a wonderful time to get to know your child better.

 

For more information and articles about family time,please visit these websites

Week #14 November 17-November 21 Planning Activities

Dear Parents here is our   ” Learning possibilities plans” for the week  #14

November17 – November 21     in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 14

https://drive.google.com/file/d/0B5_QLR0YVLVOUTlqYW5GNUNIYmc/view?usp=sharing

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOMzdnT3QtN1haR28/view?usp=sharing

Classroom Environment Update Our Brand New Literacy Corner Area ” Reading Meadow”

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Excellent reading habits begin in the early years. Introducing children to literature in preschool supports kindergarten readiness, promotes early literacy and supports a love of language and reading. A preschool library corner is a distinct area of the classroom with a variety of board books, picture books, early readers and comfortable seating. Create a preschool library corner in order to promote critical thinking skills and to enhance creative and social development.

Critical and Creative Thinking Skills

A reading corner helps to foster critical and creative thinking skills. Reading both fiction and nonfiction books to preschool children,asking questions that help children relate the story to their own lives is a great way to help them compare the book with familiar books. Encourage children to predict what might happen next. These activities also help children use words to express themselves and their preferences.

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Social Development

Having a preschool reading corner provides a place for exposure to group reading activities. This helps preschoolers acquire social skills. Reading books in groups help children to learn how to pay attention in a large group setting. Group reading activities also help children learn to share and take turns with peers. Encourage children to share books and take turns reading stories to each other.

Kindergarten Readiness

A preschool reading corner supports school readiness by improving literacy and listening skills. When children enter kindergarten they should know concepts related to books such as how to hold and turn the pages of a book and that the pictures are related to the story. They should know some nursery rhymes which are found in preschool books. Preschoolers entering kindergarten should also have the ability to identify letters visually. Exposure to books in a preschool reading corner enhances these skills.

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Week #13 November 10-November 14 Planning Activities

Dear Parents here is our   ” Learning possibilities plans” for the week  #13

November 10- November 14    in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 13

https://drive.google.com/file/d/0B5_QLR0YVLVOcGVmRXd3MHg4dTQ/view?usp=sharing

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOYWRWZjFScVN6WGM/view?usp=sharing

 

Week #12 November 03-November 07 Planning Activities

Dear Parents here is our   ” Learning possibilities plans” for the week  #12

November 03- November 07    in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 12

https://drive.google.com/file/d/0B5_QLR0YVLVOdVE0T2NkQjBmTGM/view?usp=sharing

Outdoor Environment Planning Sheet

 

https://drive.google.com/file/d/0B5_QLR0YVLVOdUhvQ2dBNFozM0E/view?usp=sharing

Week #11 October 27 -October 31 Planning Activities

Dear Parents here is our   ” Learning possibilities plans” for the week  #11

October 27    -October   31    in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 11

https://drive.google.com/file/d/0B5_QLR0YVLVOZWJmVVhaMFdGREE/view?usp=sharing

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVON2pfaU5FZDRVSFU/view?usp=sharing

Helping Children Value and Appreciate Nature

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Children are naturally curious about their world and enjoy exploring their surroundings. Because of their inquiring minds, children are eager to know why things are the way they are and will ask many questions about their immediate environment. On a recent nature walk children could be heard asking, “I wonder what is under the rocks?” “What is that bird eating?” “Does that flower smell?” and “Why are the ants fighting?” Childhood is the time to encourage and nurture early interests in nature.

 

Please find attached an article about Helping
Children Value and Appreciate Nature by Janis
R. Bullock

https://drive.google.com/file/d/0B5_QLR0YVLVORXVRYWxqNjRCemM/view?usp=sharing

Week #10 October 20 -October 24 Planning Activities

Dear Parents here is our   ” Learning possibilities plans”   for the week #10

October 20    -October   24    in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 10

https://drive.google.com/file/d/0B5_QLR0YVLVOaG01UlRxdmV2M2c/view?usp=sharing

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOWHR3UldYNXpJZk0/view?usp=sharing

 

Classroom Environment Update ” Alaska” a place to re-center.

 

Our Brand New

Alaska

“Social Emotional Corner”

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Chill-Out Corner: A PositiveTool for Learning Emotional Self Regulation

How to teach children self-regulation and how to remain calm at times of temper tantrums is something that is very important to many parents and teachers.

The basic idea is that it will help diffuse situations before they escalate into chaos. Even if this doesn’t happen often young children can get overwhelmed by big emotions in their tiny bodies, whether its frustration or anger or sadness and this provides them an appropriate outlet for these because we all know big emotions can escalate into yelling, shouting, name calling, lashing out, tantrums and even physical attacks which we do not want.

Here are some of things that our visitors to Alaska can use to have privacy time , or a place just to be calm and re-center.

We have included in :

1. Music: Calming music is a good stress release that aides in relaxation.
2. Colours: Blues, Greens, Purples and Greys are said to be calming colours. Notice they are all on the cool side of the colour spectrum. Light and neutral colours that aren’t overwhelming and will help calm the soul are great to have in your calming space
3. Sense of Smell: Lavender has long been known to aide in stress relief.
4. Sensory Tactile Objects: These objects require focus and attention and have been used in calming activities with children for a long time.
5. Deep Breathing: Most children don’t know how to calm their body down and self-regulate so they need to be taught this skill. Asking them to close their eyes and take deep breathes can help but for younger children there are fun little activities that can help that require deep breathes. Tell them to take a big breath before entering the chill out corner and to use their breath in pinwheels, balloons, soft whistles and bubble blowers.
6. Reading, Drawing and Art Therapy about feelings: This gives a child the opportunity to distinguish their feelings through pictures and discuss how they might feel without directly talking about it. Art therapy is often used with older children to release negative energy and express inner feelings but for younger children just doing a big hard scribble can be a great release, ask them to draw how they feel and see what they come up with. Whether it is a picture a scribble or a bunch of hard lines doesn’t matter as long as they feel they can openly let out how they feel in an appropriate way. The idea is that it is OK to feel angry or upset, emotions are normal but what you do with them is even more important.

7. Ripping and Scrunching appropriate Objects: If it is strong emotions relating to aggression, frustration and opposition that a child experiences we can provide them with safe objects to take their feelings out on. Ripping and tearing up paper or scrunching it releases physical stress and can give the child a sense of control that they feel angry and are allowed to show it but not projected onto their self or others.

 

Will our Alaska Corner work for our class community ?

The idea of our ” Alaska corner ” is that children can go there when they need to calm down or when we can see they’re getting worked up or not coping with strong emotions. Once they do this and feel calmed down there is opportunity to discuss what happened and what helped improve the situation. This tool is a form of prevention and an opportunity to learn how to self-regulate, it is not a form of punishment or a ‘Naughty Corner’.
The other concept of our ” Alaska corner ” that it’s for adults too. It is important to set a good example, children learn by observation and imitation so if they see that everyone, even adults get agitated and frustrated and that its ok to to find a place to calm down or “re-center” they will follow what they see. For that reason, we encourage parents in using ” Alaska corner” philosophy at home too, if in need to re-center and calm down create drawings, play soft music ,make deep breaths or play with the meditation balls.

 

 

Understanding the importance of self-regulation for preschoolers

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What is self-regulation?

Self-regulation requires a child to develop the ability to manage his emotions and control bodily functions as well as maintain focus and attention .Children develop at different rates in all of the developmental domains and this is true for self-regulation also. Since self-regulation is a complex process that allows children to control their attention, thoughts, emotions and behaviors, it warrants intentional planning on the part of the teachers.
Children develop and learn different strategies based on different emotions. For example, a toddler may crawl into the lap of a caregiver seeking comfort when a toy she was playing with was taken away by a peer, or a 3 year old may carry a stuffed rabbit around for 15 minutes after his mother leaves him at child care in the morning. Individual differences, including temperament, and the ability to control reactions are important in understanding self-regulation.
Why is the ability to self-regulate important?
Ellen Galinsky (2010), author of the book Mind in the Making, found self-regulation essential for success in school, work, and life. The critical window for self-regulation takes place from birth to age five when children develop the foundational skills for self-regulation. During this time, adults are helping children to build the necessary skills that are critical to regulate thinking and behavior.
As children enter kindergarten, good self-regulation includes focused attention, the ability to stay on task, ignore distractions, inhibit impulsivity, plan one’s actions, reflect on one’s thinking and cooperate and demonstrate empathy to peers. Other skills include turn taking, following directions the first time given and communicating thoughts and needs verbally (Bodrova & Leong, 2008).

 

How do children learn to self-regulate?

Modeling

Modeling is where the role of the preschool teacher is very important as she is continuously modeling self-regulation skills for young children throughout the day in her classroom. Children need opportunities to learn and practice these new skills during the day with peers and adults.

Teachers can model appropriate responses by participating in conversations with children and facilitating peer-to-peer support when conflict arises. When teachers provide structure and predictability throughout the daily schedule, it helps children self-regulate because they learn and understand what to expect. Teachers also model for young children as they remind them, “You can have a turn when he is finished.” By recognizing when children use effective self-regulation strategies on their own, preschool teachers reinforce each child’s developing self-regulation skills. Consequently, children recognize successful strategies and the situations in which they took place (Kolestelink et al., 2009).

Realistic expectations

By having appropriate and realistic expectations for young children’s behavior, teachers help children develop self-regulation gradually over time. Defining age-appropriate limits helps a child know what is expected of him. Teachers need to examine their current strategies to determine if their practices reflect realistic expectations regarding young children’s self-regulation skills. For example, can children be allowed to maintain a position on the floor during circle time that is comfortable to them instead of asking them to cross their legs a certain way? Teachers might discover that shortening the length of time a child spends in whole group activities such as circle time is more appropriate for that child. Allowing children to be active participants during circle time instead of passive observers is a realistic expectation for young children that teachers may permit. Teachers must also be mindful of adaptations that may help individual children be more successful at self-regulating (e.g., holding a fidget toy or looking at a personal copy of the book during circle time).

Scaffolding

Scaffolding for young children assists them to develop self-regulation. Teachers must acknowledge where the child is performing and provide the necessary level of support to allow the child to be successful (Florez, 2011). By using how and why questions, teachers are also able to facilitate children’s critical thinking skills and provide opportunities for the development of self-regulation. Classroom teachers can provide hints and prompts to assist children in self-regulation. This support may take the form of answering a question, assisting them in completing an activity, or providing words for a child’s action. A teacher may model self-talk to demonstrate the use of “talking things out” to help make a decision. Suggesting a child observe a peer when she has managed her strong emotions in a positive way is another example of modeling. For example, a teacher might say, “Did you see how Jane waited her turn to show us her bunny even though she was so excited and wanted to go first? Waiting is hard work sometimes!” Helping a child learn additional techniques such as deep breathing when he is angry during a situation can also assist him with learning how to self-regulate.

The Classroom Environment

The classroom environment can provide many opportunities for children to practice self-regulation. A classic example is when a child’s first choice for a learning center is full. He must decide to go somewhere else or negotiate with another child to have a turn at the center. In the scenario at the beginning of this article, the teacher may have seen different results if she had used one or more of the following teaching strategies:

Display a visual reminder to let each child know how many children are allowed in the center. Create a check-in system to denote when the center is full.
Display a visual timer to help children know how much longer they have to wait.
Facilitate a child’s engagement in another center by asking him about his other interests.

By using one or more of these strategies, the chances of a child’s becoming upset can be reduced and his repertoire of strategies for self-regulation can be increased.

When dramatic play materials are provided, children can negotiate roles in their play, plan and cooperate with peers, and have opportunities for social interactions with multiple peers (Epstein, 2009). Teachers may also use visual supports in the classroom to remind children what self-regulation skills are needed at times throughout the daily schedule (e.g., pictures of turn taking, gentle hands, using inside voices). Visual supports such as a picture schedule/calendar serve an additional purpose of assisting children in knowing what their day will look like.

When do teachers withdraw support?

It is critical for teachers to understand how and when to fade the support individual children need. Teachers withdraw their level of support as children no longer need prompting to self-regulate. At this point, children are able to internalize and self-regulation takes place without the support of a teacher or a more competent peer.
What type of self-regulation is most challenging for children?

Learning to self-regulate is different for each child. For example, the child with sensory processing difficulties or a short attention span may experience more challenges with self-regulation. Children with limited language skills may have difficulty communicating and will need help with emotional self-regulation if they become easily frustrated when they are not understood by their peers. The teacher’s role is to assist children with strengthening their self-regulation skills.
Conclusion

Understanding that each child may need a different level of support with their physical, emotional and behavioral regulation is critical for teachers to assist with developing a child’s skills. By intentional planning, reflecting, and attending to the classroom environment, teachers can develop and implement the necessary strategies to assist children with developing their self-regulation skills.

References

Blair, C. (2009). Self-regulation and school readiness. The International Child and Youth Care Network. Retrieved from http://www.cyc-net.org/cyc-online/cyconline-oct2009-blair.html

Bodrova, E. & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education.(2nd ed..) Upper Saddle River, NJ: Pearson Education, Inc.

Bodrova, E., & Leong, D. (2008). Developing self-regulation in kindergarten; can we keep all the crickets in the basket? Retrieved from www.naeyc.org/files/yc/file/200803/BTJ_Primary_Interest.pdf

Epstein, A. (2009). Me, you, us: Social-emotional learning in preschool. Ypsilanti, MI: HighScope.

Florez, I. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66 (4),46-51.

Galinsky, E. (2010). Mind in the making. New York, NY: HarperCollins .

Gillespie, L. G., & Seibel, N. (2006). Self-regulation: A cornerstone of early childhood development. Beyond the journal: Young Children on the web. http://journal.naeyc.org/btj/200607/Gillespie709BTJ.pdf

Kolstelnik, M., Whirren, A., Soderman. A., & Gregory, K. (2009). Guiding children’s social development and learning (6th ed.). Clifton Park, NY: Delmar.

Riley, D., San Juan, R., Klinker, J., & Ramminger, A. (2008). Social and emotional development: Connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press.

Season’s Celebrations Policy

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Dear Parents of Room 5 :

We have sent out our Second  October   Edition E-Newsletter to Room 5 families that signed up .  The Topic was ” Season’s Celebrations Policy ”. For more information  ,you will find details in Parent handbook.

http://www.miracosta.edu/instruction/childdevelopmentcenter/parenthandbook.html#holidays

Thank you!  We are looking forward to sending you all updates and want to be sure that you receive them.

Week #9 October 13 -October 17 Planning Activities

Dear Parents here is our   ” Learning possibilities plans”   for the week #9

October 13    -October 17     in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 9

https://drive.google.com/file/d/0B5_QLR0YVLVOOXFCQ3A2dk9EbDQ/view?usp=sharing

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOam5iSlZvX0lqZ00/view?usp=sharing

 

Shoe Basket policy – Shoe Parking Lot

Shoe Parking Lot

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We are very excited to share with you are new Shoe Parking lot in Room 5. This is a new shoe policy strategy to balance our shoe basket policy. We have observer our children are eager to find ways to practice their classroom expectations, especially: “We are Responsible”.

We notice that our children enjoy taking their shoes off to use all their senses to explore, in some occasions we could not find right away their shoes in the basket , in other occasions they place them in their cubby and at the end of the day some children will be scavenger hunting their shoes.

These are some of the reasons that gave life to our new “Shoe Parking Lot”.

Where is it located? It is under the cubbies, so please watch your step when coming close to the signing book.
How does our Shoe Parking Lot work?
Our children, while indoors if they choose to take off their shoes, they will place them in the shoe parking lot.

Before we go outside children will choose to put their shoes on or take them outside to place in the shoe basket.
During our outdoor time children will have access to the shoe basket in case they need to place their shoes on to use the bikes, scooters or will like to put their shoes back on.

If our children have their shoes loose in the shoe basket before we go back in the classroom at the end of the day , they will grab them, walk in the classroom and place them in the Shoe parking lot and walk to our carpet area for our dismissal circle.

This way when parents come in for pick up, children will have their shoes accessible to take them. We do encourage parents to promote the children be the ones to pick up their shoes from the Shoe Parking Lot and give the child a type of acknowledgment of the sense of how responsible the child is being.
We appreciate all the support our parents give to our class community. Please enjoy the sneak preview pictures

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Week #8 October 06-October 10 Planning Activities

Dear Parents here is our   ” Learning possibilities plans”   for the week #8

October 06-October 10   in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 8

https://drive.google.com/file/d/0B5_QLR0YVLVORmUxem53VFpCcDQ/view?usp=sharing

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOV2htdENpRTFwY28/view?usp=sharing

Room 5 Extended Care Cubbies and Procedure

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Dear Parents from Room 5 :

 
In collaboration with teaching staff from Room 4, we have created a New and Improved extended care procedures we will like to share with you.

We moved our extended care cubbies  and Lunch Basket by Room 4.This is to help children transition smoother to nap.

On top of our cubbies we have our Soft Napping Friend Parking Lot.This is intended to help keep all  the items together.Inside the basket there is tape and pens or markers to keep all items label and safe.

All of these procedures are in place to create a greater engaging place for our children to grow.

For more information about Extended Care Cubbies and Procedures ,you will find details in our class Newsletters.

Newsletters: Today we sent out  our first October Edition from Room 5 for our families that signed up .

Thank you! We are looking forward to sending you all updates and want to be sure that you receive them.

Week #7 – September 29- October 03 Planning Activities

Dear Parents here is our   ” Learning possibilities plans”   for the week #7

September 29- October 03   in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 7

https://drive.google.com/file/d/0B5_QLR0YVLVOUkR4SVc2aFFmdkU/edit?usp=sharing

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOcmtPamxpUG4zTWs/edit?usp=sharing

 

Week #6 – September 22- September 26 Planning Activities

Dear Parents here is our   ” Learning possibilities plans”   for the week #6

September 22- September 26   in Room 5.

If you have questions, please ask us any time!

Learning possibilities Planning Sheet Week # 6

https://drive.google.com/file/d/0B5_QLR0YVLVOMk1tLVFnNUplajQ/edit?usp=sharing

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOaWRxdlZ1WllnUTg/edit?usp=sharing

Water Play : Wet and Wonderful

Splish, splash, bubble, bubble, pop! All They’re Doing Is Splashing, Right?

 

imageswaterplay

 

 

Incorrect! Water play fosters learning in all developmental areas. It provides opportunities for children to experiment with math and science concepts, strengthen their physical skills, advance their social and emotional skills, and enhance language development

Problem-Solving Skills. As children manipulate water play materials, they begin to understand why and how things happen. For example, given sinking and floating objects, a child will soon discover that just because something is large in size does not mean it will sink.

Math. Children begin to understand and experiment with concepts such as more/less, same/different, many/few, empty/full, before/after, greater than/less than, and counting

Science.Water gives children an avenue to contemplate issues such as: What makes rain? Where does water come from? What makes mud? children also learn physics principles such as the effects of force (increasing the water flow through increased force); effects of gravity (water runs downhill); and change in state (solid, liquid, gas).

Physical Development. Water play encourages the development of eye/hand coordination through pouring, squeezing, stirring, painting, scrubbing, and squirting. Children strengthen their gross motor skills by running, dodging water drops, and hopping through a sprinkler. They widen their sensory experiences as they put their hands in different textures (gritty, squishy, and slimy) and different temperatures (warm, cool, and cold).

Social and Emotional Development. Water play is one of the most relaxing activities children can experience. After all, many adults relax in a warm bubble bath or hot shower! Water play relieves tension by encouraging children to release their emotions with pouring, pounding, and swooshing. In addition, social skills expand as children play cooperatively; negotiate; and share equipment, space, and materials.

Language Development. Children learn new vocabulary such as sieve, funnel, eggbeater, stream, bubbly, moisture, and evaporation. Water play is such a meaningful experience for young children that it can be extended to writing experiences as well. Children may draw pictures of sprinkler play, then dictate a description or story to the teacher. Another valuable writing experience involves the teacher writing down children’s predictions, such as how long it will take ice cubes to melt in the sand box or how many babies one batch of soapy water will wash.

Creative Development. Water encourages children to use their imagination. As the children play, they may pretend that they work at a car wash or live in a castle. Water also encourages children to try out new ideas and solutions to problems in a safe environment.

 

Recommended Resources
Crosser, S. (1994). Making the most of water play.Young Children (July): 28-32.

Hendrick, J (1996).The whole child: Developmental education for the early years.Columbus, OH: Prentice-Hall, Inc.

James, J.C. and Granovetter, R.F. (1987).Waterworks: A new book of water play activities for children ages 1 to 6.Lewisville, NC: Kaplan.

MacDonald, S (1998).Everyday discoveries: Amazingly easy science and math.Beltsville, MD: Gryphon House.

Miller, K. (1989).The outside play and learning book.Beltsville, MD: Gryphon House.

Schiller, P. (1997). Brain development research: Support and challenges. Child Care Information Exchange (September): 6-10.

Week #5 – September 15- September 19 Planning Activities

We had 4 great  weeks  of school we are exited to share with you  our

” Learning possibilities”   for the week #5   September 15- September 19   in Room 5.

If you have questions, please ask us any time!

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVORktrMVJVSmlsWkU/edit?usp=sharing

Learning possibilities Planning Sheet Week # 5

https://drive.google.com/file/d/0B5_QLR0YVLVOYzdIRmlGVndod1k/edit?usp=sharing

Week #4 – September 08- September 12 Planning Activities

We had 3  wonderful weeks  of school we are exited to share with you  our

” Learning possibilities”   for the week #4   September 08- September 12   in Room 5.

If you have questions, please ask us any time!

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOQWs5aFBKMHF4dWs/edit?usp=sharing

Learning possibilities Planning Sheet Week # 4

https://drive.google.com/file/d/0B5_QLR0YVLVOeUJrdmZlSXdqaW8/edit?usp=sharing

ROOM DONATIONS -Recyclable Materials

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We have some exciting things planned for the next couple of weeks.

Kitchen area: our dramatic play kitchen moved to the loft area .Our second floor is under construction in becoming our “Farmers Market”. We have been talking about what does a market have, what things can you find and how you can use your senses while you are there. To enhance the investigation we need our parents help in donating some materials.
ROOM DONATIONS -Recyclable Material: There are some things that we would love to have for our classroom to enhance our Dramatic and Art area.
Please look around your house for things that can be recycled and collect 3 or 4 things that you were planning on throwing away or recycling and send these items to school with your child.

Some examples of items that can be sent to school with your child are:

• Empty Shampoo Bottles with caps (rinsed and Air dried ***)
• Empty soap dispenser (***)
• Laundry Detergent (all Sizes)(***)
• Empty Kleenex or tissue boxes
• Empty egg cartons
• Plastic bottles with caps (all sort of sizes : Water ,Juices, milk Half -gallon ***)
• Any Cardboard food containers.( cereal , spaghetti, crackers boxes)
• Plastic condiment bottles (Ketchup bottles ,Mustard, mayonnaise ,Dressing ***)
• Cardboard tubes (paper towel tube or wrapping paper) No toilet paper tubes please.

Thank you for helping in collecting these items. We hope that you have a great weekend. We will see you all soon! If you have questions, please ask a teacher in Room 5.

 

Classroom Environment Update

Our Brand New

Music and Movement Area

We are so excited to begin our third week with you and your children.  We have some exciting things planned for the next couple of weeks.
 
ENVIRONMENT: Our environment is in the process of being updated.  Here are some of the things that we have added, based upon the initial observations we have made of the children during weeks 1 and 2.
 
The children have been using everything in this area,but the initial setting was to small.Now we have our grand opening of our New Music and Movement Area.
We strive in making the environment engaging for our friends.

 

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We will like to thank all our parents from  Room 5  for your support .We appreciate everything you do.
Ms. Ferny and Teaching Staff from Room 5

Holidays and Other Celebrations Policy

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Dear Parents of Room 5 :

We have sent out our First September Edition E-Newsletter to Room 5 families that signed up .  The Topic was ” Birthdays, Holidays and Other Celebrations Policy”. For more information  ,you will find details in Parent handbook.

http://www.miracosta.edu/instruction/childdevelopmentcenter/parenthandbook.html#holidays

 

Thank you!  We are looking forward to sending you all updates and want to be sure that you receive them.

Week #3 – September 01- September 05 Planning Activities

We had 2 wonderful weeks  of school. Here are our ” Learning possibilities”   for the week #3   September 01- September 05   in Room 5.

If you have questions, please ask us any time!

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOMlBzTElseENRX3M/edit?usp=sharing

Learning possibilities Planning Sheet Week # 3

https://drive.google.com/file/d/0B5_QLR0YVLVOSG92c2JDYkVLYnc/edit?usp=sharing

Week #2 – August 25- August 29 Planning Activities

We had a great first week  of school. Here are our ” Learning possibilities”   for the week #2  August 25- August 29  in Room 5.

If you have questions, please ask us any time!

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOczFzYndBM2Fock0/edit?usp=sharing

Learning possibilities Planning Sheet Week # 2

https://drive.google.com/file/d/0B5_QLR0YVLVOeWJadUZuLXB1Z3c/edit?usp=sharing

 

Plants Donation for our Classroom.

We truly appreciate the fact that parent involvement (at all levels) it is an integral part of our  partnerships between Home and School .

Plants Donations  for our  Classroom.

 plants-in-classroom

If you have a small or medium potted plant that you would like to donate, that is safe for children (non-poisonous), we would greatly appreciate the donation.  Most nursery staff should be able to let you know what kinds of plants are or are not okay to be around children.
For more information about what plants are classroom friendly ,you will find details in our class eNewsletters.
eNewsletters: Today we sent out  2 editions from  Room 5 for  our families that signed up . Thank you!  We are looking forward to sending you all updates and want to be sure that you receive them.

Room 5 – Week #1 – August 18- August 22 Planning Activities

We are very excited for our first week  of school. Here are our ” Learning possibilities”   for the week #1 August 18- August 22 in Room 5.

If you have questions, please ask us any time!

Outdoor Environment Planning Sheet

https://drive.google.com/file/d/0B5_QLR0YVLVOcDNwTnhDcHFvS1E/edit?usp=sharing

Learning possibilities Planning Sheet Week # 1

https://drive.google.com/file/d/0B5_QLR0YVLVOWUNMQkw2UUxGUW8/edit?usp=sharing

 

Class Washing hands routine

“Healthy Washing Hands Steps”

 

1–  Wet hands thoroughly by holding them under the running water.

2.Apply soap to the hands,  liquid soap (1 tsp).

* If there is a line, please kindly  walk back of the line to scrub up your hands. If there is no line, make sure to close the faucet.

3. Make a lather by using  the 8 steps showed in our ” Washy ,Washy ,Clean  Video

4. Rinse the hands thoroughly.

5.Use paper towel to thoroughly dry the hands and arms.

6. If there is no other friend waiting to rinse hands, Encourage children to be the ones to close the faucet with the paper before discard it in the trash bin to prevent picking up microorganisms from the faucet handle.
Working together and modeling this Healthy Routine  will transform this into a Healthy Habit .

Washing Hands Routine

 

“Hand Washing Routine”

Photo: A young driver with his father

Handwashing is easy to do and it’s one of the most effective ways to prevent the spread of many types of infection and illness in all settings—from your Home and Workplace to child care facilities and Hospitals. Clean hands can stop germs from spreading from one person to another and throughout an entire community.

Learn more about when and how to wash your hands.

When should you wash your hands?

  • Before, during, and after preparing food
  • Before eating food
  • Before and after caring for someone who is sick
  • Before and after treating a cut or wound
  • After using the toilet
  • After changing diapers or cleaning up a child who has used the toilet
  • After blowing your nose, coughing, or sneezing
  • After touching an animal, animal feed, or animal waste
  • After touching garbage.

    What is the right way to wash your hands?

  • Wet your hands with clean, running water (warm or cold), turn off the tap, and apply soap.
  • Lather your hands by rubbing them together with the soap. Be sure to lather the backs of your hands, between your fingers, and under your nails.
  • Scrub your hands for at least 20 seconds. Need a timer? Hum the “Happy Birthday” song from beginning to end twice.
  • Rinse your hands well under clean, running water.
  • Dry your hands using a clean towel or air dry them.

Take care of your hands

Hand-washingis only one part of hand hygiene. Looking after your skin generally is important, as your skin is the perfect barrier against infection.

  • Apply a water-based absorbent hand cream three to four times a day, or more frequently if your hands are constantly in water.
  • Use gloves to wash dishes to protect your hands.
  • Use gloves when gardening to prevent a build-up of ingrained soil or
    scratches.
  • Consult a doctor if a skin irritation develops or continues

Please enjoy the Wash ‘ em ” Hand Hygiene Music Video “