january · all parents need help sometimes with the day-to-day care of children, help figuring out...

EUP GREAT START CONNECTIONS

EUP Great Start Connections “ALL CHILDREN WILL BEGIN KINDERGARTEN SAFE, HEALTHY, AND READY TO SUCCEED IN SCHOOL AND LIFE.”

IN THIS ISSUE

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Great Start Collaborative & Parent

Coalition

Great Parents, Great Start

Early On

Preschool

Community Events

January &

February

2016

Photo Sources: www.huffingtonpost.com, www.pinterest.com,

www.healthtipsidal.blogspot.com

January &

February

2016

EUP GREAT START CONNECTIONS 2

GREAT START

PARENT COALITION

My name is Heather Mitchell and I am your new Great Start Parent Liaison! I am originally from Grand

Ledge Michigan (which is near Lansing) and moved to Sault Ste. Marie to attend Lake Superior State Univer-

sity, where I still reside with my husband and our son; we are expecting another baby boy this spring! I have

a Bachelor’s Degree from Lake State in Sports and Recreation Management and love working with children

and families. In the past I have worked with students and families in various schools and programs in our

area. I look forward to getting to know you and working to promote education in our community.

Recently I attended a training on Strengthening Families™ where Cara and I

learned new skills and strategies that we are excited to share with families in our

area! Strengthening Families™ is a research-informed approach to increase

family strengths, enhance child development and reduce the likelihood of child

abuse and neglect. It is based on engaging families, programs and communi-

ties in building five protective factors:

Parental resilience

Social connections

Knowledge of parenting and child development

Concrete support in times of need

Social and emotional competence of children

These key resources outline the Strengthening Families Approach. The topics below provide additional infor-

mation, tools and resources for understanding more about Strengthening Families and the Protective Fac-

tors Framework. (credit: http://www.cssp.org/reform/strengtheningfamilies/about)

If you would like to participate in an upcoming GSPC meeting, please ‘Like’ us on Facebook

(www.facebook.com/EUPGreatStart) or subscribe to our mailing list by emailing [email protected]

with the subject line ‘Add Me’.

Questions, Concerns or Comments, Please Contact:

Heather Mitchell, Parent Liaison

[email protected]

www.eupkids.com

Like us on Facebook: EUP Great Start

Parents & Collaborative

http://www.cssp.org/reform/strengtheningfamilies/about

http://www.facebook.com/EUPGreatStart


Photo Credit: umchealthyfamilies.org

GREAT START COLLABORATIVE

Cara LaFaver, Great Start Collaborative Director

[email protected] 906-632-3373

www.eupkids.com


All parents need help sometimes with the day-to-day care of children, help figuring out how to soothe a

colicky baby, help getting to the emergency room when a bad accident happens, or help in managing

one’s own temper when fatigued or upset. When parents are faced with very trying conditions such as los-

ing a job, home foreclosure, substance abuse, not able to feed their family or trauma, they need access to

concrete support and services that address their needs and help to minimize the stress caused by very diffi-

cult challenges and adversity. Assisting parents to identify, find and receive concrete support in times of

need helps to ensure they and their family receive the basic necessities everyone deserves in order to grow

(e.g., healthy food, a safe environment), as well as specialized medical, mental health, social, educational,

or legal services.

When parents are faced with overwhelmingly stressful conditions they need to seek help, but for some par-

ents asking for help is not an easy thing to do. Others may not seek help because they do not know where

to go for help. Thus, parents need experiences that enable them to understand their rights in accessing ser-

vices, gain knowledge of relevant services and learn how to navigate

through service systems. Seeking help is not an indicator of weakness or

failure as a parent. On the contrary, seeking help is a step toward im-

proving one’s circumstances and learning to better manage stress and

function well-even when faced with challenges, adversity, and trauma.

When parents ask for help, it is a step toward building resilience.

Strengthening Families Protective and Promotive Factors:

Concrete Support in Times of Need


GREAT START COLLABORATIVE

When parents seek help, it should be provided in a manner that does not increase stress. Services should be

coordinated respectful, caring and strengths based. Strengths-based practice is grounded in the beliefs

that:

It is essential to forge a trusting relationship between parents and service providers and among service

providers working with the same families.

Regardless of the number or level of adverse conditions parents are experiencing, they have assets within

and around them, their family and their community that can be called upon to help mitigate the impact

of stressful conditions and to create needed change.

Parents must be active participants in the change process and not passive recipients of services.

Parents must first be guided through, and subsequently learn how to navigate, the complex web of

health care and social services.

In addition to addressing each parent’s individual difficulties, strengths-based practitioners must under-

stand-and work to change-the structural inequities and conditions that contribute to these difficulties.

A strengths-based approach helps parents feel valued because they are acknowledged as knowledgeable

and competent. They develop a sense of self-confidence and self-efficacy because they have opportuni-

ties to build their skills, experience success and provide help to others. Thus, access to concrete support in

times of need must be accompanied by a quality of service coordination and delivery that is designed to

preserve parent’s dignity and to promote their and their family’s healthy development, resilience and ability

to advocate for and receive needed services and resources. Adapted from the website for the

Center for Social Policy

Cara LaFaver, Great Start Collaborative Director


www.eupkids.com


Strengthening Families Protective and Promotive Factors:

Concrete Support in Times of Need (Continued…)


Photo Credit: https://fit.webmd.com


Joan Killips, Parent Educator

[email protected] 906-632-3373 ext. 123

www.eupkids.com

Great Parents, Great Start

Submitted by: Joan Killips, Parent Educator

Outdoor play is a wonderful way to provide a variety of hands-on learning experience for your child. When

children play outdoors they use their large and small muscles, stimulate their senses, exercise thinking skills, and

explore early math and science concepts. Nature provides us with such a beautiful and interesting play-

ground!

When we think about outdoor play we often think about green grass, water, sand, nature walks, ball play and

sunny skies. Consider all of the learning opportunities that winter also brings. Molding snow into shapes, throw-

ing, kicking and building with snow. Learning about what happens to snow when it melts, or water when it

freezes. What happens when snow is outside and then we bring it indoors? Filling and emptying containers of

snow and making snow change colors with a spray bottle and food coloring or blowing bubbles outside dur-

ing winter are unique experiences for children! Feeding birds and listening to their beautiful winter songs is also

a fun activity. The list is endless! When the weather is to sever to play outside you can fill a large bowl or pan

with snow and make small snowmen indoors.

There are always safety considerations when playing outside. Here area a few safety issues to consider (this list

is not all inclusive):

Always supervise your children outside

Children sometimes like to put things in their mouths; please make sure your child

does not.

Dress for the weather. This will help protect you against heat, cold, sun exposure

and allow you to enjoy your time outside.

Keep a close eye on children near roads, water, wooded areas, railroad tracks,

etc.

Have a bottle of water handy to prevent dehydration.

There are many resources available regarding outdoor play, check out these online

resources:

Parents as Teachers; Kidshealth.org; and the Michigan Department of Natural Resources.

OUTDOOR

PLAY



Reading with

Kids

Brittany Stabile, Early On Service Coordinator


www.eupkids.com

Becky Meyers, Early On Service Coordinator

[email protected] 906-322-6814 (Text only)

www.eupkids.com

“You’re never too old, too wacky,

too wild, to pick up a book and read

with a child.”

-Read Across America, NEA

Studies show that kids with active exposure to language have social

and educational advantages over their peers—and reading is one

of the best exposures to language. Reading to toddlers sets the

foundation for later independent reading. Reading problems can

be challenging to fix when discovered in elementary school, but

most reading problems can be prevented if exposure to reading

starts in the toddler and preschool years. Before children can read

independently, they need emergent literacy skills. These include

having a large vocabulary or words and knowing how to use them,

understanding that words are made up of smaller sounds, under-

standing that marks on a page represent letters and words, and

knowing the letters of the alphabet.

You don’t need games, flashcards, or special instructions for a tod-

dler to gain these skills. Just reading to your child as often as possi-

ble is the best way to help him or her learn to read independently.

Helping the Transition to Toddlerhood

Reading aloud is also an important way to help kids make the transition from babyhood to toddlerhood. Be-

tween the ages of 1 and 3, toddlers have triumphs and challenges, so it can help for them to hear stories

about other kids and how they managed fears about what’s under the bed, and tackled the challenge of

using the potty. But while eager to learn about the world and experience it, your toddler also needs a strong

connection with you. Reading together regularly can strengthen that connection, helping your toddler feel

safe and comfortable.

Kids make big leaps in vocabulary during this time, and learn about letters, shapes, colors, weather, animals,

seasons—all of which can be reinforced through books. Choose books with many pictures your child can

point to and name.

Article Credit: Quick, Carol. Kids Health. Nemours, n.d. Web. 6 Mar2014. http://kidshealth.org/parent/growth/learning/

reading_toddler.html


Reading Tips for Toddlers

Becky Meyers, Early On Service Coordinator

[email protected] 906-322-6814 (Text only)

www.eupkids.com


Brittany Stabile, Early On Service Coordinator


www.eupkids.com

Experts recommend reading to toddlers as often as possible, striving for at least one scheduled reading time

each day. Choosing regular times to read (especially before naps and bedtime) helps kids learn to sit with a

book and relax. But you can read anytime your child seems in the mood.

You'll find that your toddler wants to be independent and successful. Encourage this by offering three or four

books to choose from, praising the selection, letting your toddler help you turn pages, and asking for help as

you find things on a page. Your child will love to finish sentences in books with repetitive phrasing or rhymes.

When you come to a repetitive phrase or rhyme in a book, pause and let your child finish.

Read whatever books your toddler asks for, even if it's the same book every night for weeks and weeks

(and weeks and weeks).

Read slowly enough for your toddler to understand.

Read expressively, using different voices for different characters and raising or lowering your voice as ap-

propriate.

Choose board books or cloth books that are durable. You can let your child use these books inde-

pendently without having to worry about pages getting ripped.

Use puppets, finger plays (like the "Itsy Bitsy Spider"), or props while

you read.

Encourage your toddler to clap or sing when you read rhythmic, sing

-song books.

Talk about the illustrations. Point to items and name them. Then ask

your child to name them with you and offer enthusiastic praise.

Ask open-ended questions — "Why do you think the lion is going into

the woods? What do you think will happen next?" This encourages

your child to think about the story and to ask questions.

Substitute your child's name for the name of a character in the book.

Have fun! Show your child that reading is enjoyable.

The information on this handout was taken from: Quick, Carol. Kids Health. Nemours, n.d. Web. 6 Mar 2014.



Alicia Lawlor, Preschool Consultant

[email protected]

906-632-3373 ext. 141

www.eupkids.com

P r e s c h o o l

Cooking can help young kids learn and practice some basic math concepts and build language skills. And

the experience of creating meals with you can help build their self-confidence and lay the foundation for

healthy eating habits.

It may take a little flexibility and some simple prep work, but with the right expectations, your time in the kitch-

en with you preschooler can be a culinary adventure you’ll both enjoy.

How Cooking Can Help Preschoolers

Bringing kids into the kitchen can benefit them in a number of ways. Cooking can help:

Build basic skills. You can help your child hone basic math skills by doing something simple as counting

eggs or pouring water into a measuring cup. You can ask what comes first, second, and third or count

together as you spoon dough onto a cookie sheet. When you read a recipe together, you’re introducing

new words to your child’s vocabulary and promoting literacy. Following steps in the recipe can work on

listening skills.

Encourage an adventurous palate. Preschoolers are notoriously picky eaters, and bringing them into the

kitchen to cook can help get them to open up to new tastes. When your 3-year-old daughter plays chef

she might sample dishes she wouldn’t try if you just served them to her. So encourage kids to taste new

ingredients you’re working with and talk about what they like and how healthy foods make a body grow.

Help young kids explore with their sense. Kids learn by exploring with their senses and the kitchen is an ide-

al place to do that. Invite them to listen to the whir of the mixer, pound dough and watch it rise, smell it

baking in the oven, and finally taste the warm bread fresh from the oven. If it smells good, looks appeal-

ing, and is easy to eat they may just be willing to try it!

Photo Source: www.thelanguagetortoise.com



Alicia Lawlor, Preschool Consultant

[email protected] 906-632-3373 ext. 141

www.eupkids.com

P r e s c h o o l Boost confidence. Preschoolers love to show what they can do and working in the kitchen provides oppor-

tunities to gain a sense of accomplishment. If they helped assemble the pizza, let them know that their

help was important. You can name the pizza or another dish after your child. Serve “Will’s Pizza” or “Ella’s

Salad” for dinner tonight. Even if the end results are not exactly what you expected, praise their efforts.

Ideal Jobs for Preschoolers in the Kitchen

A few tasks in the kitchen are particularly well-suited to kids ages 3 to 5. The key is to give them “jobs” that

meet their skill level and are something they enjoy. So if your child loves to pound, bring out the bread dough

and let your preschooler pound away.

Hear are some other ways kids can help:

Stirring pancake batter

Tearing lettuce for salad

Adding ingredients

Assembling a pizza

Helping you “read” a cookbook by turning the pages

Getting Started

From riding a tricycle to getting dressed, preschoolers are learning how much

they can do all by themselves.

So look for a few cooking-related activities that your child can successfully complete independently or with a

minimum of involvement from you. Simple tasks like pouring liquids into the bowl, sprinkling cheese on top of

the casserole, or using cookie cutters are a good fit for most preschoolers.

Don’t plan an elaborate project—5 to 10 minutes might be all your child wants to spend on an activity. Start

small and keep it fun.

As kids grow, they will develop the skills, attention span, and interest to do bigger cooking jobs, like squeezing

the juice out of a lemon, measuring ingredients into cups and spoons, and beating eggs or mashing potatoes.

Preschoolers will also enjoy learning with you. For safety reasons, you should be in the kitchen with them at all

times, supervising and monitoring progress.

Spending time in the kitchen with your kids can foster an interest in food and cooking that will last for life!

Cooking with Preschoolers (continued)

Article and Photo Source: http://kidshealth.org

1. Children learn through their play.

Don’t underestimate the value of play. Children learn and develop:

Cognitive Skills—like math and problem solving in a pretend grocery

store

Physical Abilities—like balancing blocks and running on the playground

New Vocabulary—like the words they need to play with toy dinosaurs

Social Skills—like playing together in a pretend carwash

Literacy Skills—like creating a menu for a pretend restaurant

2. Play is healthy.

Play helps children grow strong and healthy. It also counteracts obesity issues facing many children today.

3. Play reduces stress.

Play helps your children grow emotionally. It is joyful and provides an outlet for anxiety and stress.

4. Play is more that meets the eye.

Play is simple and complex. There are many types of play: symbolic, sociodramatic, functional, and games

with rules—to name just a few. Researchers study play’s many aspects: how chil-

dren learn through play, how outdoor play impacts children’s health, the effects of

screen time on play, to the need for recess in the school day.

5. Make time for play.

As parents, you are the biggest supporters of your children’s learning. You can

make sure they have as much time to play as possible during the day to promote

cognitive, language, physical, social and emotional development.

6. Play and learning go hand-in-hand.

They are not separate activities. They are intertwined. Think about them as a sci-

ence lecture with a lab. Play is the child’s lab.

7. Play outside.

Remember your own outdoor experiences of building forts, playing on the beach,

sledding in the winter, or playing with other children in the neighborhood. Make

sure your children create outdoor memories too.

8. There’s a lot to learn about play.

NAEYC articles and books about play. David Elkind’s The Power of Play (Da Capo,

2007 reprint) is also a great resource.

9. Trust you own playful instincts.

Remember as a child how play just came naturally? Give your children time for

play and see all that they are capable of when given the opportunity.

10. Play is a child’s context for learning.

Children practice and reinforce their learning in multiple areas during play. It gives them a place and a time

for learning that cannot be achieved through completing a worksheet. For example, in playing restaurant,

children write and draw menus, set prices, take orders and make out checks. Play provides rich learning op-

portunities and leads to children’s success and self-esteem.

© National Association for the Education of Young Children — Promoting excellence in early childhood education

- See more at: http://families.naeyc.org/learning-and-development/child-development/10-things-every-parent-should-

know-about-play#sthash.CDZgeIuy.dpuf

P r e s c h o o l 10 Things Every

Parent Should

Know about Play By: Laurel Bongiorno

10

http://www.naeyc.org/play

Upcoming Community

Events

Jan. 8th Big Bear Playgroup 10am-11am

Fab Friday (Little Bear-St. Ignace) 5pm-6:45pm

Jan. 9th Totzone at the Big Bear 10am-12pm

Jan. 12th Family Fun Night-Sault Tribe Head Start 5:30pm-7pm

Jan. 15th Rudyard Playgroup 9am-11am

Big Bear Playgroup 10am-11am

Jan. 22nd Big Bear Playgroup 10am-11am

Fab Friday (Little Bear-St. Ignace) 5pm-6:45pm

Jan. 23rd Totzone at the Big Bear 10am-12pm

Jan. 30th Children’s Trust Fund Cornhole Tourney-St. Ignace 9am

Feb. 6th, 13th, 20th, 27th 2pm

Guided Snowshoe Hike-Strap on your snowshoes and join us for a free

guided hike through the forests of the Upper Falls. Snowshoeing tips and tricks will

be provided, and a limited number of snowshoes are available to borrow at no

charge. Meet at the Upper Falls Fact Shack, near bonfire.

Feb. 6th, 13th, 20th, 27th 6pm-8:30pm

Lantern-lit Ski & Stroll-Enjoy skiing or snowshoeing our 1-mile trail lit by

over 70 kerosene lanterns! Bring your own skis, but snowshoes are available to bor-

row at no charge. Warm up with refreshments by the bonfire between laps! Trail is

located at the end of the Upper Falls parking area.

Feb. 6th Totzone at the Big Bear 10am-12pm

Feb. 20th Totzone at the Big Bear 10am-12pm

Feb. 26th Fab Friday (Little Bear-St. Ignace) 5pm-6:45pm

11

If you would like to contribute to our Community Events page please contact :

Heather Mitchell, Great Start Parent Liaison

[email protected] 906-632-3373 or 906-203-2807 (cell)

january · all parents need help sometimes with the day-to-day care of children, help figuring out...

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