Health Care for All Children in Missouri

Health care is a frequent topic of discussion these days, but many Missouri citizens are still unaware of options available to insure children from low income families.

You probably have children in your care who do not get routine medical care because their families cannot afford it.

Missouri Health Net provides medical coverage, including preventative care, emergency care, vision, and dental care to children from families who meet income guidelines. This coverage is available for infants, children, and youth.

Who Is Eligible ?
A child:
who is under 19 years of age;
who has or applies for a social security number
who lives in Missouri and intends to remain
who is a United States citizen or an eligible qualified non-citizen
whose parents cooperate with Child Support Enforcement (CSE) in the pursuit of medical support
whose countable family income meets the income guidelines

Assistance may even be available for families who need transportation to medical appointments.

For complete details, call 1-800-392-2161 or visit the MO Health Net website: www.dss.mo.gov/mhk.

No child should do without basic medical care because of low income. Please share information about MO Health Net with families in your program who may be in need of health care.

Written by Janet Robison, Training Coordinator

Lazy Days of Summer?

Does your child ever get to be lazy? Does your child ever have down time? Does your child get to do nothing, have no plans, or just plain waste time?

If not, maybe he/she needs this kind of time.

In today’s society, true down time is harder and harder to come by. Families are often over committed. Days in child care programs are often filled with scheduled activities and little opportunity for free play. Yet children, as well as adults, need time each day to relax and recover from daily activities.

It will take a conscious effort to incorporate time in each day for quiet, but the children will benefit, and it will make your life easier. You will have a happier and healthier child if his stress level is lowered.

Try some of these ideas below for a calming summer.

Have a day with no plans! Set no alarm clock, no goals for the day, no errands—just be.
Play board games
Turn off TV, don’t answer phones
Take a blanket outside—watch the clouds, listen to nature
Take a nap
Use no electronic devices—computer, IPOD, head phones, video games
Bring out the crayons, drawing paper, arts and crafts items
Read a book
Climb trees, wade in a creek, work in the garden
Cook a new food
Write a letter
Visit an elderly person
Stay in pajamas all day
Camp out in the back yard
Try origami

For other quiet activities, check out this website: http://www.activityvillage.co.uk/quiet_games_and_activities.htm

Written by Sarah Williams, Inclusion Specialist

Benefits of Developing a Professional Portfolio

A well organized professional portfolio can help you ace interviews and can document your ongoing professional growth.

Are you nervous about job interviews? A quality portfolio can help you feel prepared and help you clearly state your ideas and beliefs. An organized portfolio contains information that reflects your philosophy, goals, professional development, and experience. A portfolio can also help you find financing for new and expanding child care facilities.

What is a portfolio? It is a visual tool to help you document your beliefs, professional development, experience, involvement in the field, and classroom use of best practices. It can help you demonstrate a key point and help you stand out from other candidates.

A portfolio is not simply a photo album. While there should be photos in your portfolio, they should relate directly to a lesson plan or document in the portfolio. A portfolio also is not a scrapbook. Your portfolio should highlight your skills in a professional way. Keep in mind that interviewers may flip through your portfolio, rather than read it thoroughly from front to back.

What should you include in a portfolio?

You can include:
Table of contents
Resume
Statement of philosophy on early childhood care and education
Letters of reference
Records of workshops, seminars, and other professional development (Keep your certificates or get copies from your employer if they keep them)
List of professional memberships
Certificates of achievement for relevant volunteer work
Sample lesson plans
Photographs or samples of children’s work related directly to the featured lesson plans
Sample of letter to families or other forms of family communication
Examples of steps taken to guide a child’s behavior
Additional items to have available are:
Transcripts
Medical documents
Criminal history check
Other employment items as required by licensing

How do I organize the portfolio?
The first glimpse that someone gets of your portfolio is the cover. It should always be in good condition. Try using a three ring binder with insert panels for a self designed cover. Make sure the cover looks professional and that your name stands out clearly.

Some tips to aid in the development of a well-organized, creative, and highly effective portfolio are:
Insert all items into plastic sleeves (sheet protectors).
Divide the portfolio into sections — resume, philosophy, professional development, volunteer experience, classroom experience, and so on.
Use the section titles on the contents page.
Use a good quality resume paper for the cover insert, cover page, contents page, and section title pages.
Store extra copies of your resume, philosophy, and letters of reference in plastic sleeves behind the originals.
Support your sample lessons with photos of children engaging in the activity, samples of a child’s work, or words resulting from the experience.

Think of your portfolio as documentation of your professional growth and development. Keep it updated with new trainings you attend, new lessons you develop, and up to date information.

A carefully created portfolio will reflect who you are as a professional. It will help to clarify and reaffirm your beliefs, document your experience, and inspire you to try new things.

Written by Jacki Turner, Data and Referral Specialist

Adapted from:
Priest, C. (2010). The benefits of developing a professional portfolio. Young Children, 65, 92-96.

Super Bubbles Solution

Blowing bubbles is a fun and inexpensive outdoor activity that will keep children occupied for hours on warm summer days. You can purchase large jugs of bubble solution, or try this recipe from SteveSpanglerScience.com to make bigger and better “Super Bubbles!”

1 cup distilled water (minerals in tap water can affect the quality of your bubbles)
1 Tablespoon plain dish soap (Steve recommends Dawn, but any regular dish soap with no added moisturizers or anti-bacterial qualities will work.)
1 teaspoon glycerin (available in the pharmacy area of your store)
Mix ingredients together, and let the solution sit for at least 24 hours at room temperature. Steve says letting the solution rest is the secret to super bubbles!

In addition to regular bubble wands, try dipping other items into your solution. Bend a wire coat hanger into a circle, square, or other shape (have children guess what the bubbles will look like from each shape). Use plastic tubes from the hardware store. Try a clean, new flyswatter. Use kitchen utensils like whisks, colanders, and slotted spoons. Cut up an old laundry basket, and let kids use the pieces to blow bubbles. Try using an old tennis racquet.

For a giant super bubble a child can stand inside, pour bubble solution into a small kiddie pool, have a child stand in the pool, then use a hula hoop to make a giant bubble around them.

Let children experiment with the science behind bubbles. What else can they use to make bubbles? Look at the colors reflected in the bubbles. Encourage children to catch the bubbles (Hint: A glove helps. The oil on our skin is what makes the bubbles pop.) See which objects make the biggest bubbles, or bubbles that last longest.

The key to science is asking questions, then coming up with ways to test different theories. Follow the children’s lead, and encourage them to try out their ideas.

Written by Janet Robison, Training Coordinator

Offering Parents and Providers Advice on Separation Anxiety

Parent-child separation puts stress on all members of the family. When adults feel comfortable about a new situation, they will be relaxed, and the child will respond accordingly.

When the parents have doubts and concerns, they communicate their uneasiness to their child, and the child will have a much harder adjustment period.

Children need to know ahead of time what it will be like in a new setting. The book Help for Teachers of Young Children by Gwen Snyder Kaltman gives some tips for working with children who are entering your child care setting, as well as tips for parents who are getting ready to send their children to school.

Parents should be offered help devising a smooth departure strategy after dropping a child off at child care or at school. They need to be cautioned about the downside of leaving without saying goodbye. Encourage parents to use reassuring words like, “Mommy will be back after nap time,” or ”When it gets dark out, Mommy will pick you up.”

Kaltman gives these additional tips for making drop off times successful:

Remember, saying “Mommy will be back soon” is open to different interpretations by the children. The adult “soon” is not even close to the child’s “soon” (which is usually less than 60 seconds).

Young children find comfort in routines. Do the same things each day at drop off time.

Help the child thoroughly wash his or her hands (which should be required each time a child/parent enters a center).

Do a puzzle together, or another short activity the child enjoys.

Read one book before leaving.

Wish the child well, and clap hands with “High Five!”

Develop a special hug or kiss routine. For example, try a kiss on each cheek and one on the nose.

Advise parents that, as they are leaving, they need to communicate to the child through their
words and their body language that they are confident the child will have a good day.

As teachers, we know that usually within five minutes after the parent is gone, the child settles in, plays with the other adults and children in the program, and becomes involved in the activities of the day. To help put the parents’ minds at ease, encourage them to stay for five minutes in another room or in a nearby hallway that is out of the child’s sight to wait until the child stops crying. Knowing that the child is content before a parent starts her day means a great deal.

Another way to ease parental anxiety is to videotape the child five minutes after the parent has left so they can see for themselves that the departure trauma is short lived.

Child care providers and teachers can become very attached to children in the years before the child enters school. The provider often is like a member of the family, and is someone the parents look to for advice.

Before the children start school in the fall, prepare a letter with helpful hints to ease the trauma of this big change. It could include the following suggestions for the parents:

• Use the new teacher’s name often at home in a positive way to show your confidence in the new setting. Even taking a picture of the new teacher with the child could be helpful so that the child could often look at the teacher before he/she starts school.
• Talk often about children the child knows who are also attending the new school.
• Talk often about school in general. For example, use common school words such as gym, snack, lunch time, cafeteria, and recess.
• Take your child to school for a visit to meet the children and the teachers.
• Tell your children where you will be and what you will be doing while they are in school.
• Let your child know that you will miss him/her. This is an honest emotion (but it should not be over dramatized).
• Do your very best to be on time picking the child up each day.
• Several weeks before school begins, change the sleeping schedule so that the child is going to bed earlier each evening and waking up about the time that school begins.
• All teachers who work with young children could benefit from reading Gwen Kaltman’s book, Help for Teachers of Young Children.. In addition to these tips on easing separation anxiety, it gives easy to follow tips for developing children’s social skills and creating positive teacher-family relationships.

Written by Pam Raffurty, Director

Source:
Kaltman, G. S. (2006) Help for teachers of young children. Thousand Oaks, CA: Corwin Press.

T.E.A.C.H. Missouri Scholarships

Are you interested in earning college credits towards a degree in Early Childhood Education?

Do you want to start classes this Fall 2010?

Would you like a scholarship to help pay for tuition and books plus other perks and a bonus?

Then NOW is the time to contact the T.E.A.C.H. MISSOURI Scholarship!! We have funding NOW for all those interested in starting college and working towards a CDA, Associate Degree or Bachelors Degree in Early Childhood Education.

Already in college and took classes in spring or summer 2010? Contact us about enrolling NOW and being credited for the classes you just completed.

If you are serious about your education, we want to help you NOW.

Who is eligible for the T.E.A.C.H. MISSOURI is a scholarship?
All teachers, directors, on site owners, assistants, group home and or family home child care professionals who:
Have a desire to earn college credit towards a National CDA Credential or an AA/AAS or BA/BS degree in early childhood care & education
Work 30 hours or more a week directly with the children 0 to 5 years old each day in a licensed child care
Are 18 years or older and have a GED or high school diploma
Make under $14.50/hr as a teacher or assistant or $16/hr as a director or owner

For more information and applications, visit our web site at
www.moccrrn.org/teach-mo.html NOW! Don’t delay, apply today!

Making it FUN!

How about planning some fun themed days this summer? Read on for some great ideas!

Before the Fourth of July, the children can help you make stars and stripes decorations. Weave red, white, and blue crepe paper through the fence and place streamers on the posts to blow in the wind. Cover cardboard stars with aluminum foil and hang from the ceiling indoors.

Plan a lunch outside serving picnic items. Put a few drops of red or blue food coloring in softened cream cheese and spread between slices of bread. Cut the sandwiches into a star shape with a cookie cutter. Serve blue lemonade (just a drop or two of blue food coloring) and of course, have cake or apple pie for dessert!

A 9x12 inch cake can be decorated by using candy red hots for stripes and silver balls for stars. Have children make paper flags using stars and dots which can be purchased at an office supple store. To make the red and white strips, they can stick the dots in rows. Just remember, that you can show them what our American flag looks like but let them be creative to make their own flags.

“Beach Day” is another fun theme day. Mix water with sand in the sandbox. Provide styrofoam cups and various empty cans and jars of all sizes. Pack the wet sand into the jars/cans and let the children come up with wonderful sand castles!

Next, place a sheet on the ground to represent the ocean. Put on some surfing music. While the music plays, the children can “surf back and forth across the ocean.” When the music stops, the surfers are “caught,” unless they are back on the beach (off of the sheet). Surfers must move continuously back and forth across the ocean, they can’t always stay close to the beach. If the surfer is caught, they wait on the beach, and whoever “surfs” the longest wins.

Sandy paintings can be made by placing sand in medium sized margarine containers. Mix a few tablespoons of tempera paint with the sand. Give each child a baby food jar and a spoon. Let them spoon the colored sand into layers inside the jar. The sand should come to the top of the jar. When the painting is finished, place a piece of cotton on top before putting the lid on. This will keep the sand from shifting when the jar is moved. For a finishing touch, cover the lid with aluminum foil or paint it with tempera paint.

Two fun variations of musical chairs can be played on hot summer days. The first variation is called Beach Blanket Bum. Place towels on the ground, side by side. Have one fewer towel than the number of children. Have the players walk around the towels to music and when the music stops, the last person to be laying on a towel is the “Beach Blanket Bum.”

On a really hot day, help the children play “Musical Icy Tubs”. Place dish tubs of icy water in a circle. Have one fewer tub than the number of children playing. When the beach music stops, they actually sit in the icy tub, and the person who does not get a tub can push the button to the CD player for the next round. Keep playing until the last person has to sit in the single tub. This is really fun on a day that you let them bring swimming suits.

Another idea for a Summer Splash Day is to have a wet sponge throw. Set up some empty cans and plastic bottles as targets. Soak some sponges in water. Have the children line up behind a marker and see if they can hit the targets.

Also try barefoot painting on a long strip of butcher paper.

Have a wash day and wash everything from doll clothes to swing sets, all outside, of course.

The theme days are limitless. A wonderful book that has these and many other themes like “Winter in July,” is the book Summer Sizzlers and Magic Mondays by Edna Wallace. These ideas work well for summer school-age programs as well.

Written by Pam Raffurty, Director

Source:
Wallace, E. (1994) Summer Sizzlers and Magic Mondays. Nashville, TN: School-Age Notes.

Keep Children Safe in the Sun: Following Licensing Rules

Sunscreen is an over-the-counter medication. The FDA monitors it and labels it as an over-the-counter medication. This means that if a provider chooses to put sunscreen on children, the following licensing rules at centers need to be followed:

19 CSR 30-62.192(3)(A) The provider is not required to administer medication but may choose to do so.

19 CSR 30-62.192(3)(B) All medication shall be given to a child only with the dated, written permission of the parent(s) stating the length of time medication may be given.

19 CSR 30-62.192(3)(D) All nonprescription medication shall be in the original container and labeled by the parent(s) with the child’s name, and instructions for administration, including the times and amounts for dosages.

19 CSR 30-62.192(3)(E) All medication shall be stored out of reach of children or in a locked container.

19 CSR 30-62.192(3)(F) Medication shall be returned to storage immediately after use.

19 CSR 30-62.192(3)(H) Medication shall be returned to the parent(s) or disposed of immediately when no longer needed.

19 CSR 30-62.192(3)(I) The date and time(s) of administration, the name of the individual giving the medication and the quantity of any medication given shall be recorded promptly after administration. This information shall be filed in the child’s record after the medication is no longer necessary.

For Family Homes, these rules are the same, but the #’s are: 19 CSR 30-61.185(3)(A), (B), (D), (E), (F), (H), and (I).

License Exempt rules also support the above. 19 CSR 30-60.060(10)(A) through (G)
Although you are not required to administer sunscreen, rules do require that you protect the children from over-exposure to the sun. If you choose not to use sunscreen, you must demonstrate other ways that the children will be protected from the sun, such as shaded areas, hats and protective clothing, or changing the time of day that the children go outside.

It is the child care facility’s responsibility to protect the children in their care from the sun. Remember that if you choose to use sunscreen, you must follow all the licensing rules for over the counter medication to protect yourself from licensing violations.

Let's Get Messy!

I recently reviewed two books that are full of wonderful ideas for getting messy and having fun! These activities would be great for all ages, including school age children.

Both written by Nancy Blakey, the titles are: Lotions, Potions, and Slime: Mudpies and More and The Mudpies Activity Book: Recipes for Invention. Many of the activities would be good to do outside, but they could be used inside on rainy days.

Most children love messy activities, but children who have sensory issues may need to have the activities adapted by using gloves, wooden spoons, or other modifications.

Bubble Solution: The sheer volume of this recipe contributes to the fun of blowing bubbles! You’ll need 12 cups cold water, 1 cup liquid dish soap, 2 ounces glycerin (available from you pharmacy)

Pour the water into an empty one gallon container. Add the dish soap and glycerin, and shake gently to mix. Try blowing bubbles using foam cups with a pencil hole poked into the bottom, six pack rings, wire hangers bent into circles, jar lid rings, plastic berry baskets, or funnels.

Nest Pickings: What makes a nest? The children will be so surprised! Supplies: Onion bag, or any wide-webbed bag, wire hanger, foil, feathers, leaves, straw, yarn ,cotton, small twigs, moss, or strips of fabric.

Have your child pull the hanger into a diamond shape. Cut a small hole a the top of an onion bag for the top of the hanger to slip through, and let the children weave the nest pickings into the webbing of the bag in any configuration. Hang it outdoors in the spring and watch the birds choose their nest materials. Small groups of children could work together, and several could be hanging in the yard. What fun it will be to watch the birds create their nests from found materials!

Oobleck: Read the Dr. Seuss Book, Bartholomew and the Oobleck to the children, and then make Oobleck together.

You’ll need 1 box (1 lb.) cornstarch, 1½ cups cold water, 1 tablespoon food coloring, a plastic dish pan or a big bowl.

Mix the ingredients in the container with your hands until mixture is smooth.
Once it’s made, have kids try this: Squeeze the Oobleck in your fist. Now open up your hand. Draw a finger down the center of the solution in the tub. Pound on the Oobleck, then touch it gently with your palm. What happens?

If you touch Oobleck gently, it is soft and yielding like liquid. When you squeeze it or pound it quickly, it is hard and crumbly. Why? Cornstarch is ground up into such fine particles that the molecules line up like little plates. When you pound the Oobleck, the cornstarch plates are rigid. The kids will have so much fun with this mixture!

Sources:

Blakely, N. (1994) Lotions, Potions, and Slime: Mudpies and More! Berkeley, CA: Tricycle Press.

Blakely, N. (1994) The Mudpies Activity Book: Recipes for Invention. Berkeley, CA: Tricycle Press.

Written by Pam Raffurty, Director

Department of Social Services Market Rate Survey

It is time again for the Department of Social Services to conduct the Market Rate Survey. Every two years the federal government requires states to conduct a survey to determine the average fee child care providers charge for providing care. The survey collection period will be from July 1, 2010 through August 13, 2010.

This survey is sent to all child care providers who are licensed with the Department of Health and Senior Services, Section for Child Care Regulation. Participating child care providers will have the opportunity to either complete the survey by mail or to complete the survey online at http://www.dss.mo.gov/cd/childcare/index.htm (select 2010 Child Care Market Rate Survey). If completing the online survey, a Departmental Vendor Number (DVN) is required for tracking purposes. All responses are confidential.

Your response is critical. Information you provide on this survey may be used to determine subsidy reimbursement rates in the future. Your response will not only assist us in establishing the base market rate for child care, it will provide valuable public information about the child care market for Missouri’s public policy makers.

Look at the Whole Child to Solve Behavior Challenges

Children cannot always articulate their feelings, and their frustrations often show up as behavior challenges. Before a solution to behavior issues can be found, teachers must work to find the cause of the negative behavior. Put yourself in a child’s place, and see what his/her behavior might be telling you.

If I child shows:

Anger, defiance, refusal to participate...it might mean...I’m not able to do what you are asking—I have a delay in my brain/body.

Lack of attention to charts, books, big group activities...it might mean...Everything is blur to me, my brain is not seeing what you are telling me—I have a vision acuity or perception problem.

Not listening, not following directions, not responding to questions correctly...it might mean...I may not be able to hear you clearly-I have a language processing problem.

Hitting, shoving, taking items...it might mean...I cannot make my wants/needs known. Others cannot understand my words-I have a speech problem.

Self play, no friends, fear, outbursts, crying, attention seeking...it might mean...My heart is hurt, my emotions are not stable-I need a lot of extra TLC.

Refusal to do drawing, writing, cutting, or gluing...it might mean...I can’t do what you are asking me-I have a fine motor deficit.

Poor eater, eats too much, eats too fast, takes others food, picky eater...it might mean...My tummy REALLY does hurt everyday-I have anxiety, I’m hungry, I have hidden food allergies, or I just don’t feel right when I eat that food.

Cuss words, inappropriate sexual behavior, talking about sex, gestures...it might mean...Someone is sexually abusing me, I see things at home in real life or on TV that I shouldn’t see.

Doesn’t like outside play, doesn’t join in games, doesn’t use playground equipment...it might mean...My gross motor skills are not where they should be, I cannot keep up with my friends, or I cannot do what others can.

In constant motion, rough with others, intensely likes/dislikes touch, removing shoes or clothing, needs things in his/her hands a lot...it might mean...I have sensory issues—my body is telling me to do this behavior to quiet my senses—My body reacts differently than others.

Looking for the causes of behavior challenges can lead you to a solution and make the day much brighter for you and for the child. Sometimes the child may need more help than you alone can give. Some resources in your community might include: Family Services Division, doctors, counselors, psychologists, Child Abuse Hotline (In Missouri, 800-392-3738), First Steps, speech services, occupational therapists, Midwest Center for Autism Spectrum Disorders, Missouri School for the Deaf/Blind, and Workshop on Wheels CCR&R.

Written by Sarah Williams, Inclusion Specialist

We're on the Web! Are You?

You don’t have to be a technology whiz to effectively use the internet to promote your child care business and to keep parents informed.

The internet can be a fabulous tool for marketing your program, and websites don’t have to cost a fortune. In fact, many valuable sites, known as social media sites, are free! They are also easy to set up, and can be updated regularly to keep families informed about what their children do each day at child care.

Facebook is more than a way to keep in touch with friends. You can also create a profile for your child care program. Just create a new account, and invite families to become “friends” of your program. Families who choose to can receive updates you post as often as you like.

Share notes about upcoming events or daily activities. You can post photos of children in action throughout the day, and you can even upload videos if you choose (be sure you have a signed photo/video release from families before posting any images).

If you are concerned about privacy, never fear! You have the final say about who can see anything you post on Facebook. Under the “Account” button, click on “privacy settings” and make sure only “friends” can see your profile, pictures, and updates.

A great way to post more detailed updates regularly is through a blog. You can create a free blog site for your program using Blogger. Just click on “Create a blog” and follow the steps to choose a title, select from pre-made layouts, and get started creating your first post. (This blog uses Blogger, and our layouts are free templates from Leelou Blogs.)

Blogs are easy to update, and you can write longer, more detailed descriptions than on Facebook or Twitter. You can also post as many photos as you’d like so that families can feel in touch with their children all day long. Families who “follow” your blog can comment on posts and let you know their thoughts. Your blog can also be set so that only people approved by you can see what you post. Under “settings,” click on “permissions” to make the blog private.

You can also choose to include general information about your program on your blog’s home page, and consider the blog site your business website.

Twitter is another way to keep families informed about your program, and this site is also free. Twitter limits posts to 140 characters, so you’ll have to be brief! But one advantage is that parents can receive Twitter updates on their cell phones, and they’ll know instantly if their child is finger painting or digging in the sandbox today.

Find UCM Workshop on Wheels Child Care Resource and Referral online:
Website: www.ucmo.edu/workshop
Blog: http://workshoponwheels.blogspot.com
Twitter: http://twitter.com/UCMWOW

Written by Janet Robison, Training Coordinator

Why Children Bite, and What You Can Do about It

From twelve to twenty-four months of age, children may begin to bite. Although biting can be frustrating for both parents and caregivers of children who bite or are being bitten, biting is a normal stage of child development. Not all children are biters, but for those who are, there are ways you can deal with this issue.

Here are some reasons why children bite and suggestions for preventing biting.

Reason – Exploration: children learn through their senses.
Solution – Provide a variety of sensory and motor experiences that stimulate taste, touch, and smell.

Reason – Attention: some children become biters because it gives them the attention they need.
Solution – Give your child lots of positive attention, hugs, and nurturing conversation throughout the day.

Reason – Frustration: toddlers do not have the verbal skills to express their feelings and this leads to frustration. The environment can also be frustrating and lead to biting.
Solution – Help a toddler express feelings through words, and empathize with how the child is feeling. Keep large, open spaces to a minimum and a small number of children per caregiver in each room.

Reason – Teething: infants can begin teething as early as five to six months of age and continue into the toddler years.
Solution – Provide teething toys, clean frozen cloths, or frozen bagels for the toddler to chew. The cold sensation helps ease the pain.

Reason – Anxiety: biting may relieve tension youngsters are feeling.
Solution – Try to understand what the toddler is feeling and validate those feelings. Keep a routine schedule.

Reason – Imitation: children imitate others. If one child is biting, another child may imitate the behavior.
Solution – Model loving, nurturing behavior. Avoid giving too much negative attention to a child who bites.

Reason – Cause and effect: young children are very interested in reactions. They like to see what happens next. Children soon learn that when they bite, they hear a loud scream. Most toddlers are too young to understand they are hurting someone.
Solution – Provide toys which give reactions such as a jack-in-the-box, pop-up toys, squeaking toys, etc.

When a Child Bites
Speak firmly and maintain eye contact. You may say, “We do not allow biting people. If you want to bite, you may bite this (teething toy, frozen cloth, etc.), but you may not bite people.” Make sure to comfort the child that has been bitten, keep ice packs on hand and was the bite with soap and water. Include the biter in the comforting process.

If the biting continues, use the questions below to help you understand reasons why and what you can do.

Where did the biting occur?

Who was involved?

When did the biting occur?

What happened before the biting occurred?

What happened after? How was the situation handled?

Why do you think the biting might be happening?

What can you do to stop the biting from happening again?

This information was developed by The Family Conservancy from a variety of professional resources. This is not a standardized measurement tool.

Inviting Legislators to Visit Your Program

As a child care professional, you are an advocate for young children in your state. One way to “take action” is to contact your state or federal legislators and let them know how you feel about issues related to children. If you have called, you may have felt that the legislator didn’t understand how the issue could affect children.

If you’ve never contacted your Senator or Representative before, the Advocacy section of our website has information about how to find and contact your legislators.

“One of the best ways to help state and federal elected officials understand child care and early education in this country is to show them.” (Exchange 2009) Inviting legislators to visit your program can help them understand what you do, and how important it is to have quality child care facilities.

When legislators come to visit, they learn more than they would if you simply went to their office or talked with them via email or phone. Votes have changed because a legislator actually saw what was needed to maintain quality child care.

Mary Beth Salomone, Policy Director at the Early Care and Education Consortium (ECEC) says, “This is more than just a tour. This is an opportunity to show our elected officials what is really going on out there and what they need to do to create and support good policies. This is a chance for program providers to show that they really know best about what parents, children, and their staff need.” (Exchange 2009).

These visits can be used to share a message about the importance of high quality child care, and about what it takes to provide high levels of quality. The visits can be used to ask for help in areas such the Child and Adult Care Food Program, child care subsidies, how to make quality child care available to more families.

You follow the state rules and regulations in your program every day. You have to educate your staff, provide materials, select curriculum, cover your costs, and manage the program. You know what it takes to make your program a high quality child care facility.

Show the legislators examples of this in your classrooms. Make sure the visits include interactions such as:

Using circle time as a way to involve the visiting legislator. Suggest that he or she pull up a chair and join in the activity.

Invite the legislator at snack time or lunch time, and show him or her that this is an important part of learning and development.

Ask the legislator if he or she would like to read a story to the children.

Use this as a photo opportunity. Snap pictures of the children with the legislator.

The purpose of these visits is to gain support for issues that are important to you. You have invited the legislator to your program because there is something that you want or need him or her to do. Don’t be afraid to ask for what you want. This person was elected to serve you and your community!

Check out the ECEC website for a Site Visit Toolbox that can help you get started. It contains a guide to a successful visit, template invitation letters, and ideas for activities. You can get this information at: www.ececonsortium.org

Tips:

Remember that legislators may not be able to give more than 30 minutes to an hour for this visit.

Make sure to pick a day and time that will allow the legislator to see the program in action (when children are awake).

Involve the legislator in activities with the children.

By inviting legislators to visit your early childhood program, you can help members of Congress to see that:

High quality early care and learning programs exist.

The whole childhood from birth through school-age is important.

Play is learning, and child care is more than simply babysitting.

Child care is an important economic activity. Each center is a small business that supports lots of workers – both your own staff and local parents and families. Teachers, staff, and caregivers need and benefit from training and education.
Contact your legislators today about issues that are important to you, and consider inviting them to visit your program and see quality care in action.

Source:
Karolak, E; (2009). Getting legislators out of the statehouse and into your program: Another way to take action! Exchange Magazine, November/December 2009 pp36-38.

Written by: Jacki Turner, Referral and Data Specialist

Congratulations to our 2009-2010 CDA students!

Another year of CDA class has drawn to a close, with our final class meeting at Mazzios last night. We are so proud of the many students who have completed our Child Development Associate classes, both this year, and in years past.

The Child Development Associate is a credential awarded by the Council for Professional Recognition in Washington D.C. The credential is recognized nationwide as evidence that a child care professional has the skills and knowledge necessary to provide quality care and early education.

Students who participate in our program earn 120 clock hours of quality education covering each of the CDA Subject Areas. In addition to the training hours, our program assigns each student a mentor who is there to help with putting together the Resource File, preparing for the CDA Observation, and preparing for the Verification Visit. Students who wish to can also take our classes for up to nine hours of college credit through the University of Central Missouri.

We are currently enrolling for our 2010-2011 CDA class, which will begin in August. If you want to register, or simply would like more information, please call Jacki Turner at 660-543-8321 or 800-666-1461.

Children's Mental Health Awareness Day

Today marks the Fifth Annual Children's Mental Health Awareness Day, and 2010 is the first time the focus has been on mental health during early childhood.

According to the national Substance Abuse and Mental Health Services Administration (SAMHSA)

Awareness Day raises awareness of effective programs for children's mental health needs; demonstrates how children's mental health initiatives promote positive youth development, recovery, and resilience; and shows how children with mental health needs thrive in their communities.

SAMHSA suggests these strategies for parents and caregivers of young children to promote mental health in children:

1.Integrate mental health into every environment that impacts child development from birth
2.Nurture the social and emotional well-being of children from birth
3.Look for and discuss milestones of a child's social and emotional development from birth

Visit the website for Substance Abuse and Mental Health Services Administrationto learn more.

More from Messy Morning

Messy Morning was so much fun, we just had to post more photos.
Pudding finger painting provided by The Learning Garden was one of the favorite activities. Children chose between vanilla and chocolate pudding, then they finger painted on waxed paper. It's always fun when activities are both creative and yummy!
Children were able to paint with various natural objects including pine cones, tree branches, flowers, and leaves at an artistic table provided by UCM's Child Development Lab.
Boys and girls from infants through school-agers enjoyed learning about the motorcycles and visiting with Bikers Against Child Abuse.
Children got to create their own Italian sodas thanks to Wired. They brought many flavors, and the WOW staff decided Chocolate Milano was our favorite.
Leeton Early Childhood Development Center provided a big tub of a mysterious substance made from white glue and liquid starch.
One of the simplest activities we had was a variety of toys used in water play. This colorful toy was donated by U.S. Toy (Thank you!), but children of all ages equally enjoyed simply playing with sponges, cups, spray bottles, and plastic tubes in tubs filled with water.

Thank you again to all of the businesses, groups, and organizations who helped us make Messy Morning possible. We look forward to working with everyone again, and seeing more smiling, messy faces next year!

Board Books Recalled

The U.S. Consumer Product Safety Commission (CPSC) and Gund have announced the recall of their children's paperboard books with plastic handles designed as baby rattles. The Styrofoam used to fill the book binding can detach, posing a choking/aspiration to infants and young children. Consumers should contact Gund for a free replacement product by calling 1-800-436-3726 between 8:00 a.m. and 5:00 p.m. CST, Monday through Friday or visit www.gund.com. Additional information about this and other recalls may be found on the CPSC Web site.

Messy Morning is a Filthy Success!

UCM Workshop on Wheels would like to sincerely thank each group, organization, and business who helped make our Second Annual Messy Morning a huge success. We had 98 children from 58 families in attendance, and this represents a 32% increase over last year's numbers.

A simple solution of corn starch and water was enjoyed by all and provided by UCM National Residence Hall Honorary.

Bikers Against Child Abuse were a huge hit with their motorcycles, tattoos, and whipped cream dive. While kids marveled over the motorcycles, parents learned about child abuse prevention.

One of our events was Clean Mud, provided by Warrensburg Head Start.

One of the favorite activities was a tub of bubble solution and various items the children could use to blow bubbles. We had plastic tennis rackets, tubes, kitchen utensils, and more. This is a cheap and easy activity parents could do at home!

Members of UCM's Theta Chi oversaw an activity where children painted on bubble wrap, then made prints of their creations.

Our staff members' t-shirts were purchased from Missouri Kids First. The back says, "It is easier to build strong children than to repair broken men." ~ Frederick Douglass

Great Websites for Kids

We often get requests from parents and child care providers who are looking for a list of websites that would be fun, safe, and appropriate for children. Here are some that we like:

www.mealsmatter.org
Comprehensive website all about meals! Create a healthy shopping list, your own cookbook where you can save and organize favorite recipes, and learn how to stock the pantry so you can create nutritious meals even in a pinch. Utilize the meal planner tool to balance healthy food choices by planning and organizing family meals!

www.kidshealth.org
Start at the home page, where you can choose to enter the Parents, Kids, or Teens site. Each section provides information on kids’ health geared toward that specific audience.
o Parents – Practical parenting information and news
o Kids – Homework help and how the body works
o Teens – Answers, advice, and straight talk

www.activeallowance.com
“Teaching dollars and sense.” Utilize the services on this website to create and maintain job charts and allowance accounts. Great system the whole family can use!

www.stepfamilies.info
Great resources from the National Stepfamily Resource Center: research, educational resources, law and policy, facts and FAQ, and information about programs and services in your area.

www.preschooleducation.com
Lots of ideas! Arts & Crafts, books, bulletin boards, circle time, dramatic play, felt boards, games, math, music, science & sensory, and themes! Plus, check out the parent corner and teacher lounge!

www.familyfun.go.com
Check out the online version of Disney’s Family Fun magazine! Crafts, activities, recipes, and lots of other ideas!

www.kidsgardening.com
“Helping young minds grow.” Check out this site for history, curriculum, thematic explorations and activity ideas. Plus, find out information about school gardens, grants, and conferences. Develop and expand your outdoor classroom with curricula, structures, tools, and accessories from the online shop.

www.storylineonline.net
Stories are brought to you in an online streaming video program featuring Screen Actors Guild Foundation members reading children’s books aloud! Each book also includes activities and lesson ideas.

www.scholastic.com
Get the latest (and archived!) teaching resources, book recommendations, and student activities!

www.kids.nationalgeographic.com
Games, photos, stories, videos, and more from National Geographic Kids!

www.whitehouse.gov/about/white-house-101/ - Facts & Fun about the White House

www.usmint.gov/kids/ - U.S. Mint history, games, and activities, and collector’s club.

www.kids.gov/ - The official kids’ portal for the U.S. Government

www.weatherwizkids.com
A wonderful website developed by Crystal Wicker, a television meteorologist for the ABC affiliate in Indianapolis, Indiana especially for kids to allow them to learn more about the fascinating world of weather. It’s also a great educational website for teachers and parents to give them the right tools to explain the different types of weather to children.

www.timeforkids.com/TFK/kids
You can find news, homework help, games, and the Time for Kids online magazine here!

www.highlightskids.com
All the fun of Highlights magazine online! Great activities such as Hidden Picture, Fun Finder, Story Soup, and Science in Action are all here, plus more!

www.pitara.com
There are lots of things for kids to do here. There are six categories to choose from: Talespin, Magazine, Discover, Activities, Games, and Reference. Check out poems, folktales, science activities, famous people, tongue twisters, quizzes, arts & crafts, math games, mind games, skill games, quotes, history, and more!

www.pitara.com/junior/
This is the “junior” version of Pitara with stories, games, and activities.

www.ixl.com
Math practice site for PreK-6th grade with more grade levels on the way! Links to state standards and progress reports for parents and teachers; fun, engaging math practice with an awards page for students!

www.lego.com
Build “virtually” anything with LEGO Digital Designer! Lots of other games, puzzles, and creative activities plus comics & movies, downloads, and product information.

www.funbrain.com
Awesome educational games for grades K-8!

www.wholefamily.com
“Real Families, Real Issues, Real Solutions.”

www.pbskids.org
Educational games, activities, and videos for kids.

www.crayola.com
Coloring pages, crafts, activities, lesson plans, games, and more!

www.disney.com
All things Disney: games, video, creativity, characters, movies, T.V., music, and more! You can also link to Disney’s Preschool site http://disney.go.com/preschool.

www.sciencewithme.com
Free, educational science website for elementary students.

www.mathwithme.com
Free, educational math website for elementary students.

www.brainpop.com
Animated educational site for kids with lots of topics: science, social studies, math, English, arts & music, health, technology. Also has links to state standards and Brain Pop ESL.

www.brainpopjr.com
Like Brain Pop, is an animated educational site for the younger set with science, math, health, reading & writing, social studies, arts & technology, and a word wall. Also has links to state standards and a “grown-up guide.”

www.nwf.org/Kids.aspx
Outdoor fun and activity ideas from the National Wildlife Federation with links to Wild Animal Baby (ages 0-4), Your Big Backyard (ages 3-7), Ranger Rick (ages 7+), and Just for Fun magazines.

kids.discovery.com
There’s lots of things to do at Discovery’s kids site – videos, fun & games, TV programming, and more! Be sure to link to http://yucky.discovery.com/flash/, the best place for science entertainment and touted as the yuckiest site on the internet! For younger ones, visit Ready, Set, Learn at http://kids.discovery.com/fansites/readysetlearn/readysetlearn.html.

www.nick.com and www.nickjr.com
Games, videos, music, movies with your favorite Nickelodeon and Nick Jr. characters!

www.kidsites.com
This is a huge listing of approved kids’ sites that are categorized and easy to navigate! Way too many to list here – they have pages and pages and pages of links!!

www.kidsclick.org
Developed by librarians, this is a web search site for kids with a comprehensive listing of 600+ topics.

List compiled by Rebecca Veach, Office Professional

Take a Walk

Whether planned or spontaneous, taking a walk is a great way to spend time with each other and discover your environment without spending a lot of money. The best things about walks are that they are adaptable: you can take a walk indoors or out, in an urban area or rural area, a new place or a familiar place, and in all types of weather.

Through walks, children can actively explore, follow directions, make observations and inferences, ask questions, and compare and contrast things in their indoor, outdoor, and at-home environments. Real, practical experiences such as these encourage problem-solving and adds to the understanding of experiences.

When planning a walk, consider these suggestions:

1. Gather Information – take the walk yourself ahead of time. Any obstacles or unforeseen concerns? Interesting things to point out along the way?

2. Talk About It – Advance notice can get children excited and remove some fears. What do the children already know about where you are going? Can they predict what they might find?

3. Safety Rules – Let children know where the boundaries are (crossing streets; staying on a path); walk with a buddy; stop when told to stop. Look for and encourage positive behaviors.

4. Integrate with Curriculum – Provide books related to there experience (I Went Walking by Sue Williams is good one to start with); make a book of findings to encourage writing skills and invite children to revisit themes throughout the year; create or select music to support your walk (try Who are the People in Your Neighborhood? from Sesame Street); extend dramatic play by making prop boxes with materials that focus on the walk (neighborhoods, careers, animals, etc.)

5. Assess Learning – After the walk, help children think about what they have learned. Talk as a group, encourage writing and drawing, or create a chart of objects found or photographs taken.

Try some of these ideas to get you started:

•Discover Water Resources –Where can you find water? In a sink? A swimming pool? A creek?

•Above and Below Walk – What can you find that is above your head? Below your head? Add other concepts such as over/under, up/down, in front of/behind.

•Flashlight Walk – Perfect for a rainy day! Darken the room and use a flashlight to shine light on specific items in the room; ask children to recall what they saw.

•Indoor Magnet Walk – Create a list of objects for children to test. Draw the items on a record sheet and leave room to draw additional items. After the walk, make a chart of which items are attracted to the magnet and which items are not.

•Marvelous Machines – If there is current construction in the neighborhood, ask the contractor if is okay to observe from a safe distance. On each observation walk, take pictures. These will help facilitate discussion on big machines, careers, building structures, etc. You can also make a book with your pictures. Provide building-related materials in the block area and dramatic play area for children to try their own hand at construction.

Adapted from:
Peachin Wineberg, Lenore. (Winter 1997). Walks: An effective approach to learning. Texas Child Care.

by Rebecca Veach, Office Professional

Get the Latest Health Information for Children!

HealthyChildren.org is a new website recently launched by the American Academy of Pediatrics. The site is full of pediatric advice for both parents and caregivers.

On the site, you can search for health information by age group, view "hot topics" in child health, search for a pediatrician in your area, or register to receive their newsletter and customized health information for your family or child care program.

I just searched and found this great article about keeping children safe on the playground. Did you know that children younger than four should never be allowed to climb on equipment that is taller than they are?

Visit HealthyChildren.org for more useful health and safety tips!

2010-2011 Missouri Early Child Care Grant

Are you interested in opening a new child care program in Missouri to serve infants and toddlers? Would you like to expand your current program to serve more infants and toddlers?

The Missouri Department of Social Services, Children’s Division has issued a Request for Application (RFA), hereafter referred to as an application, for the start up of new or the expansion of existing child care facilities for children ages birth through 24 months. Applications for this grant are being accepted from April 1, 2010 until 3:00 p.m., May 4, 2010. You can access the child care Start Up and Expansion application at http://dssapp.dss.mo.gov/grant/index.asp.

The only pre-application conference regarding this Request for Application (RFA) will be held on April 8, 2010 at 9:00 a.m., in Room 492 of the Harry S. Truman Building, 301 W. High Street, Jefferson City, MO 65101.

Questions regarding the Child Care Grant must be directed to the Office of Administration Help Desk at 1-800-663-2647. Please refer to the Child Care Grant when contacting the Help Desk.

For full details about the grant application and requirements, please visit the Grant Application Home Page.

5 Ways You Can Help Prevent Child Abuse

April is Child Abuse Prevention Month! Thanks to Missouri Kids First for sharing these 5 Ways You Can Help Prevent Child Abuse:

1. Help Yourself.
When problems of everyday life pile up and you feel overwhelmed - take time out so that you don’t take it out on children. Learn the facts about child abuse and pay attention to the children in your life.

2. Help Children.
Spend time listening to a child, reading to a child or playing a computer game with a child. Children need to know that they are appreciated, loved and capable of following their dreams.

3. Help Others.
Support others with the children in their lives. Child abuse and neglect is a community issue and we can create our homes, schools and communities to be places where children are treated with respect.

4. Get Involved.
Ask your community leaders, groups and institutions to develop services to meet the needs of children and families. Volunteer at agencies that support children and families. Stay informed about local, state and national policies that impact children.

5. Report.
If you have reason to believe a child has been or may be harmed, call the Child Abuse Hotline at 1-800-392-3738 or 911 for law enforcement.

This article is provided by Prevent Child Abuse Missouri.

Baby Sling Warning from CPSC

The Consumer Product Safety Commission has issued a warning that caregivers should be cautious if using sling type carriers for infants younger than four months. This warning is due to at least 14 deaths in recent years that were deemed to be caused by the slings.

CPSC says,

Slings can pose two different types of suffocation hazards to babies. In the first few months of life, babies cannot control their heads because of weak neck muscles. The sling’s fabric can press against an infant’s nose and mouth, blocking the baby’s breathing and rapidly suffocating a baby within a minute or two. Additionally, where a sling keeps the infant in a curled position bending the chin toward the chest, the airways can be restricted, limiting the oxygen supply. The baby will not be able to cry for help and can slowly suffocate.

View the full story here.

or

Subscribe to CPSC's e-mail list for product safety warnings and recalls.

Chill Out: Helping Young Children Calm Themselves

Often during the winter months tempers start to flare. It’s best to take the children outside to “run off steam,” even in chilly weather, but inclement weather sometimes forces everyone to stay inside.

An excellent book that can really help is Preschool Classroom Management: 150 Teacher-Tested Techniques by Laverne Warner. It provides suggestions to prevent behavior problems before they happen, and it gives solutions to help the children learn to control their own emotions, allowing them to make positive decisions and to learn effectively.

Warner cites these techniques to help children calm themselves when they are about to erupt into tantrum-like behavior:

Calm the child by talking to him/her in a soothing manner and by holding him/her close, if necessary.

Take deep breaths with the child. Say to him/her, “You seem to be stressed. Let’s close our eyes and take deep breaths together.” (This helps the teacher relax also, which will help you be able handle the situation in a more positive way!)

Take the child by the hand, and walk away from the stressful situation. Say, “When I feel stressed, I walk around for a few minutes. That usually calms me down.”

Teach the child a soothing song to hum or sing to himself when he feels mad.

Introduce group activities that will help all children to eliminate stress, such as lying on the floor and breathing deeply, closing eyes, and using a calming visual imagery, such as flowers, puppies, or swings. This technique is very successful in teaching the child to have a plan for when they are stressed or angry.

Have a rocking chair in the classroom that children can use when they feel stressed. This could be a small child’s rocking chair in an area that can be a private place away from the high traffic areas of the room.

Ensure that children are adequately fed and that they don’t get thirsty. Meeting their physical needs eases stress.

Follow the usual classroom routine. Stress often occurs when children are not following their normal habits and schedules.

Puppets can be used to have a calming effect on children. The puppet can talk to the child softly and explain that it understands that the child is angry. The child and the puppet can “talk to each other” about what to do.

Remember that some of the stressful events in the children’s life are beyond the control of the teacher. Be sure to talk to parents about helping children avoid stress. The suggestions above may be helpful to the parents as well.

Source:
Warner, Laverne. (2004) Preschool Class room Management: 150 Teacher Tested Techniques. Beltsville, MD: Gryphon House, Inc.

Written by Pam Raffurty, Director

Third-hand Smoke is Also Harmful to Children

We've all heard about the dangers of second-hand smoke, but are you aware of the dangers of "third-hand" smoke? A recent article defines third-hand smoke as tobacco residue clinging to surfaces, and explains why this residue may be harmful.

The article explains that when a cigarette burns, nicotine is released into the air, and it settles into carpets, clothing, furniture, and even the dust around the area. Because infants and toddlers often crawl on floors, and because of their natural tendency to put things in their mouths, these young children are especially at risk for damage from third-hand smoke.

If you're a child care provider and a smoker, or if you employ smokers in your child care facility, this is definitely something to consider. The article says that smoking outdoors is better than smoking indoors, but that carcinogens still cling to clothing and skin.

If caregivers do smoke before work, or during breaks, be sure hands are washed thoroughly before caring for children. Consider changing clothes after a cigarette. Or best yet, protect your own health, as well as the health of the children in your care, but taking steps to quit smoking.

Read the full article here.

Children Can Learn to Work Well with Others

According to Dr. Becky Bailey in her book, Loving Guidance, each child in your classroom should have a meaningful job each day. When children have jobs, they learn to be more responsible, and they take pride in their classroom.

Many teachers feel rushed and find it easier to do tasks themselves, but there is tremendous value in teaching children how to do jobs.

Having jobs in the classroom allows the child to become involved in the classroom and helps them to learn positive social and emotional development. The following are some ideas for classroom jobs:

Morning message writer: This child’s job is to write or draw a picture of a welcoming message to the class. The message might say “Welcome to our class. I hope you have fun today.” Or it may be a picture of a sun with a great big smile.

Greeter: This job involves greeting children as they enter the center/classroom/home. It also includes extending a helping hand as needed, such as helping someone with a coat or backpack.

Encourager: This child’s job is to notice children who are feeling discouraged and offer encouragement. This might be a post-it note with a happy face or a fun picture that has been cut out of amagazine.

Visitor Greeter: This child’s job is to greet the guests that come into the classroom. The child must be taught what to do: Walk over to meet the visitor at the door, then say, “Welcome to our room, my name is _____”.

Kindness recorder: This is the person who gets to notice all the kind acts children perform during the day. They write or draw what they see in a designated location. Acts of kindness will be shared at the next group time.

Absent children committee: This job can belong to one child or a group of children. If a child is absent, this person draws a picture or makes a “we missed you card” for the child who was gone.

New Child Buddy: This person can be the buddy for a new child who has just started coming to the classroom, center, or home.

Teachers should be sure to proactively notice all helpful, kind acts as well. If you point out not only the act, but also how it helps, the children become more aware of why jobs are important to everyone.

Some examples of great things to say about children contributing positively to the classroom are: “You put all the puzzle pieces back in the box so whoever plays with the puzzle next will be able to be successful. That was helpful!” or “Jimmy held the door open so all the children could walk through without bumping each other. That was helpful.” Or “You helped Hannah clean up the dramatic play area; you were being a great helper.”

Adding some of these new job ideas to your current classroom plan will help you build a positive classroom community!

Source:
Bailey, Dr. Becky, (2000) Loving Guidance. Oviedo, FL: Loving Guidance, Inc.

Written by Pam Raffurty, Director

Your Tax Refund Can Help Prevent Child Abuse in Missouri!

Many of the trainings that Workshop on Wheels is able to provide for local child care professionals are funded by Children's Trust Fund. One way you can help prevent child abuse and neglect, and help keep WOW trainings affordable, is to donate as little as $3.00 of your Missouri income tax refund to CTF using their Check Off Child Abuse program. Simply look for the handprints on your Missouri Income Tax Form. All donations are tax-deductible.

Missouri's children thank you!

Helpful Advice and Ideas for Grandparents

Do you need quality child care for your grandchild? Do you need discipline advice? Want to know how to help your grandchild be ready for Kindergarten? Whether you are a grandparent in the position of raising a grandchild, or if you simply want to make the most of those visits from the grandkids, Workshop on Wheels is a great resource! Feel free to call or e-mail us specific questions (follow the links on our sidebar).

One excellent resource I found online is Grandparents.com. This site has sections specifically for babies, toddlers, preschoolers, school-age children, "tweens," and teens. You can find advice on behavior concerns, finding appropriate toys, planning vacations, and serving nutritious meals and snacks.

A quick search of the site led me to this awesome article on "How to Deal With Tweenage Attitude." What grandparent (or parent, or teacher, or aunt, or neighbor!) couldn't use that helpful advice?

The Legal section of the site offers great advice for anyone concerned about Grandparent Rights.

The site also includes online support groups on various topics such as Grandparenting from Afar, Grandparents Caring for Grandkids, and New Grandparents.

I hope you'll find Grandparents.com to be a useful resource. Feel free to call Workshop on Wheels toll free at 1-800-666-1461 with all your child related questions.

Written by Janet Robison, Training Coordinator

Shade Structure Grant for Child Care Programs

Summer will be here before we know it. Is your playground lacking enough shade to allow children to comfortably play outdoors during the hot summer months? The American Academy of Dermatology has a grant program that might help!

The site lists this information to help determine if your program is eligible:

Eligible Applicants

To be considered for future grants, applicants must:

Be a nonprofit organization or public school that primarily serves children and teens who are 18 and younger.

Demonstrate an ongoing commitment to sun safety and skin cancer awareness by having a sun safety/skin cancer awareness program in place for at least one year prior to application. Visit the Academy's Sun Safety Program Database for activities to implement a plan for your organization.

Be sponsored by an AAD member dermatologist. (web site provides a link to find one in your area)

Visit the grant website to learn more!

Update to Child Care Facilities Improvement Grant Application

If you downloaded the application for Missouri's Child Care Facilities Improvement Grant prior to 1/22/10, please note that there have been some updates which require applicants to download a new application.

This grant is a wonderful opportunity to make improvements and updates to your facility. Do you need a new roof? Is your stove older than dirt? Are the manipulatives in your table toys area worn out? Would you like to make your program more accessible to children with special needs?

Download the new Grant Application today! If you have questions about the grant process, please call the Help Desk at 1-800-663-2647.

Support for Every Mom

Momtourage is a great website that recently came to our attention, and we wanted to share the resource. If you're a mom, you can find helpful articles about parenting on their website, read ideas for crafts, sign up for a free newsletter, or join an online support group. Providers can share this helpful information with moms in your program.

Research has shown that having a support network is one protective factor which can reduce parental stress and reduce the likelihood that a child will be abused or neglected. Giving parents access to supportive resources, like Momtourage, is a great way to help families in your community.

Check out their website and their blog, Mothering Made Easier.

Learning in a Winter Wonderland

Winter provides a wonderful setting for themed activities in your program. Whether you focus on ice, penguins, snowmen, or the Arctic, you can provide many fun and educational experiences for the children.

In the sensory table: Of course you can simply fill your table with fresh clean snow on one of those days when the weather has you cooped up inside. If real snow isn’t available, use Insta-snow (available from Steve Spangler Science), or simply fill your sensory table with ice cubes. You can also freeze plastic animals inside buckets of water. Then provide the children with safe tools to “rescue” the ice-bound creatures.

In the block area: Cover cardboard boxes with white paper, or allow children to paint boxes white. Then use these giant “ice cubes” to make igloos in the classroom.

Allow older children to build “ice sculptures” using large and small marshmallows and toothpicks.

Dramatic play: Replace your usual dress up clothes with cold weather staples like boots, scarves, hats, mittens, snow pants, and coats.

In the art center: Provide blue or black construction paper and a variety of white or silver writing utensils such as crayons, colored pencils, and chalk. Also put out other white or silver items like cotton balls, scraps of ribbon or fabric, cut paper, or foam pieces. Encourage children to create snowy scenes. Older children will love cutting out snowflakes. Show them how to fold the paper, then let them be creative with their designs.

Science: Did you know you can create big fluffy clouds of snow using an ordinary bar of Ivory soap? Place one bar of Ivory bath soap (Only Ivory works!) in a large bowl, and microwave it for 2 minutes. Watch as the soap erupts into big snowy mounds. Allow the soap to cool for one minute before touching it. The water and air in the soap expand, creating this fun effect.

You can also focus on cold weather animals like penguins, walruses, polar bears, seals, caribou, and whales. Children will love learning more about how these creatures live in arctic temperatures. Check out books on these animals from your local library. Cut pictures from magazines, or print them from the internet. Ask children what they’d like to know about the animals, then use your resources to find the answers with them.

Show children how a whale’s blubber keeps him warm by putting some shortening inside a large ziplock bag. Place a smaller bag inside that one and mold the shortening around the small bag. Have children take turns placing their hand inside the small bag, then placing the whole thing in a bowl of ice water. Note how their hand stays warm!

Make bird feeders. One simple method uses pine cones. Tie yarn to one end for a hanger. Let children cover the pine cone in peanut butter or softened lard, then roll in birdseed. Hang the feeders outside near a window where children can observe the birds. Provide binoculars near the window, along with paper and writing utensils for children to record what they observe.

Literacy: Share favorite children’s stories with a winter theme. Try:
The Mitten by Jan Brett
The Snowy Day by Ezra Jack Keats
Frederick by Leo Lionni
Owl Moon by Jane Yolen
It’s Snowing! It’s Snowing! by Jack Prelutsky
A Drop of Water by Walter Wick
Winter Days in the Big Woods by Laura Ingalls Wilder

Group Time: Have children classify winter items like thick socks or mittens and gloves. They can group them by color or size, or in matching pairs.

Enjoy the winter season with the children in your care. It can be a warm, cozy, and educational experience for everyone!

Written by Janet Robison, Training Coordinator

Did You Know?

The U.S. Department of Labor has established law that applies to the time a child care staff member spends attending workshops/classes and whether/how they are paid for that time.

Workshop attendance that any State requires for staff, so that a facility can maintain child care licensing, must be counted as work time and compensated. In Missouri, the Section for Child Care Regulation requires that everyone counted in the child-to-staff ratio earns 12 hours of approved workshops or classes each year. The time that a staff member spends earning those required 12 clock hours is considered work time and she or he must be paid.

If the time of the workshop/class is included in a standard full-time work week as defined by the employer’s personnel policies, staff should be compensated at their usual salaries. If the time of the workshop/class is overtime beyond the standard work week, staff should be paid at the overtime rate consistent with the U.S. Department of Labor guidelines and established in the personnel policies.

Are there any exceptions?
There is only one exception to this requirement. If ALL four of the following items are true, then the training is not counted as work time:
• The workshop/class occurs outside the normal scheduled hours of work AND
• The individual’s attendance is completely voluntary AND
• The workshop/class is not job-related AND
• No other work is performed during the workshop/class period

For more information, contact the U.S. Department of Labor at 1-866-4-USWAGE or visit the Wage and Hour Division Website.

DSS Announces Child Care Facility Improvement Grant

All information about how to apply can be found at the Department of Social Services website.

If you are interested in applying, you are invited to attend an informational meeting:

A pre-application conference regarding this Request for Application (RFA) will be held on January 14, 2010 at 9:00 a.m., in Room 492 of the Harry S. Truman Building, 301 W. High Street, Jefferson City, MO 65101. Additional conference dates may be added if warranted.