Big Emotions

I have had the pleasure of speaking with three families in the past few weeks regarding recent behavioral challenges. I am grateful to hear your questions and concerns and understand that as first-time parents, there are a lot of questions. Whether you are the parent of the child exhibiting aggressive behavior or the parent whose child has been affected by the behavior, both situations are concerning and challenging. Our children come into the world without instructions and a uniqueness that is all their own. We are inundated with information to supposedly be able to solve any parenting challenge. We do not have all the solutions, and it may feel overwhelming due to the myriad of approaches presented. From giggling and babbling to meltdowns and defiance, the world of toddler behavior leaves us perplexed.

The toddler years span from about 12 to 36 months of age. It’s a period of rapid growth and change, building upon the foundation laid during the normal newborn behavior phase. During this time, your little one is evolving from a dependent infant into a more independent (and opinionated!) little person. A toddler's emotions are a place where joy, frustration, and every feeling in between can occur within the span of five minutes. Their need for independence is very real. The phrase “Me do it!” becomes a battle cry as they insist on putting on their own shoes (backwards), feeding themselves (hello, spaghetti hair), and generally asserting their autonomy. This drive for independence is crucial for their development, even if it sometimes results in epic meltdowns.

Emotional regulation is a skill that takes years to master, and toddlers are just at the beginning of that journey. Their big emotions often overwhelm their little bodies, resulting in spectacular displays of frustration, anger, or disappointment. While challenging for parents, these outbursts are a normal part of emotional development.

Interacting with peers and siblings also becomes more complex during the toddler years. Your little one might show interest in playing with other children, but their social skills are still developing. Sharing, taking turns, and understanding others’ feelings are all works in progress. We see a constant mix of parallel play, tentative interactions, the occasional toy-snatching incident, and physical aggression to express big feelings.

CCEP is rooted in developing children who have strong social and emotional skills, including learning peaceful conflict resolution skills. When there is an incident of physical aggression, we are in that moment with the children. Teachers bring the two children together and acknowledge the signs of emotion, tears, sadness, anger, and frustration. We teach them that all our feelings, including anger, are ok, but it’s not ok to hurt our friends. We model alternative, kind, and gentle behaviors and practice those with the children, often taking their hands and demonstrating a soft touch or a gentle hug. We maintain low student-teacher ratios, and all of us are responsible for the safety of our children, which translates to “all hands-on deck” when a member of our community is struggling.

While we know that physical behaviors to express big feelings represent normal development, our children must always be safe and feel safe. These situations are taken very seriously and involve a close partnership with the family to provide resources and services to address the source of behavior challenges.

Earlier this year, we amended our Behavior and Communication Protocols in order for teachers and families to have a set of guiding principles when there are behavior challenges. Prompt communication with all involved is essential to the process. This begins with a phone call from the teacher and then documentation in Brightwheel.

Please take a moment to review these protocols and know that your teacher and I are available to meet, preferably outside of the school day, without children present. While we are equipped to handle most child behavior issues, there are rare times when we are not equipped with the necessary skills, or the environment is not servicing the child experiencing extreme physical aggressive behaviors. When this happens, the school serves as a place of support, compassion, and understanding, working closely with the family to develop a transition plan.

Enjoy these resources and know that we are always here for you and your precious children.

Resources

Free Conscious Discipline Resources for Educators & Families

Explore Parenting Books, Webinars and DVDs | Love and Logic

More Discipline That’s Actually Backed By Research

https://www.theatlantic.com/family/archive/2025/04/quaker-parenting-research/682277/

Chasing Curiosity!

Chasing Curiosity, Discovering Friendships, and Sparking Joy are phrases we use to describe the magical CCEP experience. We have the privilege of seeing our students chasing curiosity every day! While it’s easy to see young children express their infinite capacity to be curious, it’s a bit harder to describe what it looks like.

When young children chase curiosity, it often looks like a whirlwind of exploration, wonder, and excitement. Their faces light up with wide eyes as they encounter something new. They are spontaneous, quick, and filled with energy. We can expect to see a child kneeling close to inspect a bug, picking up a rock to see if something is under it, or running to a new sound or sight.

Our children ask a lot of questions like "What is this?" or "Why?" They often touch, taste, and smell things without hesitation, driven by a natural desire to understand the world. They exhibit pure joy and excitement, sometimes expressing triumph when they figure something out or get an answer to their question. Our children revisit things multiple times; maybe it’s a quest for deeper understanding or simply because they’re still fascinated by what they discovered.

Curiosity in young children looks fluid, messy, and beautifully unfiltered. It’s a constant journey of wonder, not just about the world around them but about how they relate and interact with the world.

Recently, in Chapel, our Lion friends noticed the organ and began asking questions. Their curiosity inspired Mrs. Long and Ms. Curtis to set up a time with Mr. Barber to learn more about the organ and how it works. I became curious to know more about the developing music interests of our students. I learned that since the beginning of the year, our Lion friends have been fascinated by all different types of musical genres. They listen to music

by Igor Stravinsky, Firebird Sweet, Rhapsody in Blue and Gershwin. Traditional, classic, and jazz genres are all favorites.

Curiosity takes us all to new places. I am grateful for our children's reminder to get out there and chase curiosity!

Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. Albert Einstein

Inclusivity

Our mission reminds us to always nurture children in the Episcopal tradition. What does this mean and what does it look like? How do we express the principles and ideals of our Episcopal Identity at Christ Church Episcopal Preschool?

A few examples include weekly chapel which draws fully upon liturgical resources and is a large part of our school community. We honor reflection, prayer, and matters of spirit nurturing our physical, mental, and emotional health. The ideals and concepts of equity and justice are woven throughout the life of our school. Helping others through service is an integral part of who we are. We are an inclusive community and intentionally teach our children to be kind, respectful, and loving human beings.

I had the opportunity to give two tours this week, one for an incoming prekindergarten student and another for an incoming beginner student. Our visitors enjoyed touring the school, meeting teachers, and spending time in the classes they will join.

These experiences provided beautiful reminders of our inclusive community; a place where we graciously welcome new friends.

During the classroom visit to prekindergarten, several CCEP students took their new friend by the hand, inviting her to play with dolls. One student put her arm around the visitor, patting her back as she lovingly handed her a blanket for the baby. The beginner visitor joined a music class where our youngest children guided their new friend to the circle while handing her an instrument. Before long, we were all holding hands as we danced and sang together.

Modeling and teaching kindness, grace, love, and acceptance to all people is fundamental to who we are and makes our church and school so very special.

A Note on Progress

Progress Reports will be sent home on February 24 and February 25. While we don't have a parent/teacher conference on the calendar, conferences are always encouraged and may be initiated by parents or by the teacher. If there are concerns regarding learning and/or development, we deeply believe in early intervention and talking with our families as soon as possible.  We have extremely knowledgeable and experienced teachers who are experts on all matters of child development, teaching, and learning. And they are always here for you! 

The reality is that most of our children need early intervention services in one or more areas of development. Addressing them now means they will have increased school success preparing them for a lifelong love of learning.  There are times when a teacher's assessment and a parent's assessment differ. This is to be expected and it's important for teachers and parents to both advocate on behalf of the student.  For teachers to accurately assess areas of development, skills must be observed more than once and in various settings. When a child has fully learned the skill, it will be seen both at home and at school. Early childhood educators are usually the first ones to let parents know that they see an area of atypical development. Identification is not a diagnosis, it's just information. Really good teachers, like our teachers at CCEP, understand this and work hard to convey sensitivity and clarity of information. At the forefront is the fear that their communication may not be received in the way it is meant. Please know that all of us at CCEP love and care for your children. Being a good teacher means that we believe in developing healthy relationships where we are partners advocating for what our children and families need. 

Tools like the Ages and Stages Questionnaire, along with teacher and parent assessments and observations, are all important. However, what's most beneficial for the child is when teachers and parents comfortably share their observations, accomplishments, and concerns regularly. 

Choices?

Raising children is the best job around! And also, the most challenging. Young children are finding their voices, learning to navigate big feelings, and discovering their likes and dislikes. As language develops, understanding what they want, or need can be extremely difficult. We know that giving children choices helps them to feel a sense of agency and empowerment that often leads to cooperation. Providing choices helps children learn to make good decisions as they grow. Ideally, giving children “two great choices” is a strategy we have found to be very effective for avoiding power struggles while helping parents stay in charge in a positive, loving way.

There are times, however, when giving choices isn’t ALWAYS helpful to children. When children become dysregulated and spiral out of control, their brains are flooded with stress, and they cannot think clearly. Giving choices at these times feels overwhelming, like a big black hole that they get lost in leading to further upset and dysregulation.

At these times, they need boundaries to end the madness which helps them to calm down and adapt. Children won’t be happy with or thank us for the boundary, but setting clear limits allows the child to move on positively. Our goal is to prepare children for the world in which they will live, and often we have choices, but sometimes we don’t. Teaching our children to navigate those times when they don’t have a choice is an important life skill and an essential part of healthy development.

Enjoy these two articles regarding more guidance on when children need choices versus when they need a firm, loving boundary. A reminder that all of us at CCEP support your parenting needs, we are partners in raising well-adjusted, healthy people.

When Not to Give a Child Choices | Psychology Today

We're always told to give kids choices—but here's where it can backfire - Today's Parent

What Makes CCEP Special?

As we look forward to the remainder of this school year and the start of a new school year in September, we are reminded of how special CCEP is.

We nurture and honor young children in the Episcopal tradition. At the heart of our educational philosophy is the belief that children need space to grow—both academically and personally. A play-based, literacy-rich curriculum coupled with a low student-to-teacher ratio, provides each child with the individual attention and guidance they deserve. This fosters deeper connections with our children and ensures that every child’s unique needs are met. CCEP students chase curiosity, discover friendships, and spark joy every day!

Our expansive 22-acre campus offers endless opportunities for exploration and discovery. Whether they’re wandering through the woods, playing on our playgrounds, or simply touching the world around them, children here have the freedom to learn and grow at their own pace.

We understand that these early years are the most critical for brain development. That’s why we prioritize giving children the time and space they need to be young, free, and adventurous. The freedom to explore and express themselves fosters resilience, emotional intelligence, and critical thinking. We believe that by giving children a joyful, exploratory foundation, they are better prepared for the next steps in their educational journey.

Celebrating Community Helpers!

January is community helper month at CCEP! We know that we have lots of community helpers at CCEP, so we are thrilled to invite our friends and families to come to CCEP to share a brief presentation. Your teachers will reach out to you directly to make the arrangements.

We value our close community and want to recognize those in our lives who play a vital role in maintaining the well-being, safety, and function of our community. Teaching our children about community builds their awareness of how different people work together to keep our community safe and healthy. Our children learn to develop empathy and appreciation for the efforts of others. This helps them recognize the importance of kindness and respect for people in different professions, from teachers to sanitation workers. Children who learn about different community roles can develop a sense of responsibility. They may come to understand how their actions impact others and how each person in a community plays a part in maintaining harmony and well-being.

Take some time to talk with your children about the community helpers in your family and neighborhood. Stop and say thank you to those you encounter. For example, trash collectors, doctors, nurses, police officers, and firefighters. Children learn gratitude and develop empathy by watching the adults in their lives sharing thanks and kindness. 

Read more Here for additional information about what children learn from our valued community helpers.

Career Exploration: Learning about community helpers can spark children’s curiosity about future career options. It can help them explore their interests and potentially guide them toward a profession they may want to pursue when they grow older.

Promoting Safety and Awareness: Understanding the roles of emergency responders (like firefighters, paramedics, and police officers) teaches children how to react in emergencies. This knowledge can be crucial for their safety and helps them feel more secure in their environment.

Encouraging Cooperation: By learning about how different helpers contribute to the community, children can understand the importance of teamwork. They can see how collaboration and cooperation are vital for a functioning society.

Building Communication and Social Skills: Children often encounter community helpers in their daily lives, such as police officers, firefighters, or doctors. Understanding these roles helps children interact positively with these individuals, which in turn can improve their communication and social skills.

Overall, learning about community helpers fosters respect, empathy, and an understanding of the world around them, while helping children develop a foundation for future learning and personal growth.

1.     Ensure Safety: Police officers, firefighters, and emergency medical personnel keep the community safe by responding to emergencies, preventing crime, and handling natural disasters or accidents.

2.     Promote Health: Healthcare professionals like doctors, nurses, and pharmacists are crucial in keeping people healthy by providing medical care, advice, and treatments. They help prevent the spread of diseases and promote overall wellness.

3.     Support Education: Teachers, school staff, and counselors help guide and educate the next generation, ensuring that children and adults have the knowledge and skills they need to succeed in life.

4.     Maintain Infrastructure: Workers such as sanitation workers, road maintenance teams, and utility service providers (water, electricity, etc.) maintain the physical infrastructure that supports the daily lives of community members.

5.     Foster Social Services: Social workers, counselors, and other professionals assist individuals and families in need, offering emotional support, guidance, and resources to improve their quality of

6.       Provide Basic Services: People like mail carriers, grocery store workers, and delivery drivers ensure that essential goods and services are accessible, making life more convenient and functional for everyone in the community.

  Cultivate a Strong Community: Community helpers also include leaders, volunteers, and activists who work toward creating a more inclusive, compassionate, and supportive environment for everyone, fostering a sense of belonging and unity

Faith and Gratitude

I am overwhelmed by your generosity and want to thank you for making our school and community so special. You have showered us with gifts and hugs, especially with your kind words expressing your appreciation for our teachers, staff, and school. My heart is full every day when your children bounce into school with smiles and anticipation for the day ahead. Their love and light brighten our day, every day!

Please know how much we adore your children and are grateful that you have chosen to share them with all of us at CCEP. We will miss you, but January 6th will be here before we know it. We have much to look forward to in the new year and I pray that your holidays are filled with love, peace, and laughter.

With love and gratitude always,

Your CCEP Family                                                

Sharing Your "Glimmers”

The hustle and bustle of this time of year while exhilarating, can also feel exhausting. Just like you, I am longing for some quiet rest and time with my family which is coming soon. Advent reminds us to be patient with the special gift of Jesus and the love that he shares with us.

For me, patience is directly linked with reflection and acknowledgment of everyday blessings, also called “Glimmers”. Glimmers are anything that sparks a sense of joy, awe, or belonging. It can be noticing something beautiful around you or seeing a kind face. Glimmers remind us that we are safe and connected with others. I am surrounded by Glimmers each day at CCEP, a few are:

• Seeing our teachers embrace and nurture the uniqueness of each child, especially when they have BIG feelings.

• Greeting our children and families each morning. The children's enthusiasm for school reminds me that each day gives us unexpected adventures.

• Learning something new and remembering that there is much more to learn.

• The joyful laughter that radiates from the playgrounds and our classrooms.

• The generosity and dedication of our community through gifts of time, love, understanding, and resources.

I pray that you have a blessed and restful weekend with an abundance of Glimmers!

 Faithfully,

 Sheila

Giving Thanks

I find it hard to believe that it’s already Thanksgiving!  On behalf of everyone here at CCEP, we give thanks for your family's presence in our lives. Our lives are enriched each day as we get to be a part of your children's magnificent growth and development. It’s a privilege to lead our community, so please know how grateful I am for all of you and our community.

Young children share their gratitude in many ways naturally,  but they need their caregivers to provide opportunities to authentically show gratitude beyond just saying “thank you.” Teaching children gratitude can help them feel happier, support better social relationships, and improve overall health and well-being. Strategies that can help foster gratitude in kids include asking gratitude-focused questions, performing acts of kindness, and modeling gratitude in your own life. Here are some ideas and strategies we can utilize to teach our children how to give and receive thanks.

How to Teach Children Gratitude

By, Amy Morin, LCSW 

Updated on February 01, 2024

 Reviewed by, Carly Snyder, MD

Grateful Kids Are Happier

A 2019 study published in the Journal of Happiness Studies found that gratitude is linked to happiness in children by age 5. Instilling gratitude in your kids at a young age could help them grow up to be happier people.

One older study found that grateful children (ages 11 to 13) are happier, more optimistic, and have better social support. They also report more satisfaction with their schools, families, communities, friends, and themselves. Grateful kids also tend to give more social support to others as well.

How Gratitude Makes You Happier

Ask Gratitude Questions

Once your child remembers to say "thank you" on a regular basis, it can be time to dig a little deeper to ensure that they aren’t just going through the socially prescribed motions of saying "Thank you."

Start having conversations about what it means to be thankful and take their understanding of gratitude to a whole new level by incorporating more gratitude components.

The Raising Grateful Children Project at UNC Chapel Hill has revealed that gratitude has four key parts:

1. Noticing: Recognizing the things you have to be grateful for.

2. Thinking: Thinking about why you’ve been given those things.

3. Feeling: The emotions you experience due to the things you’ve been given.

4. Doing: The way you express appreciation.

Researchers from UNC encourage parents to ask kids questions to help foster a deeper sense of gratitude. Here are some questions that can help kids experience all four gratitude components:

1. Notice: What do you have in your life to be grateful for? Are there things to be grateful for beyond the actual gifts someone has given you? Are you grateful for any people in your life?

2. Think: What do you think about this present? Do you think you should give something to the person who gave it to you? Do you think you earned the gift? Do you think the person gave you a gift because they thought they had to or because they wanted to?

3. Feel: Does it make you feel happy to get this gift? What does it feel like inside? What about this gift makes you feel happy?

4. Do: Is there a way to show how you feel about this gift? Does your feeling about this gift make you want to share this feeling by giving to someone else?

Whenever your child receives a physical gift or someone shows kindness to them, strike up a conversation that helps them experience more gratitude. You also might start conversations that show how you both think, feel, and respond to the people and gifts you’re grateful for in your life.

Perform Acts of Kindness

There are many things your child can do to show appreciation for other people. This might involve returning a favor, like loaning a toy to a friend who is kind. Or it could involve an act of service like collecting food for pantries and food drives or collecting gently used coats for children who can’t afford to buy a new coat.

You might even decide to take on a family project, like writing thank you letters to the first responders in your community after a natural disaster. Make it clear that you don’t need to reserve gratitude for those individuals that you know personally—there are many people in the community whom you might feel grateful for as well.

Model Gratitude

A 2016 study published in Applied Developmental Science found that grateful parents tend to raise grateful children. There’s a good chance this is because kids learn to be grateful by hearing and seeing their parents experience gratitude.

Here are several ways you can model gratitude for your children:

• Say "Thank you.": Whether you thank the clerk at the store or you thank your child for clearing the table, make sure you’re thanking people often.

• Talk about gratitude: Make it a point to share what you’re grateful for. Even when you have a rough day or something bad happens, point out that there’s still a lot to feel grateful for. Instead of complaining about the rain, talk about being grateful that the plants are being watered so you’ll have food to eat.

• Express gratitude: When your child sees you writing “thank you” notes or sending a token of appreciation to someone, you’ll teach them to do the same.

Researchers have found that when parents engage in more daily socialization acts designed to target gratitude, children display higher levels of gratitude as well.8

Creating a Family Gratitude Project

A family project can be a good way to get everyone involved in expressing gratitude. Finding a way to collect and share things that each person in the family is grateful for can be a great inspiration for family discussions.

Gratitude Board

For example, you could create a family bulletin board where everyone can add notes about what they’re thankful for. You could do this by using sticky notes, a whiteboard where everyone writes with a marker, or colorful pages that can be tacked up.

It can be a great conversation piece as well. You might talk about certain things someone feels grateful for, or you might talk about how fast the board fills up because you have so many good things going on in life.

Gratitude Jar

You could also create a gratitude jar that everyone contributes to. Keep a jar in an easily accessible place, like the kitchen, and keep some slips of paper handy. Encourage everyone to write down something they’re grateful for (maybe once a day) and put it in the jar.

Then, you can read over the slips of paper together as a family—maybe once a week or once a month. It can be a great way to honor all the good things happening in everyone’s lives.

No matter what type of family project you start, make it something that gets everyone thinking and talking more about gratitude. Listening to the things everyone else is grateful for can encourage even more gratitude in the family.

Look for the Silver Lining

Help your kids see that something good can come from difficult circumstances. If a soccer game gets rescheduled due to rain, talk about the bright side of the situation. Say something like, "Well at least we don't have to be outside in the cold. We can play board games together instead and that will be fun."

You might also point out how to be grateful for what you had, even when it's no longer here. For example, you might say, "It's really sad our fish died but I'm grateful we got to have him for six months." Of course, you don't want to sound uncaring and callous, but you can make it clear that you can be both grateful and sad at the same time while honoring a loss.

Let Your Light Shine

“Celebrating a memorable Grandparents and Special Friends Day” 

“This Little Light of Mine,” one of our regular and beloved chapel songs at CCEP, is an African-American song from the 1920s. It was often reported to have been written for children by Harry Dixon Loes, but he never claimed credit for the original version. Later, Zilphia Horton, among many other activists, adapted it in connection with the civil rights movement. “The Little Light of Mine” has always been one of my favorite chapel songs because it’s easy for the children to learn, has fun finger plays to accompany the song, and reminds us that we each have a special light to share with others, especially in times of need.

Mother Ruth, Mason, and I have spent the last three days attending the National Association of Episcopal Schools Biennial Conference. The theme “Let your Light Shine” has provided us with inspirational reminders of the many ways we can share our unique gifts. We lift each other up when we recognize someone having a hard time and we give support. We lift each other up when we show patience and compassion for people's ideas and beliefs that differ from ours, and when we give graciously of our time, especially when we don’t think we have time to share. Noticing the remarkable achievements of our children in ways where they know we care about their success provides a lasting, hopeful, connection.

Our small acts of kindness toward each other strengthen our community, and there is evidence of this happening all the time at CCEP and CCCH. One recent example includes Grandparents and Special Friends Day. It was our privilege to celebrate our Grandparents and Special Friends this week as their lights always shine brightly throughout our school and community. With gratitude, we lift up all those who worked tirelessly to make this day meaningful. Thank you, Lisa Stevens, Denise Gilliam, Father Michael, Lisa Tuleya, and Valerie Long for your amazing planning and attention to detail that made the day run smoothly. Our Parents Association, Tamson Livonov, Sarah Lauzen, Vienna Perillo, and countless others who provided delicious food and refreshments. Thank you, teachers, Mr. Chris, and Chucho for your countless contributions.

From the bottom of my heart, thank you for sharing your children with us each day. They are the ultimate reminder of God’s love and his light that lives inside us all.

Fun Video for The Children

Happy Veteran's Day!

I hope and pray that you all enjoy the long weekend and Veterans Day on Monday. I encourage you to dedicate some time throughout this weekend for your children to show their gratitude and respect for the sacrifices made by our veterans. It is essential to instill in the next generation a profound understanding of the importance of this day and the significance it holds for those who have selflessly defended our freedoms. Teaching about Veterans Day can be both educational and enjoyable.

Honoring Veterans with Family Traditions and Activities – Thrive

Our Nursery students have been thinking about our Veterans a lot this week. Later today, Mrs. Colicchio and Ms. Saxberg are delivering hand-crafted cards made by our Doves and Butterflies to the Veterans at the Wilmington VA Medical Center.  To culminate this week's activities, Ms. Saxberg’s father, a veteran who served in the Air Force for ten years, visited with the children about his years of service.

The children were eager to hear his stories about his time loading the C-5 aircraft and traveling around the world. They had many questions about the enormous plane and where it took him. Mr. Turner shared fascinating tales of his experiences flying over oceans and learning about different cultures. The children learned that his work was essential in keeping America safe. Today was a wonderful reminder of the impact one individual can have on our lives.

Thank you, Mr. Turner, for sharing your experiences and for your valuable service.

For the Love of Reading

When I reflect on the years when my children were little, my favorite part of the day was bedtime when we snuggled up and read our favorite stories. I always let my children pick out the story and particularly when they were little, they would pick the same story over and over. I have saved these books with hopes that they will one day read them to their children, or I will get to read them to my grandchildren.

Have you ever wondered why young children seek comfort by reading the same story? Young children instinctively seek out familiarity rather than novelty. Repeated exposure to the same thing helps to cement the new information in their growing brains and encode it permanently. Rereading is essential for children to get ready to learn to read. Repeated reading and repetition lead to mastery, predictability, and a sense of confidence. Repeating picture book reading boosts comprehension and help children understand the story at a much deeper level.

Developing a love of reading begins early. As the weather gets colder, enjoy those cozy times together reading with your precious little ones. These are cherished moments that you and your children will remember always!

Importance of reading | Young Readers Foundation

The 100 Best Children's Books of All Time

There are several components as to why reading is important for life and school success, Read More Here…

• Reading improves vocabulary Even as adults, when we read, we come across many new words we never really heard of. And we learn from this

• Children sometimes stumble over their words, do not know how to pronounce them or what they mean. By reading, young people encounter new words more frequently and sometimes repetitively and therefore can see them better in their context.

• Better comprehension occurs when children are encouraged to read at an early age. They develop smart thinking abilities and are more receptive to creativity and ideas

• The more you read, the more imaginative you become. Whenever you read a fiction book, it takes you to another world. In the new world, your imagination works at its best as you try to see things in your own mind.

• The primary benefit of reading books is its ability to develop critical thinking skills. For example, reading a mystery novel sharpens your mind. What elements are there in a story to make this or that conclusion. Or if a book is non-fiction, you will sometimes ask yourself if the author is right. Critical thinking skills are crucial when it comes to making important day-to-day decisions.

• Every time you read a book, you need to remember the setting of the book, the characters, their backgrounds, their history, their personalities, the sub-plots and so much more. As your brain learns to remember all this, your memory becomes better. What’s more, with every new memory you create, you create new pathways, and this strengthens the existing ones.

• Children who indulge in reading books and learning new things do better at school. They are more creative, open to new ideas, and develop empathy for others. For instance, kids who read about heroes idolize them, kids who love reading anatomy books dream of becoming a doctor, etc. They learn to empathize with characters and learn valuable life lessons such as helping others and being kind.

Leafy Playground

Thank you, Mr. Andy for making our leaf pile every morning!

It’s been several years since I have experienced Autumn, or resemblance of the changing of seasons. This October, I am reminded of how much I love Autumn and how much I have missed this remarkable time of year. I enjoy apple cider, pumpkins, mums and of course the bright orange, yellow and red colors of the changing leaves.

Our precious CCEP children have reminded me of what I love most about this magical time of year; the happiness and peace our children feel when jumping in leaves!

Parents and caregivers are always searching for outings and activities to keep children engaged. Well, Autumn gives us one that is free and provides sensory rich moments of laughter and pure joy. Watching our students play freely in the leaves after school reminds us that even through change and uncertainty, the natural world continuously offers love, security and happiness.

Poem

(Author Unknown)

In the crisp, cool air we play, Jumping in leaves where children sway.

Colors of orange, red, and gold, Nature’s blanket, bright and bold.

With every leap, they swirl and fly, Like dancing butterflies in the sky.

We laugh and twirl, with joy we glide, A symphony of colors, side by side.

Rustle and crunch beneath our feet, A crunchy melody, oh, so sweet!

As sunlight beams through trees above, We celebrate together, joy and love.

Early Intervention

Early Intervention is a term used to describe services to support young children with developmental delays or disabilities and their families. Services include speech therapy, physical therapy, sensory integration therapy and other types of services based on the needs of the child and family. Early identification of developmental delays has a significant impact on a child’s ability to learn new skills and increase their success in school and life.

Acting early can help a child communicate, play, and learn from the world sooner rather than later. Screening to identify developmental delays is an important step to preventing unnecessary frustration, common in children with communication difficulties. Developmental delays involving speech, fine and gross motor skills and sensory integration challenges affect nearly one in 12 children.

Teachers and school administrators are often the first voice telling a parent that their child may benefit by a screening or evaluation. As a parent of a child with learning disabilities, a sensory disorder and ADHD, I was devastated the first time a teacher expressed her worries for my child. In fact, it took several times to hear the same concerns before we were able to accept that our child needed some interventions.

I am pleased to share that all children attending a licensed child-care program in the state of Delaware are required to have an annual Ages and Stages Screening. Results are most accurate when a parent or primary caregiver completes the screening. We will be sharing more information with you in the very near future with directions and instructions for completing an Ages and Stages screening for your child.

In the meantime, read on to access additional resources about the screening tool, its user-friendly format, and again, why these screenings are so important to the developmental needs of children.

What is Sensory Integration?

Internal and external responses to sensory stimuli vary greatly among individuals, but intervention is necessary when there is a mismatch between a person’s neurophysiological sensory processing and integration abilities and his or her environment. The environment includes both the physical presence of sensory stimuli and tasks that require sensory processing and integration. Sensory processing factors can affect sleep, motor development, play, behavior, and resiliency.

Here We Grow! Delaware's Developmental Screening Initiative - Ages and Stages

How Parents of Toddlers Can Support Social-Emotional Development (agesandstages.com)

Download CDC’s Milestone Tracker App

Use CDC’s easy-to-use app with illustrated checklists to track your child’s development from 2-months to 5-years. The app can help you communicate with your child’s doctor or early intervention contact about your child’s milestones and any concerns. The app also provides tips for encouraging your child’s development.

Why Screen? 

·         To detect delays early

·         To improve child outcomes

·         To encourage parent involvement and education

·          Because screening is recommended by major educational and medical organizations, including – American Academy of Pediatrics – Head Start – Early and Periodic Screening, Diagnosis and Treatment Program (EPSDT), Medicaid’s child health program

What Is ASQ-3?

·         The third edition of widely used developmental screening tool

·         A series of illustrated parent- or caregivercompleted questionnaire

·         Used to accurately identify children who may be at risk for developmental delays

·         Designed to encourage parent involvement and education

·         Low-cost, reliable, and rigorously tested

·         Online questionnaire completion and online data management systems

Why Choose ASQ-3?

·         Proven accurate by new research—highly reliable and valid

·         “Anytime” screening—expanded administration windows so the intervals are seamless from 1 through 66 months

·          Fast and easy scoring

·          Educating families and parent friendly

·          Strengths based—it’s easy to share results and talk about a child’s development

Letter To Your Younger Self

Mike Brown is a well-known writer, thinker, and cultural critic. He is dedicated to all matters affecting Early Childhood Education (ECE). Mr. Brown writes pieces for Exchange Magazine, one of my favorite ECE publications. At a recent conference, Clearing Pathways to Leadership, Joy and Equity in ECE, Mr. Brown asked participants to write a letter to their younger self. This practice serves as a thoughtful and welcoming invitation to be present with our children and with ourselves.

I find that we all cherish our fondest memories from childhood and seek times to share our stories. These experiences have made us who we are today. If you were to write a letter to your younger self, what would you say? After reading some beautiful examples, including Mr. Brown’s letter to his younger self, I felt inspired to write my own and to share it with CCEP.

“Once upon a time, there was a little girl with red curly hair and blue eyes. She loved to swim in the ocean and pool, and especially cherished the time playing with her dad at the beach. This little girl also loved playing and taking care of dolls. They were treated as real babies, receiving so much love and care.  She was full of hope and curiosity and dreamt of the days when she would become a mother.

Through the years, as this child’s story unfolded, life brought times of joy, excitement, friendships, disappointments, celebrations and uncertainty. She was brave and optimistic and understood that helping others gave her energy and purpose. She made a lot of mistakes, struggled with math and reading due to a learning disability. She had to work hard to understand and learn things that seemed to be much easier for her peers.

This little girl learned to work hard and to play hard, and to enjoy both equally as much. She remembers how much she was loved and nurtured by her parents, friends and family. When she reflects on her childhood, she remembers the joyful moments, the laughter, the freedom to explore and that her interests were accepted and nurtured. ‘’

We are all a part of a child’s unique story. Every interaction, every kind word, every time we show up for a child, it matters and makes a lasting impact. You were once a child, and your story matters.

Embrace Big Feelings!

Our children have big emotions and show it through tantrums, yelling, hitting and pushing. While upsetting for the adults in their lives, these emotional outbursts are normal and necessary for the development of healthy social/emotional skills. Young children are just beginning to learn self-control and emotional regulation. Preschool is the first time many children experience an environment with expectations, rules and social engagement. They need exposure and time in these situations to learn how to socialize, negotiate and solve real problems. Aggressive acts are often a way of exerting independence, expressing frustration, and testing social skills. Safety is always our first priority but we can also embrace teachable moments, while recognizing that healthy child development involves strong emotions.

On Friday, October 11, 2024, CCEP teachers will spend the day at a Conscious Discipline workshop. The Conscious Discipline program empowers teachers and caregivers to be conscious of brain-body states in ourselves and our children. We will learn the practical skills to manage our own thoughts, feelings and actions. When we regulate our own emotions, we can then teach our children to do the same.

By doing this, we help children who are physically aggressive (survival state) or verbally aggressive (emotional state) become more integrated so they can learn and use problem-solving skills (executive state). The brain state model is founded on the core principles of safety, connection and problem solving.

My son Fisher, now 19 years old, had BIG emotions when he was little. I found myself feeling depleted and hopeless when I couldn’t fix his problems or know how to help him to calm down. What I didn’t understand and eventually learned (the hard way), these were Fisher’s feelings, not mine. I had to let him learn to solve his own problems while giving him a lot of love and support. Once I was able to navigate my own emotions, I learned that Fisher didn’t need me to have big emotions too, he just needed me to love him and be present with him during these difficult times. Our connection with children is everything! Later, we could then talk about what happened and brainstorm together safe ways of coping with our feelings.

 Click here to read more about Conscious Discipline and to access valuable resources. Parents - Conscious Discipline

A Joyful Rainy Day!

We have a rainy weekend ahead of us, and I wanted to highlight why children adore playing in the rain and how it promotes healthy development. Take a moment to think about your own childhood and a special memory you have playing in the rain. Did you enjoy it? Why or why not? We can often better understand our children’s interests and perspectives when we reflect on our own meaningful experiences when we were young. Pull out those dusty raincoats and galoshes and embrace the rainy day ahead!

Children have a natural curiosity for the rain, and for exploring the world around them. Moving, dancing, and jumping around in the rain provide opportunities to ignite imagination and spark creativity. Gross motor skills are developing with big arm and leg movements working to improve balance, coordination and strength. Children are eager to know what causes the rain and why it rains, introducing the opportunity for a science activity.

Young children delight in spending time with their parents and playing in the rain together will make lasting memories. Savor these moments with your children, all the other things you “have” to do this weekend can wait. Enjoy the link below for additional ways to delight in a rainy day with your child(ren).

Sing in the rain.  Songs with a rain theme are perfect for singing in the rain. Try Rain, Rain Go Away, I Can Sing a Rainbow or I’m Singing in the Rain!

Slip and slide. Get a tarp out and off you go. Slide from side to side. Don’t forget to add mud and grass too!

Jump, stomp and sit in muddy puddles. What child wouldn’t like to do this?

Take your bath toys outside. Play with bath toys out in the rain and in mud puddles. Who says they’re just for playing in the bath?!

Look at a flowing creek. Go for a walk down to a swollen creek. It’s interesting to look at when you’ve seen it at its usual size.

Make boats. Make nature boats and then float them in a creek or gutter.

Play games. Play games like relay races, stuck in the mud and red rover.

Ingredients in bowls. Take some bowls filled with different ingredients like flour, sugar, oats and salt out into the rain and see what happens to the material when they get droplets of water.

Play in a Puddle on a Rainy Day | NAEYC

14 Fun OUTDOOR Rainy Day Play Activities for Kids (Toddlers Too!!) – The Crazy Outdoor Mama

PARTNERSHIPS

A special thanks to all who attended our Back-to-School event last night. Let’s give another shout-out to our Fabulous Parents Association who provided beautiful flowers, refreshments, and delicious food. Thank you, Tamson Livanov, Sarah Lauzen, Vienna Perillo, and Charlotte Anderson.

The relationship between teachers and parents is essential for children's success at CCEP and throughout their education. When healthy partnerships are developed, together, we can advocate for the needs of our children. Partnerships are built over time through authentic communication sharing honestly the strengths, joys, and challenges of our children both at home and at school. When parents are concerned about their child’s development or teachers observe a concern, we aren’t serving our children well if we don’t work together to address the matter.

ENJOY THIS ARTICLE from NAIS (National Association of Independent Schools) titled, The Parent-School Partnership: Optimizing Relationships and Building Understanding. The author, Olaf Jorgenson emphasizes how administrators must commit to building a partnership-focused school community and a program that both expects and supports parent-teacher teamwork.

“Just as school leaders can help teachers become more attuned to parents’ circumstances, viewpoints, and needs, they can help parents value teacher expertise and perspectives. In this way, teachers grow more comfortable collaborating with parents, and parents become more open to observations (along with concerns and suggestions) teachers share. When parents are primed to be receptive to teachers, they’re less inclined to see teacher feedback as criticism and more likely to accept teachers as partners in supporting their children’s well-being.”

Please reach out to us if you have any concerns or questions regarding your child’s school experiences or development. We promise to do the same.

With faith and gratitude,

Sheila

PS: Please share your ideas for relevant topics of interest for Abio's Avenue at sabio@christchurchde.org

Imagination

I love spending time in our learning spaces and listening to the children play when their imaginations are hard at work. Building a magnificent block tower, creating a grocery store shopping experience or reenacting familial roles by “playing house”, these experiences are crucial to healthy development. Children today have many opportunities to participate in sports and extracurricular activities which are an important part of their development. Equally important is unstructured time to play through imaginative experiences. What happens when children are immersed in imaginative play?

Social Development Children have a natural way of relating and connecting when they play. They learn to take turns, share, and work together. As children join in imaginary play, they begin to understand relationships better. They have opportunities to experiment with social boundaries. They improve their social skills and become more connected, confident, and self-reliant. As a result, they build better relationships with their peers.

Emotional Development

Imaginative play fosters emotional competence and empathy. During make-believe play, children practice caring for others and showing empathy. For example, when they participate in doctor pretend play, they learn how to be kind, gentle, and to help others. As children begin to understand their feelings and emotions, they learn how to interact appropriately.

Language Development Growing research confirms the importance of imaginative play in early childhood language development. Play is all about communication. Sit back and listen to your child while they play. They love to describe and narrate what’s happening. This conversation enhances their vocabulary and language skills. By providing a supportive, high-quality play environment, you can boost your child’s language skills.

Encourages Independence

Imaginative play allows your child to make their own rules, explore new ideas, and create stories. As a result, they begin connecting with the world and incorporating what they have learned into their dramatic play. This encourages freedom to take risks. Subsequently, those risks are essential to gaining their independence and becoming critical thinkers.

Increases Creativity Creativity can be a stress reducer and is instrumental to your child’s well-being. Engaging in fantasy play allows children to stimulate their imagination which will increase their creativity. With a good imagination, your child can pretend to be anything or anyone they want!

Develops Problem-solving Skills

Excellent problem-solving skills require creativity. Children need time and space to figure things out for themselves. They learn to develop these skills through imaginative play. For instance, they negotiate who gets to play what role. They might re-enact real-life situations and role-play activities which develop their problem-solving skills.

Children become more curious when caregivers and parents join their imaginative play, but make sure you give them space to solve their problems.

Thank you for reading this week’s Abio Avenue, and take some time to enjoy imaginative.