Little Green Tree House 
Great news, we've expanded. Immediate spaces available!
Part time and full time positions open.

 

INDEX:
Lesson Plan At-A-Glance
Employee of the Month
9 Things You Shouldn't Say to Your Child
The Science of Words
Added Security for the Expansion!

We are pleased to announce that we now have two brand new security cameras for the hallway outside of the expansion classrooms. The cameras will help the teachers be able to monitor the hallway better; it's just a bit of extra security that we feel may be helpful.

 

The center will be closed on the following dates:

Monday, September 5- Labor Day

Monday, October 10- Columbus Day

Thursday, November 24- Thanksgiving

Friday, November 25- Day after Thanksgiving

Friday, December 23- Center will be open 7am-1pm

Monday, December 26- Christmas Federal Holiday

Friday, December 30- Center will be open 7am-1pm

 

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Please pardon the technical glitch in the previously sent August Newsletter.

August Newsletter 2011

Lesson Plan At-A-Glance
  

This month's Lesson Plan At-A-Glance comes from the Sycamore Room's Ms. Michelle. This past month, the Sycamore students learned about vacations- perfect for summer!

 

Not only did the Sycamore's get to learn about different modes of transportation through this unit, they even got to bring in pictures from their own favorite family vacations! The children were able to share their pictures and stories with their classmates and then put their pictures on a display board with everyone else's. 

 

The Sycamore class got creative during art time by mastering their vacation credentials when they made their own passports and wrote up some post-cards from their favorite vacation hot spots. Whether they were in the islands making leis, in the mountains creating ski portraits, or developing a cruise ship, the Sycamore kids were having a great time!

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Please click the link below to view the lesson plan.

 

Sycamore Lesson Plan At-A-Glance


Employee of the Month

 

Congratulations to  Kay Knight, our employee of the month! Kay is an assistant infant teacher in the Holly classroom. Kay went to Boston University and studied psychology and political science. Since joining the Little Green Tree House family in July of 2010, Kay has been an outstanding infant teacher and thanks her kids for her success saying that she "merely reflects them!" When asked what the most rewarding part about being a teacher is, Kay's response was, "Communication. Not just through sign language, but getting to know a child so well you can read their thoughts. And vice versa. It always blows my mind just how smart infants actually are. Babies are utterly proud of themselves when they surprise you with their intellect and charm. My favorite is when they brighten up my day with a clever ruse that makes me laugh out loud."

 

Appreciating the "green" theme of our school, Kay also said that she would ultimately like to bring one of her passions in to the school through the art of horticulture. Kay said that she would love to "incorporate more gardening into LGTH's curriculum [because] gardening helps stimulate all the senses, works both gross and fine motor skills, is educational, and fun! And what better way to help picky eaters appreciate what they are actually eating than by helping to grow it?"

 

Kay's positive attitude and passion for teaching is reflected throughout her classroom every day. Kay consistently exemplifies an outstanding employee and we appreciate all of her hard work!


9 Things You Shouldn't Say to Your Child

The following is from Parenting.com and describes some common parent missteps and ways to respectfully eliminate them.

 I was trying to do two things at once -- cook (in the kitchen) while deciphering some paperwork (in the next room). I'd been interrupted a thousand times with requests for snacks, shrieks over spilled paint water, questions about what squirrels like to eat, and arguments over whether clouds could be blue and flowers could be green. And did I mention that a ruptured disk in my back was throbbing even worse than my head? Still, nothing can excuse my behavior that afternoon. I erupted like Mount Momsuvius: "Enough! Get out! Stop bothering me!" The look on my daughters' faces said it all. The 2-year-old's eyes widened. The 4-year-old furrowed her brow and jabbed her thumb between her lips. Immediately I wished I could stuff the hot-lava words back into my mouth. They certainly hadn't come from my heart, or my brain.

 

We all say the wrong thing sometimes, leaving our kids feeling hurt, angry, or confused. Read on for some of the most common verbal missteps moms and dads make, and kinder, gentler alternatives:

 

'Don't cry'

Variations: "Don't be sad." "Don't be a baby." "Now, now -- there's no reason to be afraid." But kids do get upset enough to cry, especially toddlers, who can't always articulate their feelings with words. They do get sad. They do get frightened.

Rather than deny that your child feels a particular way -- when he obviously does -- acknowledge the emotion up front.

"It must make you really sad when Jason says he doesn't want to be your friend anymore." "Yes, the waves sure can be scary when you're not used to them. But we'll just stand here together and let them tickle our feet. I promise I won't let go of your hand."

By naming the real feelings that your child has, you'll give him the words to express himself -- and you'll show him what it means to be empathetic. Ultimately, he'll cry less and describe his emotions instead.

 

'You know better than that!'

Like comparisons, quick gibes can sting in ways parents never imagine. Learning is a process of trial and error. Did your child really understand that a heavy pitcher would be hard to pour from? Maybe it didn't seem that full, or it was different from the one he's successfully poured from by himself at preschool.

Give your child the benefit of the doubt, and be specific. Say "I like it better if you do it this way, thank you."

 

'Wait till daddy gets home!'

This familiar parenting cliché is not only another kind of threat, it's also diluted discipline. To be effective, you need to take care of a situation immediately yourself.

Discipline that's postponed doesn't connect the consequences with your child's actions. By the time the other parent gets home, it's likely that your child will actually have forgotten what she did wrong. Alternately, the agony of anticipating a punishment may be worse than what the original crime deserved.

Passing the buck to someone else also undermines your authority. "Why should I listen to Mom if she's not going to do anything anyway?" your child may reason. Not least, you're putting your partner in an undeserved bad-cop role.

 

'Hurry up!'

Who in this world of back-to-back appointments, overbooked schedules, sleep deficits, and traffic snarls hasn't uttered these immortal words?

Certainly every parent whose toddler can't find his shoes or blankie or who's blissfully oblivious of anything but putting on his socks "all by self!" has. Consider, though, your tone of voice when you implore a child to hurry, and how often you say it.

If you're starting to whine, screech, or sigh every day, with your hands on your hips and your toes tapping, beware. There's a tendency when we're rushed to make our kids feel guilty for making us rush. The guilt may make them feel bad, but it doesn't motivate them to move faster.

 

'Great job!" or "Good girl!'

What could possibly be wrong with praise? Positive reinforcement, after all, is one of the most effective tools a parent has. The trouble comes in when the praise is vague and indiscriminate.

Kids tune it out. They can also tell the difference between praise for doing something rote or simple and praise for a real effort.

· Praise only those accomplishments that require real effort. Finishing a glass of milk doesn't cut it. Neither does drawing a picture, if your child is the kind who makes dozens of them every day.

· Be specific. Instead of "Beautiful job," say, "What bright, happy colors you picked for the dog's spots." Or "I see you drew a picture of the story that we read this morning."

· Praise the behavior rather than the child: "You were so quiet with your puzzle while I was finishing that paperwork, just like I asked."

 

Courtesy of parenting.com and cnn.com. To read more visit: http://www.cnn.com/2011/LIVING/07/12/dont.say.to.child.p/index.html?hpt=hp_c2

The Science Behind Learning Words

Have you ever wondered how your little one learned to communicate verbally? Or how their vocabulary words blossomed within just a few weeks or months? It is such an amazing developmental milestone for a child to meet!  There is nothing better than seeing a look on a child's face when they can actually verbalize their needs and wants.....and it's all because they learned to use their words!

There are many factors that play into a child's language development.  Factors such as biology, environment, and social interactions can all contribute to molding your child's language.

Biology is one major contributor to language growth.  It is said that our ability to learn spoken language may have been developed through the evolutionary process and that the foundation for language may be passed down genetically. The ability to speak and understand human language requires a specific vocal apparatus as well as a nervous system with certain capabilities.  A child's memory also controls their language.  There is a direct connection between brain growth and vocabulary increase. As your child becomes older, the brain develops more, which increases memory and vocabulary growth.

A child's environment plays a huge role in language development and is a widely accepted concept.  The environment a child is surrounded in can either contribute or hinder this developmental milestone.  If a child is surrounded by a stimulated environment, they will learn language through consistency and mimicking.  A stimulated environment includes posters of written language, music, consistent conversation between child and parent/teacher, concepts of print, and language appreciation.

When a child makes the connection between a word and what it means, then begins the process for rapid language growth.  A child will learn to make connections between actual words and what they mean by using concrete objects. For example, children learn their colors by saying the words and matching them to the correct picture. As you can imagine, memorization is key.  

Like any concept, language is a learned skill.  Keeping your child in social environments will only help their language growth.  And always remember, it is never too early to start talking to your child.

 Web source: Brain and Language Development Information

This email was sent to ashleybrookclark@gmail.com by info@littlegreentreehouse.com |  
Little Green Tree House | 118 South Ashland Avenue | Chicago | IL | 60607