From the Principal’s Office
Coming Soon! Summer 2019
“Connect to Summer”
This summer, come and enjoy a fun- filled explosion of summer learning! Our Camp offers fun-filled summer programs for children ages 3-5. Each week, campers jump into action, participating in exciting sports programs, exploring nature, becoming involved in performing and creative arts, playing a part in group activities, and attending special events. Our campers have the opportunity to expand their horizons
during the summer, embarking on new adventures, and having fun! Our exceptional program and dedicated staff create an environment that forges lifelong friendships among our campers. We create a summer experience that is unforgettable!
Summer Camp begins June 17, 2019 and runs for ten weeks until August 23, 2019
It includes five days of activities from 6:30am-6:00pm for all children ages 3-5 and is the only program that we run for those ages during the summer.
(Infant,, Toddler A, Toddler B, and Beginner programs continue to run throughout the summer but do not participate in Summer Camp)
Summer Camp enrollment (T-shirt/craft) fee will be due by April 30th.
Calendar of Events
April 1, 2019 April Fool’s Day
April 8-12, 2019 Week of the Young Child
April 11, 2019 Kindergarten Parent Orientation @ Banoak Elem. 6:00pm
April 15, 2019 Kindergarten Parent Orientation @ Mtn. View Elem. 8:00am OR 4:00pm
April 19, 2019 Spring Egg Hunt
April 21, 2019 Easter
April 22, 2018 Earth Day 7th Annual Lady Bug Launch
For Parents and Teachers
This year, the Week of the Young Child is April 8-12, 2019. Chesterbrook Academy will be celebrating the WOTYC, sponsored by the National Association for the Education of Young Children (NAEYC). This week honors young children and the professionals who educate them.
The theme this year is ”Celebrating our Youngest Learners”
Monday, April 8th will be Music Monday!
Tuesday, April 9th will be Tasty Tuesday!
Wednesday, April 10th will be Work Together Wednesday!
Thursday, April 11th will be Artsy Thursday!
Friday, April 12th will be Family Friday!
Summer Camp Enrollment
(T-Shirt/Craft) Fees for Summer 2019
(one time fee due April 26th)
(Ms. Katelyn) $15.00
(Ms. Bethany) $17.00
(Ms. Melissa) $20.00
(Ms. Jordan) $25.00
Summer Camp Activity Fees
$12.00 per week
All Age Groups
(*Includes all meals, picnic lunches, special event fees, etc…
All payments are due on Friday preceding each week. A $25.00 late payment fee is assessed after 12 noon Monday, no exceptions!
To avoid a late fee, make your payment online through the Parent Portal, pay over the phone with credit/debit card, or consider signing up for Electronic Funds Transfer as a back-up. With EFT, if for some reason you forget to make a payment before 12 noon Monday (i.e. your child was out sick, you went out-of-town, etc..) your payment would be made electronically late Monday evening and you would not be charged a late fee.
From the Education Department
Helping Children Learn to Cope with Anger
Today I feel angry, you’d better steer clear… My face is all pinched and red ear to ear… –The Way I Feel
Anger is such a raw emotion. We all experience it and learn in time ways to channel this real feeling. For children, anger is also a very real and natural experience and reaction. While we want to validate our child’s feelings of anger, our job is to help them learn appropriate ways to channel their anger without minimizing or quashing the sentiment.
If we take a moment to think about what anger truly is, it becomes immediately apparent why this is such a prevalent feeling at times for preschool-aged children. Anger is, at a most basic level, an emotional reaction to frustration (Richardson, McGowan, and Robertson, 2011). It is a response to a real or perceived loss or a response to feeling misunderstood, frustrated, ashamed, hurt, or rejected (Davies, 2000). When we think of all of the developmental changes and the increasing desire for independence that define early childhood, this is a period of time in which children are often in situations like those described (e.g. the 2 year old whose speech may be hard to understand, the toddler who is told ‘no’ in response to taking another child’s toy, the preschooler who wants to do things like an older sibling or family member).
The natural reaction for young children when they experience these feelings is to assign blame to someone else. Our goal is to help our children express anger appropriately and in a positive manner.
The most important first step in this, as simple as it sounds, is labeling the emotion when we see it, “I can see that you are feeling angry right now.” Children need to understand that ‘anger’ is the name of the feeling and the bodily reaction he or she is feeling, such as warm face, heart pounding, and heavy breathing. You can then also help your child understand why he or she is feeling angry by explicitly pointing out and naming the triggers. “I understand that you feel angry because I will not let you cut your own chicken but…” or “I understand that you are angry because your brother took your doll but…” This simple step helps your child build emotional awareness and also validates the very real feeling that he or she is experiencing.
It’s never too early to teach your child how to control his or her anger. Here are some great techniques and strategies that even young children can begin to try when they feel angry.
- Go to a quiet calm place to be alone. Model for your child how he or she can go to a special spot to calm down.
- Read books that talk about a variety of emotions and situations in which characters felt angry. Talk about how the character handled his or her anger.
- For older preschoolers, ask them ‘What did you want or need?’, ‘How can I help you?’, and then ‘What can you do to help yourself?’ While usage of this technique will depend upon the anger-producing scenario, this modeling helps your child take ownership of his or her feelings and ownership of problem solving.
- Encourage your child to stop and to say “I’m angry!” Being able to independently label the emotion will help some children feel back in control.
- Lastly, label your emotion and model techniques for your child when you feel angry (e.g. ‘I am feeling angry right now so I am going to sit here by myself’ or ‘I am feeling angry right now so I am going to go for a walk.’
When your child sees that you, too, feel angry and that you can talk about your emotion, he will be better able to accept and control his own feelings of anger. Any time your child displays anger, take the time to explain that it’s acceptable to be angry, but emphasize as well that he or she needs to find ways to cope with those feelings.
Lauren Starnes, PhD- Former Director of Early Childhood Education
Linking Learning with Nature
Spring is here! Flowers are blooming, days are getting longer and the weather is getting warmer. Now is a great time for children to explore these environmental changes happening in the world around them.
Not only are children curious about nature, but research shows that it has a profound influence on their problem solving skills, creativity, imagination and cognitive ability. Because of this, our teachers incorporate nature in all aspects of our Links to Learning curriculum.
Below are ways we connect learning with nature, as well as activities you can do with your child at home.
In the classroom: After reading a book about springtime, teachers bring children outdoors to explore and investigate objects in nature. The children have fun crumbling leaves, smelling flowers and looking at clouds.
At home: Take tummy time outdoors and allow your infant to explore different sights, sounds and textures. Encourage him to move and grab things by placing objects just beyond his reach. For toddlers, ask questions like, “Who made that chirping sound” or “Can you point to the flowers?”
Recommended reading: Wake Up! Wake Up! A Springtime Lift-the-Flap Book by Kathryn Davis, Welcome Spring by Little Scholastic
BEGINNERS (ages 2-3):
In the classroom: Our Beginners read books about seasonal changes, then bring the story to life by going outdoors to find real-world examples.
At home: Help make your child aware of the seasonal changes going on around him. Talk a walk with him and ask questions such as “Why do we see flowers growing now?” or “What do flowers need in order to grow?” Encourage him to use his creativity when answering.
Recommended reading: Over in the Meadow by Olive Wadsworth, Mouse’s First Spring by Lauren Thompson
INTERMEDIATES (ages 3-4):
In the classroom: Students plant seeds in their school garden and learn about the importance of caring for them. Through this activity, they practice math skills such as measuring, sorting, counting and making predictions.
At home: Set up a bird feeder outside a window that your child can easily see. Let him help you fill it with birdfeed. As the birds come to eat, ask your child to talk about them. “What color are they?” “Are they big or small?” “What are they doing?”
Recommended reading: Little Seed by Eric Carle, Planting a Rainbow by Lois Ehlert
PRE-K/PRE-K 2 (ages 4-5):
In the classroom: Pre-K and Pre-K 2 students explore the sounds they hear in nature while playing outdoors. They then use recycled and natural materials, such as string and pine cones, to make their own wind chime.
At home: Reuse junk mail for a fun arts and crafts activity with your child. Encourage him to look through flyers and magazines to find words and pictures that he recognizes. Then, ask him to create a collage by cutting and gluing them to a piece of paper or poster board.
Recommended reading: And Then It’s Spring by Julie Fogliano, About Springtime, Not a Box by Antoinette Portis
We provide many opportunities for our preschoolers to think creatively and imaginatively about the world around them. By setting this foundation, children build confidence in their own unique thoughts and maintain a thirst for learning as they enter elementary school and beyond.
– Lauren Starnes, PhD – Former Director of Early Childhood Education
Articles that appear from Grandma Says are focused on general parenting practices and philosophy and are not as age-specific as articles that appear in Growing Child.
“Grandma Says” is a feature of Growing Child and we encourage you to send your comments to:GrandmaSays@GrowingChild.com
WHAT CHILDREN CAN’T DO – YET
It never fails to amaze me how much babies and young children can do. They use their senses and abilities to learn every day. When a few weeks elapse between my visits with a child, the growth and development is noticeable.
It is also important to remember that there are many things that they are not yet capable of doing, certainly under the age of three or so, and perhaps later. They are not capable because of the way their minds actually work in the early years. Where we grownups often make mistakes is in expecting their minds to develop as quickly as their bodies.
Let me remind you of just some of the things that little ones cannot do.
- They can’t share. Possession of objects is the child’s way of understanding autonomy. Owning comes before sharing.
- Young children can’t say, “I’m sorry” and mean it. This requires being able to understand how the other person feels, an impossible task for young children.
- They can’t focus on more than one task at a time. “Pick up your toys, put on your shoes, and wash your face before we go out to play.” These instructions have three more tasks than a young child can act on. Most young children will remember the last instruction, or the one that is most important to them.
- They can’t understand negative commands. Because young children are incapable of reversing mentally, when you say, “Don’t touch,” children are confused about how to act. Instead, when a parent says, “Pull your hand back, that’s breakable” children know what to do.
- They can’t tell the difference between reality and fantasy. Bad dreams are as real as things that actually happen. Rich play experiences will eventually help children sort out real and not real.
- They don’t understand right and wrong. Young children don’t understand cause and effect relationships, or intentional versus unintentional actions. They can only see issues from their perspective.
- They can’t remember what you told them. Because they remember only what is important to them, instructions to talk quietly or walk indoors may be immediately forgotten.
- Children will likely not tell you the truth and deny doing something inappropriate, if you directly ask if they did it. They are gauging their response on your facial expression and tone of voice.
- They can’t express themselves in words very well. Children use physical methods of communication because they don’t have the verbal skills to express frustration or other feelings. Adults help when they give children words to use.
- They can’t wait, nor can they sit still for very long. Short attention spans, along with muscles and a nervous system that tells them to move, contribute to this characteristic.
- Lastly, they can’t be ready to do any of this until they are ready. As we’ve said before, children grow and develop at different rates.
If you would like me to comment more on any of the items on this reminder list, or discuss helpful adult responses, email me at GrandmaSays@GrowingChild.com and look for future columns.
© Growing Child 2018 Please feel free to forward this article to a friend.