Southgate Medallion Tribute
Welcome to our March Newsletter Volume 49, Issue 3
Coordinator Corner
Hello Educators and welcome to March.
Looking ahead, we have a busy month of offering you lots of opportunities to engage with other educators to share practice.
Please add these dates to your calendar:
Tuesday March 5th 1 pm to 2 pm – Lunch and Learn – PD Funding – a look at what you can claim and how to claim it.
Thursday March 7th 6.30 pm to 8.30 pm – Core Training – Business Ethics and Professionalism
Thursday March 14th 6.30 to 8.30 pm – Workshop - Meal Planning on a Budget – your chance to attend or revisit this workshop that offers tips and ideas on how to make your weekly meal budget stretch further.
Thursday March 28th 7 pm to 8.30 pm – Reflective Conversation on Flight (Session #5) with our ARCQE Pedagogical Partner, Andrea – Responsive Environments – Time and Participation
Monthly Reflection Evenings
The agency has a limited time left with our ARCQE Pedagogical Partner Andrea, so please take the opportunity to meet with her, agency staff and other educators to engage in reflective conversations. Our conversations have been around the following aspects: The Image of the Child, Learning Stories, Responsive Environments (Space and Materials), Responsive Environments (Time and Participation).
Please reach out to your consultant for more details or suggestions for future conversations.
Interviewing Parents:
The interview part of the registration process is key to determining whether you are the right fit for the child and if the child is the right fit for your day home.
Remember these important points when interviewing a new parent:
· Use the interview question sheet as a guideline for what to ask them.
· Always meet the child at the interview – if the parent arrives at the interview without the child, reschedule.
· Don’t feel rushed to give the parent an answer right away – you have the right to take your time to make a decision.
· Prepare for the interview – if you know there are additional questions you would like to ask, have them written down.
· If you decide not to proceed with the registration process, be diplomatic and polite.
Menu Review
In April, your consultant will be conducting a menu review. To support you in offering wholesome meals to your day home children, the agency is presenting our Meal Planning on a Budget Workshop again. Watch this space for an invitation to attend.
PD Funding Deadline
We are quickly approaching the end of our fiscal year (March 31st). After this date you will not be able to submit funding requests for professional development that was paid in the 2023-2024 fiscal year. Please submit your requests to your consultant by FRIDAY MARCH 22nd, 4.30 pm to give the agency time to review your request and get them prepped for sending to the funding office.
Have a wonderful March
Emma Dajavs
Coordinator
Survey
Take part in an online survey by ARCQE regarding outdoor play opportunities and what the barriers are for educators.
Professional Workshops
Managing Stress: Finding Balance at Work and in Life
March 27, 2024 @ 6:30 pm - 8:30 pm
https://inspiredmindsecc.ca/workshop-events/managing-stress-finding-balance-at-work-and-in-life-2/
NEW! Exploring Hygge!
March 20, 2024 @ 6:30 pm - 8:30 pm
https://inspiredmindsecc.ca/workshop-events/new-exploring-hygge/
In-Person Community Play Day! Exploring the Emergent Curriculum Approach
March 16, 2024 @ 9:00 am - 3:30 pm
https://inspiredmindsecc.ca/workshop-events/play-day-exploring-the-emergent-curriculum-approach/
Benefits of Risky Play: Why Risky Play is Important to Your Child’s Development
“Children are competent, capable of complex thinking, curious, and rich in potential.”
It can be difficult for a lot of us to allow risky play to happen. The instinct of most parents is to eliminate risk in order to protect our children. But risk doesn’t have to equal danger. In fact, there are many benefits of risky play!
Risky play—that is, play that incorporates safe risks relative to a child’s age, size, motor skills, and comfort level—is important to a child’s development.
Benefits of Risky Play
Emotional Regulation
Children who take safe risks learn that they can manage their fear, overcome it, and come out the other side.
Emotional regulation is an important skill that can help children to think before they act on a feeling. Some ways you may see this is when your child calms themselves down, cheers themselves up when something doesn’t go their way, or stops a meltdown before it begins.
Risky play provides the foundation needed to regulate emotional responses like fear, nervousness, or anger in adulthood.
Adaptability
There are times in life when we all need to move out of our comfort zone and try something new. Children who engage in risky play develop skills to handle the feelings of nervousness and fear that can come with trying new things.
This knowledge gives them the skills they need to adapt to new situations and explore new environments—skills that become even more important when they go to school.
Self-Confidence
When a child tries something risky, they gain the confidence to say “I can do this!” and try more things on their own. Children who engage in risky play are more likely to take chances where there is a chance of failure. Even if they fall, they know they can get back up and try again.
Physical Literacy
Physical literacy means having the skills, confidence, and love of movement needed to be active and healthy for their whole lives.
Risky play activities that are part of a child’s active play—running, climbing, or balancing—help to make them more physically literate. Children who engage in active risky play develop their large muscle skills, begin to understand how their bodies move, and learn how fun active play can be!
Types of Risky Play
There are six types of risky play. They include playing:
At great heights (such as on a step stool)
At a high speed (such as running)
With dangerous tools (such as a hammer)
Near dangerous elements (such as water)
With rough-and-tumble interaction (such as play wrestling)
Where children can “disappear” or get lost (such as hide-and-seek in the backyard)
Check out the Link below for adding risky play ideas
Learning Story
Dumpling Making for Chinese New Year - By. Claire Shiying Duan
What Happened
The atmosphere in our day home was filled with excitement and anticipation as we prepared for our
special Chinese New Year celebration. We decorated the classroom with couplet, symbols of good
luck and prosperity, and welcomed parents with warm smiles and festive greetings.
Together, we gathered around tables set with bowls of filling, dough, and utensils. The children were
eager to learn, and parents were enthusiastic to participate. We explained the significance of
dumplings during Chinese New Year, how their shape resembles ancient Chinese money,
symbolizing wealth and prosperity for the coming year.
The children carefully listened and watched as we demonstrated how to knead the dough, form it into
small wrappers, add a spoonful of filling, and then fold and pinch the edges to seal the dumplings.
The parents joined in, guiding their children's hands and sharing stories about their own experiences
with dumpling making.
As the dumplings boiled and steamed, filling the room with a delicious aroma, we sat down together
to enjoy the fruits of our labor. The children proudly shared the dumplings they had made, and
parents praised their efforts.
What It Means
This story demonstrates how participating in traditional activities, such as making dumplings, can be a
way to celebrate and learn about Chinese New Year's culture. Children learned new skills by making
dumplings and gained a deeper understanding of Chinese culture. The involvement of parents not
only strengthened the connection between home and school but also provided children with a
valuable opportunity to create fond memories with family and uphold the traditions of Chinese culture.
The entire activity was not only a meaningful celebration but also an important way to promote
cultural diversity and community cohesion.
Opportunities & Possibilities
This story highlights the myriad opportunities and possibilities that arise from cultural celebrations like
Chinese New Year. Through the simple act of making dumplings, children were not only engaged in a
fun activity but also immersed in a rich cultural experience. They had the opportunity to learn about
Chinese traditions, language, and cuisine, fostering an appreciation for diversity and intercultural
understanding. For parents, this event provided a chance to actively participate in their child's
learning, strengthening the bond between home and school. The celebration opened up possibilities
for meaningful cross-cultural interactions, creating a sense of belonging and community within the
preschool environment.
3 Ingredient Healthy Pancakes
Office Closure
The Office will be closed on Good Friday, March 29th and Easter Monday, April 1st, and will reopen on Tuesday April 2nd.
Please call the After Hours Emergency Phone: 780-245-3097 in case of any emergency.
We wish everyone a Happy Easter, Navroz, Holi, St.Patrick's Day and a blessed Lenten season.
Finding Balance: Managing Your Role as Day Home Educator and Parent
Being a day home educator and a parent of young children who are with you in your day home can be tough at times. Maybe you may have always had your child with you in your day home or maybe you are now trying to balance home schooling your child whilst effectively running your day home. However you have been or are doing it, there are times when it can be hard to balance being a parent and an educator at the same time.
It is important to know this: YOU ARE NOT ALONE AND THIS STRUGGLE IS NORMAL
Yes, it can feel like hard work, but there are some advantages to having your child in the day home with you.
Advantages:
• Children grow up fast. Try and reframe your thinking by seeing this time shared together in your day home as precious moments that you will one day look back on and enjoy.
• The behaviour guidance techniques and strategies that you have learnt and are using as an educator are useful and effective strategies to employ with your own child.
• The parents of the children who attend your day home see you as someone who can relates to their role as a parent.
• You are giving your child quality care.
Let us take a moment to consider how or why your child might be struggling, acting out or pushing boundaries.
The child’s lens:
• You may be giving your child mixed messages about what they can or cannot do
• They are sharing their Mom. This can be hard. Especially for younger children.
• They are having big feelings that could be confusion, resentment, jealousy. Big feelings are hard to express when you are little and are still learning language
Tips for success:
• Set realistic goals and tasks for your child. Know what is developmentally appropriate for your child and do not expect from them.
• Set clear boundaries that are the same boundaries as your day home children – again do not allow them more or less than the boundaries you have set for your day home.
• Be consistent. Do the same for your child as you would your day home children
• Name your child’s feelings and validate them. “I understand you feel jealous when I am hugging Jack. It must make you feel sad. Jack needs a hug right now. When he is feeling happier, I can give you a hug”.
• Use the positive behaviour strategies you have learnt as an early childhood educator– you can revisit these by referring to the online Educator Handbook.
• Reflect with your child at the end of the day home day. Give genuine encouragement, for example “I noticed how you helped me put the plates out at snack time today. That was helpful, thank you”.
• Involve your child in your preparations
• Use a visual time-table to show your child when the day home day begins and ends.
https://study.com/blog/what-it-s-like-to-have-your-own-child-as-a-student-4-considerations.html
Inspiring Spaces for Young Children
Farewell Ashley
As some of you know I will be leaving the agency and taking on a new role as a Family wellness worker, with Bent Arrow Traditional Healing Society. I wanted to take this opportunity to express my heartfelt gratitude for the incredible opportunities and experience I've gained during my time at Southgate Medallion Family Day home agency. Thank you for the support guidance and growth that I've experienced here. The relationships I have gained will hold a place in my heart. It has been an honour to work with you all.
Ashley Cadger
Standard 4: Family day home program accommodations
The program residence must have sufficient space for the developmental activities of
the children in care.
Standard 4A: Residence
The residence must be in good repair. Space must be adequate to accommodate the
following requirements:
windows in every room used by children.
adequate heat, light, and ventilation.
clean, comfortable surroundings; and
sufficient space for developmental activities of children in care.
Standard 4B: Furnishings and equipment
The family day home program’s furnishings and equipment must be age appropriate.
Toys, equipment, materials, furnishings must be of sufficient variety and quantity for the
number and ages of children being cared for. Toys, equipment and materials should be organized and accessible so that children can make their own selections.
Furniture and equipment must meet federal and provincial product safety legislation and
are only used as recommended by the manufacturer.
This includes but is not limited to beds, mats or mattresses with bedding, safety gates, cribs, play pens, high chairs, toilet seats or potties, strollers or carriages, and car seats or booster seats.
Federal safety legislation does not specify requirements for sleeping infants in
play pens, as this type of equipment does not meet the definition of a crib, cradle or bassinet. Therefore, Health Canada advises playpens not be used for unsupervised sleep. If the educator is not physically present and watching the child sleep, the child is unsupervised.
Diapering arrangements ensure:
each child is changed on either a change table or individual change pad; and
children are diapered in a location that allows for supervision of other children