For those of you who have already paid, we have your reservation.
If you would like to purchase a ticket, please call the school office at 801-424-1297.
The cost is a $100 donation.
We look forward to seeing you!
Saint Sophia School
TODDLER TUESDAY PROGRAM DESCRIPTION
Saint Sophia School
January 25, 2015
1. To help children in the early years have a successful experience learning
2. To provide children with a learning experience with their parents
3. To provide children with play experiences with their parents
4. To introduce children to new activities
5. To provide parents with new ideas to introduce and work with their children
6. To provide parents and children ways to enjoy playing and learning new things together
7. To support the concept of community
8. To help children gain an awareness of what it means to be responsible in a group
9. To introduce children to boundaries of behavior
10. To help children “acclimate” to school
The purpose of Toddler Tuesday is to begin the socializing process for children under three and to achieve the goals mentioned above in a respectful way.
PREPARING THE CHILD FOR A LEARNING ENVIRONMENT:
We support the concept of “respectful parenting” of infant and toddlers. Parents can read about this approach in Janet Lansbury’s blog and her books. The basic premise is to respect children as human beings by listening and observing what our children are trying to communicate, even as infants. Toddler Tuesday emphasizes three magic words from Janet’s writings for successful parenting: observing, waiting, and preparing. Parents learn about their children by spending a great deal of time observing them everyday, waiting before jumping in to the rescue, and preparing them for what is next. These strategies allow children to discover how to succeed in a safe environment. For example, your child is struggling with a particular toy and is getting frustrated. Our instinct is to jump in and do it for her. Watching and waiting, however, allows a child to figure out how to make the toy work or how to play with it in an appropriate manner. Toddler Tuesday provides an opportunity for parents to practice subtle ways of observing, waiting, and preparing.
PREPARING FOR TODDLER TUESDAY:
Inform toddler of where you are going, what you will do there, who you will see, what you will do when you get into the classroom, and the names of people who will be there. Be very detailed (you will walk into the school together, say hi to Mr. Brian or others in the hallway, walk upstairs, say hello to Miss Ashley, take your coat off, 2
hang it up, etc.). As Janet says on her blog, “when he knows the drill… our toddler son willingly leaves the park.”
CIRCLE OF READING:
Every class starts with a quiet circle of reading to show why we are all here. The circle of reading supports the concept of community. Everyone sits on the floor or close together committing to community responsibility and showing we are in this together, we help each other, we support each other. If we are spread out all over the room, it is difficult to show we are responsible to each other
STATIONS OF LEARNING:
The class continues with stations of learning, movement, snack, Greek language, and play. Each station offers a chance for the child to experience something new and learn how to enjoy learning together with parents. All of the activities help children get ready for the transition into school. Parents are co-learners and part of this class is having parent model verbiage to the child in the following ways and participate as a co-learner:
–Show me how you did this.
–How does this work?
–What are we trying to accomplish here? (this is opposite of parent taking project and saying “let me show you how to do this”)
LEARNING BOUNDARIES OF BEHAVIOR DURING TODDLER TUESDAY:
1. ENGAGING IN THE ACTIVITIES: a parent’s role is to be with the child to help the child feel secure and confident in learning. The activity tables, movement room, and playtime provide a chance to observe the learning and discovery process and to see how your child solves problems. A parent can say, “I see you are playing with felt. How does it feel? What do you think you want to do with it? Add other questions that help stimulate the child’s interest and help her feel comfortable learning something new and creative expression. This is the time to be engaged with the child (rather than a time to answer cell phone or be texting or chatting with other parents).
2. WHAT IF MY CHILD WANDERS? During the class children will want to discover and explore and parents may find themselves with wanderers. Prepare the child by explaining that this is where class is and this is where we all need to be, together. No mention of RULES; they do not understand what a rule is. If the child heads for the hallway, just pick her up and bring into the classroom. If the she continues to run off again, the parent keeps bringing the child back, , even if it is a hundred times if necessary. Eventually, the child gets the idea. Children need to understand that they are in a certain environment and part of the group. This means staying within the room. This learning transfers to other places such as the grocery story where your child would not run up and down the isles or out the door. Children adapt slowly to specific environments outside of the home and patience is definitely a virtue here.
3. WHAT IF MY CHILD HITS ANOTHER CHILD? The parent or teacher holds the child’s hand and says, “I cannot let you hit anyone.” Or “In this school we use words when we want something.” Or “toys are for playing, sharing, and having fun only, not for hurting.” Children understand even if they are yet to be fluent in language.
4. WHAT IF MY CHILD THROWS A TOY? The parent or teacher says, “toys are not to be thrown at school.” “In school we take care of things because we like to play with them and use them again. If they are destroyed or ruined we cannot use them again.” Emphasis is on the inanimate object not the child. This is important because it isolates the behavior from the child. It is not the child but the behavior that is inappropriate.
5. COMMUNICATING: Children at this age do not understand rules, discipline, negativity. They do understand curiosity and play. The learning environment includes curiosity, fun, exploring, and learning how to be part of a successful and safe group. For a child to be successful, the child needs to have control in his environment and control means understanding what to do. If parents and teachers do not provide this experience of learning appropriateness in public, the child is at a disadvantage for learning. Our job as parents and teachers is to help the child acquire a sense of being comfortable with appropriate behavior in a new environment. This takes time but if they have the vocabulary (means of communication) they will develop good group skills and interpersonal relationships.
And remember, children feel more secure if they know what is expected of them.