nature promotes children's growth

8/9/2019 Nature Promotes Children's Growth

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Issue 54 2007

Nature Promotes

Childrens Grow th


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Child Care Information Center Newsletter Issue 54, 2007 Page 1

Lead Hurts Kids: What You Can DoTo Prevent It

Did you know that lead poisoning still occurs in Wisconsin?

Did you know that there are things that you can do to prevent

a child from getting lead poisoning?

Children under age 6 are at greatest risk of lead poisoning.

Lead interferes with a childs normal brain development,

resulting in lower IQ and behavior problems like aggression

and hyperactivity. Childhood lead poisoning is the greatestpredictor of school disciplinary problems, delinquency and

adult criminal behavior.

Since 2000, more than 19,000 Wisconsin children under age 6

have been found to be lead poisoned. Lead poisoned children

are found in every Wisconsin county. About 466,000 Wiscon-

sin homes built before 1950 have lead dust from chipping and

peeling lead-based paint that can poison children.

Dust from chipping and peeling lead-based paint in old hous-

ing is the greatest source of lead exposure for young children.

However, more and more childrens toys, jewelries, candies

and sidewalk chalks are being recalled because they contain

dangerous amounts of lead. Even playground equipment inlocal parks can be covered in paint that contains lead.

Learn more about this poison that hurts young children. Go to

the Lead-Safe Wisconsin website at dhfs.wi.gov/lead or call

your local health department to find out what you can do.

Contributed by Reghan Walsh, Department of Professional

Development and Applied Studies, University of Wisconsin-

Madison

Child Care Information CenterStaff:

Editor: Mary Henning

Layout: Steve Fischer

Librarian, Acquisitions: Glenna Carter

Librarian, Circulation: Linda Bather Mail Distribution: Sonia Frank

Who We Are...

The Child Care Information Center (CCIC) is a mail-order

lending library and information service for anyone in Wis-

consin working in the field of child care and early childhood

education.

Sponsored by the Child Care Section, Wisconsin Department

of Workforce Development, CCIC has worked since 1986 to

provide quality resources to match the needs of caregivers

and parents. The service is located within the Department of

Public Instructions Reference and Loan Library facility at

2109 South Stoughton Road, Madison, WI.

Lead Hurts Kids: What You Can

Do to Prevent It ....................................... Page 1

A Tribute to Magda Gerber ...................... Page 2

Play in the Outdoor Classroom .............. Page 3

Safely Enjoying Outdoor Activities ........... Page 3

Children, Nature and the Outdoor

Environment ............................................ Page 4

Playground Safety ................................... Page 4

Am I Fat? ................................................. Page 5

Safe Surfaces for Childrens

Climbing Equipment ................................ Page 6

Parents Are the Key ................................ Page 6

Know the Names of Plants! ..................... Page 7

Places Have Physical and Human

Characteristics......................................... Page 8

Free Child Care Articles .......................... Page 9

Books To Borrow ................................... Page 12

Audiovisual Materials to Borrow ............ Page 15

Table of Contents - CCIC Newsletter 54


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Page 2 Child Care Information Center Newsletter Issue 54, 2007

A Tribute toMagda Gerber

I was saddened to learn of the

passing of Magda Gerber on

April 27, 2007. Although I

didnt know her personally,

I consider Magda Gerber to

be one of my mentors. Thistiny woman was a giant in the

field of infant toddler care.

Magda Gerbers philosophy

has been a powerful influence

on other forerunners in the

field such as Janet Gonzalez

Mena ( Infants, Toddlers &

Caregivers) and Ron Lally

(The Program for Infant Tod-

dler Caregivers).

Magda Gerber came with

her family in 1957 to the

United States from Hungary,

having begun her study of

infant development with her

childrens pediatrician, Dr.

Emmi Pikler. She brought

with her a new way of view-

ing the infant; not as a cute

play thing to be cooed over,

not as a helpless creature to

be pampered and not as an

empty vessel to be trained by

knowing adults - but a view

of the infant as a capableindividual. Magdas primary

message is to treat each infant

with respect a principle that

may seem natural, but which

is often not carried out.

Heres an example of how

a respectful approach is dif-

ferent from our common

responses to infants. When

Magda met a mother and

her young infant, the mother

offered Would you like to

hold my baby? Magda re-

plied, Do you think the baby

would like to be held by me?

Too often we fail to consider

the infants desires or wants,

and we dont recognize the

infants capacity to com-

municate with us. Magdas

approach emphasizes always

asking the infant what s/he

wants, and telling her/him

what you are going to do

before acting.

In 1978, Magda founded Re-

sources for Infant Educarers

(RIE) with Dr. Tom Forrest.

RIEs mission is to provide

information, support and

mentoring for parents andcaregivers in providing high

quality care and education

for infants. The emphasis is

on allowing each infant to

develop at his/her own pace,

allowing the infant to explore

and experience the world in a

natural and meaningful way

to be authentic. The RIE

approach is explained in the

RIE Manual: for Parents and

Professionals Respect is

the guideline of RIEs phi-

losophy. The educarer shows

respect by treating the infant

as an active participant rather

than as a passive recipient

in all interactions. (Gerber,

1979, p. 29)

Magdas approach to infant

care resonated with me in a

way that traditional how-

to books did not. Her ba-

sic advice to caregivers (or

educarers) is to unbusyyour head and unbusy your

body to relax, slow down

and focus on being in the mo-

ment with each baby. Rather

than doing everything for the

infant - stop, observe and see

how much the infant can do

for her/himself. In the PITC

video Respectfully Yours,

Magda sums up her attitude

towards the common practice

of adult directed activities

intended to stimulate de-

velopment: Stimulation to

me means interruption. You

would never think of inter-

rupting somebody who is

doing an important job, like

a scientist who is on the verge

of discovering something im-

portant, because you respect

what that person is doing.

She describes the impact on

infants of this kind of adult

pushing of developmental

milestones: If you teach

something that child is not

ready for, then you create

that feeling that I dont quite

know what Im expected to

deliver, but what I do deliveris not appreciated.

I had the great opportunity to

see and hear Magda Gerber

in person when attending

my first NAEYC Conference

in 1992 in New Orleans. I

first saw her standing in the

hallway, not more than 6

feet away from me. This tiny

woman, with white hair and

bright blue eyes was slight

in physique, but her energyand empathy were strong and

compelling. She spoke to the

conference attendees who

surrounded her, eager for a

personal word or response

before her workshop session.

In her presentation, she care-

fully explained and modeled

the RIE philosophy. Magda

Gerber embodied everything

that she promoted in work-ing with infants respect,

attention, and the value of

relationships. I am grateful

for the insight I learned from

Magda, and will continue

to share her philosophy of

respectful infant care.

Contributed by Joan Klinkner,

Early Childhood Educator

Instructor. Northeast Wis-

consin Technical College

Magdas primary message is to treat eachinfant with respect - a principle that mayseem natural, but which is often not carriedout.


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Play in the Outdoor Classroom

Many of us have memories of free time on the playground or

kickball on the asphalt with adults simply standing by, pas-

sively watching and only intervening when problems would

arise. Too often we see this model in early childhood pro-

grams and we are missing a great opportunity for extending

childrens play, creativity and learning.

Indoors, we take great care to carefully arrange the environ-ment into separate learning areas and create activities and

lesson plans for dramatic play, art, science, literacy and more.

We can follow the same model outdoors. We can set up mats

in a quiet nook and create a portable book tote for a reading

area. We can plan messy art or sensory table experiences out-

side. We can bring out magnifying glasses and binoculars for

scientific discoveries, and we can play music and dance with

scarves or bring out dramatic play clothes and build a fort.

In a time when global warming is causing many of us to be-

come more concerned about the welfare of our planet and

the species that inhabit it, we can help

children develop a love for be-ing outdoors and curiosity and

engagement with nature. Con-

sider taking time out to examine

your outdoor program and how

you can extend play activities for

children year round.

Contributed by Paula Evenson,

4-C Training Specialist. Website

available at http://www.4-c.org

Safely EnjoyingOutdoor Activities

OUTDOOR FUN

Young children get excited in embracing

fun activities outdoors. There is more space to breathe,

light to see, room to run, and nature to touch. The outdoors

gives children a chance to encounter multi-sensory delights

by exploring the world outside of their house or childcare

facility.

Playing and learning in the outdoor environment can pose

safety hazards or risks to children. Falls and poisoning are

the leading causes of home deaths. Most of the risk and

dangers in the out-of-doors can be avoided by keeping safety

in mind from the very beginning so that everyone can enjoy

the warmer weather and outdoor fun.

OUTDOOR ACTIVITIES & GAMES

Physical games are an essential part of the outdoor experi-

ence. When children are involved in outdoor games, they

are developing skills in learning areas including language,

math, and science. At the same time, children are working

out important social interaction skills so that they can play

together cooperatively and successfully. Help young children

to brainstorm a list of cooperative rules. Help children

to develop their kinesthetic learning abilities by using their

bodies to try something new, to pretend to be something, or

to express an emotion. Children learn through movement of

their limbs and trunks and through the experience of translat-ing movement into words, thoughts, and feelings.

OUTDOOR ACTIVITY SAFETY BASICS

Swimming and Water Safety:

Children age four and under have a drowning death rate

two to three times higher than other age groups. They can

drown in as little as one inch of water. NEVER leave chil-

dren alone in or near water. Teach your children to swim.

Always empty containers which may fill up with rain

water and store them upside down.

Cycling Safety:

Be certain each child is wearing an

approved helmet for cycling even if

they are only riding up and down

the driveway. Remind children that

bikes are vehicles, not toys. Teach

them traffic rules and do not let

them do tricks. Make periodic

cycle checks to ensure the bike is

working properly.

TIPS FO R KEEPING CHILDRENSAFE

Always supervise children, even

if they are only in the back-

yard.

Take a safety walk around your

neighborhood. Warn children

about unacceptable play areas.

Talk about plant safety, keeping plants out of their mouths

and avoiding touching shiny leaves of three such as

poison ivy.

Drink plenty of water and lather on the sunscreen, reap-

plying frequently.

Keep a first aid kit handy. Take a first aid and CPR

class. That way you will be prepared if your child does

get hurt.

Inspect play equipment regularly for loose screws or

rough/broken parts or surfaces.

Contributed by Catherine Howe, Marathon County Child

Development Agency - Head Start. Website available

at www.mccdahs.org


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Children, Nature andthe OutdoorEnvironment

There is a long history in the field of

child development that advocates for

providing young children with opportu-

nities to play outside. While some of this

history describes the need for childrento let off steam with the outdoors be-

ing a perfect place to do so, there has

been a parallel and purposeful interest

in the wonderful learning opportunities

that being outdoors can provide. Joe L.

Frost, in his 1979 book, Childrens Play

and Playgrounds, presented an early

voice promoting the idea that outdoor

play was more than playgrounds. The

discoveries about the natural world; the

opportunities to imagine and construct

ones own play materials with loose

parts; and the growth in emotional

and social development provided by

experiences outside the classroom were

essential components of positive child

development.

More recently, Richard Louv has

pointed to the lost connections with the

natural world that many children are

experiencing because of highly sched-

uled lives, the pull of electronic media,

urban living and the lack of access to

open space and nature ( Last Child in

the Woods: Saving our Children fromNature-Deficit Disorder, 2005). Call-

ing this alienation from nature a severe

loss for childrenin opportunities for

problem-solving and creativity, and

for simply appreciating the

complexity and diversity

of lifehe describes the

need to put nature back into

the curriculum of child

development.

Outdoor play spaces,

whether planned, con-served or serendipitously

discovered, are essential

parts of childrens learning

environments. Most of us

probably are most familiar

with outdoor play that in-

volves equipmentswings,

slides, climbing appara-

tusand that focuses on

motor development. However, Frost,

Louv and others promote the importance

to emotional well-being of a naturalistic

perspectivegreen spaces that empha-

size natural elements, such as hills, sand

areas, vegetation, gardens, boulders and

logs that provide the stuff of childrens

play. This perspective is based on the

belief that an outdoor experience should

include an appreciation of the naturalworld and opportunities for adventure,

discovery, observation, exploration and

experimentation.

With an emphasis on child direction,

does this perspective include adults or

planning? Again, there is a range of

thinking: Children may be free to dis-

cover with adults following their lead.

They may also participate in teacher

guided or planned activities that bring

the indoor classroom outside. In the

same way that emergent curriculum fol-

lows childrens interests and may be ex-

panded into long-term projects through

teacher guidance, the outdoor classroom

similarly can be conceived. There may

be experiences that children do not

discover, such as creating a sunflower

house, which can be facilitated through

books, planting sunflower seeds, and

subsequently feeding the birds. These

experiences not only enhance childrens

learning, but also their confidence, self-

esteem and social interactions with oth-

ers.With the outdoors as a classroom, there

are limitless opportunities to expand

what happens indoors, but more impor-

tantly to create experiences that can only

occur outdoors. Dancing with scarves

as the wind blows, observing the busy

day of an ant, making bark rubbings,

or nurturing a seed into a sunflower

are activities that connect children to

a world which is naturally motivating,

fascinating, calming yet energizing.

These are skills and feelings that will

last a lifetime.

Joan Ershler, Program Director, Wais-man Early Childhood Program, UW-

Madison. Website available at www.

waisman.wisc.edu

Playground Safety

Each year, more than 200,000 children

go to the U.S. hospital emergency rooms

with injuries associated with playground

equipment. Almost 47,000 of these in-

juries occur on home playgrounds and

40 percent of those injured are younger

than five.

Most injuries occur when a child falls

from the equipment onto the ground.

Many backyard play sets are placed

on dirt or grass surfaces that do not

adequately protect children when they

fall.

Make your backyard playground a

safe place to play! Conduct a home

playground check to assure it is a safe

place to play. Install and maintain a

shock-absorbing surface around the play

equipment. Since almost 60 percent of

all injuries are caused by falls, protec-

tive surfacing under and around all

playground equipment can reduce the

risk of serious head injury.


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TIPSON PLAYGROUND EQUIPMENT:

Install protective surfacing at least 6 feet in all di-

rections from play equipment. For swings, be sure

surfacing extends, in back and front, twice the height

of the swing set.

Check the spacing between swings.

Never attach or allow children to attach ropes,

jump ropes, clotheslines, or pet leashes to playequipment. Children can strangle on these.

Check for hardware, like open S hooks or protrud-

ing bolt ends, which can be hazardous.

Check for spaces that could trap children, such as

openings in guardrails or between ladder rungs.

These spaces should measure less than 3.5 inches

or more than 9 inches.

An average of 280 children under the age offive drown each

year in swimming pools, and there are an increasing number

of deaths in larger inexpensive inflatable pools. These pools

are flexible and sometimes slanted or low, so it may be easier

to for a child to climb inside. Also check local building codes

[and child care licensing and certification rules- editor]; they

may require barriers like fences around these pools to protect

young children.

All parents should be aware of the following pool safety tips,

whether they have one in their backyard or not.

Children drown without a sound. Young children

do not splash, cry or call for help.

Teach children to always swim with a buddy, never

alone.

Teach children not to reach into the water for toys,

but to ask a grown-up for help.

Fences around home pools are a safe measure, but

not a guarantee.

Do not rely on substitutes. The use offloatation

devices and inflatable toys cannot replace parental

supervision.

Keeping children safe around water requires multiple layers

of protection!

Yearly, there are about 800 bicycle-related deaths in the U.S.

and another half a million bicycle-related injuries treated in

the nations hospital emergency rooms. The U.S. Consumer

Product Safety Commission encourages bike riders of all ages

to use helmets. Studies have shown that using bike helmets

can reduce head injuries by up to 85 percent.

However, not all bicycle-related injuries and deaths can be

addressed by the use of safety equipment alone. Rider actions

and reactions especially obeying traffic laws play a major

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role in contributing to injury-free bicycling enjoyment.

10 SMART ROUTESTO BICYCLE SAFETY

Protect Your Head...Wear a Helmet.

See and Be Seen...Wear Bright Colors or Reflective

Stripes.

Avoid Biking at Night.

Stay AlertKeep a Lookout for Obstacles in YourPath.

Go With the Flow...Ride WITH Traffic.

Check for TrafficBe Aware of Traffic Around You

(Intersections, Driveways, etc).

Learn the Rules of the Road...Obey Traffic Laws.

Assure Bicycle ReadinessIs Your Bicycle Prop-

erly Adjusted?

Can You Stop It?...Check Brakes Before Riding.

Check Your Wheels...Quick Release Wheels Should

Be Securely Fastened.

Information provided by Michelle Reinen at Division of

Trade and Consumer Protection, Wisconsin Department of

Agriculture, Trade and Consumer Protection. For a complete

playground safety checklist go to website available at:

www.datcp.state.wi.us/cp/consumerinfo/cp/factsheets/

childcare_checklist.jsp

Am I Fat?

Most husbands would agree that to hear that question from

their wife is akin to being asked to boil oneself in oil. Howev-

er, what about when a child asks or needs to be informed?

As recently reported (July 2006), the American Medical

Association and the Centers for Disease Control have been

discussing just how to inform a child and parents when a

childs weight is greater than appropriate for age, height and

gender. At issue is upsetting the child or family if they are

told directly that the child is obese. Hence they are consider-

ing adopting the terms, at risk of overweight when body

mass index is in the 85th-94th percentile for their sex and

age, and overweight when body mass index exceeds the94th percentile. Of concern to their position, is that by being

indirect about the issue, the child and parents may not take

the situation as seriously as necessary and the childs health

may thus be compromised.

The above discussion occurs in a context where obesity rates

in America have more than doubled in the past 30 years and

todays children and youth may not live as long as their par-

ents for no other reason but for their obesity. Obesity leads

to coronary heart disease, stroke and diabetes.

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Obesity stands in stark contrast to eating disorders such as

anorexia and bulimia and it may be that in view of these

disorders, parents and professionals alike are actually afraid

of harping on weighty kids, fearing the pendulum may

swing in those directions. Further, with so much talk about

self-esteem, there is also concern that direct discussion on

matters of weight might cause children to feel poorly about

themselves.

It seems the pendulum has so swung in favor of concern for

psychological processes that physical health is now com-promised. The challenge is to bring both into balance where

neither physical nor psychological health be put at risk.

With regard to obesity, it is perhaps best then if taken out of

the realm of psychology and treated as the medical issue it is.

As we similarly are forthright about other medical conditions

our children face, so too should we be forthright about obesity.

Children need to learn about appropriate nutrition, diet,

health, exercise and self-care. If their weight is greater than

appropriate, they should receive reasonable feedback and

direction to remedy the condition, just as they would any

other medical concern.

In the long run, self-esteem is a function of being valued.

Concern for a childs medical well-being is an indicator to

the child of being valued despite any upset that may be felt

in the moment. Further, concern for the longevity and health

of a child is about as caring a gesture as a parent can make.

Lastly, it is actually more difficult to feel good about oneself

as a child if weight causes the child to be ostracized or causes

the child to be left behind in physical activities.

The issue is therefore utilizing sensitivity and providing sup-

port and solutions to aid the child in the pursuit of a healthy

weight and lifestyle.

Be Forthright; dont let weight be an indicator of the childsworth or value to you the parent; support reasonable nutri-

tion, diet, health and exercise. Your child will be physically

better off and for sure they will know they are loved. We only

take such good care of those things we hold dear.

Contributed by Gary Direnfeld, MSW, RSW. Website avail-

able at www.yoursocialworker.com

Safe Surfaces for ChildrensClimbing Equipment

The U.S. Consumer Product Safety Commission (CPSC)

is warning parents and daycare providers that childrensplastic climbing equipment should not be used indoors on

wood or cement floors, even if covered with carpet, such as

indoor/out-door, shag or other types of carpet. Carpet does

not provide adequate protection to prevent injuries.

CPSC has reports of two children killed and hundreds in-

jured at home and at childcare centers when they fell from

climbing equipment placed indoors on cement, wood or

carpeted floors.

Parents and child caregivers should put all climbing equipment

outdoors on surfaces such as sand or mulch to prevent childrens

head injuries. Manufacturers of plastic climbing equipment

are labeling their products with warnings to NEVER put the

equipment on concrete, asphalt, wood, or other hard surfaces,

and that carpet may NOT prevent injury.

Information provided Rose Perrizo, U.S. Consumer Product

Safety. Website available at www.cpsc.gov

Parents Are the KeyParents Plus, Inc. the Parent Information and Resource

Center of Wisconsin (PIRC) is a no-profit organization

whose purpose is to increase parental involvement in their

childrens education and assist them to achieve at a higher

level academically. Parents will understand, through our early

childhood programs, they can ensure their children are ready

for school. School officials will develop better policies and

programs that encourage parental involvement and parents

will gain an understanding of how to assist their children

to succeed in school. Finally, through our coordinated state

level activities, student learning and parental involvement

will be improved.

Our four priority goals are:

1. Coordinate and expand program collaboration with the

Wisconsin Department of Public Instruction (Including


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Title I and No Child Left Behind Initiatives) and other

key public and non-profit organizations that promote im-

proved student learning and parental/family involvement

in urban and rural areas throughout Wisconsin;

2. Develop and strengthen the relationship and partnerships

between schools and parents/families as a means to im-

prove childrens academic achievement;

3. Assist schools to design and implement effective parental

involvement policies, programs, and activities that im-prove childrens academic achievement.

4. Further the developmental progress of Wisconsins chil-

dren by establishing, expanding or operating the Parents

as Teachers home visiting services.

PARENTS AS TEACHERS: Parents as Teachers (PAT) is a na-

tionally recognized evidence-based, highly effective home

visitation model which advocates parents as their childsfirst

and best teacher. Using the PAT Born to Learn curriculum,

services begin pre-natally or at birth. Certified parent educa-

tors demonstrate parent/child interactions which maximize

brain development. This model encourages parent involve-

ment in their childs education pre-natally or early on andcontains a group component which provides support from

peers. PAT also provides periodic developmental, hearing

and vision screenings.

PARENTS ARE KEY: Parents have a huge influence on their

children. For example, one of the best predictors of a childs

verbal talent is the frequency with which the parents talk and

read to him or her. Parents really are their childs first and

most influential teacher. Parents are Key (PAK) offers free

home-based early childhood education that is parent driven.

PAK, using an integrated model of Parents as Teachers (PAT)

and Home Instruction for Parents of Preschool Youngsters

(HIPPY), both nationally recognized programs, teaches par-ents the most effective ways to help their child learn and reach

his/her optimal development. PAT and HIPPY have long his-

tories of program evaluation, which includes both longitudinal

and comparison studies. Research shows that PAT and HIPPY

children have a higher level of school readiness. While each

program is outstanding, together they are amazingly stronger

and provide a more holistic approach. For instance, HIPPY

is literacy focused, but does not provide the developmental

screenings, which PAT does. Play and everyday learning

opportunities are the service delivery method for PAT, while

HIPPY uses techniques that are closer to the format children

will use in school. Early childhood, which begins at birth, is

a time of life when significant transformations take place.During these years, parents beliefs about their childrens

abilities are shaped and the childs own academic self concept

begins to form. PAK families have the opportunity to bond

and strengthen parental skills, education and family support

skills during this critical time.

PARENT WORKSHOPS: Parents Plus staff has developed three

trainings for parents and families which bring parents into the

school and encourage learning at home. The first,Math &

Science Family Nights, is a nationally validated program that

is aligned with state standards and is extremely effective in

increasing parent involvement. This program creates oppor-

tunities for parents, educators and students to work together

on problem solving, improving communication skills and

considering future goals. Project Play, a series of family lit-

eracy workshops, includes a variety of topics that incorporate

hands-on activities, family reading times, the value of play and

many other topics. Your Childs Amazing Brain workshops,

conducted in family resource centers and at schools, provideinformation to families on their childs brain development

and what they as parents can do to optimize learning from

birth. And finally, Creating Successful Children promotes

social emotional competence by building relationships and

constructing supportive environments for children.

For more information contact Parents Plus, Inc. at info@

parentspluswi.org or 1-877-384-1769. We are accessible via

the Web at www.parentspluswi.org

Know the Names of Plants!

Many of the calls the Poison Center receives involve plants.

The Poison Center can help with poison information and

management if you know the name and/or species of the

plant, not a description. The Poison Center cannot identify

plants over the phone.

Any plant when swallowed can cause coughing, choking or

stomach upset. Poinsettia plants were once thought to be very

poisonous but are actually safe to have in the home at holiday

time. Most ingestions of a leaf or two have not resulted in

significant symptoms. Poinsettia plants have a mild irritant

which can cause nausea, vomiting or diarrhea, and the milky

sap from the flower may cause skin irritation.

The names of toxic holiday plants to know and identify are:

Holly Stiff green leaves and bright red berries are ex-

tremely attractive to children. Holly berries are significantly

poisonous; ingestion of 20 berries can mean death to a child.

Mistletoe Berries, leaves, and stem are all considered toxic.

Contact the Poison Center if ingestion of any amount occurs.

Jerusalem Cherry This plant contains bright or-

ange to scarlet-colored berries. The entire plant is tox-

ic. Call the Poison Center if ingested in any amount.

Bittersweet All parts of this plant are considered toxic. The

unripe berries contain the highest concentration of Solanin;

ingestion results in a drastic reduction of the heart rate, seda-

tion, and headaches.

To avoid potential poisoning, choose to give non-toxic plants

next holiday season such as: African violets, Boston fern,

Christmas cactus, coleus, jade, snake plants, spider plants,

wandering jew, or the wax plant.

If you suspect poisoning has occurred, call 911 or the emer-

gency number in your area. For more information on poison-

ing, phone the WI Poison Center at 1-800-222-1222. For

hearing impaired (TYY), 1-414-266-2542. Website available

at www.wisconsinpoison.org


9/18


Places HavePhysical and HumanCharacteristics

Every place has a personality. And, just

like people, places may have a lot in

common, but no two are exactly alike.

What makes a place special? What are

the physical and human characteristics

of your hometown? Is the soil sandy or

rocky? Is the temperature warm or is it

cold? Did important historical events

occur there? Is it near a river or lake?

What physical characteristics are most

important or unique?

What about the people? How are they

affected by the characteristics of place?

Their language, style of government,

architecture, industries, can all define

the special character of a place.

THERES NO PLACE LIKE HOME

Walk around your neighborhood and

look at what makes it unique. Point out

how it is similar to other places you havebeen and how it is different. Talk about

what animals and plants live in your

neighborhood. Look at the buildings

and discuss their uses. Are there features

designed to meet weather conditions,

such as window shutters or sun room?

Do the shapes of some buildings tell us

how they were used in the past or how

they are used now?

If you live near a park, a lake, a river,

a stream or a creek, take your childrenthere and spend time talking about its

uses. If you live near an historical site,

visit it and talk about what happened

there and why its important. Look for

other points of interest in your town and

learn more about them.

FARAWAY PLACES

Read stories and books about distant

places with your children. Many

childrens books provide vivid images

of different places and a sense of what it

would be like to live in them. A Country

Far Away,Heidi, and Going for Oysters

are examples of books about other parts

of the world that have inspired many

young readers.

Use songs to teach georgraphy: Home

on the Range, California, Here I Come,

and This Land Is Your Landare all songs

about place. Teach your children folk

songs of different countries likeLa Cu-

caracha, London Bridge, and Dreidel,

Dreidel, Dreidel.

With your children, see a movie or video

which is set in a different land such as

The Lion King, Treasure Island, or A

Little Princess.

Talk with your children about the

places these books, songs, and movies

celebrate, find them on a map or globe,

and discuss their mental picture of these

places.

WHATSTHE CLIMATE LIKE?

Climate very much affects the character

of a place. The amount of sun or rain,

heat or cold, the direction and strength

of the wind, all determine such things

as how people dress, how well crops

grow, and the extent to which people

will want to live in a particular spot.

Join your children in observing weatherconditions.

Watch the weather forecast on televi-

sion or read the weather map in the

newspaper. Save the maps for a month

or more. You can see changes over

time and compare conditions over

several weeks and seasons. Read-

ing the weather map helps children

observe changes in the local climate.

Use a weather map to look up the tem-

peratures of cities around the worldand discover how hot each gets in the

summer and how cold each gets in the

winter. Compare these figures with

your town. Ask your children if they

can think of reasons why different loca-

tions have different temperatures. Many

children enjoy finding the place that is

the hottest or the coldest.

Make simple weather-related devices

such as barometers, pinwheels, and wind

chimes (find books of experiments).

Watch cloud formations and makeweather forecasts for your hometown.

Contributed by the U.S. Department

of Education, October 1996. Website

available at www.ed.gov/pubs/parents/

geography/place.html


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Free Child Care Articles to Order and Keep

To Order Items, Phone (608) 224-5388 or 1-800-362-7353

Item # Keep It! Material Detail

01] _____ Developing an Outdoor Classroom: Blending Classroom Curriculum and Outdoor Play

Space.Mary L. Studer, Texas Child Care, Summer 1998. Information provided for children to

understand their environment through writing, dramatic play, art and manipulative, sensory table,

science table, reading area and sand box.02] _____ Watch the Weather: Activities for All Kinds of Days. Texas Child Care, Winter 2001. Activities

allow children to engage intellectual, movement, health, social, or art and creativity. Activities

are age appropriate.

03] _____ Take the Classroom Outdoors. Theresa Wilder, Texas Child Care, Spring 2001. Child care

providers can discover how outdoor activities can improve childrens cognitive, social, emo-

tional, and motor development. A list of sample outdoor play materials and sample prop box for

an insect theme are included.

04] _____ Infants at Play. Texas Child Care, Spring 2001. Included are activities and games on infant

senses, exploration, security needs, and songs. Age levels are described for birth to 2 months, 3

to 6 months and 10 to 12 months.

05] _____ Bringing Multiple Intelligences Outdoors. Laura McFarland and Meena Adhikary, Texas

Child Care, Fall 2006. This article discusses how outdoor activity is more than children gettingout their energy. It explains Dr. Howard Gardners theory that true intelligence is determined

by ones ability to solve problems and offer creative responses to ones cultural needs. Gardner

states eight different types of intelligence in each individual.

06] _____ Winter Playscape Dreaming.Rusty Keeler, Child Care Information Exchange, January-February

2006. Young children discovering winters season with snowflakes, finding icicles, or observing

the birds that share their yards. Ideas and suggestion on how to plan a playscape.

07] _____ Outdoor Environments. Child Care Information Exchange, March-April 2003. There are eight

articles on outdoor play environments.

08] _____ Give Children a Place to Explore:Betsy Caesar, Child Care Information Exchange, March-

April 2001. Presents plans for developing playgrounds for preschool children. Information

consists of evaluating existing conditions, obtaining a safety audit for equipment and surfacing,

and designing the playground.09] _____ Supporting Constructive Play in the Wild--Guidelines for Learning Outdoors. Francis

Wardle, Child Care Information Exchange, May-June 2000. Illustrates and emphasizes the im-

portance of constructive play to young children.

10] _____ Environments for Special Needs. Child Care Information Exchange, March- April 1997. Five

articles address creating environments for children with special needs.

11] _____ Caring for the Little OnesWinter Outside Fun with Infants and Toddlers. Child Care In-

formation Exchange, January-February 1996. Ideas for outdoor winter activities to help infants

and toddlers develop self-help, social and vocabulary skills. Offers suggestions for homemade

toys and for reducing stress for infants in full-day child care.

12] _____ Children and Sports: American Academy of Child and Adolescent Psychiatry (Updated

January 2002). This fact sheet presents advice to parents on how to involve their children in

sports. Information provides parent involvement in their childrens activity for healthy experi-ence. Also available in Spanish asLos Nios y los Deportes.

13] _____ Making the Most of Outdoor Time with Preschool Children.North Carolina State University,

A & T University Cooperative Extension, U.S. Department of Agriculture, and local governments.

Information about guidance on outdoor activities for preschoolers.

14] _____ Play TAG with Your Kids: Tips to Ensure Positive Competitive Experience.Laura Maloney

and David W. Andrew, Ph.D., Dean College of Human Ecology. The Ohio State University. Dis-

cusses role of caregivers or parents to target child individual needs for promoting child readiness

in competitive activity.


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15] _____ Environmental To Dos for Young Children. Marilyn Lopes. University of Massachusetts.

Explains how children can develop a sense of respect for nature. Identify an outdoor theme for

engaging children to develop an understanding of the environment and improving early learning

experiences.

16] _____ Make Sure Children Exercise Regularly. Gail Carlson, University of Illinois Cooperative Ex-

tension Services, 1994. Discusses how important it is for young children to have regular exercise.

Gives ideas for including exercise in the curriculum as a standard part of the daily routine.

17] _____ Making the Most of Outdoor Play. Frank Self, University of Illinois Cooperative Extension,1996. This newsletter article describes the advantages of outdoor play for young children and

offers ideas for choosing the time that children spend outdoors. Also, the author gives informa-

tion on making outdoor play safe and stimulating.

18] _____ Water, Water Everywhere! Kathleen P. Sible, Young Children, January 2000. This author

explains how problems with water drainage on the playground create puddles that allow oppor-

tunities for childrens fun, family-school communication, and challenges for one early childhood

program.

19] _____ Exploring Nature with Children.Janet Humphryes, Young Children, March. 2000. The chal-

lenge for early childhood educators is to give confidence for students to use all of their senses

and help them with excursions outdoors to build observation skills. Notes that children from 0

to 6 years of age learn best through their senses and develop understanding when engaged in

activities that bring them into direct contact with the natural world.

20] _____ Be a Bee and Other Approaches to Introducing Young Children to Entomology.James A.

Danoff-Burg, Young Children, September 2002. Encourages interest in insects, minimizes fear

of nature and instills admiration for biodiversity.

21] _____ Making Playgrounds Fit for Children and Children Fit for Playgrounds.John A. Sutterby and

Joe L. Frost, Young Children, May 2002. Informs about a potential epidemic of obesity among

children in the United States and encourages early childhood practitioners to provide outdoor

play that increases childrens physical activity, muscle strength, and coordination. Maintains

that playgrounds should have a variety of equipment that challenges children at different ability

levels. Affirms that teachers and parents active involvement is needed to help children become

physically fit.

22] _____ Paying Attention to the Outdoor Environment Is as Important as Preparing the Indoor

Environment. Karen Debord, Linda L. Hestenes, Robin Moore, Nilda Cosco, Janet McGinnis,

Young Children, May 2002. Presents the Preschool Outdoor Environment Assessment Scale, a

tool to measure the value of outdoor preschool child care environments. Identifies characteristics

offive domains: (1) physical environment, (2) interactions, (3) activity areas, (4) program, and

(5) teacher/caregiver role.

23] _____ Including Everyone in Outdoor Play.Lynda Flynn and Judith Kieff, Young Children, May

2002. Introduces rules for outdoor play that are important when young children have special

needs. Features a decision-making process for planning adaptations and practical strategies for

making adaptations and interventions to improve outdoor play for children with special needs.

Lists adaptations for a child who is blind, is deaf, has physical barriers, has autism spectrum

disorder, or has cognitive delays.

24] _____ The Mud Center: Recapturing Childhood.Becky J. Jensen and Julie A. Bullard, Young Chil-

dren, May 2002. Explains a Montana child development centers outdoor mud kitchen in which

children enjoy messy, creative, sensory experiences playing with mud and a broad assortment of

props for dramatic play. Describes how mud play adds to young childrens increasing interests

and provides opportunities for expressing creativity, enhancing fine motor skills, and practicing

literacy.

25] _____ The Inside Information about Safety Surfacing.Donna Thompson and Susan Hudson, Young

Children, March 2003. The National Program for Playground Safety tested the impact attenua-

tion characteristics of safety surfaces used in indoor child care play settings. The most common

surfaces used were indoor/outdoor carpet, various types of mats, and safety floor tiles. Nearly 60

percent of tested materials had a critical fall height of 1 foot or less. Carpet safety tiles and mats

do not provide adequate protection for children falling from heights above 1 foot.


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26] _____ Hopping Frogs and Trail Walks: Connecting Young Children and Nature . Priscilla Woyke,

Young Children, January 2004. The author describes a three step program for early childhood.

Based on activity, wonder, and environmental education.

27] _____ Big Jobs: Planning for Competence.Nancy P. Jones, Young Children, March 2005 . Encouraging

emotional growth by challenging three to five years olds on physical and social and problem-

solving through outdoor activities on a farm. Indoor activities are learned while cooperating,

helping, negotiating and communicating with others.

28] _____ Quality in Oudoor Environments for Child Care. Tufts University. Child and Family WebGuide. Discuss several elements that promote children to have the opportunity to explore, ques-

tion and develop theories about the outdoor environment.

29] _____ Winter is For the Birds. Sandy Davin. University of Illinois Cooperative Extension, 1992.

Ways to interest school-agers in observing birds in their outdoor environment.

30] _____ Why Outdoor Spaces for Children Matter So Much.Jim Wike. Child Care Information Ex-

change, September/October 2006. This article describes how the term outdoor classroom can

be developed for children to interact with various elements in the natural world.

31] _____ The Power of Nature to Help Children Heal. Vicki Bohling-Philippi. Child Care Information

Exchange, September/October 2006. How connecting children to nature and providing attentive

support and encouragement can help heal traumatized children.

32] _____ Baby Care: Turn Dressing into Learning. Child Care Information Exchange, Winter 2005.

How children learn by dressing themselves and developing self-help skills.

33] _____ Puzzles: Set the Table for Learning.Nancy Maldonado. Texas Child Care, Summer 2006. The

advantages of puzzles are more than enjoyment and problem solving. Presents age-appropriate

puzzles for enhancing nearly all areas of a childs development.

34] _____ Move It: Physical Activity for Young Children. Texas Child Care, Winter 2004. Discusses

how physical skills are incorporated with other skills. Includes activities for promoting physical

movement and learning by exploring.

35] _____ Collaborating with Parks. Dana E. Friedman. Child Care Information Exchange, Septem-

ber/October 2006. Presents information on how schools or child care programs can collaborate

with local parks to improve their environments thus encouraging physical activity and multiple

kinds of learning.

36] _____ The Outdoor Classroom: No Child Left Inside.Eric Nelson. Child Care Information Ex-

change, September/October 2006. Explains the process of evaluating the outdoor environment

and the outdoor program. Includes developmental steps, assessing and characteristics.

37] _____ Let Me: Childrens Art with Less Stress and More Success.Jo Ann Lohl Spears. Texas Child

Care, Winter 2002. Hints on art projects that have less mess and more creativity. Includes art

activities.

38] _____ Tips for Helping Children Do Science. Carol Armga and others. Texas Child Care, Winter

2002. How children incorporate their experiences into cognitive thinking by learning with sup-

port of teachers. Scientific information provided around planning and preparing activities for

promoting learning.

39] _____ Good Times At Play.Human Development and Family Studies. Colorado State University Co-

operative Extension 1996. A broad range of information from concepts, developmental stages,

and activities. A Growth and Play Chart included.

40] _____ Take Time to Play with Your Child. Texas Parenting News, Spring 2007. The importance of

parents allowing play time with their children. Tips include constructive play.

41] _____ Whats Right for Young Children II:Childcare Gardens, Wisconsin Department of Public

Instruction 2006. This book is unique through its accomplishments of providing readers easy

access of information for Improving Eating Styles and Food Preference of Young Children,

Healthy Choices Food list, Natural Model to Promote Good Nutrition and Physical Activity,

Ideas for Healthy Family Meals and Snacks and Resources including parent factsheet, tool as-

sessment, toolkit and websites. This book is a great resource for bridging child care providers

and families with the opportunity of cultivating good nutrition practices and outdoor activity.


13/18


Books To Borrow

WHY CHILDREN NEED TO PLAY OUTDOORS AND EXPLORE NATURE

42] The Great Outdoors: Restoring Childrens Right To Play Outside

Mary S. Rivkin. Washington, DC: NAEYC, 1995. 105 pgs.

Compelling arguments for restoring opportunities for outdoor play and learning; examples of exciting

playgrounds; practical information on safety, accessibility, and curriculum.

43] Last Child In The Woods: Saving Our Children From Nature-Deficit Disorder

Richard Louv. Chapel Hill, NC: Algonquin Books, 2005. 323 pgs.

Childrens separation from nature is linked to attention-deficit hyperactivity disorder, stress, depression,

anxiety disorders, and childhood obesity. Children need wild places and disorganized play! And nature

needs its children to become its future stewards.

44] Outdoor Learning And Play, Ages 8-12

Olney, MD: Association for Childhood Education International, 2005. 118 pgs.

Some children have already lost interest in the out-of-doors and see it as hot, cold, or boring. These

articles tell how to plan learning and play opportunities to lure children outside.

45] Tumbling Over The Edge: A Rant For Childrens PlayBeverley J. Bos and Jennifer Chapman. Roseville, CA: Turn the Page Press, 2005. 162 pgs.

An impassioned book about the play environment for young children in their homes, schools, child care

facilities, and gathering places. Many wonderful photos of children investigating and exploring live,

green, beautiful, wild, untamed, and evolving spaces.

DESIGNING OUTDOOR SPACES AND PLAYGROUNDS

46] The Developmental Benefits Of Playgrounds

Joe L. Frost and others. Olney, MD: Association for Childhood Education International, 2004. 231 pgs.

The crucial role of play in childhood development. Guidelines for creating a playground that offers

diversity and challenge.

47] Learning With Nature Idea Book: Creating Nurturing Outdoor Spaces For ChildrenLincoln, NE: National Arbor Day Foundation, 2007. 52 pgs.

How to create outdoor spaces that nurture childrens sense of wonder and encourage rich learning for

children aged 6 weeks to 10 years.

48] Lets Go Outside! : Designing The Early Childhood Playground

Tracy Theemes. Ypsilanti, MI: High/Scope Press, 1999. 124 pgs.

How to design, equip, and maintain safe, challenging playgrounds for 2- to 8-year-olds. Offers a satis-

fying, interactive approach to supporting young children in their outdoor play.

49] Natural Learning: The Life History Of An Environmental Schoolyard

Robin C. Moore and Herbert H. Wong. Berkeley, CA: MIG Communications, 1997. 280 pgs.

Follows the authors over ten years as they transform an ordinary asphalt schoolyard into a lush, natural-

ized environment.

50] Plants For Play: A Plant Selection Guide For Childrens Outdoor Environments

Robin C. Moore. Berkeley, CA: MIG Communications, 1993. 121 pgs.

Organizes plants by their play value: climbing, swinging, hiding, playing with props, harvesting fruits,

exploring textures and smells, attracting wildlife, etc.

51] POEMS:Preschool Outdoor Environment Measurement Scale

Karen DeBord. Lewisville, NC: Kaplan, 2005. 30 pgs.

Assessment tool for evaluating outdoor environments for children 3-5 years old.


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BEING INCLUSIVE

52] Backyards And Butterflies: Ways To Include Children With Disabilities In Outdoor Activities

Doreen Greenstein. Ithaca, NY: New York State Rural Health & Safety Council, 1993. 72 pgs.

Low-tech, inexpensive, homemade assistive technology ideas families can use to make the outdoors

accessible.

53] Play For All Guidelines: Planning, Design And Management Of Outdoor Play Settings For All

Children2nd ed. Berkeley, CA: MIG Communications, 1992. 291 pgs.

A team of 136 professionals developed this comprehensive design resource for integrating children of

all abilities in the same outdoor play area.

LEARNING ABOUT NATURE

54] Discovering Nature With Young Children

Ingrid Chalufour and Karen Worth. St. Paul, MN: Redleaf Press, 2003. 157 pgs.

Children have an inborn sense of wonder about the living world around them. This book tells preschool

teachers how to foster curiosity while guiding children through nature explorations.

55] Earthways: Simple Environmental Activities For Young Children

Carol Petrash. Mt. Rainier, MD: Gryphon House, 1992. 206 pgs.

Categorized by season and using easily found materials, these art and nature activities encourage under-

standing and appreciation of the earth and other living things.

56] Hug A Tree: And Other Things To Do Outdoors With Young Children

Robert Rockwell. Mt. Rainier, MD: Gryphon House, 1983. 106 pgs.

Make a rainbow, take a bird to lunch, or measure the wind! Help children 3 and up know and love the

natural world at the same time as they learn language and math.

57] The Kids Nature Book: 365 Indoor /outdoor Activities And Experiences

Rev. ed. Susan Milord. Charlotte, VT: Williamson Pub. Co, 1996. 156 pgs.

A nature-nurturing activity for every day of the year. Children ages 4-10 will learn to love nature and

have fun at the same time.

58] Lessons From Turtle Island: Native Curriculum In Early Childhood Classrooms

Guy W. Jones and Sally Moomaw. St. Paul, MN: Redleaf Press, 2002. 175 pgs.

To Native peoples there is a spiritual connection to Mother Earth, a regard for the earth as belonging

to all, and a deep understanding of the importance of earth to our survival. This book gives a Native

American perspective on the environment and celebrating the circle of life. Other themes are children,

home, families, and community.

59] My Big World Of Wonder: Activities For Learning About Nature And Using Natural Resources

Wisely

Sherri Griffin. St. Paul, MN: Redleaf Press, 2004. 238 pgs.

80 activities help preschool and early primary children learn how to use and preserve all our naturalresources and all life forms. Organized by season, the book focuses on three core principles of conser-

vation: preservation, restoration, and management.

60] Nature In A Nutshell For Kids: Over 100 Activities You Can Do In Ten Minutes Or Less

Jean Potter. San Francisco, CA: Jossey-Bass, 1995. 136 pgs.

Make bubbles that bounce! Stir up a tornado in a jar! These quick, easy experiments and activities are

organized by season, use accessible materials and cover every aspect of the natural world. For ages

8-12.


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61] The Nature Specialist: A Complete Guide To Program And Activities

Lenore Hendler Miller. Martinsville, IN: American Camping Association, 1986. 170 pgs.

70-plus activities--indexed by type, age, and degree of preparation--developed by a camp naturalist to

share a love and awe of nature with school-age children.

62] Sharing Nature With Children: A Parents And Teachers Nature-awareness Guidebook

Joseph Bharat Cornell. Nevada City, CA: Ananda Publications, 1979. 143 pgs.

This classic book offers activities that help children feel a love of nature and actually experience what it

is like to be part of the natural world.

63] Small Wonders: Nature Education For Young Children

Linda Garrett. Woodstock, VT: Vermont Institute of Natural Science, 2005. 314 pgs.

24 hands-on nature exploration units for children ages 3 through kindergarten are grouped around 3

themes: growth and change, animal homes, and connections to nature.

PLAYING OUTDOORS

64] 365 Outdoor Activities You Can Do With Your Child

Steve and Ruth Bennett. Holbrook, MA: Adams Media Corp, 1993. 431 pgs.

Outdoor activities to do with children ages 3 and up. Switch off the TV and switch on a world of

outdoor fun!

65] Outdoor Play, Every Day: Innovative Play Concepts For Early Childhood

Karyn Wellhousen. Albany, NY: Delmar, 2002. 274 pgs.

Developmentally appropriate outdoor play experiences for children from birth to age 8; safe and acces-

sible playgrounds; observation and assessment of childrens outdoor play.

66] The Outside Play And Learning Book: Activities For Young Children

Karen Miller. Mt. Rainier, MD: Gryphon House, 1989. 253 pgs.

Learning is more fun when children play outside in the snow, wind, and sun. This book is full of fun

activity choices for infants, toddlers, and preschoolers.

GOING ON FIELD TRIPS

67] Field Trips: Bug Hunting, Animal Tracking, Bird Watching, Shore Walking With Jim ArnoskyJim Arnosky. New York: Harper Collins, 2002. 96 pgs.

How to enjoy watching wildlife and how to find clues for identifying plants and animals through field

marks, shapes, and locations.

68] Open The Door, Lets Explore More! : Field Trips Of Discovery For Young Children

Rhoda Redleaf. St. Paul, MN: Redleaf Press, 1996. 358 pgs.

14 walks to explore animals, bugs, gardens, parks, ponds, trees, and other aspects of nature. Each walk

has activities to do before, during, and after. 18 other field trips.

GARDENING

69] Get Growing! : Exciting Indoor Plant Projects For Kids

Lois Walker. New York: Wiley, 1991. 101 pgs.11 indoor gardening projects involving carrots, beans, potatoes, apples, and other plants, and related

cooking and handicraft activities.

70] Got Dirt? : A 5 A Day Toolkit For Implementing Community, Childcare And School Gardens

Amy Meinen. Madison, WI: Dept. of Health and Family Services, 2005. 58 pgs.

Gardening is a wonderful way to increase physical activity and encourage healthful eating. This guide

explains how to start a garden, describes successful Wisconsin child care and school gardens, and lists

helpful garden resources.


16/18


71] Hollyhocks And Honeybees: Garden Projects For Young Children

Sara Starbuck. St. Paul, MN: Redleaf Press, 2002. 189 pgs.

Dirty hands stimulate growing minds! This book introduces early childhood teacherswith or without

green thumbsto the rich learning opportunities found in gardening with children, especially in fun

theme gardens like the bird and butterfly garden or the dinosaur garden.

72] Roots, Shoots, Buckets & Boots: Gardening Together With Children

Sharon Lovejoy. New York: Workman Pub, 1999. 159 pgs.

Beautifully illustrated theme gardens for adults and children to grow together, including a sunflower

house, a moon garden, a garden of giants, and many others.

MAKING NATURE CRAFTS

73] Ecoart! : Earth-friendly Art & Craft Experiences For 3 to 9 Year-Olds

Laurie M. Carlson. Charlotte, VT: Williamson Pub, 1993. 157 pgs.

Art and craft projects that benefit the environment through recycling.

74] Good Earth Art: Environmental Art For Kids

Mary Ann F. Kohl and Cindy Gainer. Bellingham, WA: Bright Ring Pub, 1991. 223 pgs.

Over 200 projects for painting and drawing, sculpture and mobiles, collage and printing, weaving and

crafts. Handmade art supplies emphasize recycling and natural materials.

75] Natures Art Box

Laura C. Martin. North Adams, MA: Storey Pub, 2003. 215 pgs.

From t-shirts to twig baskets, 65 projects for crafty school-age kids to make with natural materials they

can find anywhere.

Audiovisual Materials to Borrow

76] ABCs Of Supervision

Cedar Falls, IA: University of Northern Iowa, 199?. VHS, color, 16 min.

How to supervise playground activities using strategies that prevent injuries to children.

77] An Amusement Park For Birds: A Long Term Project Conducted At La Villetta School, The City Of

Reggio Emilia, ItalyAmherst, MA: Performanetics Press, 1994. VHS, color, 88 min.

In a long-term project, young children designed and built an outdoor amusement park for the birds in

their playground. Describes in detail the teaching process in Reggio Emilia pre-primary schools.

78] Bugs Dont Bug Us!

Karin and Gina Lamb. Eureka, MT: Bo Peep Productions, 1991. VHS, color, 36 min. + follow-up activities

+ bug handling chart.

Shows children observing and gently handling bugs in natural settings and enjoying it immensely. In-

cludes footage of a caterpillar turning into a butterfly. For children 2-7.

79] The Child In Nature

Burton, OH: North American Montessori Teachers Association, 2006. DVD, 16 min.

Montessori teacher trainer Nimal Vaz, landscape architect Robin Moore, and theologian-philosopherThomas Berry show how the naturalized schoolyard brings the child into contact with the natural world

and the universe. Filmed at the Montessori Center School in Phoenix, Arizona.

80] Discovering Nature With Young Children: Trainers Video

St. Paul, MN: Redleaf Press, 2003. VHS, color, 37 min. + trainers guide (218 p.) + curriculum book

(157 p.).

This inquiry-based science curriculum builds on childrens natural curiosity about the living world

around them. The trainers guide has materials for 6 basic and 7 advanced workshops to introduce pre-


17/18


school teachers to the curriculum. The video presents 8 vignettes showing teachers at different stages in

their development as science teachers.

81] Exploring Science And Nature (Also available in Spanish: Explorando La Ciencia Y La Naturaleza)

Washington, DC: NAEYC, 1995. VHS, color, 30 min.

The appropriate way for children to learn about science is through exploration. This tape describes

many simple everyday activities that give children opportunities to observe, classify, compare, commu-

nicate, infer, predict, use numbers, measure, understand space/time relationships, appreciate nature, and

care for our environment.

82] Leave No Child Inside: A Study Of ECE Program Environments

Deb Curtis and Margie Carter. Seattle, WA: Harvest Resources, 2006. CD-ROM.

Inspiring and beautiful PowerPoint slides on CD-ROM show examples of outdoor environments for

early childhood education programs. Captions add ideas about connecting children to nature, caring for

plants and creatures, landscaping for adventure, creating places to feel powerful, designing cozy spaces

and gathering places, enhancing play with props, designing space with definition and storage and clean-

up in mind, and preventing nature deficit disorder!

83] Nurturing The Spirit

Nimal Vaz. Burton, OH: North American Montessori Teachers Association, 2006. DVD, 12 min.

Continuing from The Child in Nature (above), a Montessori teacher trainer suggests more outdoor ex-

periences that balance freedom and discipline for 3- to 6-year-olds.

84] Safe Active Play: A Guide To Avoiding Play Area Hazards


How to identify and avoid the 12 most common causes of serious injuries - while maintaining the qual-

ity of active play, both indoors and out.

85] Sharing Nature With Young Children


Rudy Mancke, host of a childrens nature program on TV, demonstrates lots of good ideas on how you

can get kids curious and excited about nature without yourself knowing a lot of facts beforehand. He

suggests using the distance from self criteria: start with things close to childrens lives and move out

as they get older. Whatever their age, get kids outside, look, ask questions, guess, and have fun!

86] Which Way, Weather?Karin and Gina Lamb. Eureka, MT: Bo Peep Productions, 1995. VHS, color, 30 min. + song book + guide.

This fun look at weather conditions features young children enjoying all kinds of seasonal outdoor ac-

tivities: puddle stomping, kite flying, swimming, sailing, leaf piling, pumpkin picking, skating, sledding

and more. For children 18 months through 6 years.


18/18

Books and videos are library items. To borrow books and videos directly from CCIC, anyone inWisconsin working in the field of child care and early childhood education may contact us. We will ship

the book or video to you. Your only expense will be the cost of mailing the item back to us at the end of

the loan period: two weeks for books and one week for videos.

Items are sent a few at a time, depending on when they become available and whether you stillhave items checked out. Items featured in newsletters are popular and you may have to wait to

receive them. Let us know if you will accept a substitution or need information on this topic immedi-ately.

If you have dates by which you need materials, let us know.

We will try to meet your timeline.

Phone to renew your materials.

Or you may borrow the items through interlibrary loan at your local public or academiclibrarybut check the charge policies of an academic libraryand go to your local

library to pick up and return the book or tape.

Articles are yours to keep. Articles, brochures and factsheets do not need to be returned.Ordering. Identify the newsletter issue number and the item number. Tell us your name, center name,

address, and phone number. Sample: Hi, my name is Will B. Better. From Newsletter 51, Id like ar-

ticles 1 through 12, books 49 and 58, and video number 85. Send them to Kids Rule Child Care, Im-

provement Street, Clappinghands, WI, 54321. My phone number is 123-123-4444.

Save and circulate your newsletters! You may need to order materials in the future. Give everyone achance to read it and order materials useful to them. Store it where all staff can refer to it when need-

ed. Feel free to duplicate the newsletter if more copies are needed for your staff.

Next Issue: Transitions

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nature promotes children's growth

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