Can we include observations and themes together in Toddler/preschooler program planning? If there are many toddlers or preschoolers, do we have to include all of the interests and ideas that we observe in a program plan?
There are many different approaches to program planning. It sounds to me like you are considering something similar to what is known as the “Project Approach”. This is an approach that builds themes based on the children’s interests – the teacher expands and builds on the children’s ideas! Read More
If we have toddlers and preschoolers in our childminding, what is the ratio of staff to children?
You will need 1 staff person for each group of 5 children.
Can we display cartoon figures in the infant room? If not, why?
According to the North American Montessori Center, infants and toddlers are going through a sensitive period that should be based on real objects, not fantasy, because at this stage of development children want and need to learn about the real world. The time for fairy tales and fantasy comes at a later stage of development, after they have absorbed and experienced what they can about the real world.
Just as books [and pictures] should be kept “real”, so should the objects that are presented. If you read a book about autumn, be sure to have specimens of real leaves for the children to see, smell, and touch. If you read a book about oranges, have some real oranges available for the children to touch, smell, cut up and taste …The experience of real, tangible objects should always come before pictures or disassociated names.
(an excerpt from: http://montessoritraining.blogspot.com/2009/04/toddler-circle-time-in-montessori.html)
Is it okay to use food items in the sensory table? Is it a sensitive issue for some cultures?
Thanks so much for your question.
In an excerpt from the article “Rice, rice, rice in the bin: Addressing culturally appropriate practice in early childhood classrooms,” the Association for Childhood Education International frames the issue in an interesting way:
Chloe, Ben, Kim, and Jose are playing at the sensory table. Their teacher has filled half of the bin with rice. She adds food coloring to the rice to make it appealing so that the children can observe, interact, and play with the rice. As the children play, they talk with one another:
Chloe (scooping the rice and pretending to measure it in a cup): “I want to cook some rice for dinner.”
Ben (showing a plate to Chloe): “Can I have some rice?” Kim (standing by the bin and watching Chloe, Ben, and Jose play with rice): “I don’t like rice; it’s gross!”
Jose (pretending to eat the rice): “My mom cooks rice. I like rice.” Mei (approaching the group and looking curious): “What are you making?
Why are you playing with rice? It is not to play with! My mom cooks rice for meals.”
The above scenario could play out in early childhood classrooms across the United States. Children readily explore and play with food items, such as rice, at the sensory table. They investigate the texture of the rice and weigh it as they begin to assimilate and construct basic math and science concepts. Opportunities for learning academic concepts are limitless. The book Everybody Cooks Rice (Dooley, 1991) is a story about how different families in the United States cook and eat rice in various ways; Carrie and Anthony’s family from Italy, Mr. and Mrs. D from Barbados, Dong Tran from Vietnam, the Huas from China, and the Bleus from Haiti all eat rice prepared in different ways. Rice has been documented as an interesting play material and also a means to teach children about diversity (Derman-Sparks, 1989; York, 1991).
Using food as a play material has been a long-standing practice in early childhood classrooms in the United States (Dahl, 1998; Edwards, 2000; Fuhr & Barclay, 1998; McMullen et al., 2007). Teachers use dried beans, pasta, and rice for sensory experiences, to make art projects, and to introduce early math concepts through cooking activities.
However, when using food as a play material, teachers may need to exercise sensitivity about the cultural appropriateness of using certain food items. To be culturally sensitive is to be aware of the ways in which cultures differ and the effects of these differences on the quality of learning for young children. Teachers also need to be extremely careful not to make any assumptions about cultural practices, as some have their own culturally based beliefs about how and why they use food in activities in their centers (Freeman, 2004; Hsieh, 2004).
Equally important, teachers should be aware of their own perspectives and values about how their cultural practices influence their teaching practices and beliefs, while being conscious of the beliefs and values of others. This consciousness is very important to avoid conflicts in expectations between teachers and parents. (an excerpt from Association for Childhood Education International, 2009, Gale Group, Farmington Hills, Michigan)
Organizations can take a number of different approaches, and may have their own policy on the use of food for sensory play. Please inquire with your supervisor about any existing policy.
Can we use materials made of foam or shaving cream in sensory play?
Thank you for your question.
The NLCR prohibits the use of Styrofoam in programs, and most shaving cream is not safe for use with children. There are a variety of alternatives for you to explore.
Many educational resource suppliers now carry play materials made from cornstarch that are similar in texture to Styrofoam, but are healthier and safer for use with children. You can contact your supplier directly to inquire about these products.
Read the label of shaving creams before using in your programs. Most are not safe for use with children. There are a variety of healthier alternatives – here’s a link to one fun suggestion!
Why are young children at risk of choking on food?
They do not have back teeth to chew and grind food, and they are still learning to eat, chew and swallow.
How much gross motor space do we need for 8 children?
You need at least 475 square feet.
Does Canadian law stipulate an age below which a child cannot be left alone?
The age at which a child can be left to care for themselves and/or other children varies by province or territory. To find out how the legislation affects you or what to consider before allowing your child to look after himself or other children, ask to speak to an intake worker either at your local Children’s Aid Society (listed in the white pages of your telephone directory) or the government department in your province or territory that deals with family services (listed in the blue pages of your directory).
The water at our program feels too hot for the children to wash their hands. What is a safe temperature for the water?
Safe Kids Canada advises:
“Few people realize that hot water burns like fire. Yet over 300 children, elderly people and people with disabilities are treated in hospital annually across Canada for burn injuries caused by hot tap water. People in these groups are particularly at risk because they have a slower reaction time, or thinner skin, or a combination of these factors. Resulting injuries tend to be serious and debilitating, they are sometimes fatal, and they have a significant economic impact on families and society in general. But hot tap water injuries are predictable and preventable.
“Water heaters are typically set at 60°C (140°F). At this temperature, human skin will burn severely (3rd degree, or full-thickness burn) in just 1 to 5 seconds, a fact established in the medical literature more than 50 years ago. For decades, injury prevention advocates have urged that tap water be no hotter than 49°C (120°F). At this safer temperature, it takes 2 to 10 minutes to cause a severe burn, allowing more time for a person to escape devastating injury”.
We are opening an infant program. How much space do we need for 3 babies?
You will need at the very least 8.3 square metres or 87 square feet of usable playspace. Remember playpens and equipment can take up a lot of space, so measure carefully.