Pre-K and K Curriculum Plans , 2011-2012

This week, after I planned Jack's Infant-Toddler Curriculum, I set about trying to synthesize thoughts, resources and ideals in order to lay out Luke and Nina's Kindergarten and Pre-K plan.  Wow!  That was a task.

However, I think I have come up with something I am content with... for now.  Undoubtedly, the outline below will be honed and tweaked as the year unfolds.

Taken all together, the curriculum as written looks a bit overwhelming and demanding.  Hopefully, though, when paper is translated to practice, it will not be. My intent is to try to get to our "Core Four"  of Faith, Reading, Writing and Arithmetic in daily, one way or another, and, then, to sprinkle the "Plus" on as each day allows, always bearing in mind some key themes for the year:  movement, sensory experiences and outdoor time.

With this in mind, I am still working on a plan for how to actually present lessons and materials in a way that will appease my Type A Teacher-side while considering our home's current physical condition and our children's play-centered learning style, which requires ample movement and sensory input as well.  One step at a time...

Today's step is simply to have laid out our:

2011-2012 

Pre-K and K Curriculum

Core Four:

Faith and Character:  Mass, Monthly First Friday Celebrations, Monthly Adoration, Home Catechesis Manual by Moira Farrell for Catechesis of the Good Shepherd, Mass, Bible Stories & Songs, Scripture Memory, Music & Study, Catechism. Character Trait/Value Studies, Liturgical Table, Saints Teas and perhaps some Sacred Music Appreciation and Sacred Art Appreciation, Story Books about Saints, Catholic Children’s Treasure Box, Devotionals, Bible Felts, Faith Story Toys/Baskets/Manipulatives

Reading:  Worldwide Montessori Online Albums, Read Alouds, Library Story Times, Word Mastery, Funnix, Starfall, Peter Piper’s Practical Principles of Plain and Perfect Pronunciation, A Children’s Garden of Verses, The Harp and the Laurel Wreath, Nursery Rhymes, Beatrix Potter, Aesops Fables, Felt Stories, Magnet Stories, File Folder Games, Word Card Games, Board Games, Etc.

Writing:  Worldwide Montessori Online Albums, Sensory Activities

Math:  Worldwide Montessori Online Albums, Games, Cooking, Shiller Math, a bit of Funnix, Cuisenaire Rods, etc.

Plus:

Sensorial: Worldwide Montessori Online Albums, etc.

Practical Life: Worldwide Montessori Online Albums, Chores, Morning Lotto, Habits, etc.

Science, Technology and Engineering (Physical Science, Astronomy, Ecology, Botony, Zoology, Nature Study, Geology): Worldwide Montessori Online Albums, Nature Walks and Passport Hikes, Magic School Bus Books and Videos, and maybe the Outdoor Hour and One Small Square Books, etc.

History/Social Science/Geography: Worldwide Montessori Online Albums, Evan-Moor Beginning Geography, Continent Boxes, Personal and Family History, etc.

Visual Arts:  CM-style picture study, drawing with Draw Write Now and Drawing with Children and Reggio-inspired explorations using The Language of Art

Music:  Kazoo and Rhythm Instruments, Various Children’s and Cultural CD’s, Composer Studies, etc.

Theater/Dance/Movement: Drama Kids, BSC Spring Class, Puppet Making and Play, etc.

Health/Physical Education: Perceptual Motor Activities, MoveAbout Cards, Walks and Hikes, Outdoor Games, Brushing/Joint Compression, Skating Lessons, Maybe Swimming Lessons, Nutrition Studies, Safety/ First Aid/Fire/Emergency Drill Studies, Yoga, OT (for Luke), MegaSkills, etc.

 Life Skills, Educational Skills  and Interests: Handicrafts, Chores, Manners, Scheduling, Organization, Goal Setting, Life Skills Lists, Library Skills, Research Skills, Critical Thinking, Memorization, Study Skills, Awareness of Learning Styles 

Foreign Language: Signing Time, Spanish Fun, German with Daddy

How is your pre-k and k curriculum shaping up this year and how do you intend to implement it?  Do share in a comment or link.

 

Quite late, I am sharing this post at Heart of the Matter's Curriculum Week Blog Hop, a place where you can find links to oh-so-may curriculum ideas.

Resource Round Up: Handwashing Printables, Songs and Other Helps

The other day, I was inspired to share our Handwashing Chart.  Since then, I have realized that September 18-24, 2011 is International Clean Hands Week.  That's only a month away.

In honor of International Clean Hands Week, I thought I would share some of the free resources I have been checking out for planning some early school year curriculum, habit training and practical life activities while highlighting the importance of handwashing.

• Slater Software offers a Washing Hands Social Story.

• Caught Dirty Handed is a fun experiment we might try here at home which tests the effectiveness of different hand washing times, techniques and materials.

• The Scrub Club offers a song recording for handwashing, online games and videos, parent tips, a teacher guide and downloads in Spanish, French and English.

• Little Acorn Learning shares Handwashing Songs.

• CSU Extension offers various a Leader's Guide, Pictorial Quiz and Coloring Book for handwashing.

• A Handwashing Chart is our very own printable to hang up by your sink. 

• Henry the Hand offers a variety curriculum materials, including a free curriculum kit.

• School Nurse Janet Friederick and the Prescott Early Childhood Center Students present a five-minute handwashing video.

• Glogerm offers handwashing lesson plans and printables for grades K-6.

• GoJo offers educational materials including online video games, posters and K-5 lesson plans that feature their fun-loving mascot character Clean Gene. 

•  The University of Nebraska-Lincoln offers free posters, handouts and game materials for "Sinking Those Germs".

• The Minnesota Department of Health offers comprehensive hand hygiene resources including posters, information, curriculum plans and printables.

• Wash Your Hands provides a booklet, video and posters in both English and Spanish.

We'd love to hear about your favorite handwashing songs, books, materials and strategies, too.  Please leave a comment or link

This post is being shared at We Are THAT Family's Works for Me Wednesday, because our Handwashing Chart and keeping germs at bay through handwashing work for us!

Infant-Toddler Curriculum Plans 2011-2012

August’s mid-point is here and, although I know we have a lot of summer left yet, I cannot help but to think about fall. 

Luke is now official kindergarten age, so the Teacher/Planner in me longs to do what she loves doing – to collect resources, synthesize ideas and lay out a plan for his first official year of elementary school.  The Momma in me, however, wants to stay true to a promise I made myself (and our youngest) some time ago – that our last shall sometimes be first.  So, I have decided to let the Teacher/Planner have at it, but to direct her towards the Infant-Toddler age first.

Yep, that means I am geared up to synthesize plans for Jack’s fall “curriculum” using ideas of my own, along with those I have gleaned from many of the books and online resources I have browsed over the years.  Among those online resources, there is one that stands out strongly, which I would like to give thanks to – Brightly Beaming Resources.  I do not use the curriculum it lays out for ages zero on up “as is”, but I do find myself popping over for lots of inspiration.  It really is a great site.

Now, as far as my Fall plan for Jack goes, I use the word “curriculum” lightly.

While the notes below may seem to indicate a do-this-now-and-this-then type of program, the “subjects” I have included in it are for my mental organization only.  I don’t aim to force any “subject” or “lesson”, but, rather, to enrich Jack’s days with purposeful, enjoyable experiences, which include quality mommy-and-me, sibling-and-me and hey-look-at-me times.  In other words, I have delineated ideas to satiate my Type A side, but hope to implement them in a way that is comfortable for my more laissez-faire kiddoes. 

Now, with no further ado:

Jack’s Infant-Toddler Curriculum

Faith Formation: 

• Listen to and sing Bible songs and scripture set to music, particularly those on the Hide ‘Em in Your Heart CD’s.

• Be present at daily devotional time.
• Read Bible and faith-based stories together. 
• Read Psalms and Proverbs together. 
• Participate with family in faith-based activities and events, such as Mass, Adoration, Liturgical Year celebrations, etc. 
• Play with Bible and faith-based story manipulatives, such as figurines, felt stories, etc.
• Perhaps do some Sacred Music or Sacred Art appreciation activities. 

Poetry: 

• Listen to nursery rhymes and selections from A.A. Milne’s When We Were Young and Now We are Six, Robert Louis Stevenson’s A Child’s Garden of Verses and Laura Berquist’s The Harp and the Laurel Wreath read aloud, read on CD or set to music.
• Play with poetry manipulatives using poetry baskets, felt and magnet stories, nursery rhyme blocks, etc.

Book-of-the-Week Read Aloud/Literature: 

• Read and enjoy age-appropriate literature, with the same books being read multiple times throughout a given week or month.

Sign and Spoken Language:

• Introduce and increase use of sign language by refocusing family efforts to use sign. 
• Watch Signing Times. 
• Do activities from Baby Sing and Sign, reviewed here.
• Increase expressive and receptive language by having more focused times for naming, describing, comparing, explaining and giving directions.
• Begin using U-Play Mat together.

Family Work/Practical Life:

• Be present for – and participate as possible – with Family Work Time.
• Do Montessori-inspired Practical Life activities for care of self and environment.

Classical Music: 

• Listen to classical music in the background while doing other things. 
• Listen to classical music in the car and at quiet times, too.
• Sometimes, look at pictures of classical music artists while their music is playing and hear their names.

Nature Exploration:

• Spend ample time outside.
• Play with “loose parts” from nature (sticks, rocks, etc.)
• Go for nature walks and hikes.
• Enjoy seasonal activities and traditions.

Slow and Steady Get Me Ready:

• Play by doing select activities from Slow and Steady Get Me Ready.

Lullaby: 

• Listen to lullabies sung and on CD at quiet times, bedtime and in the car.

Three “Toys”

• Play with three “learning toys” a week during sibling’s indoor lesson times – or as interest holds.  Most of these will be Montessori-inspired materials placed out in rotation in an effort to keep the house tidy while allowing for choice and exploration.

Music:

• Develop appreciation through listening to a variety of types of music on CD and by going to free concerts.
• Explore through playing with rhythm instruments.
• Dance freely, sometimes with props, to a variety of music.
• Listen to and sing classic/traditional children’s songs.

Art and Sensory Experiences: 

• Play with sensory bin with rotating materials.
• Explore different age-appropriate art media and techniques.

Art Appreciation:

• Browse books that contain examples of great classic art.
• Browse picture books with beautiful illustrations.
• Share in Charlotte-Mason inspired Picture Study time with siblings.
• Play simple games with picture cards that contain reproductions of great art.
• Go to museums and galleries, if possible.

Drama:

• Enjoy creative dramatics and dramatic play.
• Attend live performances.
• Make and use puppets, including hand, sock, paper plate, paper bag and finger puppets.

Exercise/ Baby Games/Massage/Habits:

• Play formal and informal games inside and out.
• Participate in creative movement (with music) times.
• Begin massage times again.
• Work on Megaskills, reviewed here.

Beautiful Beginnings

• Do some activities and share some experiences from Beautiful Beginnings.

Culture/Geography/My World

• Browse and read books about culture, geography and the world.
• Explore local area.
• Learn about community helpers and locations.

*Math concepts will be naturally included in other activities, particularly in Montessori-inspired ones and reading selections.

Whew!  Seems like a lot doesn’t it? 

Well, the fuller the well of ideas, the easier it may be to dip into as Jack thirsts for more learning and fun. 

That said, let me be the first to say that I’m fully aware that reality of what we do with Jack in the coming academic year might turn out quite differently than what I have outlined here.  Life– and Jack’s reactions to it and explorations of it – might lead us in unforeseen directions.  My hope is, though, that much like what happened with our Summer Bucket List, where I found that just by writing things down, we seemed to write them in our hearts and heads and, thus, ended up accomplishing a lot of the list without even referring to it, that what I have come up with here– in my Teacher/Planner mode – transforms effortlessly into daily reality this fall.  (How is that for a run-on sentence from a former ELA teacher?)  If nothing else, by writing this Infant-Toddler Curriculum out, I believe that I have become more aware of what we might do to “follow Jack” as we also reach towards our mission and goals this fall.  I also recognize that, if we stick to even a part of what I have written,  I will more easily be able to plan, prepare, assess and reflect upon developmentally-appropriate activities for Jack at a moment's notice.  Plus, by sharing all this, I may just hold myself more accountable to making my last first sometimes, and I may also help you to think about how you’d like to guide your own young explorers this fall.

From here on out, then, the plan for the Infant-Toddler Curriculum is: be, do, reflect and tweak… observe and tweak…live, learn and love together.

What are your “curriculum”/enrichment plans for your youngest children?  I’d love for you to share them in a comment or with a link!  And, of course, if you notice a glaring hole in what I have laid out here, please let me know.

 

Two weeks late, I am sharing this post at Heart of the Matter's Curriculum Week Blog Hop, a place where you can find links to oh-so-may curriculum ideas.

Training Happy Hearts: A Call to Faith Formation for Young Children

September 2010

Over a year ago, something in my church bulletin moved me to begin tapping away at my keyboard as a response to a call to share whatever time and talent I might have with fellow parishioners.  But, somehow, what I began writing never got any further than my computer hard drive.  Today, that is changing.  Recent readings and prayer have reminded me of the whisper to share that I heard over a year ago and have encouraged me to embrace my call as Mom as well as that of Parish Community Member through offering this series, Training Happy Hearts in Young Children, which I hope others might enjoy. 

So, let’s begin:

Faith Formation from the Earliest Years

Faith formation.  We often think of it as commencing when a child is school-aged, preparing for First Reconciliation and First Communion.  But, truly, it starts much sooner.  God loves and knows each of us from before our births (Psalm 139:13) straight throughout the “gray hair” years of our lives (Isaiah 46:3-4)  Thus, it only follows that we are invited to love and know Him back, continually building our relationship with Him from conception through old age.

In our youngest years, while some of our faith may grow spontaneously, much of it can be enhanced and guided by the gentle hands of the adults in our lives.  And with this in mind, it such that I -- a fellow parishioner, mere Mommy and certainly no expert (as anyone who has seen my children boisterously escaping the pew rather than praying in it at many Masses can attest) -- extend an invitation to all in my parish community, as well as anyone across cyberspace, to journey with me in exploring faith formation for our youngest parishioners. 

Let's Share the Call

In the weeks and months to come, I hope to share some of my own ideas and resources for guiding faith formation of the young children in our lives – be they our children, grandchildren, nieces and nephews or simply children we are acquainted with.  Likewise, I hope to hear from some of you with your wisdom, questions, responses...  In doing so, perhaps we can begin both personal reflection and open dialogue on how to train up our children in the way they should go so that they may have happy hearts, united with God.

I welcome comments and responses and will even create a regular link-up/blog hop for this if there is interest.  Let me know!

Therapy - What the Kids and I Think

“I want to play in the gym Luke gets to,” Nina piped up from her car seat one day last month as we were leaving Luke’s OT appointment.

“You can’t, Nina.  It’s just for bad boys,” Luke replied with mirth.  His attitude seemed half matter-of-fact and half teasing.

Why Therapy

Is he serious?  I thought.  Does he really think that kids only gets to go to OT if they are “bad”?  My heart clenched.  Or, is he just taunting Nina about the fact that he gets to play in the OT gym and not her? 

My eyes studied my children through the rear view mirror and I proceeded to speak in the calmest, most gentle, non-accusatory voice I could: “Luke, what did you say? Do you really think you get to go to OT only if you’re bad?” 

And so began a discussion I didn’t even know was needed – one that centered around why Luke “gets to go” to OT and what OT is for:

Luke does not go to OT because he is a “bad boy”.  He is a good boy.  God doesn’t make bad people…

Yes, Luke may make some “bad” choices at times, but that isn’t even really the reason he goes to OT.  He goes to OT because we know his body and brain read messages differently than some people’s do.  OT can help him get used to all his senses and the messages they send.  It might also help him with some skills he wants to get better at.  He is – and can continue to be – a good boy who will continue to go to OT even if his behaviors are good.  No need to do anything bad to ensure that OT continues.  In fact, good behavior – such as cooperation – can make OT even more fun and useful.

Now, all this was not a one-sided conversation.  I asked questions.  The kids responded.  I expanded on their thoughts.  I tried to keep things simple and honest.  And, by the time we pulled up to the place that we were headed to after OT, I was comfortable with how the chat had turned out.

However, a couple of weeks later, I began to feel uncomfortable again… 

Questions About the Kids and Therapy

We were scheduled for a back-to-back Behavior Monitor observation appointment (basically, when someone akin to Supernanny comes, watches and takes notes on our home life and itneraction for two hours) and a Wrap Around Team Meeting (a meeting with a Care Coordinator, Daddy, me and three others to check in on how our care plan and goals for Luke are going.)  When I let the kids know there would be someone coming to sit with us and then some more folks coming to chat, Luke asked, “Are they all for me?”

I could not help but to wonder:  Does Luke really understand why he goes to OT once a week?  Does he understand why we a Behavior Monitor and a Behavior Specialist have been coming to our house regularly?  What does he think about the other two folks that come for the Care Plan meeting?  And, if we add in Counseling and a Neurodevelopmental Pediatrician or Social Skills classes into the mix, as have been recommended, won’t that be just a little too much?  And, how about Nina?  To what degree does she understand all this Luke-focused stuff?  Is she feeling short-changed that all these appointments and meetings keep happening for and about Luke, not her?  Moreover, do Luke – at not even six – and Nina –at just over four – even need to understand these things? And, if so, to what degree?

What the Kids Think

After a few more brief discussions and experiences with Luke and Nina some of the answers to these questions began to take shape:

• Does Luke really understand why he goes to OT once a week? To some degree, he does.  He thinks it’s a “place for kids and adults to learn all fun stuff, like how to swing and go super high like Buzz Lightyear” and that he goes for his “sensory diet” which means he has “sensory issues” and “react(s) to senses in a different way.”  But, he does not really get in what different way and he also thinks Nina does not need OT because “she’s more loving and compassionate” than he is.  (Yes, all the quoted words are direct quotes from Luke and make me sad to think what he overhears and how he synthesizes some things.)

• Does he understand why we a Behavior Monitor and a Behavior Specialist have been coming to our house regularly?  No, he thinks they come “because I (meaning Luke) am mean” and that he is not really a mean boy, but has mean behavior sometimes and that the behavior folks can “help find out ways to help it because they’re here for behavior, right?”

• What does he think about the other two folks that come for the Care Plan meeting?  He thinks the people that come for the Care Plan meetings are here for the “same reason…for me (meaning him, Luke)” and he is glad they come “because they help me with behavior and stuff like that.  However, when I asked him if he wants better behavior, he said “uh ah, no”.  Why?  “Because I like their cards”.  (One of the behavior people brings cards that Luke likes to play with sometimes.  It’s pretty clear to me that Luke thinks that if he keeps improving with behavior and regulation, he will lose out on some fun.  Not so and uh oh!  Got to get on helping him reframe that one!)

•  And, how about Nina?  To what degree does she understand all this Luke-focused stuff?  Is she feeling short-changed that all these appointments and meetings keep happening for and about Luke, not her?  Nina pretty much echoes any statement or sentiment Luke makes, and, unfortunately, has been mimicking Luke’s less desirable behaviors and habits.  There has been a lot of acting out and tantrums on her part lately, especially when the behavior folks are here.  (Truly, we sometimes wonder if they should be here for her instead at this juncture.  Luckily, they are  a family-focused service!)  Our suspicion, which has been confirmed by her actions and comments, is that she is feeling short-changed and that she really wants to enjoy the OT gym, too.  She has rationalized that if she behaves badly, she will be able to go, too.  (Oh, the conversations, explanations, strategies and reinforcements that lay ahead for us and Nina…)

Moving Forward with Therapy

• If we add in Counseling and a Neurodevelopmental Pediatrician or Social Skills classes into the mix, as have been recommended, won’t that be just a little too much?   For me, yes!  But, I will keep adding to, subtracting and tweaking therapies for Luke – which currently include OT, behavior modification, care coordination and home sensory diet and OT stuff – as needed.  My ultimate goal is to offer all my children whatever they need to best develop and use the gifts and talents that God gave them.  I truly believe that the way each child is made is a gift and like some unexpected gifts, I am just trying to find the best way to accept and enjoy all that each of my children is. 

• Do Luke – at not even six – and Nina –at just over four – even need to understand all these things? And, if so, to what degree?  This one, I still debate over.  At the moment, I am simply praying that God graces me with the guidance and the wisdom that I need in order to offer answers and strategies as I should – lending the “right” amount of explanation, understanding and temperance to the “right” kid of mine at the “right” time. 

Of course, I am planning to ask Luke’s occupational therapist if Nina might join him in the gym at one of his upcoming appointment, or to find some equally desirable “just Nina” option to quell the envy.  Ideas for this are welcome!

I am also marveling at how therapy seems to beget a need for more therapy – or at least more reflection, discussion and tweaking of which child needs what the most at any given time.  For it seems that with each need that is met, another one seems to arise. 

I guess that is what parenting is about though – navigating needs and offering enrichment in order to best guide children on the journey from being the individuals they are born to be to maturing into the adults that they have the potential to become.  Special needs or not, every child is unique and requires caring, thoughtful attention and unconditional love.  My biggest goal for myself as a parent of three beautiful individuals is to always see each for who they are and to love them accordingly.  For, when it all comes down to it, therapy can be defined as a “treatment for an illness or disability” or as a “healing power or quality.”  The therapeutic value of unconditional love covers it all!

This post has been written as a part of S-O-S Best of the Best (BoB), Edition 9: Therapy, which will go live on the 15^th.   Be sure to pop over to BoB to read about such things as:

• the initial stage of discovering a child has a special need and parents reactions to the realization that therapy is necessary
•  the guilt-inducing situation some parents face if they feel they cannot get children the “right” therapies
• how children make varying degrees of progress in therapy
• discussion on how one might know therapy is “right” or being implemented correctly
•  if therapy really makes a difference
• what kinds of therapy are available and what the potential of them is

Simple Moments—Montessori-esque Independence in Dressing

I Can (Almost) Dress Myself

The Montessori Philosophy is something I am inspired by and try to integrate into our home.  Admittedly, a cluttered home, schedule and mind often impede my efforts.  But, not always.  I am still smiling over a Montessori moment I shared with Jack two days ago.

You see, a large part of Montessori as related to the Infant-Toddler crowd is communicating respect for the individual child and allowing a child to participate in daily routines of self care and care of the environment in order to assist the child in the development of independence. 

Yesterday, I experienced an ah-ha milestone moment with Jack that was in line with this philosophy:

On the non-Montessori side, I had just run up the stairs from changing the laundry over.  My intent was to get our breakfast dishes done and then complete Morning Lotto with the kids before Grammy came over so I could head to a doctor’s appointment.  As I went to clear the remaining breakfast dishes from the table, however, I noticed the clothes I had left out for Jack when I had folded and put away laundry earlier in the morning.  So, I grabbed Jack’s shirt and shorts off the table and said, “Time to get dressed Jack."

Jack smiled and crawled closer to me.  I dropped his shorts on the floor and popped the shirt over his head, at which point, I noticed something.  Jack was stretching his little hands inside the shirt in search of its arm holes.  He was trying to help dress himself!  He had probably done this a number of times before, signaling that he is ready to be offered a bit more independence in his self-care skills.  But, I guess I’d never paused long enough while dressing Jack to observe his development. 

Jack was ready to change that!

As soon as his shirt was on, he bent down to the floor, grasped his shorts in his hand and handed them to me with a confident smile.  Then, just I began to scoop him up to plop him into his shorts, I thought, Whoa, Mama. Slow down.  Give this little one the time he needs to do what he can do as he is able to do it.  Allow him to enjoy some independence in this whole dressing process.

I listened to myself, readjusted our position from one where it was easiest for me to quickly pull Jack’s shorts onto him to one where he could better attempt to help in dressing himself.  I then offered Jack his shorts.

Jack offered the shorts back to me.  I got his message; he wasn’t ready to do it all by himself yet.  So, I opened the waistband of his shorts, and, with absolutely no prompting, he lifted his chubby little leg and pointed his toes toward one of the leg holes.  Leg through, he did the same with the other, aiming right for the other leg hole.    Then, he stood against me and I helped him raise the shorts to his waist. 

Jack smiled – proud.

I smiled – pleased.

Still unable to speak, Jack had communicated loud and clear about his desire to help dress himself.  Then, satisfied, he went on to crawl across the room and I grabbed a camera to memorialize his moment of independence:  His cute little bottom – that he helped dress – scooting across the room as he pushed a chair.

Today, as I reflect back on this simple Montessori-esque moment of independence. I am thankful that Jack “spoke” to me and that, at the same time, God whispered a reminder to me that being a mostly at-home mom is about much more than ticking off morning tasks.  In response the “Whoa Mama” thoughts that came to mind as I dressed Jack, I shared simple, yet abundant delight with my youngest child.  He seemed so pleased to not only help dress himself, but to let me know that he wanted to.  And, he has continued to do so during dressing time since.

Jack and my Montessori moment lasted but a few minutes of my day, but the pleasure of it is still reverberates in my heart. 

What small moment of joy have you shared with your child lately?  Has pausing to “listen” to your child led to any discoveries?  Has slowing down and observing your child provoked any ah-ha’s?

This post is being shared at The Finer Things in Life, where Amy encourages readers to "encourage each other to pursue and cherish the simple, ordinary-extraordinary things that make life worth living."  Taking time to observe and listen to your child is certainly one of those things in my opinion!

Handwashing Chart

The other day, I received an email from a reader requesting our Wake-Up Time pocket cards and our Daily Rhythm fridge cards.  Since she had written, "...my 3 1/2 year old will be thrilled to have her picture laminated as part of her chart," I sent her our Handwashing Chart as well.  Then, it occurred to me that I have yet to share that chart here.  So, here it is:

We made this chart in 2009, hung it in the space on our bathroom wall between the sink and the medicine cabinet mirror and have been using it successfully since.  Not only do my children refer to it still at times, but it often catches the eye of others who come to the house.

Some friends have asked what the musical notes indicate.  They remind us that we need to spend time to carefully wash our hands.  A popular song to recite while washing is the ABC's.  We also use two or three rounds of our simple handwashing song:

We wash the fronts.

We wash the backs.

We wash them in between.

That is how we keep our hands clean!

(*In between refers to in between the fingers, of course.)

If you'd like to use this chart with your own children, please feel free to print it out.  You can use it as is, or simply pop your own chidlren's photos over those of mine.  To print,  simply click on the image of the chart above and a full-size printable picture should pop up.  If that does not work, or if you want a Publisher version emailed, please leave a comment.

As a courtesy, if you use our Handwashing Chart, or an adaptation there of, on your own blog or printed resource, please give credit where credit is due.  Also, please feel free to pass the link to this post along to anyone else you feel might like the chart.

CONNECTIONS:

• Montessori:  This visual chart helps children with Care of Self -- a practical life skill.
• Charlotte Mason:  Not only is handwashing a Habit worth developing, it is an important skill for young ones to learn after all that nature study and outdoor time!
• Special Needs:  Many children with special needs benefit from visual schedules and social stories, such as the one presented in this simple chart.