When Kids Fail

Most parents can handle success—but how can parents help their children handle failure?

First, your child needs to know that you’re on her side, that you accept her for what she is, win or lose. Your comments should reflect on what she’s done, not on what she “is.”

Second, don’t be kind by being dishonest. Your child knows when she hasn’t done well, when she has “failed.” When you acknowledge that you know this, too, but that it isn’t the end of the world, your child has confidence in you to reflect an honest value to her.

Finally, let your child know every day and in many ways that you love her. A child needs a lot of hugging, even at times when her behavior is definitely “unhuggable.”

As children try to find their place in the world, they look to their parents for guidance and support. Make sure you give your child the room she needs to learn and make mistakes, but also make sure she knows you’re on her side—win or lose.

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Getting Along With Others

Children are more successful in their relationships when they feel comfortable than when they are self-conscious.
You can help by being supportive and encouraging rather than critical or discouraging.


 
Here are some do’s and don’ts:
DO stand up for him, especially with adults. Everyone needs someone they can depend on, no matter what.
DON’T suggest he has trouble getting along with others. (“Nobody really likes you.”)
DO give him positive feedback for getting along well with others. (“I really like it when I see you helping Jack put on his shoes.”)
DON’T force him into uncomfortable situations.
DO allow him to work out his own relationships with a minimum of interference.
DON’T compare him with other children.
DO respect his wishes about how and with whom he wants to spend time.

Star-Brite Learning Program

Ghost Poem for Halloween!

Ghost Poem

Have the children act out the motions while you read the following poem. 

Repeat this poem several times for the children to enjoy.

l saw a ghost,

(Have the children make finger circle eyes.)
 

He saw me too.

(Have the children point to themselves.)
 

I waved at him,

(Have the children wave their hand.)
 

 But he said, “BOO!”

                             (Have the children try to scare

                           the person next to them.)

Learning to Talk

Some professionals believe that children who are spoken to a great deal in early infancy talk sooner and better than children who aren’t spoken to a lot.

While this is difficult to verify by means of tests, the idea matches findings that toddlers and preschoolers who are read to a great deal do read more easily and better than those having less experience.

A baby’s receptive language—that is, the language she hears—depends upon her good listening and looking habits with parents or other familiar people.

The very young child doesn’t understand the meaning of words, but she does understand something of what is meant because the words are delivered along with feelings, facial expression, gestures, and body movement.

For example, when Father says, “Come here”, he holds his hands out to receive the baby.
When Mother says, “Give it to me”, she reaches out for the object, and when she says, “Here, I’ll give back to you”, she hands it back.
Another example is when an adult pretends he can’t see the baby and says, “Where’s Baby, where’s Baby” as he dramatically searches for the baby,
and finally exclaims: “Here she is!”

Babies also like the game of peek-a-boo. To play, cover your face with a towel and encourage the baby to pull it off.
If she doesn’t, peek through the towel to be sure she is looking at you. Remove the cover slowly as you say, “Peek-a-boo!”

When you play games, talk to the baby: be a ham—put lots of drama into your voice. Make it rise and fall; change from soft to loud; alternate from slow to fast.
Activities like this contribute to a baby’s developing capacity to understand language.

Star-Brite Learning Program

State Standards and Guidelines

At Star-Brite Learning Program, we understand the importance of education for children. We recognize that how a child is taught will affect their ability to learn, comprehend, and apply information. For that reason, Star-Brite makes sure that our programs and curriculum adhere to the standards and guidelines provided by the National Association for the Education for Young Children (NAEYC) and HeadStart. For your convenience, these guidelines are listed below with a side-by-side comparison of how our programs measure up.

The HeadStart Framework represents the foundation of the Head Start Approach to School Readiness. It aligns with and builds from the five essential domains of school readiness identified by the National Education Goals Panel (see inner circle) and lays out essential areas of learning and development. The Framework can be used to guide curriculum, implementation, and assessment to plan teaching and learning experiences that align to school readiness goals and track children’s progress across developmental domains. The domains and domain elements apply to all 3 to 5 year olds in Head Start and other early childhood programs, including dual language learners and children with disabilities. Click here read how Star-Brite Learning Program aligns with the Head Start Framework (Learning Objectives SB Version).  Click on the image on the left to see the the Head Start’s Framework.

NAEYC GUIDELINE COMPARISON

"Which Ones Go Together?"

Here’s a language learning game that helps children understand how objects are related.

Materials: Handy household and clothing items which have something in common (such as their use) but which also have basic differences:

Some examples:
tissue - handkerchief
pen - pencil
comb - brush
fork - spoon
shoe - boot
glove - mitten
glass - cup
paper clip - rubber band

Select one item and ask a child to: “Find the one that goes with this.”
When she makes a selection, you can ask “How are the items alike?” and “How are they different?’
You can add or subtract items, or increase the difficulty by making the similarities a bit harder to understand. Thinking and reasoning is definitely required.

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