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April 25 Newsletter
Family Center News and Events
NO Playgroup Corner On-line today as I am playing AT the Family Center today to the Pre-schooler on the Playground.
☮️🎸Christopher R Flying Purple Guitar
The Family Center would like to share the following from Natural Resources:
Making a Smooth Transition
With schools in such an unusual state over the past few months, younger children (in grades preschool–2) may struggle to understand that the last school year ended and that, when they return to school this fall, the settings will have changed. Not only will COVID-19 guidelines bring new procedures, but most children will be entering a different grade, in a different classroom, with a different teacher and classmates, maybe partially or wholly online — all without benefit of the “ending” rituals of the prior year that help ease the transition from one school setting to another. To help families explain the upcoming transitions in ways that make sense, Melissa Butler, founder of the Children’s Innovation Project and the reimaginging project, and Junlei Li, the Saul Zaentz senior lecturer of early childhood education, provide simple strategies that families can start to use now at this website.
www.gse.harvard.edu/news/uk/20/07/making-smooth-transition
Supporting Transitions: Using Child Development as a Guide
During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and, consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition. In addition, when program staff collaborate with families, they can learn how individual children experience change. The suggestions in this resource can help.
eclkc.ohs.acf.hhs.gov/publication/supporting-transitions-using-child-development-guide (English)
eclkc.ohs.acf.hhs.gov/es/publicacion/apoyo-las-transiciones-uso-del-desarrollo-infantil-como-guia (Spanish)
Supporting Smooth Transitions into Kindergarten During the COVID-19 Pandemic
The transition to kindergarten can be a stressful time for students and families even in normal times. And we’re not living in normal times. Communities across the country are being forced to get creative with how to ensure a smooth transition to kindergarten in a time where in-person activities and communication might not be possible. This article offers suggestions for ways in which programs can support an effective process, whether it’s actual or virtual. www.newamerica.org/education-policy/edcentral/supporting-smooth-transitions-kindergarten-during-c...
The Leadership Team's Guide for Re-Opening Programs
This document from the National Center for Pyramid Model Innovations (NCPMI) guides local program leadership teams on considerations for supporting children, families, and staff as they return to the program. It includes well-known Pyramid Model practices and encourages practitioners to think about those strategies from a trauma-informed perspective. This approach can guide programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.
challengingbehavior.cbcs.usf.edu/docs/Leadership_ReOpening_Guide.pdf
The Gift of Language: A Gumdrop[1]
Each transition gives family members and professionals the opportunity to reflect on and appreciate the unique gifts that each child brings. This brief video uses the words and feelings of children to express the importance of incorporating each child’s “gifts” in any setting. www.coxcampus.org/the-gift/
![The Family Center would like to share the following from Natural Resources:
Making a Smooth Transition
With schools in such an unusual state over the past few months, younger children (in grades preschool–2) may struggle to understand that the last school year ended and that, when they return to school this fall, the settings will have changed. Not only will COVID-19 guidelines bring new procedures, but most children will be entering a different grade, in a different classroom, with a different teacher and classmates, maybe partially or wholly online — all without benefit of the “ending” rituals of the prior year that help ease the transition from one school setting to another. To help families explain the upcoming transitions in ways that make sense, Melissa Butler, founder of the Children’s Innovation Project and the reimaginging project, and Junlei Li, the Saul Zaentz senior lecturer of early childhood education, provide simple strategies that families can start to use now at this website.
https://www.gse.harvard.edu/news/uk/20/07/making-smooth-transition
Supporting Transitions: Using Child Development as a Guide
During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and, consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition. In addition, when program staff collaborate with families, they can learn how individual children experience change. The suggestions in this resource can help.
https://eclkc.ohs.acf.hhs.gov/publication/supporting-transitions-using-child-development-guide (English)
https://eclkc.ohs.acf.hhs.gov/es/publicacion/apoyo-las-transiciones-uso-del-desarrollo-infantil-como-guia (Spanish)
Supporting Smooth Transitions into Kindergarten During the COVID-19 Pandemic
The transition to kindergarten can be a stressful time for students and families even in normal times. And we’re not living in normal times. Communities across the country are being forced to get creative with how to ensure a smooth transition to kindergarten in a time where in-person activities and communication might not be possible. This article offers suggestions for ways in which programs can support an effective process, whether it’s actual or virtual. https://www.newamerica.org/education-policy/edcentral/supporting-smooth-transitions-kindergarten-during-covid-19-pandemic/
The Leadership Teams Guide for Re-Opening Programs
This document from the National Center for Pyramid Model Innovations (NCPMI) guides local program leadership teams on considerations for supporting children, families, and staff as they return to the program. It includes well-known Pyramid Model practices and encourages practitioners to think about those strategies from a trauma-informed perspective. This approach can guide programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.
https://challengingbehavior.cbcs.usf.edu/docs/Leadership_ReOpening_Guide.pdf
The Gift of Language: A Gumdrop[1]
Each transition gives family members and professionals the opportunity to reflect on and appreciate the unique gifts that each child brings. This brief video uses the words and feelings of children to express the importance of incorporating each child’s “gifts” in any setting. https://www.coxcampus.org/the-gift/](https://scontent-iad3-1.xx.fbcdn.net/v/t1.0-9/s720x720/117312003_3772059982808915_3583999029061841323_n.jpg?_nc_cat=108&_nc_sid=110474&_nc_ohc=aBZHZUInLjIAX__U7ME&_nc_oc=AQlFhlMcpQAKELmz5ztkF1odyh5JBycpERH2Oqr4az48_iDF7q6BTQxCjoCy_tZmfhQ&_nc_ht=scontent-iad3-1.xx&_nc_tp=7&oh=48fc516e64888b38fb3d91ca60dae21c&oe=5F5ADDF4)
The Family Center would like to share the following event:
NO Playgroup Corner On-line today as I am playing AT the Family Center today to the Pre-schooler on the Playground.
☮️🎸Christopher R Flying Purple Guitar
The Family Center would like to share the following from Natural Resources:
Making a Smooth Transition
With schools in such an unusual state over the past few months, younger children (in grades preschool–2) may struggle to understand that the last school year ended and that, when they return to school this fall, the settings will have changed. Not only will COVID-19 guidelines bring new procedures, but most children will be entering a different grade, in a different classroom, with a different teacher and classmates, maybe partially or wholly online — all without benefit of the “ending” rituals of the prior year that help ease the transition from one school setting to another. To help families explain the upcoming transitions in ways that make sense, Melissa Butler, founder of the Children’s Innovation Project and the reimaginging project, and Junlei Li, the Saul Zaentz senior lecturer of early childhood education, provide simple strategies that families can start to use now at this website.
www.gse.harvard.edu/news/uk/20/07/making-smooth-transition
Supporting Transitions: Using Child Development as a Guide
During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and, consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition. In addition, when program staff collaborate with families, they can learn how individual children experience change. The suggestions in this resource can help.
eclkc.ohs.acf.hhs.gov/publication/supporting-transitions-using-child-development-guide (English)
eclkc.ohs.acf.hhs.gov/es/publicacion/apoyo-las-transiciones-uso-del-desarrollo-infantil-como-guia (Spanish)
Supporting Smooth Transitions into Kindergarten During the COVID-19 Pandemic
The transition to kindergarten can be a stressful time for students and families even in normal times. And we’re not living in normal times. Communities across the country are being forced to get creative with how to ensure a smooth transition to kindergarten in a time where in-person activities and communication might not be possible. This article offers suggestions for ways in which programs can support an effective process, whether it’s actual or virtual. www.newamerica.org/education-policy/edcentral/supporting-smooth-transitions-kindergarten-during-c...
The Leadership Team's Guide for Re-Opening Programs
This document from the National Center for Pyramid Model Innovations (NCPMI) guides local program leadership teams on considerations for supporting children, families, and staff as they return to the program. It includes well-known Pyramid Model practices and encourages practitioners to think about those strategies from a trauma-informed perspective. This approach can guide programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.
challengingbehavior.cbcs.usf.edu/docs/Leadership_ReOpening_Guide.pdf
The Gift of Language: A Gumdrop[1]
Each transition gives family members and professionals the opportunity to reflect on and appreciate the unique gifts that each child brings. This brief video uses the words and feelings of children to express the importance of incorporating each child’s “gifts” in any setting. www.coxcampus.org/the-gift/
The Family Center would like to share the following event:
What We Do
For Children
For Youth
For Families
Take Action
- One woman from entering a correctional facility;
- One teen pregnancy.
- One child from needing foster care placement; and
- One mother and child from requiring public assistance.