Tuesday, February 28, 2006

The Garden School Tattler


Interesting day. We missed a few first graders today. I hope if they are ill, it will go away quick, and they will be able to go on our Ash Wednesday field trip to St. Meinrad.

St. Meinrad is one of the seven arch Benedictine abbeys in the world. It's really a beautiful place, and it allows us to start Lent on a roll - literally because we will be rolling down the big church knoll tomorrow to celebrate the good weather. We will go to the Chapter Room for ashes. The ceiling of the chapter room is painted with scenes of the Old Testament. It's quite beautiful.

Then it's on to Noon Prayer in the big Abbey church. Then we will leave for Monte Casino which is a little one room replica of Monte Casino in Italy. We will picnic up at the shrine, and then come home. It's an hour from here by bus. We will be leaving at 9:00 and returning at 1:15.

Parents are welcome to come.

March is Medieval month. We will begin to study the Middle Ages. The kids love it.

Today in school we had breakfast outdoors and got school started late. It was such a gorgeous day. It was report card day. We had class and then moved outside again. The kids played with their bag kites again.

We had roast beast and mashed potatoes and corn, salad, carrots and dip and lots of bread.

This afternoon we sang some religious songs so we will look competent if they ask us to sing tomorrow. We sing quite a few religious songs. My favorite is Blest Be the Lord. Peyton, Mayli, Hadley all sing the echo. Then today, Ty, Adyson, Jack and Yuta all took a line from the first verse. So here's the picture:

the class sings, Blest be the Lord,
and the girls echo, Blest be the Lord.
Then the class answers, the God of mercy, the God who saves.
Echo: the God who saves.
Class: I shall not fear,
Echo, I shall not fear;
Class: the dark of night,
Echo: the dark of night,
Class: Nor the arrow that flies by day.

Ty: He will release me from the net of all my foes
Yuta: He will protect me from their wicked hands
Adyson: Beneath the shadow of his wings I will rejoice
Jack: to find a dwelling place beneath

Repeat. Blest be the lord...

It has a great melody and the kids sound spectacular. I'd like to belt it out in the big Abbey Church.

Transportation


(Whoever wrote in about the oranges, thanks. I've never heard of them. They were in the orange bin at Walmart this weekend. I'm always looking for adventures in food for the kids. The name "blood orange" is a bit obnoxious. Too bad they are not available around Halloween!)

While reading the news, I stumbled over this article. I can't imagine taking children out in anything but a school bus with a professional driver. Ten years ago we met Miss Sandy. She's been our driver ever since. Can't think what we'd do without her. She has her own school bus and is a driver for the county schools.

We go farther than any school in the area. We travel three hours in one direction in the summer, and the idea that someone not used to driving something as big as a school bus would be "discovering" all the oddities and all the problems with 30-40 children aboard makes my skin go cold. We drive through a lot of wilderness. What happens if the "discovery" goes bad? In all the years, in all the miles we've traveled, Miss Sandy's bus, new and energy efficient - for a bus - has never had a single problem.

The vans that are spoken of in this article are a target waiting to be struck in traffic. They are low, long, and built like a car. I doubt I would want one of my grandchildren to ride in one. I think they are horribly dangerous.

If a child is too young to travel by school bus, he is too young to take out. The very idea that he would benefit from a field trip is silly. The idea of field trip is to teach. How can a teacher teach a child who just wants to run?

If you are thinking of a series of field trips, hire a bus and a licensed insured driver. Pay her well and treat her well, and she will be there when you need her.

On the Go

What to Look for When Buying Transportation for Child Care Centers
By Joe Craver

Transportation for a child care center is a major investment. There are a number of options available, so it’s wise to do your homework before making any decisions. Below are a few key factors every administrator should consider before purchasing vehicles for use at a child care center.

In the past, 15-passenger vans were the vehicle of choice for many child care operations. That is changing as safety concerns have caused the federal government and many states to impose restrictions on the use of vans and other non-compliant vehicles for transporting children. In August 2005 President Bush signed the Transportation Equity Act for the 21st Century, which, among other things, prohibits preprimary, primary and secondary schools from purchasing new or used non-compliant vehicles for transporting school children.

While the federal law does not specifically address child care centers, center directors should be aware of the increasing restrictions and potential liability of operating noncompliant vehicles. It can be argued that a child care facility that promotes itself as a learning center or early childhood education center should meet the same transportation guidelines as a school. If you operate a non-compliant vehicle, be sure to check with your insurance provider and review state and federal regulations regarding the use of vehicles at your center.

A popular choice for a fully compliant vehicle is the multi-functional school activity bus (MFSAB). These buses meet the same federal safety guidelines as school buses but are not required to have stop-arms or traffic-control lights, and in most states are not required to be yellow. Studies have shown that school buses (including MFSABs) are the safest form of surface transportation. The National Safety Council estimates that the risk of death to a passenger traveling in a school bus is 172 times less than someone traveling in an automobile.

School buses are built with sturdy steel roll cages so they can withstand a rollover much better than other vehicles. In addition, seating is designed to compartmentalize passengers in the event of an accident and seat backs are engineered to absorb energy. School buses are also required to have multiple emergency exits and rugged body construction for side impact protection.

Start by determining how many children you need to transport. A type A small school bus, or MFSAB, often is the best choice. These mini-buses hold from 14 to 30 passengers (plus driver), depending on the length of the bus and seating configuration. Small centers can often get by using a single rear-wheel model with an 84-inch body width, which can hold up to 14 passengers plus the driver. For increased capacity, consider dual rear-wheel type A buses with a 96-inch body width, which typically seat from 19 to 30 passengers. For centers that need full-size school buses, type C conventional buses seat up to 81 passengers.

All of these vehicles are sold by full-service bus dealerships, while some of the smaller units can be found at a local car dealership. Keep in mind that, if the vehicle carries more than 15 people, the driver must have a commercial driver’s license (CDL), which requires extra driver training and certification. Drivers with CDL certification often command a higher pay rate. The CDL is not required for vehicles designed to carry less than 14 passengers, but it is highly recommended that all drivers receive additional training and thorough background checks.

When pricing transportation options, be sure to consider the price of the vehicle plus the cost of insurance. Often the least expensive vehicles require the most expensive insurance. For example, the cost of insuring non-compliant vehicles has risen dramatically. On the other hand, mini-buses are recognized as being a very safe form of transportation so insurance rates can be quite reasonable.

MFSAB prices range from about $32,000 for a basic model to $50,000 for a model with options such as high-capacity air conditioning, integrated child seats, acoustical ceiling and shoulder/lap belts. Centers may want to consider a 30-passenger mini-bus instead of two 14- passenger buses to save on maintenance and driver costs if a one-bus plan meets their transportation needs.

Just as with buying an automobile, factor in the cost of maintenance and repair over the life of the vehicle. Compare warranties and check to see if the vehicle can be repaired locally.

When purchasing a mini-bus from an auto dealership rather than a bus dealership, inquire about the manufacturer of both the chassis and the body. Most mini-buses are built on GMC, Chevrolet or Ford chassis, which makes them easy to service at most auto or light-truck dealerships. The bodies, however, are made by various bus manufacturers, so ask about the nearest repair center in case the bus requires body work or replacement windows. Look for a body made by a reputable bus manufacturer and one that has repair facilities within a reasonable distance.

Finding vehicles that are just right for your child care center isn’t difficult. It just takes a little time, research and a dealer who will answer your questions and stand behind the product when it comes time for service.

Joe Craver is the small bus sales manager at Thomas Built Buses Inc. Thomas Built Buses manufactures a complete line of buses for the commercial transit, school bus and specialty-vehicle markets. For more information, visit Tomas Bus

Monday, February 27, 2006

the Garden School Tattler


The kids invented a new game today. They got a hold of two dozen Walmart bags and used them as kites. The light weight bags flew all over the playground, over the fences both ways, into the trees and out and delighted the children for an hour. Now if we had bought an expensive toy that did the same thing, they wouldn't have had nearly as much fun. If you have a sack of sacks, why not bring them along tomorrow. Most of ours have fallen apart, and I know the kids will want to do that again tomorrow.

Alexa re-joined us for the morning. She's such an excellent child. We miss her terribly.

Mrs. St. Louis is doing a section in Scholar's Club about good and evil. It's an interesting subject. There is the good and evil of nature, the choices of good and evil in the human mind, and the perfect good and evil of the supernatural world. The kids seem to like the subject.

It was Morgan's birthday today, and we had an outside party. We had cupcakes Amy brought in which were delicious, and I had a bottle of soda that we broke open and shared. The kids loved it. Parties are such wonderful business. Morgan is such a treasure. She is big now, you know, and she wants to be in Miss Judy's class.

We are doing math sheets now. The children proved without a shadow of a doubt that they can write their numbers. We practiced today, and all of them could do a reasonable job. Then we did a long math sheet. It was a follow the directions work sheet, and most of them did a fair job.

It's so interesting to see the children who really want the perfect papers and those who couldn't care less. I wonder if this will follow them right along through the years. The class is really divided.

We are going to intro the letter e as an "air sound" (vowel) stuck between two "mouth sounds" (consonants) and make words. If they can read the words they make they get a penny for each. Parents are welcome to count the pennies in their boxes.

The project lately is to draw a complete picture. No sloppy stuff. I want to see sky, clouds, sun, grass, mountains, desert, a character "clothed" with arms and legs - no people bugs, no people blobs, no hairless, armless, toe-less creations. It's time to begin to draw for real.

We had tacos for lunch with rice and beans and about a quart of sour cream. This group is sour cream nuts. I once mixed it with peanut butter, and the kids loved that. Goes to show the children have exquisite taste. We had a salad, bananas, grapes and a new orange that is black when you cut it open. I suppose it was "fused" with a plumb. I can't tell you how alarming it was to cut into a lovely orange and find a black center. I almost threw out the first one, but I realized it was not rotten, just odd. So I sampled one - peal and all of course, and it was plumby. The juice is red. Dawson wore it across his face for about an hour, so I know it stays on the skin with great charm.

Tomorrow it's pot roast and mashed potatoes.

All in all a splendid day.

Autism

Here's a little movie you need to watch if you are intersted in Autism. My husband found it and sent it. Just click the word Autism.

Vanuatu


I love this article.

Kid's Home Care School Open
By Evelyne Toa - The Vanuatu Independent
Posted Tuesday, February 28, 2006

Two toddlers already enjoying the outdoor basin for water activities and cooling off before each nap time.

The Vanessa Quai Music Foundation has taken a step forward in promoting interest in music. One way of doing that is through children, and they have opened a day care school for the purpose, at Avenue Edmond Colardeau, Independence Park.

"We offer a very high standard syllabus for day care which allows toddlers to enjoy their learning in a very creative environment," said the center manager Christian Quai.

It is no surprise as the center glows with energy from current art work on the walls and final touches by the center's carers before the school opened this week.

Bright wall to wall cartoon characters keep a lively and interesting brightness throughout the center. Office space, the classroom area, a small outdoor swimming basin, separate toddlers rest rooms for boys and girls, and wide verandahs for practical exercises and a huge backyard for sport activities are all part of the center.

The major sponsor behind this new day care school is none other than Vanessa Quai and for good reason, too, as one main focus is the arts.

"We hope to give these kids the chance to experience as much practical aspect of learning as possible so music, dancing, painting, puppet lessons and sport activities are as much a part of our syllabus as class work," says Mrs Quai.

The area surrounding the day care center is for kids to enjoy free space within the property, and as the manager explained, "There is huge space and we will have a proper playground and sport ground and there is still room to expand."

Designed to provide a safe and good nursery children's home for busy and working parents to utilise, the school also specialises in preparing early aged kids pre-school and formal education.
The school offers a bonus for top performing child with a trip to New Caledonia for the child and a parent at the end of each year.

Here's a map of the area.

Autism

Watering Can Press Announces Upcoming Release of The Autism Acceptance Book

New York, NY – Watering Can Press will release The Autism Acceptance Book: Being a Friend to Someone with Autism in March 2006. This interactive book uses engaging narrative, activities, conversation starters and journal exercises to help children ages 6 to 12 learn more about autism, develop understanding for people different from themselves and embrace the power they have to be kind, compassionate and helpful through their actions.

Half of all profits from the book’s sale will be donated to Autism Speaks, a leading nonprofit organization that raises awareness of autism and supports research for a cure. All Watering Can books are built to be appealing to children with colorful illustrations, upbeat narrative, engaging activities and journal and scrapbook pages that allow children to customize their book. Previous Watering Can releases have won numerous awards and been recommended by parents, teachers, community leaders and media outlets including Parenting Magazine, Parents Magazine, The Associated Press and Learning Magazine.

The Autism Acceptance Book helps children understand how the challenges, likes and dislikes of a person with autism may be different from their own. It encourages them to “walk in someone else’s shoes” and to imagine how they would like to be treated in various situations. As with all Watering Can titles, it also empowers children to help others through their actions.

According to Autism Speaks, 1 in 166 people is diagnosed with autism, a neurobiological disorder that impairs a person’s ability to communicate and interact with others. This project began when the father of a child with autism approached Watering Can founder Ellen Sabin and asked her to use the proven format of her books to communicate information about autism to children. Sabin has pledged to donate half of all profits made from the book to Autism Speaks. “All our books are about building character in children by letting them express their thoughts, feelings and ideas about certain topics,” says Sabin. “As I researched this book, I learned that autism can be a very hard concept for young people to understand and so we created activities that let children use their personal experiences and imagination to empathize with the challenges individuals with autism might face.”

The Autism Acceptance Book is ideal for use at home or in the classroom. Watering Can offers free teacher’s guides that link the book’s content to state and national curriculum standards on its Web site. More information about Autism Speaks is available at Autism Speaks .Watering Can books are available at Barnes & Noble, Borders, Amazon and other major retailers across the country. The books can also be purchased directly at Watering Can Books .

Sunday, February 26, 2006

England


Interesting idea to put all a child's needs under one roof.

Publisher:
Keith Hall
Published: 20/02/2006

Multi-million boost for child care in Liverpool

Multi-million pound plans have been approved for eight new Children's Centres in the most disadvantaged parts of Liverpool.

Over £5 million is to be spent across the city on facilities in Anfield, Croxteth, County, Tuebrook/Stoneycroft, Knotty Ash, West Derby, Allerton/Hunts Cross and Belle Vale.

These will offer a wide range of services for families under one roof, including child care, health and parental support, as well as advice on training and employment.

The eight new centres are in addition to the 16 first phase Children's Centres funded as part of the National Childcare Strategy by Sure Start.

Councillor Jan Clein, assistant executive member for children's services, claims Merseyside is crying out for the extra facilities.

"Children's Centres are a lifeline for parents and carers who have young children.

"This one-stop shop approach to childcare is much more convenient and means they no longer have to go to separate locations to access different services.

"By 2008 we will have a network of 24 children's centres across the city serving more than 20,000 youngsters and their families."

Consultation is currently underway on identifying suitable sites for the Children's Centres. Where possible they will be linked to a primary school or nursery to link in with existing childcare provision.

The Executive Board of the city council today approved a report giving the second phase the go ahead.

Australia


Here's a perfect example of a one sided argument out of favor with childcare. It can be bleak. But at the same time, it can be a gift. Suppose a mother is abandoned by the child's father and has few means of support? What if mother finds a loving happy childcare and the child thrives on beacoup toys, a nice yard, good meals and treats, a good play environment with story time and lots of other children to play with while mom earns a wage?

It's not happily ever aftering, but it's better than a dank room someplace and hunger which is what the abandoned mother and child could face.

Childcare is a matter of perspectives.

News.com.au
Childcare Damaging Tots

PUTTING children under three in child care can damage their intellectual and emotional development, a parenting expert claims.

International best-selling author Steve Biddulph said children, particularly those placed in child care from the age of six months, could become anti-social and aggressive.

In his book, "Raising Babies: Should Under 3s Go to Nursery?", Australian-born Mr Biddulph said childcare facilities were struggling to meet very young children's needs.

"The worst were negligent, frightening and bleak, a nightmare of bewildered loneliness that was heartbreaking to watch," he said.

More than a third of Australian babies are regularly cared for in their first year of life by people other than their parents, a study revealed this week.

Mr Biddulph said nothing equalled one-to-one care for a child under two.

"Infants' brains need to be stimulated by loving interaction if they are to develop properly," he said. "Nannies can work well as a halfway solution if parents are very lucky with the person they find."

He said care by family or friends was "a much safer option".

His greatest concern was for "slammers", urban professionals who put their children in full-time child care, before the age of six months until school age.

In Australia, 36 per cent of babies and toddler are cared for regularly by someone other than their parents.

Of those in care, 30 per cent are looked after in formal care.

This week the manager of the Hallam Childcare Centre, Natalie Coomber, was convicted of assaulting children in her care.

Mr Biddulph's book has outraged Australian parenting experts. Experts agreed child care could have a negative impact, but only if it was not done properly.

Australian Childhood Foundation chief executive Joe Tucci said children who suffered high stress in a childcare environment often had difficulty learning and developing friendships. But a child's experience depended on the quality of the childcare centre.

Early childhood researcher Margaret Sims said most of the research was done in the US, where child care was a poorer quality.

"There is no reason why someone who is paid to do the job in a good environment can't provide a good or even better care than a parent," she said.

Autism

MU Researcher Provides a Framework for Developing Social Strategies For Children With Autism
By Jill McDonnell

COLUMBIA, Mo. – Research shows that children with autism lack the social interaction skills needed to build and maintain friendships with their peers. The repetitive behavior they exhibit and the difficulty they find in initiating and responding to social interaction leads many of these children to become socially isolated. This negatively impacts the quality of the child's life and leads to problems in other developmental skill areas, such as speech. A University of Missouri-Columbia researcher recently co-authored a book that provides a framework for increasing the quality and quantity of the social interactions of children with autism.

"It is essential to identify what combination of environments and level of instruction are most appropriate toward developing social competence," said Janine Stichter, associate professor of special education in the MU College of Education and associate director of the Thompson Center for Autism and Other Developmental Disorders, whose new book is How to Teach Social Skills and Plan for Peer Social Interactions with Learners with Autism Spectrum Disorders.

Stichter suggests school professionals determine if the social problems experienced by children with autism are the result of an acquisition problem, a performance or fluency problem, or competing behavior. An acquisition problem occurs when a student is missing a step in performing a social skill sequence, while a performance problem occurs when a student has the skill but does not know how to use it or uses it incorrectly. Competing behaviors are ones that result in interference with the demonstration of social skills.

Once the type of problem is identified, a suitable strategy for intervention is devised. The strategies Stichter outlined rely on the cooperation of adults at home, teachers, peers and the child. Stichter gives the example of a child with a performance deficit. The child is able to successfully take turns playing a one-on-one game, such as checkers, but during less structured activities such as basketball with peers, they "hog the ball."

"This type of deficit would be best supported by continued activities with peers in naturally occurring situations, as opposed to a one-on-one session with a counselor away from the very activities that create the challenge," Stichter said.

Another intervention strategy is social reading techniques, which use situations from a child's actual experience to visually present social information and teach social competence. A social script strategy uses short stories written by parents, professionals or peers that provide context cues for a directed behavior.

"These stories tap into an autistic child's typical strength, visual processing, while creating a structure and predictability to an often unpredictable social situation," Stichter said. "The techniques, suggested in the book, prompt this behavior that can help autistic children build the necessary social skills."

Social autopsies allow students to diagnose specific problems they need to work on for the next interaction by reviewing a previous social interaction. In a school environment, incidental teaching is a technique employed that uses a person's interests and natural motivation. There is a focus on following the student's lead regarding interests within daily activities, because children with autism often have difficulty maintaining interest in teacher or peer-led activities, Stichter said.

Autism

Several articles have come my way about autism, and I saved Sunday for them.

Posted on Sat, Feb. 18, 2006
Struggling with Autism
Muscogee County Autism Support Group Aims for Local Treatment Center
BY MARK RICE
Staff Writer - Ledger Enquirer.com Columbus Ohio

Lisa Jenkins marveled at the change she has seen in her 3-year-old autistic son, George, since he began the special education preschool program at Johnson Elementary seven months ago.
"He still rages at home sometimes," she said, "but for my child to come to school for six hours a day and not touch his body, it's a miracle."

The struggle to deal with an autistic child is becoming all too familiar to more and more families.
Two years ago, fewer than 50 children in Columbus schools were diagnosed as autistic; today there are at least 125. And more are coming, as statistics show 1 in 166 births in the U.S. produce a child affected by autism.

While the school system provides some assistance and relief for those families, the medical struggle is a different story. There are no pediatric neurologists in Columbus, forcing parents to drive to Montgomery, Ala., Macon, Ga., or Atlanta for diagnostic or medical treatment.

That's why the Muscogee County Autism Support Group is trying to raise awareness of the need for a local facility to diagnose and treat autism. Perhaps the center also could help children with other special needs, Jenkins said.

Like many parents of autistic children too young to attend school, Jenkins had to develop ways to protect her child from himself. Among the techniques she learned was a "basket hold" to restrain George without hurting either of them during his rages that would last up to three hours.

"We don't see that behavior anymore," said Peggy West, the Muscogee County School District's special education director. "Most people think of autism like 'Rain Man' or walking around flapping, but that's not everyone. George doesn't flap. He doesn't wave his hands in front of his face or spin. We have autistic kids with 160 IQs."

Jenkins drives George to Atlanta once a month so an Emory University psychiatrist can write him a prescription for the three drugs he takes daily. She can't find a doctor in Columbus to do that. She also periodically takes George to the Marcus Institute in Atlanta for therapy sessions over several weeks.

Families of autistic children in Columbus say they often have to drive at least 80 miles to find proper care.

"If I were a parent with an autistic child, I would probably move out of town," said Dr. Marvyn Cohen, a Columbus pediatrician. "It's hard to give your kid a chance here."

"The level of expertise in autism for the general practicing pediatrician is not sophisticated enough for what's current for these kids," Cohen said.

Columbus did have a pediatric neurologist until a few years ago, but he "got overloaded like crazy" and moved to the Atlanta area, Cohen said.

Dr. Jose Canedo is among the three neurologists listed in Columbus. He said he can diagnose autism, but it isn't fair to autistic children for him or his colleagues to treat them without specializing in that area.

"You also need a combined effort, multiple people working with these children, like psychiatrists and counselors," Canedo said. "These poor kids are bouncing back and forth from physician to physician, so having a center here would be wonderful."

It isn't unusual for a mid-size city like Columbus to lack a pediatric neurologist, Canedo noted.
"They're needed all over, but they'd rather be in a large city or close to a university, so they can attract more patients," he said.

Autism is the fastest-growing disability among the district's approximately 4,400 special education students. Two years ago, the 33,000-student district had fewer than 50 children diagnosed with autism, West said.

"A lot of students that were probably diagnosed with some other disability a long time ago are now being recognized as following an autism spectrum," she said.

The Centers for Disease Control and Prevention estimates autism affects 1 in 166 national births. So the school district probably has about 75 more autistic children that aren't diagnosed and, as a result, don't receive proper care. And that doesn't include the pending growth of Fort Benning, which officials project will bring 10,238 students through 2010, with about 65 percent of those expected to attend Muscogee schools. West welcomes the local support group's effort.

"We can provide what we provide during the school day, but we can't provide the medical support," West said.

Meanwhile, she brings in autism experts from Emory and Auburn universities to help the school district.

"I want them to observe students to see if we are identifying them correctly," West said. "The doctors here don't have all the criteria. Unless someone is really autistic-looking, there are lots of subtle signs that a lot of doctors don't realize."

The outside assistance costs the district about $25,000 per year, West said. One diagnosis costs from $1,000-$2,000, she estimated. This year, the district also is bringing in professionals to help train teachers in autistic education, she said.

"There truly needs to be a lot more professional development in the educational community," West said. "One child isn't like the next, so you can't always use the same bag of tricks. Plus, they're constantly changing. You never know; what's going to make them happy one day might set them off tomorrow."

About half of the 125 autistic children in the district are in regular education classrooms, compared to one or two children two years ago, West said.

"That's a great rate," she said. "No Child Left Behind was a huge push, because students needed access to regular curriculum. We've had support from the principals, the superintendent and (other administrators). Everybody just got on board and agreed that we need to have these children where they need to be. They need all the advantages that every other child has."

A district committee, along with the family, decides between regular or special education for autistic children.

"Sometimes parents want to protect their child," West said. "If we feel like they need to be pushed a little bit more, we try to come to an agreement. If they totally disagree, the parents have a right to take us to a hearing. But we try not to get to that point. I like to build a partnership with parents. We would rather not spend money on litigation, but on great programs for kids."

George and other special needs children can attend public school preschool programs at 3 years old -- a year earlier than regular education students -- because they are federally funded at that age.

The district has eight special education teacher openings out of about 300 slots, West said. For autism, the district has a half-dozen teachers trained in Applied Behavior Analysis.

"That's a good number," West said. "Most counties have but one or two."

After-school programs and services before age 3 for autistic children are lacking in Columbus, said West.

"Parents need support in the home and in the community," she said. "We can run a lot of things, but they're geared academically. These kids also need social skills."

The most common complaint West hears from parents of autistic children is that they don't realize the resources that are available.

"They're intimidated," she said. "We have two mentors to help them through the process, but it's not a simple process."

The key for parents, Jenkins said, is to cooperate with the experts, but respectfully speak up for your child.

"Communication is the biggest thing," she said. "We have a notebook that comes home with George every day. Every therapist and teacher uses that to communicate. I call them; they call me. I'd encourage any parent to try to build this relationship."

West added, "When Lisa came to me, she may not have agreed with everything going on, but we sat down as a group and everyone was on the same page. It does take negotiation."

Jenkins' mother, Elsie Lucas, is president of the local autism support group. Her mission is clear.
"This is my goal in life: to get a facility in Columbus with the medical treatment these children need," she said. "I don't know when we're going to do it, but we've got to hurry up and do it."

Elsie Lucas, the support group's president, wrote this open letter to her grandson, George, now 3, and posted it on the group's Web site:
George,
You, Papa and I spent 17 wonderful months together when you were just an infant. We got to know, love and bond with each other. I felt that at times you thought I was your personal toy, which was fine with me. During this period of time, we noticed things that did not seem to be right, that you might have some problems.

In February 2004, my worst fears were confirmed. You were diagnosed as autistic and had other problems also. That was the moment we knew you were non-verbal, so I promised you and our Heavenly Father that I would be your voice and advocate and that you will be respected and be shown dignity at all times.

George, I want to thank you for being in my life and letting me be a part of your world. You bring to me such great pleasure and unconditional love when you let me cuddle you and hear that sweet laughter you have. This is the time all is right in Maw Maw's world, and I am at total peace.

Therefore, George, my special angel, I dedicate this Web site to you. In some small way, it may also help others find support and know that they are not alone.

So, George, I will always be your advocate and your voice, until the day comes when you can speak for yourself.

-- Maw Maw

Two more sessions -- free and open to the public -- are scheduled in the Muscogee County Autism Support Group's series of educational programs:

7-9 p.m. March 14: "Training and Teaching Children at Home," Columbus Public Library auditorium, 3000 Macon Road, featuring Amity Parr of the Emory Autism Center.

7-9 p.m. April 6: "Education for Teachers, Parents and Therapists," Columbus Public Library's CB&T-Synovus Meeting Room, 3000 Macon Road, featuring Sheila Wagner and Dr. Gail McGee of the Emory Autism Center.

Definition • A complex developmental disability that typically appears during the first three years of life and comes from a neurological disorder that affects brain function, impacting social interaction and communication skills.

• Note that autism is a spectrum disorder, meaning it affects individuals differently, making early diagnosis crucial so a child can benefit from proper treatment and have a better chance of achieving normal functioning levels.

Symptoms Mildly affected individuals may show only slight delays in language and greater challenges in social interactions. For example, monologue on a favorite subject that continues despite attempts by others to interject comments.

Severely affected individuals may show aggressive behavior or try to injure themselves.
Other symptoms may include:

• Resistance to change
• Difficulty in expressing needs
• Laughing, crying or showing distress for no apparent reason
• Preference for being alone
• Tantrums
• Not wanting to cuddle
• Little or no eye contact
• Unresponsive to normal teaching methods
• Sustained odd play
• Spinning objects
• Obsessive attachment to objects
• Apparent over-sensitivity or under-sensitivity to pain
• No real fears of danger
• Physical over-activity or under-activity
• Uneven gross or fine motor skills
• Acts as if deaf, although hearing tests in normal range

Prevalence • Affects an estimated 1 in 166 births (Centers for Disease Control and Prevention, 2004). This means as many as 1.5 million Americans have some form of autism.

• Based on statistics from the U.S. Department of Education and other agencies, autism diagnoses are growing 10-17 percent per year.

• Not related to any racial or ethnic group, but four times more prevalent in boys than girls.
Causes

• No known single cause

• Generally accepted that it is caused by abnormalities in brain structure or function. Brain scans show differences in shape and structure between autistic and non-autistic children.

• No one gene has been identified as causing autism, but many affected families appear to have a pattern of autism or related disabilities.

Treatment

• No known cure, but people with autism can learn and function normally with appropriate treatment and education.

• May include auditory training, discrete trial training, vitamin therapy, anti-yeast therapy, facilitated communication, music therapy, occupational therapy, physical therapy and sensory integration.

Saturday, February 25, 2006

Love


This is so cute.

Preschool Romances Can Be Sweet While They Last

With Valentine's Day this week, love has been very much in the air around the Goble household.

My daughter, age 5, has met the man of her dreams. He has red hair -- she calls it orange -- and they play "American Dragon" together. She put TWO My Little Pony stickers on his Valentine.

She used to tell me that she was always going to stay with me and be my daughter. Now she tells me she won't be living at home forever. She's going to marry this boy as soon as they're old enough, and she's going to have twin babies -- a boy and a girl, of course.

She remains committed to always being my daughter, at least.

My daughter's had boyfriends before -- lots of boyfriends. For a while there, I think she had a new one every week. That was just a game, though; there was no emotional attachment to those boys.

I've seen her look at this one. She really likes this young gentleman, and he seems to like her, too. I hear he even told his grandma about her -- serious stuff.

I asked her if she'd kissed him and she says she'd like to but she hasn't because they're not allowed to do that at school. Score one for the preschool teachers.

It will all come to heartbreak, I suppose. They'll both start kindergarten in the fall, and they'll almost certainly be in different school districts. They probably won't get to see each other after that.

Sure, it's just a 5-year-old's puppy love, but it means a lot to her. I can't just dismiss it, because I still treasure the memories of my first boyfriend, back when I was 4.

Bryon Ray was just my age and lived on the next street over from us. I could follow a path through the big field next to my house and get to his back yard without ever stepping out on the street.

He had a big brother named Ray, a tire swing and a cherry tree that was just perfect for climbing. I never climbed a tree before or since, but I could make it way up that one.

Bryon's parents let him do all sorts of cool stuff, like go to haunted houses and amusement parks. He could spell "Y-E-S" when I was still having trouble with "N-O."

He was cute, too. He had white-blond hair and big brown eyes.

Bryon was, in short, the epitome of little-kid cool. And he was all mine. It was like living a dream.

Because I lived on a dead-end street on the outskirts of a quiet village, I'd never had a regular playmate before I found him. I was lonely. He changed everything.

Then, somewhere in the course of kindergarten, his parents announced they were moving to Florida.

Bryon and I were both heartbroken. We promised to love each other forever. Over the next year, our mothers wrote letters for us. I still have some of the pictures he sent me in the mail.
The next summer, he came back for a visit. We had one last, precious afternoon together. We played in my basement and when no one was looking, he kissed me.

Then he had to leave.

Eventually, the letters stopped. That was the normal course of things, I guess. If he hadn't moved, we probably would have drifted apart anyway.

But I still remember him sometimes, when I come across one of those old photos or see kids climbing a tree the way we used to. Or when I see my daughter looking at her little friend.

I never really got over losing Bryon until I met another guy who was the epitome of cool and all mine. That guy, I married -- so if he ever decides to move away, he'll have to take me along.
If my daughter is incredibly lucky, she'll find a guy like her daddy someday. Until then, she'll have her memories of "American Dragon" to pull her through.
Ah, love.

Originally published February 18, 2006

Illinois


The debate here is really about how early can we educate children. The answer is: it depends on the child. Some children are ready to sit and listen for a little while at three and others aren't. By four, a child should want to at least listen to a story and play independently for a little while. By five, if he or she can't, there is usually a problem, and the problem is brought to you by parents who just don't want a child to grow up.

Today, we won't have one baby after another. The family of four is now regarded as the big family the family of twelve was years ago. We love the little guys, so instead of having another child and letting the first grow up, we just hold the first one back hoping to keep our baby just another little while.

The problem with holding a child back is the loss of learning. A child who is held back from doing the things he should at the right time, is a child who will always be infantile. Angry parents who hold children back defend themselves by saying, "Don't tell me when my child is ready." Then when the six year old is barely potty trained, can't blow his own nose, can't listen to a story, and can't answer in a complete sentence or hope to hold a pencil or a crayon, and the five year old next to him at school is reading, playing basketball, and helping with the family chores, the comparison is all of a sudden, "Not fair!"

Children have a right to be allowed to be people. People have general ranges of development. When a parent denies that development for the sake of wanting a child to be an infant too long, the child suffers.

Understanding development is a parent's duty and responsibility, and no, the child who is held back never really catches up. The delayed development continues to cause infantile problems his whole life. "I can't; don't make me; I don't have to; I don't have to keep a promise because Mommy said..."

Preschool for All

by Josh Montez

The state of Illinois wants to try mandatory preschool for all three and four-year-olds, but research shows the programs to be ineffective.

Mandatory preschool sounds like a good idea – after all, who could be against education. But Collin Hitt with the Illinois Policy Institute says the fact is; the programs haven’t worked in other states.

“Georgia has, since 1993, had a program in place. They’ve put 1.15 Billion dollars into their program and have moved 300 thousand students through it. Those students have, by the end of kindergarten, exhibited absolutely no difference on standardized test scores.”

Stay-at-home mom, Bronwyn Sax is decided against sending her son Theodore to preschool because he wasn’t ready for school structure.

“He’s learning everything he would learn right at home. In fact he’s probably learning more at home than he would in a preschool environment – with mom right there to answer all his questions.”

Finn Laursen with Christian Educators Association International says there is danger in putting a child in formal school too soon.

“If you put a child in a structured schooling program before they are developmentally ready, that first initial schooling experience, if it’s negative, it can set a trend for them to have a negative schooling experience all through the program.”

He says even the founders of Head Start, a 40-year old federal preschool program for low-income families, admit their program hasn’t performed as promised.

California


This is pie in the sky. And why is he getting all this publicity when only 75 people turn out to hear him bombast? The intelligent question to ask is why should California put any more money into a school system that's failing. Isn't that like trying to ignore the fact the potatoes are burned and loading them with butter and sour cream anyway?

SAN JOSE
San Francisco Chronicle

Reiner Stumps for Preschool Initiative Prop. 82 Would Tax Wealthy to Finance Statewide Program

Rob Reiner brought his pitch for universal preschool to San Jose on Thursday, arguing that the June ballot measure he's leading is the solution to the crisis of California's failing schools.

"This has to happen. Our economy, the future of this state depends on whether we take this step," the actor, director and activist told about 75 people gathered in a downtown movie theater for a meeting of the Commonwealth Club Silicon Valley. "Our K-12 system ... is failing right now, and that is disastrous. We've got a big problem, and a big problem calls for a big solution."

Reiner's solution is Proposition 82, an initiative that would levy a 1.7 percent tax on California's highest wage earners -- individuals making more than $400,000 a year and families earning more than $800,000 -- to fund one year of preschool for all 4-year-olds by 2010.

In his first public speech since the measure qualified for the ballot in January, Reiner addressed criticisms of the proposition, arguing it is appropriate to tax the rich for a program that would serve all California families because the "investor class" -- fewer than 1 percent of taxpayers, himself included -- has the responsibility to invest in the state's future.

He also discounted arguments that public funding for preschool should be targeted to poor and minority children who stand to benefit the most. While he acknowledged that at-risk children would experience the greatest gains, he said high-quality preschool can help all children.

During a talk that ranged from serious to breezy, Reiner quoted from some of his movies, noted his ample waistline and not-so-generous hairline, and shared his Oscar picks -- he thinks "Brokeback Mountain" will take best picture but that "Good Night, and Good Luck" should.

After a bungled introduction in which two of Reiner's best-known films were referred to as "This is a Spinal Tap" and "When Henry Met Sally," Reiner quipped, "Sally would be very happy to know she not only met Harry but met Henry. She met a lot of people."

But the topic of the day was preschool, and Reiner showed himself as comfortable discussing the finer points of policy as Hollywood blockbusters.

Some studies have shown that the advantages of preschool wear off by third grade, and others have linked preschool with increased behavioral problems. Advocates of universal preschool, however, argue that such studies fail to differentiate between quality preschool and mediocre child care centers.

Reiner said various types of existing preschool programs -- including center-based, school-based, faith-based, public and private -- would be eligible to apply for public funding under Prop. 82, but he said raising the quality of all preschools would be key.

The initiative would require that all teachers at preschools receiving public money have a bachelor's degree within eight years. Training requirements for aides would also be increased.
But Reiner said preschool curricula would need to be more flexible than the state-mandated K-12 curricula, and he said parents still would have a choice of different types of programs.

Prop. 82, which would create a constitutional guarantee to a year of publicly funded preschool, is intended to raise the percentage of 4-year-olds enrolled in preschool from 47 to 70 percent.
Reiner said enrolling more children in preschool will increase their school readiness and help them read at grade level while reducing the money the state spends on remedial education, crime and social services.

Supporters include the state's teachers unions, the San Francisco, Oakland and Los Angeles Chambers of Commerce, San Francisco financier Warren Hellman and Netflix Inc. Chief Executive Officer Reed Hastings. Opponents include Gap Inc. founder Don Fisher, the California Business Roundtable and the Howard Jarvis Taxpayers Association.

Gov. Arnold Schwarzenegger, whose children attended preschool with Reiner's in Los Angeles, remains neutral.

Canada


After all the childcare wars in Canada, all the promises, debates, golden pie in the sky, here is the final decision:

Feds Cancel Day-care Funding Plan
Last updated Feb 24 2006 09:03 AM EST CBC News

The federal government has officially terminated a day-care funding agreement with the provinces that would have sent $1.9 billion to Ontario over five years.

The deal will be replaced by a direct funding plan that will give $100 a month to families of young children.

In a letter sent out this week, Diane Finley, minister of human resources and social development, said Ontario would only get another $250 million of the money promised by Ottawa when Paul Martin's Liberal party was in power.

Mary Anne Chambers, provincial minister of children and youth services, says she tried to talk to Finley about the decision, but her call wasn't returned.

"What does that say about their attitude to parents in Ontario, who have said they need that kind of help?" Chambers said. "I would not be taking an autocratic approach to this conversation."

Chambers said the decision to cancel the deal would leave some 25,000 Ontario day-care spaces in limbo.

She noted some of those spaces are in Finley's own Haldimand-Norfolk riding.

"Actually, the minister has in her own riding 165 of those spaces," Chambers said. "I wonder what she's saying to her constituents."

Despite Chambers's criticism, cancellation of the funding deal came as no surprise.

During the election campaign that brought him to power in January, Prime Minister Stephen Harper promised to replace the provincial funding plan signed by his predecessor with the direct subsidy to parents.

Canada


After all the childcare wars in Canada, all the promises, debates, golden pie in the sky, here is the final decision:

Feds Cancel Day-care Funding Plan
Last updated Feb 24 2006 09:03 AM EST CBC News

The federal government has officially terminated a day-care funding agreement with the provinces that would have sent $1.9 billion to Ontario over five years.

The deal will be replaced by a direct funding plan that will give $100 a month to families of young children.

In a letter sent out this week, Diane Finley, minister of human resources and social development, said Ontario would only get another $250 million of the money promised by Ottawa when Paul Martin's Liberal party was in power.

Mary Anne Chambers, provincial minister of children and youth services, says she tried to talk to Finley about the decision, but her call wasn't returned.

"What does that say about their attitude to parents in Ontario, who have said they need that kind of help?" Chambers said. "I would not be taking an autocratic approach to this conversation."

Chambers said the decision to cancel the deal would leave some 25,000 Ontario day-care spaces in limbo.

She noted some of those spaces are in Finley's own Haldimand-Norfolk riding.

"Actually, the minister has in her own riding 165 of those spaces," Chambers said. "I wonder what she's saying to her constituents."

Despite Chambers's criticism, cancellation of the funding deal came as no surprise.

During the election campaign that brought him to power in January, Prime Minister Stephen Harper promised to replace the provincial funding plan signed by his predecessor with the direct subsidy to parents.

Friday, February 24, 2006

Garden School Tattler

It was a marvelous and very high energy day. Friday always is. We had a late pancake breakfast and then proceeded to a fine arts day. Mrs. St. Louis a fine artist by training showed the children how to draw a "complete picture." That means with a place for the subject. "If I'm sitting in a flower garden, and you are going to draw me there, what do you need in the picture?"

The answers were mostly flowers and vegetables. I got cheese, carrots, flowers, duh, sky and grass, but they just couldn't make the connection to a chair or blanket or something I would be sitting in or on. We talked about drawing weather, about the details of drawing and then we drew.

I was stunned by the neat stuff the kids drew. I was especially impressed by Dawson's drawing who came really close to winning student of the week. Logan actually won for my class.

In Mrs. St. Louis's class, some of the children whipped through a good little drawing - not much detail, but recognizable beings and they seemed to like the effort. Jalen drew a magnificent herd of something purple. Jasmin drew a spider web. Kaylee drew a nightmare. And Madison won the student of the week in the preschool.

In the First Grade, it was a little more difficult. There is a lot more competition. The drawings were really good and had a lot of detail. Peyton's clouds in the sky were outstanding. Yuta drew a dinosaur and won the prize this week because his work was just first rate.

The student of the week is based on several things: cooperation, behavior, volunteerism, manners, school work, creativity, and desire. Every class, like the art class, can add a point or a special sticker to help a child toward winning.

All children begin the week in the running. As the days pass, those who fail to participate, fail to earn a good behavior sticker, fail to come to scholar's club, are disruptive, disobedient or make another child cry fall out of the competition.

On the chart in Circle Time, parents can see the progress. If a child has a sticker on the chart, that means he has kept his behavior in check. That's the first consideration. An X means he's done something he should not have done.

The next consideration is a green sticker - that means volunteerism or he's helped a teacher or another student do something. The next is the "egg head" sticker or the yellow sticker. That means the child has won an egg during Scholar's Club for listening and being able to answer questions the teacher asks. When you combine all the possibilities, the week's award goes to the child who has managed to be helpful and productive.

Next week we may add another colored sticker for best independent worker. Those children who are able to find an activity and do it, complete it and put the parts away will get yet another sticker. Being a well rounded, well mannered, bright, eager child will get the awards every time. In addition to the award, children got to pick out a big candy bar from the kitchen display.

Children who fight authority, undermine the activities, ridicule teachers, argue with teachers, other students, break toys, throw tantrums, and hurt one another get nothing.

Next week we will begin Lent. It's a time of waiting for those who are not familiar with it. We are trying to arrange a trip to St. Meinrad for ashes. If the weather is good, we will go up early, tour, get the ashes, go to noon prayer in the big abbey church and then go up to Monte Casino for a run and a picnic.

All in all it was a most interesting and productive week.

Thursday, February 23, 2006

Mommy Wars on ABC

My daughter, Molly, brought this to my attention. I read it, needless to say, with a big grateful smile. Glad to be older. Glad not to have to make that decision again.

I read some of the comments from mothers about working and staying home. What was most apparent was the division. Yet what young mothers don't understand is that it's always been that way. To work or not to work - that is the question. Whether tis nobler in the mind to suffer the slings and arrows of the work world, or by opposing, stay at home. To die? To sleep?

As times change so do decisions. Years ago, we were able to rear a family on $150. a week. Today, that's impossible without help. Years ago, there was a neighborhood that supported stay at home moms. Today neighborhoods are empty, and those who stay home have to find alternative groups.

Each woman is different and perceives her family differently from the next woman. Some women fly into motherhood with their sleeves rolled up and a hungry look on their faces - "more please." Other women gratefully pass the baby to whomever will hold him or her. Some women find the world a much more exciting place than home, and others find home the most exciting place in the world. No two women view "home" the same way.

But to brutally say, however, that educated moms who opt to stay at home and rear their families are a detriment to themselves, society and their homes is out in space. What can she possibly think of "the home?"

Does she mean that undereducated women don't matter because this law professor is only concerned with those who have "mastered the masters?" Does she discriminate if someone doesn't have degrees?

My wedding was in the NY Times. Big deal. They probably lied. At that time, I had a high school diploma. I stayed home. I suppose I didn't matter. Now I matter because sometime between the NY Times and the Evansville Courier, I got me an education! That simply doesn't make sense.

And as for the children, a lesser life is in the eyes of the beholder. A child growing up in a log cabin out in the woods learning about nature and wild things at the hand of her mother who grows up to be a scientist has a great beginning. As well, a child who grows up with loving parents who work and share his life with loving teachers will also do well.

This law professor needs a clue. Muzzle!

From ABC News "Mommy Wars - to Work or Stay at Home

Feb. 22, 2006 — An alarming number of college-educated women are leaving the work force to stay at home and raise their children, a trend that is a tragedy not only for the mothers, but ultimately their children and women as a whole.

So said law professor and working mom Linda Hirshman in a 2005 article for American Prospect magazine that has ignited an intense debate among mothers.

Census figures show 54 percent of mothers with a graduate or professional degree no longer work full time. In 2003 and 2004 Hirshman interviewed about 30 women whose wedding announcements had appeared in The New York Times in 1996 and who had had children. Five of the women were working full time, and 10 were working part time. The rest were not working at all.

"We care because what they do is bad for them, is certainly bad for society, and is widely imitated, even by people who never get their weddings in the Times," Hirshman wrote. "This last is called the 'regime effect,' and it means that even if women don't quit their jobs for their families, they think they should and feel guilty about not doing it."

Hirshman also said educated women choosing to stay home was bad for them as individuals.
"A good life for humans includes the classical standard of using one's capacities for speech and reason in a prudent way, the liberal requirement of having enough autonomy to direct one's own life, and the utilitarian test of doing more good than harm in the world," Hirshman wrote.

"Measured against these time-tested standards, the expensively educated, upper-class moms will be leading lesser lives."

The Other Side

Faith Fuhrman has a master's degree in nursing, but chooses to stay home with her children.
"The job I was in when I had, first had my child, I couldn't have done it," Fuhrman said. "I was working 14 hours a day. I was on call."

When Debbie Klett became a mother, she quit her job in ad sales and started a magazine called Total 180 so she could work from home and spend more time with her children.

"For me, I feel it is vital to be there for my children every day, to consistently tend to their needs, to grow their self-esteem, and to praise them when they're right, guide them when they're not, and to be a loving, caring mom every minute of the day," Klett said.

Klett acknowledged there were consequences to her choice to stay at home. To save money, her family has given up cable, does not go out to dinner, and does not go on vacations.

"We made tremendous financial sacrifices for me to be able to stay home with my children, and I wouldn't trade that for the world," Klett said.

What About the Children?

Hirshman argues that Klett's children would be fine if she worked outside the home. Statistically there is no difference in the happiness levels of the children whose mothers work and the children whose mothers stay at home, she said.

Deborah Skolnick agrees. She is a magazine editor who will not give up her job and feels working is a good example for her children, and helps them in other ways.

"I think my kids are as well-behaved and as well-socialized, if not better, than a lot of a fair number of at-home moms," Skolnick said. "I see at-home moms whose children won't separate from them, won't go to school, cry at the door. My children have learned, from an early age, that Mommy will be back. So they kiss me and they say goodbye."

Fuhrman asked her 13-year-old son what he thought was the benefit of having a stay-at-home mom.

"He said, 'Well, I really like to come home every day and finding you here,'" Fuhrman said.

"But on the other hand, my daughter says to me, 'Mommy, when I grow up, I'm gonna get a job at your magazine, and I'm gonna sit at the same desk as you and we're gonna be on the same magazine together until we die,'" Skolnick said. "And that makes me kind of happy."

Tune in to "Good Morning America" Thursday when the "Mommy Wars" continue.

Illinois


Governor's Proposal would Offer Preschool to All Kids Aged 3 and 4
By Robert Lewis
The Journal-Standard

Reaction Mixed to Preschool Plan

FREEPORT - Area educators and officials are supportive in theory of Gov. Rod Blagojevich's proposal to offer preschool to all 3- and 4-year-olds in the state - the key word being “theory.” While most agree a good preschool education is important for future success, they want to see details of the program and just how the governor intends to pay for the proposal.

“I think it's an excellent idea but I would like to see a plan (for) how he's going to pay for it,” said Wanda Herrmann, Dakota School District 201 superintendent. “If you worked with school district budgets every year, you'd be cautious too.”

Blagojevich last week unveiled an ambitious plan to make Illinois the first state in the nation to offer state-funded preschool to all 3- and4-year-olds. While he has suggested upturns in the economy will be bringing new revenue to Illinois, some political opponents don't see the governor's plan as feasible.

“Who can be against preschool? Everybody's in favor of it. How (are) we going to pay for it?” asked State Rep. Jim Sacia, R-Pecatonica. “This is an election year and we're getting a lot of proposals out there. How are we going to fund them?”

Blagojevich's plan would cost $45 million in each of the next three years and allow 32,000 more children to attend preschool, according to information from the governor's office. The state would phase the plan in over five years. After three years, all 4-year-olds and 55,000 3-year-olds would have the option to attend preschool. The plan would cover the remaining 3-year-olds by the end of the fifth year.

High costs currently keep some parents from sending their children to preschool, said Dana Keim, chairman of the Stephenson County Voices for Illinois Children Leadership Council.

“With the unemployment rate growing and the job loss, it's a lot more expensive. (Parents) aren't sending as many (children) to preschool,” Keim said.Preschool costs vary. At Open Bible Learning Center in Freeport, for example, three-day a week preschool costs $25 a week, and preschool and daycare service costs $80 a week, said Tonya Kaiser, a preschool teacher.

Even if the proposal passes, parents would still have the option to send their children to the preschool of their choice or not at all, said Jerry Stermer, president of Voices for Illinois Children, a nonprofit advocacy group that conducts research and makes policy recommendations to leaders regarding children and education. Voices is a strong proponent of the plan.

“We've been working on this for 18 years. We have long thought restructuring education to take advantage of the scientific research that shows early childhood education makes a difference makes perfect sense,” Stermer said. “We're really proposing to reinvent and redesign public education to include early childhood education for 3- and 4-year-olds.”

He likened the current debate to one educators and officials had years ago on whether kindergarten should be a part of the public education system.

Stermer pointed to research showing students who have had preschool tend to do better academically as compared to those who have not. He also highlighted data suggesting that for every dollar invested in early childhood education there is a much greater savings in terms of costs for law enforcement, prison and welfare.

“We desperately need this, and we need it now,” Stermer said. “When children start behind each other, the catch-up process doesn't ever work.”

Like several other educators, Patricia Burke, Freeport School District 145's assistant superintendent for curriculum and instruction, worried the plan would become an unfunded mandate. She wondered whether schools would be saddled with the cost if state funding runs out.

The Illinois State Board of Education is in full support of the “Preschool for All” proposal, spokeswoman Meta Minton said.

“We know the more effort we put toward early education, (the more) we'll save down the road,” Minton said. “We think the governor is very farsighted in getting behind this initiative.”

Writing a Childcare Book


Miss Molly is pounding the table as only Miss Molly can pound. She is insisting that I write a childcare book instead of another fiction. I've tried three times, and what I end up with is about six chapters on a various assortment of issues. So help me out.

If YOU were to buy a book on childcare, what would you want to read? Anecdotes? Childcare from the inside out? What teachers see? The value of parents' involvement?

Love to hear from readers what would make them pick up a book off the shelf.

Judy

Wednesday, February 22, 2006

The Garden School Tattler


Ahhhhhhhhhh.

It was a powerful day. Sometimes we meander through our days, and sometimes we storm troop. Today was the storm troop day. It was a steady stomp stomp stomp day.

We had a brilliant early morning Scholar's Club - nearly the whole school attended. Look for yellow stickers on the chart for winners, and green ones for helpers. When a child helps out without being asked, and it's noticed, he gets a green sticker. I had two helpers today - Aidan and Dawson. Dawson is putting out a 100 percent effort.

In class today, Mrs. St. Louis's class was unsure of counting fingers. Some kids thought they had five, and the others said eleven. They have fourteen toes though some only have nine. It depends.

We found numbers today from fifty to 100. Upside down some numbers look like others. It was fun. I was elated today by the handwriting efforts in my class and they are paper framed and hanging by the front door. I am awed by their ability to do such a good job, understand and follow directions.

We worked on making words again. Some of them get it and some don't. Taylor is doing a great job, Justin is trying hard, Abby is finally getting it, and she did some good number work as well. With a little push and some individual attention, every child in the class can do it.

Jack Snyder won the best listener award today.

Please remind children that plants and marbles are not edible. Some of the little kids are putting everything into their mouths like toddlers!

This afternoon we had a rhythm session and dragged out nearly every instrument in the house. It was very noisy. We had tambourines, sticks, cymbals, triangles, shakers, blocks, and finger cymbals. We found cement is a much louder surface than carpet. They stayed with this for a long, long time.

Then we did another Scholars Club and talked about tornadoes and then we cut a tornado from black paper and mounted it on a green sheet. The kids really got into the swing of the exercise. It was fun. Scholars got cookies and brownies.

It's my husband's birthday today and the whole family is coming for dinner. Anne is making Cordon Blue a la Angelo's. It's a blessing! I feel like one of those movie moms with all the grown kids and the little grand kids all running around my big house. It's really really fun. Jack and Wilbur came home from school with me and we made cookies and then Annie took Wilbur to the store while Grandpa played cards with Jack. Later, Edith is coming over too. It's so American!

God bless you all - life is a wonderful experience nearly every day.

The Garden School Tattler


I haven't stopped writing the Tattler, I just didn't think it was popular. Thanks for telling me. If you look back a few articles, the article "Teaching Africa" has been changed to a Garden School Tattler. There's a picture of a giraffe.

School has been a little like a roller coaster lately -- with big peaks and long declines. The weather hasn't helped. I think a lot of children are really tired by the freezing one minute and the coat-less sunshine the next.

We've had a lot of trouble with a few children and that always makes the day difficult. It's hard to write about a difficult day. The one little boy who was not really suited to school yet has left for more toddler care, and that helps a lot.

Plus, the last couple of weeks have been tense to say the least because we've been waiting for the end of the "erroneous complaint" filed against us with Child Protective services. We met with our case worker last week who told us that we were indeed doing a splendid job and one well worth doing. It's a class A misdemeanor to use the state in a revenge plot. It's a felony to do it twice. We've all felt really bad about all this, and it takes its emotional toll.

But things are surfacing nicely and even the cat has been cleared of all his charges, and we're good to go. It's hard to take a humiliating accusation with a smile on your face and wait to be exonerated by a public agent.

Some good news! We are entering into a new "Town Meeting" honors behavior system at school that's just as funny as it gets. It's serious too, but the kids are all enjoying playing "Town Board."
Here's how it works. Every child begins every day with a smiley face! Miss Kelly spent her snow weekend working on this most delightful system which is up in circle time. I will take a picture for all the parents and grandparents out there who don't get to visit regularly!

There are only three ways to lose a smiley face - disobedience, disruption and making another child cry on purpose. So get the picture -- we all pass quietly and not so quietly through the morning and then assemble for one thing or another, and we bring up behaviors without naming names. "What do you think of this," I asked yesterday? The children decided which behaviors broke "their rules" and which ones didn't. Turning the behavior over to the group is a marvelous inclusive help.

Then, on the higher side, we are rewarding the best listener at story time. Abby won the award. She listened nearly without moving - mostly because she was listening - to "Cloudy with a Chance of Meatballs." It's one of my favorites.

We are also studying weather this week, and four children won the "Good Egg" award for excellence in "theory" at Scholar's Club. That's a big way of saying "I listened, I understood, and I followed directions." The winners were Justin, David, Madison, and Logan. Parents who look at the "Town Meeting" board in circle time will see yellow smiley face stickers on the winners.

We are always so excited to offer prizes and rewards to children who behave so beautifully. Behavior is the key to success in big school. The excellent, non demanding child who sits for a teacher, knows the answer, can cooperate with any question, duty or charge is a child who will be the golden child in any classroom, and we want all our children to fit this bill.

Otherwise, things are progressing at school. In my class, we are trying to put words together. I'm not sure just how much they understand. The children are writing a statement every day - Name and the ___. It's a story starter. Once they have mastered the spacing, they can make up their own statements.

We're making words out of what we call air sounds (vowels) and mouth sounds (consonants). We use mounds of purple mouth sounds and yellow air sounds and put the air sound between the mouth sounds with purple and yellow paper squares. Then we sound them out. If the child can sound out his word, and he knows what it is, he gets a penny. When he earns a dollar, he can take it home.

We started equations in the Kindergarten yesterday. Zero plus one is one. "Why?" I asked. You have to have a reason in math to do anything, so why not start in kindergarten? "Because if you add nothing to something you won't get any more." The response was somewhere between "Huh?" and "Can I have some candy?"

It's really a funny morning. The kids are all so eager. We had four Bingo winners yesterday. I went really fast, and the "I can't be quiet" kids got frustrated, but the listener kids won. Abby, Taylor, Logan and Justin all won a game.

It's late - must go. Will write again soon,

Love, Judy

Tuesday, February 21, 2006

Australia


Great story.

Mums' Efforts Make Child-care Centre Reality

By SARAH SCOPELIANOS
February 21, 2006

FIVE determined mothers with a vision to create a centre for child care and health services were acknowledged for their years of work at the opening of the Hawkesdale and District Family Services Centre yesterday.

Four years of planning paid off for the mothers who, with the backing of the community, worked together to raise funds to build the centre.

The community raised $71,000 for the project while the Handbury family donated $100,000. A Federal Government grant of $250,000 and Moyne Shire's $397,000 combined to make the project possible.

Member for Wannon David Hawker congratulated the small rural community for its ability to develop a plan and attract funding for the centre, which will host kindergarten, child care and child and maternal health services.

President of the pre-school Linda Roache said for 30 years the pre-school operated out of the Memorial Hall.

She said a recent survey reported rural people were happier than their city counterparts because they pitched in and helped their communities.

``Hawkesdale must be one heck of a happy community then,'' she added.

Twenty-one pre-schoolers have enrolled, two day-care sessions are expected to begin soon and maternal and child health services started last week, Mrs Roache said.

Mr Hawker said ``happy Hawkesdale'' was thriving due to its determined residents. ``In fact this project speaks a lot about community involvement and shows what a small community can do to not only survive but to also thrive,'' he said.
``It is not a rarity a lot of country communities are fighting back.

``I think the centre draws a lot of people from a wide area and it's in a position where it will have a flow-on effect to the school with it making an easy transition to the P-12 school.

``It's got a very good reputation.''

Vermont


If we're honest with ourselves, none of us want to institutionalize education at all. The personal touch is what teaches best.

Times Argus
Drawbacks to Preschool
February 21, 2006

Before approving (S.132), free early education, an expensive and teacher-friendly program, Vermonters should ask themselves several important questions:

Do we want to institutionalize education at this early and crucial age when children form their first emotional ties, acquire moral values, social skills and develop basic cognitive skills?

Do we want to delegate our basic privilege and right to shape our children in our own image (according to our cultural and personal preferences) to the state?

Preschoolers learn in many different ways: through modeling, imitation, exposure to a nurturing, and stimulating environment etc. Formal schooling (class-teacher encounters), technical devices and fancy equipments do not play a major role at this age. Actually, they might be counterproductive — establish rigid and uniform patterns of thinking and inhibit creativity.

State-run preschools will subject children to educational experimentation, testing, special education testing and labeling. Children will accumulate "files" and records which will predetermine their future schooling.

Parents should not be intimidated by "professionals," "experts," etc., but try and think for themselves and answer these basic questions: Do you think that you yourself would have preferred to be enrolled in school at a much earlier age? Do you think that you, who did not have free early education, are somehow less capable, and were more prone to fail in school? Do you think that if little Albert had free early education he would have become an Einstein? My answer is a decisive "No" to all these questions.

Ahuva Dafni
Williston

Monday, February 20, 2006

Kenya


This is a wonderful article by the Public Relations Officer at Kenyatta University. It's so close to home.

Early Childhood Development Education Holds Hope for Future
Pharmacy student speaks on his experiences

By KEN RAMAN

Quality Early Childhood Development (ECD) education and care could be holding the key to reduced crime rate. It could also be a low-cost but remedy that could lower the risks of mental disorders among women.

This is according to recent studies by the World Bank that formed the basis of discussion at a recent Third African International Conference on ECD held in Accra, Ghana. Research has indicated that boys reared in broken families exhibit anti-social behaviour when they enter the school system and about one-third of them become delinquent in their teenage years.

Findings also show that females that did not receive a sound education and care during their infancy show an increased risk of mental health problems such as depression in their adult life. Research done in Sweden indicates that children who attend good ECD centres, which involved parents, had the best social skills and cognitive skills at the age of 13.

It was also noted that male children entering the school system with poor verbal skills tended to be functionally illiterate as teenagers and a significant number of them ended up in the justice system. It was noted that a teacher’s positive behaviour such as attentiveness, encouragement, engagement, sensitivity to children, and responsiveness to their changing needs do enhance their learning outcomes.

However, a teacher’s negative behaviour such as harshness and detachment do affect children’s learning environment. Research findings indicated that a teacher’s level of formal education and training are positive attributes that enriches a child’s learning.

Governments were encouraged to put in place policies for adequate staff compensation – wages that allows staff to be comfortable in their jobs and not worry about better-paying opportunities elsewhere. It was argued that the high turnover of teachers from ECD centres across Africa was negatively affecting children under their care. Research has proved that continuity of teaching staff as opposed to regular changes do not disrupt children’s learning.

Studies have also shown that when children are enrolled in high quality ECD classrooms, they exhibit fewer or less serious problems, enjoy better social adjustment, including less socially deviant behaviour. They also tend to comply more with, and are less resistant to, adult requests, are more cooperative, responsive, innovative and more securely attached to their teachers.
In India, it was discovered that performance in mathematics is higher when children entered the school system with a good ECD unlike those that never had a good start in life.

This could explain the performance of mathematics in Kenya at both the primary and secondary level where the national average is bellow 40 per cent.

The classroom structure should include the physical environment, that must be carefully arranged to assure the safety of children, with electrical outlets covered, cleaning supplies locked up out of reach of children and facilities for adults to wash after diapering or toileting.

The Accra conference organised by the Association of the Development of Education in Africa (Adea) discussed the what and why of development problems of the African child and also the way forward for their quality development. Speakers argued that children are the touchstone of a healthy and sustainable society, and that how a culture or society treats its youngest members has a significant influence on how it will prosper and be viewed by others.

The World Bank says research had shown that an investment in the health and development of children will also return meticulous dividends in subsequent years.

The dividends include decreased need for special education, custodial care, welfare support and incarceration for delinquent behaviour.

The convention further declares that States are morally and legally obliged to fulfill these rights. Kenya is among the few Africa countries that have domesticated this convention following the adoption of the Children Act 2001. Participants were told that children in sub-Saharan Africa face the greatest challenges to healthy child development of any region in the world.

Presenters who included university scholars and researchers from 38 sub-Saharan African countries argued that extreme childhood poverty can have irreversible effects on the young child, including poor nutrition and health, poor or missed education, poor early child-care and social protection and low aspirations.

Experts took issue with the way HIV/Aids campaigns have been carried out in the past two decades. A former Kenyatta University lecturer Peter Mwaura, said: “The focus has by and large been on adults and there has been a relatively low and slow response to the thousands of children affected or orphaned through HIV/ Aids.”

He argued that interest groups and government agencies should ensure access to quality basic services for all children. “First let us see the struggle by the sick parents not only in meeting their own but also the children’s nutritional, health and psychosocial needs. This challenge is being met under severe conditions of poverty, ill health and stress. Let us set our own inner eyes on the struggle by the child to take care of him or her self and possibly to take care of sick parents and other siblings. These children suffer severe psychological distress and stigma. The orphaned children are mostly left in the hands of members of the extended family or put in orphanages where they sometimes suffer from discrimination and other sorts of child abuse.”

Other children in difficult circumstances include those in refugee camps, children of prisoners who have been neglected and are suffering in jails alongside their mothers.

There are also the children with disabilities who have equal rights but most of them fail to have their rights and needs provided because of the parent’s and community’s attitude towards them.

The writer is the Public Relations Officer at Kenyatta University

Sunday, February 19, 2006

Picking the Right Preschool


It's a good article and shows why "preschool for all" probably won't work. Every parent wants a different kind of environment for his or her child. And it makes sense because little kids all learn at different rates through different media and who knows a child better than his parents?

I'm not a big fan of Montessori because traditionally Montessori is a closed system of learning. I'm not a big fan of Waldorf because it's limited. I'm not a big fan of accreditation. If your standards are so low you need to be accredited, then what's the point? Accreditation is never for the children - it's for the adults.

It's a good idea to make a list of things you want in a preschool before you go shopping. Keep the list and use it as a six month test of excellence.

The ABCs of Picking the Right Preschool
By Sandra Diamond Fox
SPECIAL TO THE NEWS-TIMES
The News-Times/Michael Duffy

Spencer Abrams is only 2 and won't start nursery school until the fall, but his parents are already looking at schools, trying to figure out which one is the best for their little boy.

Lisa and Barry Abrams, of Danbury, are smart to take their time in this search. Since Spencer is their first child, they're not yet familiar with all of the different preschool programs which are offered. They know they have some research to do.

"We think this decision is very important and want Spencer to be well prepared for kindergarten," said his mother, Lisa.

As they gather information, the Abrams will join other parents of toddlers in asking some essential questions. Among them are:

What kind of curriculum is best for my child?
How much parental involvement in the classroom would be ideal for me?
How much value should be placed on attending a school that is accredited?
How well will the school cater to my child's individualized needs and situation?

The majority of children attend preschool these days. And while it's a given that parents look for a warm, caring environment for their child's first school experience, many have very specific ideas about other components needed to complete the picture.

Prior to having children, Michelle Doyle, of Danbury, taught preschool for more than 15 years. Consequently, she already had a clear idea of what she was looking for in a nursery school.

"I wanted a school that would assess my children's needs and take them as high as they could go," she said.

"There are so many schools these days that 'teach to the masses,' and I didn't want this for my child," said Doyle. Her daughter Katie, 4, attends the preschool program at St. Joseph Readiness Center in Danbury, where she is being challenged every day in all areas, said Doyle.

Carolyn Mandarano, of Danbury, said other preschool programs with a reputation for very high academic standards are those in Montessori-based schools. Mandarano, whose 4-year-old son Garrett is enrolled at The Hudson Country Montessori School in Danbury, said this school offers "a hands-on approach to learning where each child has his own individual curriculum."

At Hudson Country, children ages 3 to 6 are in one classroom, so younger students get to learn from the older ones, explained Mandarano. The program is meeting the goals she and her husband set forth by creating an environment that's designed to build children's confidence, independence and skill development. Meanwhile the children are learning everything from mathematics and Spanish to drama, art, music, physical education, gymnastics, culture, science and practical life skills.

In this school year, Garrett has already learned to sound out the alphabet, read simple books, perform beginning arithmetic, and write his full name, Mandarano said proudly.

There are other parents who desire a nursery school program with a big emphasis on play, believing there is plenty of time for academics in later years. Andrea Nathans, a child psychologist in Danbury, says when her oldest son Benjamin was 4, she looked for something alternative for him.

Nathans strongly believed her son should be "in a wholesome environment" that nurtured "the innocence of childhood."

She prefers a children's program that's "based on play, as well as one that allows them to express their creativity and imagination to the fullest."

Nathans' 3-year-old daughter, Alexandra, is currently enrolled in the nursery program at the Housatonic Valley Waldorf School in Newtown.

"The Waldorf philosophy really fits for my children," said Nathans. "There's a lot of reverence for nature and the rhythm of our lives that's brought into the curriculum through songs, plays and puppet shows — as well as play with minimally processed materials."

Regardless of what type of curriculum a school has, many parents view their involvement in the classroom as a top priority. For many children, this is the first time in their young lives that they are separated from their parents. Thus, parents want to know firsthand that their child is having a good experience.

While most programs encourage parents to help out periodically, one local nursery school takes parent participation a step further. This is King Street Nursery School, in Danbury.

Jennifer Matzner, parent of 4-year-old Joshua, who attends King Street Nursery, enthusiastically explained this is "a co-op whereby parents help out in the classroom on a rotating basis." According to Matzner, every six weeks the parent of each student gets to work in the classroom, side by side with their child. "They can help out with various projects, work at the craft table, or even stay exclusively with their own child, if they prefer," said Matzner.

Through this arrangement, not only does the parent get to spend quality time with their child, who greatly looks forward to these days, but they also get to know all the other children in the class. "I quickly learned who all my son's friends are and ended up becoming friends with their parents as well," said Matzner. "It feels like a family here."

The accreditation question

Many parents base their final decision in selecting a nursery school upon whether or not it's accredited by NAEYC (the National Association for the Education of Young Children). According to the NAEYC Web site, this association is dedicated to improving the well-being of all young children by providing them with high quality childhood education programs.

"A lot of schools advertise that they are accredited but really aren't," warned Doyle. "This is why it's important for parents to ask the school this question directly. So many parents don't do this and automatically assume their child's school has accreditation, when it may not be the case."

In addition, parents wishing to enroll their child in a Montessori-based school should ask the director whether the school is certified by the AMS (American Montessori Society), advised Doyle.

Still, other parents select a nursery school based on whether or not it can meet the needs of their unique family situation. Jessica Clifford of Danbury, mother to 3-year-old twins Emily and Audrey Clifford, was searching for a school that would treat her twins as individuals, while still allowing them to be in the same class.

"It's hard when you have twins because sometimes people assume that just because they were born on the same day, that they are the same and that comparing them is perfectly acceptable," said Clifford.

Bright Beginnings, in New Fairfield, proved to be a perfect fit for her. "Miss Tammy, my girls' teacher, understands that they are complete opposites and knows how to work successfully with each one. As a parent of twins, this is important," said Clifford.

Once Lisa and Barry Abrams choose a nursery school for Spencer, they'll move forward and see how things go. If, for some reason they're not completely satisfied Spencer is getting the optimal education they're striving for, they can always pull him out and try another school.

No matter what school children attend, if parents take a genuine interest in the quality of education there, it will help foster a love of learning. That love of learning will impact children's success throughout their school years and beyond.