# data[].attributes.headline
Fine Motor Activity with Imaginative Play 

# data[].attributes.subject
Fine Motor Activity with Imaginative Play 

# data[].attributes.body
Level up your outdoor play area for kids with a super affordable mud kitchen

# data[].attributes.headline
Self Assessment for the Environmental Health in your Child Care Setting

# data[].attributes.subject
Self Assessment for the Environmental Health in your Child Care Setting

# data[].attributes.attachment_link.readable_text
Healthy Environments for Children

Welcome to the website of Community Development Institutes Healthy Environment/Healthy Children project. This project is funded by the Environmental Protection Agency (EPA) and is designed to implement strategies that increase the awareness of the importance of Environmental Health in Early Childhood Education settings.

# data[].attributes.attachment_link.title
Healthy Environments for Children Assessment

# data[].attributes.attachment_link.description
Healthy Environments for Children. Featuring the Community Development Institute Environmental Assessment for Safe Environments.

# data[].attributes.body
I am available to come to your childcare and administer this test with your kiddo or we can complete screening online.

# data[].attributes.body
This website shows which cities have water with fluoride and scientific reviews that show how it reduces tooth decay.

# data[].attributes.attachment_link.description
Every $1 invested in water fluoridation saves $38 in dental care. Read more.

# data[].attributes.headline
lying, cheating, & stealing? Is it normal? 

# data[].attributes.subject
lying, cheating, & stealing? Is it normal? 

# data[].attributes.body
online training for those of you that struggle to find time in your busy schedules

# data[].attributes.attachment_link.title
CPR First Aid Certification | Healthcare CPR Training

# data[].attributes.attachment_link.description
American CPR Care Association offers nationally accepted Adult, Child and Infant, First Aid, CPR, BLS, ACLS and PALS certification Online. Healthcare and Group

# data[].attributes.body
pediatric services offered by CHC

# data[].attributes.attachment_link.provider_name
Community Health Center of Southeast Kansas

# data[].attributes.attachment_link.readable_text
When Community Health Center of Southeast Kansas (CHC/SEK) started, it was solely focused on ensuring that children had a healthy start in school. We are continuing that mission today. About 40% of our patients are children who receive affordable, accessible, comprehensive pediatric healthcare services, including:

Immunizations

Sick visits

Well-Child checks and Kan-Be-Healthy visits

School and athletic physicals

Hearing and vision screening

Lead and hemoglobin testing

Referrals to specialists and community services

We provide pediatric healthcare at all of our clinics, as well as through our School Health and outreach programs.

# data[].attributes.attachment_link.title
Pediatrics | Healthcare Services | CHC/SEK

# data[].attributes.attachment_link.description
Half of our patients are children, and we provide affordable, accessible, comprehensive pediatric healthcare services. Call us to book an appointment.

# data[].attributes.body
Help parents stay up to date on their child's immunizations and give them this helpful table

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.description
View and print CDC recommended immunization schedules.

# data[].attributes.body
toddlers are tricky, hopefully this will help parents and providers

# data[].attributes.attachment_link.readable_text
As parents, we all know the struggle. You say goodnight and then count the minutes (seconds?) before your little one cries out for you or comes wandering out of their room.

I need an extra hug! I neeeeed to tell you something important! I'm thirsty!

If you're in a nightly battle to get your toddler to go to bed and stay there, what can you do besides lose your patience?

"Kids are curious and sometimes feel like they're missing out - for whatever reason - when they go to sleep," explains pediatric specialist Jason Sherman, DO. "Kids want to explore and spend time with people. Getting out of bed or refusing to sleep might be signs that your child needs more structure, and maybe a dose of positive reinforcement."

Dr. Sherman shares these seven tips to consider when your child doesn't want to go to bed or is having trouble staying there

1. Stick to a routine

Set a regular bedtime for your toddler and be consistent about sending them to bed at that time. Children with consistent bedtimes are more likely to get sufficient sleep and less likely to show signs of exhaustion, like irritability and clinginess.

Before bed every night, set aside up to an hour for calm activities, such as listening to quiet music, reading a book in a dim light or taking a warm bath or shower. The activity should be something that's fun and calming.

Keep the routine consistent and not too stimulating. Avoid watching TV (or other devices), playing video games or taking part in active play, which may energize rather than calm your child. The last several minutes of quiet time activity should take place in the room where your child sleeps. It's important for toddlers to get into bed awake and learn to fall asleep there by themselves.

2. Meet the sleep fairy

Like the tooth fairy, the sleep fairy rewards kids in the morning - in this case, for staying in bed and falling asleep on their own.

The reward doesn't need to be extravagant. Consider giving them a quarter or a small trinket.

Better yet, collect small objects in a jar or box that lead to a reward.

"You can put the jar next to the bedside to remind them of the reward that comes in the morning," Dr. Sherman says. "When it's full, your child earns a fun activity, like going to the park or to the arcade."

The beauty of the sleep fairy is that it takes the parent out of the picture. In the morning, when your child says, "Look what the sleep fairy brought me," you reply, "Oh, look how well you slept."

"It may not work instantly, but this is a great method for the imaginative child," Dr. Sherman notes. "Parents know their child best and can anticipate if they'll respond to this method."

3. Try a sticker chart

Rewards help encourage kids. Another way to reward your child is to use a bedtime chart involving a sticker system.

"Here, you tell your child, 'Look, I'll stay with you for a little while, but then you'll go to bed. And if you stay in bed all night, you'll get a sticker in the morning,'" Dr. Sherman says.

Stickers, charts and the sleep fairy are especially good for the strong-willed child, he adds. It gives them a new goal and focus to help them understand the upside of doing the right thing.

4. Check in with a second good night

Does your child say, "Please don't leave, I'm scared!" at bedtime? This method can reassure your child, help them relax and teach their bodies to fall asleep.

When you tell your child goodnight, let them know you'll come back for a second goodnight in 15 minutes.

Your child will probably still be awake when you return. If they've been lying quietly in bed, you may elect to reward them (like using a sticker chart).

Then, gradually delay the second goodnight. Knowing you'll return will help your child feel safe and start to relax.

"Soon, your child will be drowsy and half-asleep for the second goodnight," says Dr. Sherman. "As soon as you hear, 'Goodnight,' leave the room."

5. 'Big kid' reminders

While they'll always be your little baby, many toddlers respond well to reminders that they aren't babies anymore, Dr. Sherman says. Reminders along the lines of, "You're a big kid now, and big kids get to sleep in their own beds," can help to make them feel proud and grown up.

6. Family picture time

If your toddler is nervous about being left alone, reminders that you're there for them can be helpful. Dr. Sherman suggests keeping a picture of the family in your toddler's room. Remind them that if they feel alone, they can look at the picture or give it a kiss.

7. Use a wake-up clock

Does your child get up repeatedly during the night or wake up too early? A wake-up clock, or toddler alarm clock, can cue them when it's time to get out of bed.

For toddlers who don't understand time yet (and, therefore, don't accept that 4 a.m. isn't the time to wake up), some clocks use colors to let them know when it's an acceptable time to wake.

"Tell your child, 'OK, when it's time to get out of bed, the clock will turn green. So, wait until then to get up,'" Dr. Sherman says.

This method isn't for all kids; it's best for those who like structure and rules, Dr. Sherman notes.

The key to a good night's sleep for your toddler (and you!) is to remember that consistency is key.

"Changing any habit takes time," explains Dr. Sherman. "Your child will learn new sleep habits if you communicate your expectations and stick to the plan."

# data[].attributes.attachment_link.title
7 Ways To Help Your Toddler Stay. In. Bed.

# data[].attributes.attachment_link.description
If you're in a nightly battle to get your toddler to go to bed and stay there, these suggestions might help you win the war.

# data[].attributes.attachment_link.authors[].name
Centers for Disease Control and Prevention (CDC)

# data[].attributes.attachment_link.title
Foam Magnets and Magnetic Letters for Toddlers and Kids - ABC Alphabet Magnets for Refrigerator and Dry Erase Board - Baby Magnets for Fridge and Whiteboard - Ideal for Kids!

# data[].attributes.attachment_link.description
Buy Foam Magnets and Magnetic Letters for Toddlers and Kids - ABC Alphabet Magnets for Refrigerator and Dry Erase Board - Baby Magnets for Fridge and Whiteboard - Ideal for Kids!: Magnetic Letters & Words - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

# data[].attributes.attachment_link.readable_text
Beverly Hills Doll Collection Sweet Li'l Folks Set of 20 Community and Family Dollhouse Figures Soft Vinyl Play Figures People for All Ages
Share:
Found a lower price? Let us know. Although we can't match every price reported, we'll use your feedback to ensure that our prices remain competitive.

Where did you see a lower price?

Please sign in to provide feedback.

# data[].attributes.attachment_link.title
Beverly Hills Doll Collection Sweet Li'l Folks Set of 20 Community and Family Dollhouse Figures Soft Vinyl Play Figures People for All Ages

# data[].attributes.attachment_link.description
The key to socializing your children is through early tactile and sensory play. Dolls are a wonderful way to introduce them to concept of other people and families that exist outside of their own and who they will eventually encounter in school. This wonderful doll set is modeled after community ...

# data[].attributes.attachment_link.readable_text
With just a few clicks, you'll have access to policies, forms, templates, regulations, handbooks, guidance, discounts and more - customized for KS ECE professionals - to save time, reduce costs and improve quality!

# data[].attributes.attachment_link.description
With just a few clicks, you'll have access to policies, forms, templates, regulations, handbooks, guidance, discounts and more - customized for KS ECE professionals - to save time, reduce costs and improve quality!

# data[].attributes.headline
Assisting Parents and their children with disabilities

# data[].attributes.subject
Assisting Parents and their children with disabilities

# data[].attributes.attachment_link.readable_text
We are here to help, whether you are just starting out or experiencing a challenge along the way. We provide assistance with early intervention, education, health care, transitions, and community resources to support the academic, behavioral, social, emotional, and mental well being of children, youth, and families.

# data[].attributes.attachment_link.description
We are here to help, whether you are just starting out or experiencing a challenge along the way. We provide assistance with early intervention, education, health care, transitions, and community resources to support the academic, behavioral, social, emotional, and mental well being of children, youth, and families.

# data[].attributes.attachment_link.readable_text
How do you make a peanut butter and jelly sandwich? I posed that question to a random selection of contacts via text message. What did I discover? One behavior stood out: everyone spreads on the PB first, then the J. There are a variety of ways though to apply the jelly (sometimes on the separate piece of bread, sometimes right on top of the peanut butter; some use the same knife, some use a new knife, etc.), but in my sampling group the jelly always comes second.

Are you still here or have you run off to the kitchen to contemplate your technique? If you are still here, this is how I like to think about our "Behavior" dimensions in Toddler and Pre-K. One (Toddler) is the peanut butter! It goes first. That layer of peanut butter is the base for the jelly (Pre-K). The peanut butter is not debatable-as for the jelly though, there is some flexibility.

Okay, admittedly, this comparison may be a bit cheesy, but if it helps you during your next observation training, my work here is (almost) done.

Let's break down the two dimensions in a "talking points" way to support you as participants add one age or the other to their portfolios. The Toddler's Behavior Guidance has three indicators vs. Pre-K's Behavior Management's four indicators. While the verbiage is similar, there are some differences in what the tools are asking you to consider:

Proactive and Clear Expectations
The indicator "proactive" in Toddler is a blend of the indicators "clear expectations" and "proactive" in Pre-K. While both tools ask you to consider monitoring, the Toddler indicator "proactive" considers behaviors such as clear expectations and children demonstrating an awareness of expectations as well as reactivity. As a trainer, I would say these indicators are reflected in a similar way across the two tools, though the narratives in the descriptive paragraphs reflect developmentally appropriate expectations of the two age groups.

Redirection of Misbehavior and Suppporting Positive Behavior
"Redirection of misbehavior" (Pre-K) and "supporting positive behavior" (Toddler) share similar behaviors. In spite the indicator title, the Pre-K tool's emphasis is focusing on the positive. Both tools ask observers to note specific, positive phrasing of expected behaviors, as well as noting when teachers point out when students/children are behaving. Both indicators consider the effectiveness of redirection, as well as how much time is being taken from lessons, or the flow of activities.

Student Behavior and Problem Behavior
Finally, let's consider "student behavior" (Pre-K) and "problem behavior" (Toddler). Here there are more marked differences. While both indicators ask the observer to consider the disruptiveness or potential danger of children's actual behavior, there is a distinctive departure. In the Pre-K tool the manual states we are to consider "...active misbehavior, not just disengagement, which is coded under other dimensions" (pg. 45). The Toddler tool does not have the dimension of Instructional Learning Formats, which captures student engagement in Pre-K. Instead the high range of "problem behavior" asks observers to consider whether children are "...consistently engaged in and actively participating in activities and tasks..." (pg. 45). Wandering and waiting in this Toddler indicator also reflect a bit of the dimension of Productivity from the Pre-K tool, an absent dimension in Toddler. These subtle differences hint at the developmental appropriateness of the Toddler tool for the age group at hand. If toddlers are wandering and waiting, then potentially dangerous behaviors may ensue, as happens in our Toddler training video "Songs and Cereal."

A Note on Footnotes
There is one more important difference about the dimensions in Pre-K and Toddler that begs attention. It's that "jelly" part I was mentioning above. Pre-K offers the observer a bit of flexibility in making a holistic coding decision in the dimension. There is a footnote in Pre-K that invites observers to consider that, in the absence of other indicators, if "...there is no evidence of student misbehavior, it is assumed that effective behavioral strategies are in place and a classroom may score in the high range" (pg. 44).

The Toddler tool does not have the same footnote. Because developmentally the teacher is laying the foundation (the peanut butter) for toddlers to begin to understand what behaviors are acceptable, it is important that all indicators under Behavior Guidance be present. As toddlers move from other-regulated to self-regulation, it is vital to consider the teacher's importance in this process, and his or her active role in guiding the behavior of toddlers.

I hope these "talking-points" support your trainings in the field. Participants who are "leveling-up" use their knowledge from one tool, and apply it to the new age group. While this is a helpful strategy, it can be a detriment if trainees miss the subtle differences that are reflective of the developmental stage within a particular tool.

# data[].attributes.attachment_link.title
Toddler's "Behavior Guidance" & Pre-K's "Behavior Management": They're Like a PB&J Sandwich

# data[].attributes.attachment_link.description
The Toddler and Pre-K CLASS tools have similar verbiage when it comes to behavior, but there are some differences in what each tool asks you to consider.

# data[].attributes.attachment_link.readable_text
All parents wonder at times whether their child's behavior is normal. Children at every age exhibit embarrassing or frustrating behaviors: whining, tantrums, bathroom talk, swearing, or bossiness. These behaviors test your patience and can leave you at your wit's end. As much as you love your child, his actions can make you feel uncomfortable and vulnerable to other people's criticism.

Parents ask: "Why is he doing this?", "Will she outgrow this?", "What should I do?" For each challenging behavior, parents struggle with what is normal, what is acceptable, and how to deal with it. Sometimes it's difficult to tell the difference between unacceptable behavior and normal development.

Is This Behavior Normal?

It's tough to know what behavior is "normal" without considering the context or intensity as well as the behavior itself. Behaviors may become "abnormal" if they last too long, if they occur at the wrong time or place, or if they are exceed acceptable limits. Behaviors that interfere with daily routines may also be abnormal. Clearly, it is important to catch and change these behaviors early.

Parents often turn to one another when their child's behavior overwhelms them. It is important to reach for support and voice your concerns. This helps you focus on the behavior rather than your own embarrassment.

The ages listed here are approximate guidelines. The behaviors listed occur most frequently but are not limited to these ages. Behaviors may reappear at any time, particularly in times of stress.

Normal Development Time to Consult with Others

Temper tantrums

tantrums continue past (age 18 months - 4 years) preschool; increase in frequency or the behavior is unsafe

Swearing or "Bathroom talk" (age 3- adolescence)

does not respond to limits

Excluding others or being excluded (ages 4-12)

behavior is unsafe; exclusion based on prejudices

Bossiness or bully (ages 4-8)

shows no empathy; hurts others without cause; behavior is unsafe

Inability to share (ages 1-4)

is not limited to special items; shows no improvement in preschool

Hyperactivity (age 2- adult)

prevents child from participating in activities (sleep, reading, group activities)

Dishonesty or stealing (ages 4-10)

persists for more than a few months; uses behavior to get attention

Picky eater (age 2 - adolescence)

chooses only non-nutritious foods; pediatrician concerned; possible eating disorder

Understanding Those Embarrassing Behaviors

Sometimes it seems that children resist every limit you set. The resistance and your response to it helps them learn limits and rules for getting along with others.

"Look at that man in the wheelchair!" Jimmy called to his mother in the store.

Brian and Chris giggled as they made bathroom noises with their mouths and hands while waiting for the movie to begin.

"I want it, I wa-ant it!" screamed Jennifer in the toy aisle.

Children may behave inappropriately to get something they want or to avoid something they don't want to do. Sometimes they act inappropriately because their friends do. Still others are just trying to satisfy their curiosity. However, the most common reason for misbehavior is simply to get attention.

Most children love an audience. When you're in public places such as stores or restaurants, they sense that you may give in to their wishes to keep the peace. Some children think that if they make a scene, they will get what they want. Your embarrassment might allow them to get away with unacceptable behavior.

Why Children Misbehave

To get your attention.

To satisfy his curiosity.

To get something he wants.

To avoid doing something: chores, clean-up or homework.

Because his friends do it.

Comparing Behaviors

Some parents find certain behaviors tolerable or even lovable at home but find them uncomfortable in the public's eye. Other parents struggle with the sense that their child just doesn't "fit the mold." Still others need to discipline behaviors that are unacceptable or unsafe. All parents wonder how family, friends, and professionals judge their actions and those of their child.

Take comfort in the fact that all children misbehave sometimes. Children act in different ways and parents struggle with how to respond. Although you can't predict when a negative behavior will arise, how you react affects how long the behavior continues.

Children simply outgrow some behaviors. Most children will fight or cheat, act shy or talk back at some point. Most outgrow it without special effort on your part.

Responding To Your Child

Although each child and situation is different, there are basic guidelines for dealing with troubling behaviors. First, keep your child and others safe. Stay close to help your child gain control of his behavior or to establish limits.

It may be effective to ignore certain behaviors such as whining or bathroom talk when they first occur. Later, talk it over with your child. "Those words can hurt people's feelings and our family doesn't use them."

Other behaviors may be better handled by redirection. "I know you're angry but I can't let you bang on the TV. You can hit this big pillow all you want." Redirection helps provide a solution for each of you.

Similarly, certain situations are best diffused before they get out of hand. When you see your ten- year-old about to explode because he's been left out and teased, step in to relieve the pressure. Offer an alternate activity to all the children. "Why don't we all play Capture The Flag now?"

Help your child face the consequences of his actions. This may be uncomfortable for your child but it is important to give him clear guidance and the opportunity to set things right. "Kevin, we need to take this candy back to the store and explain to the clerk you didn't pay for it." Make it clear to your child that stealing the candy was unacceptable and he must face the consequences.

Strategies For Coping

There isn't just one 'right way' or magic formula for success.

Remain patient and hang in there when the going gets tough.

Keep your sense of humor.

Don't worry that onlookers think you are a bad parent. Any parent has "been there" at least once.

Support your child, but be firm about your expectations for his behavior. If the situation gets out of hand, remove your child, stay calm and then discuss what happened.

Talk with teachers, counselors, doctors and other parents for support, tips and suggestions.

Give your child a warning and alternatives to negative behavior.

# data[].attributes.attachment_link.authors[].name
National Child Care Information and Referral Center Team

# data[].attributes.attachment_link.description
Sometimes it's difficult to tell the difference between unacceptable behavior and normal development. These tips will help you learn what's what.

# data[].attributes.attachment_link.readable_text
When we talk about health and safety in child care, the discussion is often on reducing or eliminating physical threats to children's well-being (e.g., unsafe playground equipment of the spread of an infectious disease). CCAoA believes that quality child care helps build healthy children, including their healthy social and emotional development. But what about children who have experienced trauma? How can the child care environment help them heal? This is the third of four blogs CCAoA is publishing on social-emotional health.

Trauma among young children is widespread - so widespread that most child care programs serve children who have already experienced a traumatic event or will experience one during early childhood. 1 Many children have been exposed to chronic trauma due to ongoing abuse or neglect, living with a parent with untreated mental illness and/or a substance use issue, witnessing incidents of domestic violence, etc.

T raumatic childhood events overwhelm a child's ability to cope, triggering a stress response. With chronic trauma, the child's stress response system is activated too often, for too long, resulting in toxic stress . It can cause changes in the parts of the child's brain that control learning and behavior. Toxic stress can also negatively affect a child's physical health and social-emotional development.

T rauma-informed care

Providers experience the effects of early childhood trauma through children's challenging behaviors in the classroom. Some common behaviors include excessive crying, regression, withdrawal, physical symptoms (headache, stomachache, etc.) , aggression and other acting-out behaviors. Yet many adults, including providers, do not recognize these as possible reactions to trauma.

One reason is that few providers have been adequately trained to identify and address trauma in the children under their care. In t rauma-informed programs , providers and staff can recognize the signs of traum a, understand its impact on young children and i mplement s trategies t o create a n environment where all children can feel safe and nurtured. If a child exhibits challenging behavior , providers understand a child is stressed, not simply "acting out." Their response is focused not on punishing the child, but rather on helping .

Many young children spend much of their day in child care programs, and providers can play a crucial role in helping them recover from trauma. A recent publication by Child Trends publication includes information about a number of promising trauma-informed approaches that have emerged that could be integrated into existing ECE programs . Among them:

Trauma Smart - an intervention aimed at developing an integrated, trauma-informed culture including young children, families, and ECE staff

Link-Kid - a centralized referral system in Massachusetts that provides free trauma screening, referral and follow-up services to children exposed to trauma

What can CCR&Rs do?

Website/social media/newsletter: Include information about your state's early childhood mental health consultation services on your website and feature mental health consultation services on your social media or in your newsletter. Providers may not be aware of this service or may not understand how a mental health consultant can support them and the children and families they serve.

Professional development : Remember that adults experience trauma and can benefit from a trauma-informed approach, too. Consider how your professional development environment and strategies might affect both child care providers and your staff who have experienced trauma in the past.

Quality : Work with partners in government or nonprofit agencies to create a voluntary recognition program that acknowledges child care programs for going above and beyond to provide trauma-informed care.

Advocacy : Advocate for your state to include trauma-informed practices and /or staff training in their Quality Rating and Improvement System standards. Alaska requires QRIS programs at levels 4 and 5 to participate in trainings specific to trauma and adversity.

# data[].attributes.attachment_link.description
Learn how child care environments can held children who have experienced trauma heal.

# data[].attributes.body
Email: autumn@east.ks.childcareaware.org

Phone: (785)600-3429

# data[].attributes.body
First of all I am so happy to be working with childcare providers! I worked as an assistant director in a small family childcare for 6.5 years; during that time I got my bachelors degree in Elementary Education and after only a few years working in public education I decided to look into other career options. I truly missed being with babies and toddlers so when I was hired as the Regional Community Consultant with Child Care Aware of Eastern Kansas, I couldn't have been happier! It's truly the best of both worlds; I get to coach providers and support them with their business while also getting to interact with children during visits.

I am from Missouri but living in Kansas this last year has been so amazing and I can't imagine living anywhere else with my 3 children, 2 dogs, and amazingly supportive partner.

As far as my interest, I'm sort of a gym rat and I like being active and trying new daring tricks. On the weekends I work at a women's gym in Joplin, MO teaching Aerial Arts (I've been doing this since March 2017). I'm also an avid outdoors woman; being outside is my favorite and chances are you'll find me doing yard work, swimming, fishing, hunting, hiking, or just soaking in the sun while reading a book or playing the kids and dogs.

# data[].attributes.attachment_link.title
Recommended Reads: 40+ Books that Teach Young Children Essential Social-Emotional Skills - Brookes Blog

# data[].attributes.attachment_link.description
Picture books are an excellent tool for teaching and reinforcing the social-emotional skills young children need for social and academic success. Today’s post offers some curated lists of books that help with specific skills, such as empathy, managing anger, and dealing with anxiety. Recommended by…

# data[].attributes.attachment_link.description
This searchable Resource Library has free tip sheets, infographics, parent handouts, articles, and presentations on implementing ASQ Questionnaires, and SEAM.

# data[].attributes.body
I know many of you are able to get ahold of these. this is just one example of how you can utilize them. if you'd like other ideas please get in touch and we'll brainstorm together!