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Molly Wright: How every child can thrive by five

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"What if I was to tell you that a game of peek-a-boo could change the world?" asks seven-year-old Molly Wright, one of the youngest-ever TED speakers. Breaking down the research-backed ways parents and caregivers can support children's healthy brain development, Wright highlights the benefits of play on lifelong learning, behavior and well-being, sharing effective strategies to help all kids thrive by the age of five.

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La crianza como un proceso

¡Criar niños es un trabajo arduo! La buena noticia es que no necesita saber todas las respuestas para ser un buen padre. De hecho, puede resultar útil ver la crianza como un proceso en el que se aprenden nuevas cosas todo el tiempo. Y al igual que cuando se aprende algo nuevo, cuanto más se practica, mejor nos volvemos.

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Talking Is Teaching - Niños Pequennos Tienen Grandes Emociones

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Al hablar, leer y cantar con su niño de manera sensible, amorosa y entusiasta ayuda a desarrollar su cerebro y a desarrollar las habilidades socio-emocionales. ¡Consulte nuestros nuevos recursos con consejos para comprender y manejar el comportamiento de su hijo, y de cómo cuidar de usted en los momentos difíciles!

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Aprende a fomentar el desarrollo cognitivo de tus hijos con la serie 'La fuerza de creer'

El 3 de septiembre podrás disfrutar el primer episodio de 'La fuerza de creer' por Univision, donde aprenderás cómo mejorar el temprano desarrollo cognitivo de tus hijos.

Esta miniserie es protagonizada por María de la Fuente, actriz que vimos en 'La Piloto', quien estará acompañada por Guillermo Quintanilla, Jean Paul Lerox y otros actores que te ayudarán a involucrar a tus hijos en actividades que contribuyan al habla, lectura y canto desde el momento que nacen.

El primer capítulo lo podrás disfrutar a partir del próximo domingo 3 de septiembre a las 7PM/6C por Univision. Además, en Univision.com encontrarás contenido especial de los temas que verás en la serie, como entrevistas con especialistas, detrás de cámaras y mucho más. Y por si fuera poco, podrás recibir consejos y videos enviando desde tu móvil la palabra "VALIOSOS" al 26262.
'La fuerza de creer' es una producción de Univision Communications Inc., en colaboración con Pequeños y Valiosos.
Hablemos de las matemáticas

La serie de videos Hablemos sobre las matemáticas tratan varios temas de las habilidades matemáticas en desarrollo percepción de las figuras geométricas, percepción espacial, enumeración, la suma y resta, medición, y patrones.

Cada uno de los videos y su respectiva hoja informativa describe las competencias matemáticas que los niños de cero a cinco años están desarrollando. Las hojas informativas sugieren actividades divertidas que los padres y los profesionales podrían utilizar para apoyar la adquisición de estas competencias.

Recursos

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El 3 de septiembre podrás disfrutar el primer episodio de 'La fuerza de creer' por Univision, donde aprenderás cómo mejorar el temprano desarrollo cognitivo de tus hijos.

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When you talk, read, and sing with your child in sensitive, loving, and responsive ways, you build their brain and help them develop the social-emotional skills they need to succeed in school and life. Check out our new resources with tips for understanding and managing your child's behavior, and taking care of yourself during the challenging moments, too!

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Talking Is Teaching - Small Children Have Big Feelings

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When you talk, read, & sing with your child in sensitive, loving & responsive ways, you build their brain & help them develop the social-emotional skills they need to succeed in school & life. Check out our new resources with tips for understanding and managing your child's behavior, and taking care of yourself during the challenging moments, too!

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By Too Small to Fail

Empathy - the ability to understand and share the feelings of another person - has its roots in infancy. Children develop empathy through modeled behavior that shows them that other people's feelings are different from theirs. Studies show that the capacity for empathy is an important part of helping kids to grow into altruistic, compassionate members of society - and can contribute to academic success, too! At around 2 years old, children first start recognizing another's feelings and relating them to their own. In the process, they acquire an important set of emotional skills that lay the foundation for empathetic behavior later on.

Research suggests there are great ways to build this amazing power in your children. Here are our tips for fostering empathy with the young children you spend time with:

Read, read, read!

While all types of reading benefit children, research suggests that reading fiction with kids can improve their ability to understand thoughts and feelings from another's perspective. When reading together, try asking your toddler, "How do you think the character feels?" and "How do the other people in the story feel when the character does that?"

Learn how to share.

When children are playing together, either with siblings or friends, ask your child to pick out toys that another child would like. Show your child how to take turns: "It's Maria's turn to play with the teddy, and then it will be your turn."

Identify and name feelings.

Go beyond the basic "happy/sad" and talk with your child about feelings of excitement, frustration, anger, fear and disappointment. Naming different emotions helps children recognize those feelings in themselves and others.

Find opportunities to discuss emotions.

Point out the different expressions of family members, children at the playground, or characters in books and ask your child what she thinks they are feeling. Take it a step further by asking her to make a face while imagining different feelings. Imitating an expression can help kids experience the associated emotion.

Explain the effects of your child's actions.

Ask your child to think about how his actions affect others: "It made Tommy angry when you took his ball away. How would you feel if someone took the ball away from you?"

Talk about your feelings, too.

Express how you are feeling! Saying things like, "It makes me happy when you share your toys" or "I feel good when you help other people" gives them an example for how to express emotions, and lets them know that they happen to grown-ups too. Modeling empathetic behavior will help kids grow into thoughtful, caring, and empathetic adults.

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Six Ways Parents Can Raise Empathetic Children

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By Too Small to Fail Empathy - the ability to understand and share the feelings of another person - has its roots in infancy. Children develop empathy through modeled behavior that shows them that other people's feelings are different from theirs.

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En español tambien

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Backyard Wildlife | Everyday Learning | PBS LearningMedia

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Take a field trip in your own backyard. Who shares that space with you? What do they eat? Where do they live? Backyard Wildlife, an original KET video, introduces children to animals they might find just outside the back door or in a nearby park.

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What is Nature? | Young Explorers | PBS LearningMedia

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Exploring our world is fun! Abby Brown loves to help kids have fun while learning! In this segment, Abby teaches examples and nonexamples of nature. Kids also learn they can help take care of the Earth through conservation and recycling.

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Brain Wonders: Nurturing Healthy Brain Development from Birth

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Learn what you can do in everyday moments to help your baby develop healthy brain connections. From Magic of Everyday Moments - Series 1. A robust body of research has confirmed what parents have always known by instinct: that magic in everyday moments - showing affection, comforting, and playing with children - helps build strong healthy brains.

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000741-Spending Time Outdoors Matters for Infants and Toddlers!-2013

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Can You Sing Your ABC's While Doing Yoga Poses?

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Keeping Kids Physically Active Can Be Simple and Fun

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The Elmo Slide | Sesame Street | PBS LearningMedia

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Elmo has a new dance called the Elmo Slide. Follow Elmo as he teaches a new kind of dance! This music video explores relational concepts through dance and movement.

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¿Puedes cantar tu abecedario mientras haces posturas de yoga?

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Song: Baile | Sesame Street | PBS LearningMedia

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A song about dance! Mambo, merengue, samba, these are just some of the bailes that exist. This resource teaches the Spanish word for dance, and introduces different forms of dance.

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Por medio del movimiento corporal, cuando exploran e interaccionan con su mundo los niños desarrollan la capacidad para pensar y comunicarse. El movimiento corporal también promueve una mayor confianza en sí mismos. Los niños y niñas se sienten competente físicamente y emocionalmente cuando usan su cuerpo para comunicarse y resolver problemas. Y, lo que es más importante, a través del movimiento, sus hijos también desarrollarán un vínculo más estrecho con usted. ¿Cómo? El deseo de estar cerca y comunicarse con usted los motiva a moverse.

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Niños en movimiento: La importancia del movimiento en los primeros tres años de vida

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Por medio del movimiento corporal, cuando exploran e interaccionan con su mundo los niños desarrollan la capacidad para pensar y comunicarse. El movimiento corporal también promueve una mayor confianza en sí mismos. Los niños y niñas se sienten competente físicamente y emocionalmente cuando usan su cuerpo para comunicarse y resolver problemas.

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Music is part of our everyday lives - from singing to the radio to tapping our fingers to a beat on the couch. Playing music, singing, and dancing are all great ways to have fun with your preschooler while helping his brain grow.

1. Beats, rhythms, and melodies are actually considered mathematical concepts. Have your preschooler tap or clap to the rhythm or beat of the music - it helps your child experience rhythmic patterns through sound and touch.

2. Sing and dance to music. Don't worry about your singing and dancing ability - your preschooler just likes that it's coming from you. Let your child watch you move to the rhythm of the music and words of the song. Encourage your preschooler to make his own dance moves! Watch as he starts to try to copy you too - the more you do it, the more he'll try on his own.

3. Music is also an important part of culture and traditions. Introduce your child to family favorites that represent your culture. As long as it has rhythm and language that is appropriate for a preschooler, playing any type of music is a great activity to engage with your child.

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Music: Singing and Dancing | First 5 California

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Music is part of our everyday lives - from singing to the radio to tapping our fingers to a beat on the couch. Playing music, singing, and dancing are all great ways to have fun with your preschooler while helping his brain grow. Beats, rhythms, and melodies are actually considered mathematical concepts.

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Song: Juanes Sings Muevete | Sesame Street | PBS LearningMedia

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Juanes has a Spanish vocabulary song to get you moving! Follow the steps as you learn the Spanish words for hands, head, and feet. This resource teaches Spanish vocabulary through dance and song.

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Article
Quiet, Cozy Celebrations: Curl Up With a Good Book
There's never a bad time to share a book with your little one. But the holidays provide a special opportunity to connect with family members through books that celebrate traditions.

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Article Quiet, Cozy Celebrations: Curl Up With a Good Book There's never a bad time to share a book with your little one. But the holidays provide a special opportunity to connect with family members through books that celebrate traditions.

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Reading to Your Kids Every Day - Spanish | First 5 California

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This video is available in Spanish only. Reading opens a new world. Univision host Gabriela Teissier and First 5 California encourages you to read to your children every day.

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First 5 California: Mi niño es un lector

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Talking, reading, and singing help strengthen a child's brain and contributes to their healthy development. That's why First 5 California partnered with Estrella Media and Don Cheto to create a new Spanish-language audio book to listen to with your family. Click play above and listen to the magic!

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Don Cheto and the Magic Tennis Shoes | First 5 California

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Talking, reading, and singing help strengthen a child's brain and contributes to their healthy development. That's why First 5 California partnered with Estrella Media and Don Cheto to create a new Spanish-language audio book to listen to with your family. Click play above and listen to the magic!

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Don Cheto y Luis Coronel jugando con marionetas en Tengo Talento En Familia

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Baby Sign Language lets babies, as young as six months old, communicate their needs so they don't need to cry. Your baby will learn how to tell you:

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The first three years of a child's life are the most critical for speech and language development. That's because a baby's brain at this stage is best able to absorb language during this critical growth period. In this section, you'll learn why speech and language play such an important role in your child's development.

Speech and language are critical components of literacy. Literacy includes reading, writing, speaking, and listening - and it's the foundation of a child's learning process. Speech refers to the sounds we make that form words, while language refers to how we communicate with others, like talking and writing. The best way to build both of these skills and develop your child's literacy is to talk, read, and sing with your child every day - from day one! Your baby loves listening to the tone and rhythm of your voice.

Looking at pictures in a book and listening to words - whether it's through a story or a song - exposes your child to vocabulary, word use, and picture identification - all of which encourage language development.

By talking, reading, and singing with your young child early and often, you will give him a strong foundation for future learning that will help set him up for success in school - and in life!

Baby sign language is another simple way to you can communicate with your baby - and it can even help your baby "talk" to you before she makes her own sounds for words. Here are some basic signs to get you started:

More: Hold your fingers together in each hand and push your finger tips together

Mama: Open your hand and place your thumb on your chin

Dada: Open your hand and place your thumb on your forehead

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What are speech, language, and literacy? Why are they important? | First 5 California

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The first three years of a child's life are the most critical for speech and language development. That's because a baby's brain at this stage is best able to absorb language during this critical growth period. In this section, you'll learn why speech and language play such an important role in your child's development.

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[Podcast Series Intro Video: Music plays in the background. Video lists each of the podcasts in the series with three pictures that correspond to each topic area. Topic areas include You, Nourishment, Routines, Environments, Following the Baby, Movement, Music and Empathy]

[Slide with photograph of Amanda Perez, Senior Writer/Training Specialist, Early Head Start National Resource Center]

Amanda Perez: "Hi! And welcome to the fifth podcast in the Early Head Start Caring Connections series. My name is Amanda Perez and I am a Senior Writer and Training Specialist with the Early Head Start National Resource Center. We hope that you are enjoying these podcasts and are sharing them with others who might find them useful. Don't forget to take a look at the information sheet that accompanies each podcast. It will direct you to the resources that we refer to . . . and Head Start Program Performance Standards that are relevant to the information covered."

[An infant and caregiver play in a quiet corner, stretched out in front of a mirror.]

Amanda Perez: "In the last podcast, Jan Greenberg talked about the positive messages that you can build into young children's environments. It's amazing how much we can say with the physical environment! We learned that you can tell children: "You're safe. You can feel comfortable here. Give it a try! You can do it!"

[A mother reads with a mobile infant.]

Amanda Perez: "In this podcast, we will talk about one simple - but powerful - practice that echoes those messages, following a child's lead. This practice is helpful with infants and toddlers at all stages and ages, but particularly with mobile infants, between six and eighteen months."

Amanda Perez: "Have you ever played follow the leader? I used to love playing with my older brother. This is a picture of us when we were small. I am really watching him here! I spent so much of my childhood admiring Malcolm, copying everything he did. So when we were older, and played Follow the Leader, following Malcolm felt familiar."

[Slide with pictures of Amanda and Malcolm.]

Amanda Perez:"But leading him was special! When I interested him in something new, I felt powerful, confident and capable. I felt great!"

[A toddler clasps hands with his teacher and friend, and chases a mobile infant in a park.]

Amanda Perez:"You can play a modified version of follow the leader with even the youngest children in the lead. Here's a short clip of a two-month old and his mother. She really observes her baby, and does what he does. As she follows her baby's lead, consider: what messages is she communicating to her baby boy?"

[A mother plays follow the leader with her two-month old, copying his actions.]

Mother: "Hello! Baby: "Grunt."Mother: "Yes! Yes! Can you say ma ma again? Ma Ma."

[Infant forms his mouth into an "O" shape and the mother copies.]

Amanda Perez:"So, what messages did you hear? I heard: "I see you." "You are so interesting!" "Look - you can nod your head and so can I! We are connected and alike!" and "You have great power to affect me!" Wow!"

[Caregiver and young infant waves hands in front of each other.]

Amanda Perez: "Over time, we hope this baby, and all two-month-olds will have lots of interactions and experiences - with their families and others - that are loaded with these important messages. If these messages build up to offer young infants a sense of security and confidence, then, between six and eighteen months, when they are mobile infants, they are ready to explore."

[A mobile infant explores a tunnel.]

Amanda Perez: " Consider now this clip ofa mobile infant exploring a tunnel.We might expect him to come right through, but he is eager to learn all he can. He is learning with his whole body and mind, all his senses. This is true exploration."

[A mobile infant crawls across the floor.]

Amanda Perez:"Like this little guy, young children are wired to explore and learn! This is where the environment meets interactions with nurturing parents and caregivers.

[A mobile infant uses blocks in different ways.]

Amanda Perez: When children are secure that the adults around them will protect them from harm, they are free to follow their curiosity, wherever their minds and bodies take them. Our role is to offer them safe activities, objects and interactions that interest them, and to follow their lead as they explore."

[A baby responds to an infant massage from her caregiver.]

Amanda Perez:"When Magda Gerber, the early childhood thinker and educator, talked about the adult role with infants and toddlers, she used the term "respect." She stressed that even the youngest babies communicate with us, tell us in a variety of ways what they want and need. Caring adults invite their opinions, and listen when they provide them."

[Slide with photograph of Magda Gerber, Founding Director, Resources for Infant Educarers (RIE)]

Amanda Perez:"In the following clip from "Seeing Infants with New Eyes,"Magda offers a snack to a table of infants. More than twenty years after this video was produced, you might not offer infants juice at snack time. Focus here on Magda's interactions with these babies. How does she follow each child's lead?"

[Magda Gerber talks to the mobile infants and wait for responses.]

MAGDA CLIP: from 0:25 - 1:06, begin as the snack begins and cut before the banana.

[A little boy examines a rain stick]

Amanda Perez: Did you notice how Magda carefully observed the children she was feeding, listened for even their most subtle cues, and followed their leads? When we show babies that their choices are important to us, we also teach them self-awareness and self-confidence. This has tremendous importance in learning - and also in self-regulation.

[Slide of the definition of "Self-regulation.]

Amanda Perez: "Developing self-regulation is a major task of the early years. Self-regulation is the ability to manage one's own emotions, behavior, attention and states, including hunger and a sense of fullness. Paula Mydlenski, a Registered Dietician and training specialist, talked about supporting self-regulation through following a child's lead in a webinar called Beyond Bottles and Baby Food. Let's listen in."

[Slide with photograph of Paula Mydlenski, R.D., Training Specialist.]

[Slides from webinar Beyond Bottles and Baby Food.]

Paula Mydlenski: " Here we go back to the dance of nourishment. Who leads that dance? Uh huh, it's not us, it is the child. It's the child's cue that tells us when she wants to eat, how much she wants to eat, and if she wants to eat at all. Some years ago, Dr. Sam Forman, and his group of researchers at Harvard did some wonderful research. He was a pediatrician and a nutrition investigator. They found that left to their own resources infants and young children can self-regulate how much they should eat. Think about it, have you ever tried to give, say, a seven month old baby that extra spoon full of mashed bananas? What happens? Yup, you got it! It comes right back out! That child knows how much he or she wants to eat. Something happens when the child gets to be about three years old or so. They learn the game. They learn that they can please the adult by not listening to that internal cue, by not leading the dance, but giving the lead over to the adult and that's a mistake. When they do that they override the self- regulation of how much they should eat, when they should eat, and they start pleasing the adult. They do take that extra bite, even though they don't want it. They've lost the connection with the feeling of fullness, feeling satisfied, feeling as we call it, satiated. I don't know how many of you have it today, but if you have over-rode that internal mechanism, given up the dance young in life to the adult, now if you are having some issues with your weight, or sometimes eat and can't connect with how full you are and overeat, it might be because years ago you overrode that beautiful self-regulation, that beautiful internal mechanism of your brain that said, 'I'm full.'"

[A caregiver diapers a mobile infant.]

Amanda Perez: "Paula reminds us that from birth, children not only have a drive to learn, but they have a natural ability to regulate not only what they eat, but the sensory information they can control. Caregiver: "Are you ready for a dry diaper, Kimmy? Yeah? You are? Good!" Amanda Perez: When we follow young children's lead, we honor their communication, and support a skill that they can build on in a lifetime of healthy eating, learning, and interactions with the world."

[A mother and home visitor talk together, as they respond to a mobile infant's cues.]

Amanda Perez: "So let's review: When we follow a child's lead, physically, they learn to use their bodies to explore and to trust the messages their bodies are sending them. Cognitively, they learn that learning is fun and interesting, their curiosity is valuable. Emotionally, they learn that their thoughts and feelings are important and worth expressing."

[A toddler dances a celebration, followed by his home visitor and parents]

Amanda Perez:"Consider now your practice. How do you follow a child's lead - or work with parents to follow their children? How do you do it during mealtimes, other routines, and in play, and maybe in dancing? How do you observe and listen for their cues, and then respond?"

[A caregiver gently guides a baby away from sitting on his friend's toy.]

Amanda Perez: "One last point: of course, following a child's lead doesn't always mean saying yes. Sometimes, a toddler will choose to wear shorts on a day when it's snowing, or a child will want to sit on a friend's toy or hit, and we have to say no. Remember your role as an adult in that child's life - you are nurturer, teacher, protector, provider.

[A caregiver plays peek a boo with a toddler.]

Amanda Perez: " And also remember the messages that you want to convey: You are safe. You are interesting and smart. You matter. Following a child's lead is one technique that communicates all those important messages to the children you serve."

[Slide/Banner for EHS NRC and ECLKC]

Amanda Perez: "Thanks so much for joining us! You can look us up at www.ehsnrc.org or on Head Start's Early Childhood Learning and Knowledge Center at eclkc.ohs.acf.hhs.gov for more resources designed to support you in your work. Stay tuned for the next "Caring Connections" Podcast on "Movement" hosted by Laura Annunziata . . . This is Amanda Perez at the Early Head Start National Resource Center wishing you all the best - as you follow AND lead - in your work."

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Let's Talk About Following the Baby | ECLKC

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Podcast Series Intro Video: Music plays in the background. Video lists each of the podcasts in the series with three pictures that correspond to each topic area. Topic areas include You, Nourishment, Routines, Environments, Following the Baby, Movement, Music and Empathy] [Slide with photograph of Amanda Perez, Senior Writer/Training Specialist, Early Head Start National Resource Center] Amanda Perez: "Hi!

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Food Pantry Distribution

Nurturing Parenting Program

Our Parenting Education has gone virtual! If you are enrolled in one of our Virtual Parenting Classes, such as Nurturing Parenting Program (NPP), please click the computer above to be linked to Google Classroom. If you have misplaced your classroom code, please contact our Director at

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Colusa Family Resource Center Office is located at:

131 5th St

Colusa, CA

(530)458-7678

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Come See Us! We assist with the following, and so much more!

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For news and

Upcoming Events

We are offering a new Virtual Program here at CFRC. Please call us @ 530.458.7678! If you have any questions or to register! We would be happy to help!

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Food Pantry Distribution Nurturing Parenting Program Our Parenting Education has gone virtual! If you are enrolled in one of our Virtual Parenting Classes, such as Nurturing Parenting Program (NPP), please click the computer above to be linked to Google Classroom.

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Sutter County and it's surrounding area offer an extensive range of sports & recreation opportunities for all ages.

Use the links below to learn more information on camping, hiking, boating, golfing, fishing, hunting, water skiing, & white water rafting.

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Sutter County Sports and Recreation Portal

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Sutter County and it's surrounding area offer an extensive range of sports & recreation opportunities for all ages. Use the links below to learn more information on camping, hiking, boating, golfing, fishing, hunting, water skiing, & white water rafting.

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The 2021 camping season has begun-welcome back!
Please follow proper social distancing by maintaining 6-feet away from members outside of your family unit, and use facial coverings. See more below.

Sycamore Ran ch
Campground & Day Use Park
Reserve Campsite Now ←
(530) 749-5430 | parks@co.yuba.ca.us
Located at 5390 Hwy 20, Browns Valley, CA, 0.3 miles east of Marysville Rd.
Sycamore Ranch is located westerly of Hammon Grove Park just across Dry Creek. Sycamore Ranch encompasses 90 acres and has the same beauty and history as Hammon Grove Park. Sycamore Ranch also has campsites available for reservation as well as Day Use Gazebo Areas. The park is an excellent site to hold events.

No ATV or OHV permitted.

Camping at Sycamore Ranch During the Pandemic
Please see the social distancing expectations below before booking a site.
COVID-19 information for Yuba-Sutter COVID-19 Information in CA Playground Safety (English) Seguridad en el Parques (Español)

Social Distancing at Sycamore Ranch & Hammon Grove
State and Yuba-Sutter Social distancing guidelines must be strictly adhered to by all staff and campers. This means:

Always maintain a 6-foot distance between all persons outside of your household unit

Wear facial coverings if social distancing cannot be achieved between persons from separate households. Children younger than two years of age shall not wear facial coverings due to the risk of suffocation.

Always keep a facial covering with you in case you enter a situation where one is needed--even if you plan to keep your distance

Frequently wash hands and make use of hand sanitizers

Mandatory self-screening: Stay home if you are sick, have a fever, or have been in contact with someone who has been exposed to the virus

No handshaking

Cover your coughs and sneezes into your elbow and/or face mask

Please keep your camp setup safely separated from other campers to allow for proper social distancing

Guests should also use discretion when making a reservation as to their comfort level of using a campground concurrently with other guests

More details about social distancing Additional Measures & Restrictions at Sycamore Ranch

Group-sites will not be available for reservation as a whole, but they may be reserved individually with appropriate distancing.

Campsites have a limit of 6 guests (existing limit)

Individual tables under the gazebos may be used by individual family units but not larger groups

Restrooms are being cleaned more frequently

Guests should bring soap & hand sanitizer

Gazebos will not be made available for reservations

No events will be permitted

Select sites will remain closed due to their close proximity to other sites

Due to the state and local ongoing response to the COVID-19 pandemic, 2021 reservations for event hosting at Yuba County Parks will be postponed until further notice. We apologize for any inconvenience this may cause. Thank you for your continued support of Yuba County Parks. We look forward to hosting your special event once it is safe again to do so.

Guests should use discretion when making a reservation as to their comfort level of using a campground concurrently with other guests and in close proximity. All reservations are subject to change, no group reservations permitted, & no events are permitted.
Park Map Campground Map Campground Rules Cancellation Policy
To reserve the Day Use area, please contact our office at (530) 749-5430 (currently not available)
For more on Sycamore Ranch visit us on Facebook

Hammon Grove Park

Located at 5560 Hwy 20, Browns Valley CA, 0.8 miles east of Marysville Road.
Hammon Grove Park offers a glimpse into the rich past of Yuba County's gold mining legacy. Encompassing just over 40 acres, Hammon Grove sits where Long Bar-a town long since buried under layers of hydraulic mining debris-once flourished. The land, a remnant of Wendell P. Hammon's vast dredging operation, is littered with tell-tale signs of the quartz mining operation of days past. From extensive water canals that traverse the property leading to the mine tailings brought forth from deep underground, the stories can all but be heard from the subtle evidence that the Yuba River once thrived with prospectors.

To reserve the BBQ Area please contact our main office at (530) 749-5430 (currently not available due to COVID-19)
For more on Hammon Grove visit us on Facebook

A one-mile trail that follows the circumference of the park affords visitors the opportunity to experience the essence of the Yuba County foothills and its natural splendor. With majestic oak trees, California sycamores and towering pines, benches, and tables along the way allow visitors to stop and enjoy the surrounding beauty. Yuba River access is provided at one-half mile from the trailhead and a paved road also allows vehicle access from Highway 20 to the river.

Hammon Grove is also home to an 18-hole disc golf course.
No ATV or OHV permitted.
No group or event reservations at this time.

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sycamore ranch hammon grove yuba county parks yuba parks

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The 2021 camping season has begun-welcome back! Please follow proper social distancing by maintaining 6-feet away from members outside of your family unit, and use facial coverings. See more below. Sycamore Ran ch Campground & Day Use Park Reserve Campsite Now ← (530) 749-5430 | parks@co.yuba.ca.us Located at 5390 Hwy 20, Browns Valley, CA, 0.3 miles east of Marysville Rd.

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Sutter County Children & Families Commission

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has answers!

​​If you have questions or concerns about your child's development, learning, or behavior, it's important to act early. Getting help early is one of the best things you can do to ensure your child reaches their greatest potential.

​

What is Help Me Grow?﻿

Help Me Grow is a national framework used to coordinate services and support for children aged 0-6. Help Me Grow focuses on the ﻿identification of developmental and behavioral concerns and linkage of families to community agencies that can help.

​

Help Me Grow Yuba County can:

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Answer questions about your child's developmental an d behavioral milestones

Work with you to identify your child's individual need s

Assist with accessing community resources

Refer you to local agencies that fit best for your family

​

How do I access Help Me Grow?

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has answers! ​​If you have questions or concerns about your child's development, learning, or behavior, it's important to act early. Getting help early is one of the best things you can do to ensure your child reaches their greatest potential.

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Power of Play - Zero To Three Magic of Everyday Moments

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It's true! Kids learn through playing. Whether it's building with blocks, dancing with friends, or pouring water back and forth between cups, their brains are growing with every moment. Find out more in this How-To video about simple ways playing can be brain boosting.

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How to Fuel Early Learning through Simple Play | First 5 California

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It's true! Kids learn through playing. Whether it's building with blocks, dancing with friends, or pouring water back and forth between cups, their brains are growing with every moment. Find out more in this How-To video about simple ways playing can be brain boosting.

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Cómo potenciar el aprendizaje a temprana edad a través de juegos sencillos

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15-Minute In-Service Suite on Make-Believe Play

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Narrator: Welcome to this presentation of the 15-Minute In-Service Suite on Make-Believe Play. This suite highlights the key components of make-believe play, describes what play looks like for children birth to age 5, and provides practical ways to support make-believe play for all children.

The Framework for Effective Practice, or House Framework, helps us think about how we support children's school readiness. The elements of the framework are the foundation, the pillars, and the roof. When connected to one another, they form a single structure that surrounds the family in the center, because, as we implement each component of the house in partnership with parents and families, we foster children's learning and development.

Make-believe play is an essential part of the foundation since make-believe play is best implemented in a highly engaging environment with nurturing and responsive interactions with young children. Make-believe play is also an essential part of research-based curriculum and the teaching practices that you use every day. This presentation is one in a series of modules designed to help adults support young children as they learn positive behaviors, develop skills in STEAM math and writing, and engage in dramatic play. Let's take a closer look at the importance of make-believe play. Make-believe play is a type of pretend play that involves social interactions between preschoolers.

While infants and toddlers are still developing social skills, their explorations and experiences get them ready for pretend play. Research shows a relationship between make-believe play and self-regulation, oral language, social-emotional skills, creative thinking, and important cognitive skills in math, literacy, and science. We also know that when children have the support they need to play make believe, they develop important academic and social-emotional skills, like teamwork and emergent reading and writing. But before children truly engage in make-believe play, they need to meet certain developmental milestones that lead up to make-believe play.

First, infants learn to use object-oriented sensorimotor actions. In other words, children explore the physical properties of objects with their senses: touch, taste, sound, smell, and sight. Teachers, family child care providers, home visitors, and families are there to support this early exploration. As children grow, they begin object-oriented, or instrumental play. That means they explore the physical properties of objects by dropping or rolling them and learning to use them for their intended purpose. For example, a spoon goes in your mouth, and a shoe goes on your foot. We then start to see the very beginning of make-believe play, called pretend play. This is when toddlers begin to use objects in imaginary situations. They push a block pretending it's a car, or they put a spoon to their teddy bear's mouth to feed him. They are pretending.

Finally, we see make-believe play when pretend play becomes more social and includes a set of rules as children create their imaginary scenario and act out roles. To support infants in the early stages of play, give children a variety of toys: rattles, squeaking toys, or plastic blocks. This helps infants learn that different toys have different purposes, an important first step in makebelieve play. Toddlers like toys that are similar to objects from the real world, such as keys, phones, or shopping carts. These toys help children build the foundation for make-believe play. Education staff can use the cycle for supporting make-believe play in the learning environment to help children learn and grow. This includes choosing a theme that reflects your curriculum and children's interests; building children's background knowledge of the play theme by taking virtual or real field trips and reading books; working with children to brainstorm themes and determine the who, what, and how of the play, like who will work at the clothing store and what will they do; and finding props children will need to act out their pretend scenario, like cooking items, clothing, pictures, and menus.

Once you follow this cycle, you are well on your way to supporting high-level, make-believe play in your program. Education staff can help families create engaging, make-believe play experiences at home by brainstorming play ideas and finding materials around the house to support pretend play. It's also important to include children's cultures and home languages. You might use dress-up clothes and cooking utensils from the children's homes. Also, watch for ways children's make-believe play tells you about important cultural behaviors, such as how children eat meals or how family members interact with each other.

Regardless of your age, it's fun to play make believe. When adults play with children, it creates rich learning experiences. We hope you have new ideas to support children's make-believe play. For more information and more ideas, see the complete 15-Minute Suite on Make-Believe Play, and take a look at our tips and tools and helpful resources.

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Narrator: Welcome to this presentation of the 15-Minute In-Service Suite on Make-Believe Play. This suite highlights the key components of make-believe play, describes what play looks like for children birth to age 5, and provides practical ways to support make-believe play for all children.

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Exploring the Different Definitions of PLAY

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Explore the different definitions of play and why it is so important in this edition of News You Can Use. This is useful information for home visitors, program staff, caregivers, and others serving infants and toddlers through Early Head Start and Migrant and Seasonal Head Start. Play benefits every aspect of child development as infants and toddlers explore their world and their bodies, while also learning about and mastering relationships and social skills.

Introduction
What is Play?
Why is Play so Important?
Learning About the World Through Play
Learning About Our Bodies Through Play
Words You Can Use
References

See PDF Version: News You Can Use: Play

Introduction

Did you know that in every culture, all over the world, children play? The United Nations even considers play to be the right of every child. The American Academy of Pediatrics (AAP) published a report about how important play is and lists some of the benefits of play:

Play supports healthy brain development

Play is one way infants and toddlers engage in and interact with their environment

Play allows children to safely explore their fears and practice adult roles

Play is a way that children build relationships with their peers and caregivers

Play is a pretty important part of life. We have a biological drive to play, very much like our biological need to sleep. Satisfying the need to play can be very fulfilling. Play can bring deep joy for both children and adults.

In this News You Can Use, we will explore these topics about play:

What is play?

Why is play so important?

What is Play?

When you think of play, what comes to mind? For adults, it might be organized sports or a hobby. For older children, it can be a world of make believe. For toddlers and infants, it can be delighted rolling back and forth on the floor, banging objects together, pouring water, or just running around in circles.

Play is different for everyone. For example, to some, a room full of infants and toddlers is a really playful place, whereas for others, it can be pretty scary!

Play, put very simply, is an activity that is fun and engaging for the player. Play is freely chosen by the player, although play opportunities may be provided by others.
Play and Exploration
Exploration is where play begins. When infants and toddlers explore new objects they will often try to discover what each object is and what it does. For example, young infants might explore a rattle by mouthing, shaking, banging, pulling, and throwing it. Toddlers have more experience with exploring new objects. Toddlers, given an empty but closed container, might try to open, shake, turn over, look at the object, or even ask a caregiver for help.

Generally, exploration happens before play. Exploration is how we come to know an object. Once we have some understanding, then we can play with the object. Once the infant understands that shaking the rattle makes a noise, he can shake for the pure delight of shaking! The toddler who has discovered how to open and close the container can move on to playing with it by putting smaller toys inside the container and closing it up.

Often while children play, they discover something new about the object they are playing with. Maybe while shaking the rattle, the baby accidentally hits a mobile hanging over her head. Perhaps the toddler just discovered that while some toys fit into the container there are many that do not. When toddlers play, it brings them to a deeper understanding of the objects and to a place where there is more to learn.
Theories About Learning Through Play
Another very important aspect of play, especially for infants and toddlers, is that play is a way they learn about and make sense of their world. Through play children can:

Manipulate and understand the physical properties of objects

Use and hear new language

Build their relationships with caregivers and peers

Use their bodies in new ways

The idea of learning through play can make more sense by understanding some of the theories about how people learn. Theories are ideas about how things work, and there are many theories about learning. The following are theories put forth by two famous people in the world of child development. In fact, you've probably heard of them before. Don't forget your own expertise, ideas, and experience. You probably have some of your own ideas about learning through play from spending time with infants and toddlers.

Jean Piaget (1896-1980) studied how people learn. He was very interested in how children use play to learn about their world. Piaget believed that children learn through actively engaging in their environment. He believed that through play, children are practicing new skills and ideas until they really understand them, or as he put it, "constructing knowledge." Piaget believed that play is the most important way children learn.

Lev Vygotsky (1896-1934) also believed that children learn through play. While Piaget focused mainly on how children manipulate objects, Vygotsky felt that the adults who supported play were just as important. Vygotsky thought that while young children could learn some things by themselves, they would learn much more if helped by an adult. The difference between what a child can do alone and what a child can do with help is called the "zone of proximal development." When adults help children through this zone of what they can almost do, but not quite, it is called "scaffolding." For example, think of a baby who can almost roll over, but gets stuck because his arm is in the way. An adult can scaffold, or help with their rolling over, by tucking in his arm.

Your Own Cultural Lens for Looking at Play
Play is a part of every young child's life. How we play is different depending on our home life and culture. Some cultures provide lots of free time for play; whereas in other cultures, children spend less time playing. In some cultures, children's play is more cooperative; in others it is more competitive. Some families believe that play objects should be educational or store bought; other families might prefer or only be able to afford homemade toys. Just as children learn to speak the language they hear around them, the people and objects in their lives will provide structure for their play. Play is one way children learn and practice the values that are important to their families, how to interact with one another, and how to use the objects and language of their communities.

Take a moment to think about some of the messages you heard about play from your family growing up. How was play valued in your family? Did your parents, grandparents, siblings, or other family members spend time playing with you? Did you have lots of "educational" toys or store-bought items? Did you have many hours of unsupervised play or were you mostly involved in activities?

Why is Play so Important?

Play benefits every aspect of child development. The act of play comes so naturally it seems to be little more than a simple, joyful experience. Many child development experts believe that play is how infants and toddlers learn about their world. Play provides children with opportunities to learn about and master relationships, language, math, science, problem solving, and their bodies. Let's look more deeply at all the ways play contributes to development.
Building Relationships Through Play
One of the most important things that young children learn through play is how to form and maintain relationships with others.
Play Builds Caregiver Relationships Three-month-old Cayden lies in the lap of his in-home family caregiver, Julisa. Cayden stares at her and then coos. Julisa watches Cayden and repeats the sound he makes. Cayden smiles and wiggles as Julisa smiles back. Both Cayden and Julisa clearly enjoy their play together.
Even very young babies enjoy play. They make eye contact and sounds to their parents and caregivers. When the adult responds back to them, they might wiggle or coo. These back and forth interactions are the first steps toward forming a relationship, and are the "play" of very young infants.

Play is an important part of the relationship between babies and caregivers. Babies who have nurturing relationships in their lives have better play skills. These close relationships support infant's and toddler's play.
Play Builds Peer Relationships Twelve-month-old Isaiah is standing at the door clapping his hands. He shouts "Hi" down the hallway. His caregiver, Elisa, comes to see who he is talking to. She realizes that 15-month-old Heidi is arriving with her mom. While Elisa greets them both, Heidi and Isaiah smile at each other and say, "Hi." Isaiah toddles off to get a ball and turns to see if Heidi is following him. She is! He gets the ball and says to her, "Ball," and hands it to her. Heidi takes the ball, and they begin to play by passing it back and forth.
Isaiah and Heidi might seem pretty young to be playing together. When babies have many opportunities to play together they begin to form early friendships. Have you ever noticed how even very young infants are interested in other babies? Maybe you've seen babies roll toward each other until they are close enough to touch. You may have noticed that some babies even seem to form friendships with each other. They might seek each other out every day, or you might notice they are pleased to spend time together. Each play episode adds a little bit more to the friendship, building up over time until children play easily together.
Play Builds Social Skills Thirteen-month-old Alliah takes her baby doll and brings it over to the chair where she and her friends eat. Alliah puts the baby in the chair and asks her caregiver for a spoon and bowl by pointing to the objects she wants. Alliah takes the spoon and scoops into the bowl and pretends to feed her baby. As she brings the spoon to the doll's mouth she says, "Mmmm." Tasia and Jo Jo are 2-year-olds who love the toy vacuum cleaner in their child care provider's home. If one of them has it, the other wants it. Jo Jo found it first today, and Tasia came over and tried to grab it from him. Their caregiver walked over to the struggling toddlers and said, "Tasia you really want the vacuum cleaner, but Jo Jo is playing with it right now. Can you ask him if you can have a turn when he is done?" Tasia and Jo Jo have been through this before. Tasia turns to Jo Jo and says, "Turn?" Jo Jo nods yes and continues to play for a moment, then brings the vacuum over to Tasia with a grin and says, "Here you go!"
Think about something you are really good at. Maybe it's changing a diaper on a wiggling baby. This is a skill that probably took some practice before you were such an expert. Play is a way children "practice" doing what they see the adults around them do. Older toddlers are likely to be found in the dramatic play area imitating the roles and routines they see around them every day.

It is not unusual to see a child feeding a baby doll and practicing other types of caregiving. Even younger babies might be seen chatting on a toy phone or gently holding a doll. Caregivers and parents can support this sort of play by providing props like dolls, dishes, and phones.

While it is always preferable to have multiples of a popular toy, sometimes it doesn't work out. Sometimes a toy that sat on the shelf for months without being noticed is suddenly a hot item! When two children both want the same toy, consider it one of the many opportunities presented through play for learning new social skills such as waiting and being patient. It is not developmentally appropriate to expect infants and toddlers to share a single toy. However, as they get older, they can understand the concept of taking turns. When toddlers are taking turns it can help for an adult to point out how patient they are while they wait for their toy. In the mean time, adults might offer the toddlers another play opportunity while waiting for their turn.

A sensitive adult can help children play successfully with each other. A child who has a difficult time playing with peers might play better with a little bit of help. The adult can also help toddlers' continue to play together. Much like the Tasia and Jo Jo's story earlier, it is not unusual for infants or toddlers to want a toy someone already has. When someone else is playing with a toy, it's like a commercial that just makes that toy look like so much fun!

Sometimes kids can work these differences out without help. It can be very interesting to watch the negotiation! However, if it looks like children might start hurting each other, then an adult will need to step in and encourage children to find ways to solve the conflict. Very young children may need suggestions from an adult to come up with possible solutions to work out their negotiations. A caregiver may suggest children can trade toys, do something else until their friend is done with the toy, or ask the child for the toy when she is done.

Learning About the World Through Play

Play is an important way that infants and toddlers interact with the people and objects around them. Through these interactions they learn about their world.
Understanding Concepts Through Mastery Play At drop-off, 9-month-old Hannah cries as her mother hands her over to her caregiver, Jenna. Hannah has spent the past six months with Jenna and knows her well. Jenna explains to Hannah's mother that at nine months, Hannah is just starting to understand that her mother is still "out there somewhere," even when she cannot see her. This makes Hannah sad that she can't be with her mother all of the time. After Hannah is calm, Jenna plays peek-a-boo with her. Jenna chooses this game because it helps Hannah begin to understand that while a person may "disappear," he or she will come back. Hannah delights in the disappearance and reappearance of her beloved teacher.
Mastery play is when play is used to practice (or master) skills and ideas. An example of that is in the previous vignette. At about 8 to 10 months, babies may begin to show signs of separation anxiety. A baby who may have been very happy going to child care might suddenly have a hard time saying good-bye to her family. This is because the baby has begun to master the concept of object permanence-a person or object continues to exist even when it can no longer be seen. Not surprisingly, babies at this age seem to enjoy the game of peek- a-boo, which gives them a chance to practice and test out this new idea. Playing also gives children a sense of control, which can be comforting. In the previous vignette, Hannah cannot stop her mother from leaving, but she can hide herself under a blanket and reappear whenever she likes.

Another important concept babies develop through play is cause and effect, or learning that an action can cause something to happen. Some of the first cause-and-effect experiences are when babies cry and someone comes to comfort them. Babies are learning that crying brings adults to care for their needs. Another way babies learn about cause and effect is by playing with objects; for example, if you push a ball it will roll away from you. If you shake a maraca, it makes a sound. Play is a way that infants and toddlers learn about complicated ideas through simple and repeated experiences.
Play and Problem Solving Three-month-old Diego lies on his back and mouths a rattle. He loses his grip on the rattle and it falls on his chest. Now he must find the rattle in order to keep playing with it. Thirteen-month-old Samora understands a lot about blocks. She's spent a great deal of time knocking down towers built by her mom and home visitor, but now she is trying to build one of her own. She has two stacked and is placing a third block on the pile. Before she even lets the block go, the tower falls down! Two-year-old Micah is running outside with his friends to play. Both he and Jayla run to the same bike. The two each try to climb onto the bike at the same time.
These children are all at the threshold of learning. What an exciting place for them to be! Will Diego find his rattle? Will Samora build her block tower? Who will get the bike, Jayla or Micah? These exciting episodes of discovery are happening every day in your group and during socializations. Children are using the skills they have in play, and their curiosity and interest push them to a point where they are going to have to learn something new in order to continue their play.

It might seem very difficult to watch Diego struggle with his rattle. He might seem frustrated and confused about what to do next. Observe him for a moment; let the frustration lead him toward a solution. The moment where his hand brushes the rattle on his chest is a thrilling moment of discovery for him! Of course, if a baby gets stuck or might get hurt, an adult should keep them safe. When you give babies a chance to solve the problems they create through play, it helps them learn new skills.
Play and Language During a home visit 3-month-old Dejah is making gurgles and coos to her mother. Her mother, Donna, waits for a quiet moment and then copies the sounds Dejah makes. The two have a playful conversation back and forth while their home visitor smiles nearby. Mayanna sits on the floor with the babies. Ten-month-old Nita crawls into her lap. Nita grabs Mayanna's hands and begins to clap them. Mayanna says, "You want to play patty cake!" as they clap and sing together. Mayanna ends the chant with the phrase,"Put it in the oven for Nita and me!" Twenty-eight-month-old Christian's favorite part of coming to socializations is the dramatic play area. He goes over and puts on his favorite hat and grabs a briefcase. He walks back over to his mom and says, "I go." His mother, Christina, says, "You are going somewhere. Where are you going?" Christian says, "Work." Christina responds, "You are going to work. What will you do there?" Their conversation continues with Christian giving small answers to her questions and his mother listening and responding to him.
As children grow and learn, their ability to understand and use language in play is growing as well. Even at the earliest stages of language development babies enjoy playing with sounds and hearing others make playful sounds too. Infants and toddlers love to hear songs especially when their names are used.

Play activities that involve adults are opportunities to use language with infants and toddlers. When playing with young babies, try repeating the sounds they are making. Babies can then make a sound with their voice and hear the same sound in your voice. They are likely to enjoy this game for many turns, and why not? This is an early form of conversation.

When infants' and toddlers' lives are full of songs and playful language they are likely to learn more words and have a better understanding of how to use them. It is important that adults who join in pretend play with children ask meaningful questions the child can answer in lots of different ways. Notice how Christian's mother turned his one-word answers into sentences and then asked him where he was going. She was asking open-ended questions. Open-ended questions don't have a specific answer and the child can say whatever she likes and be "right." Some examples of open-ended questions are as follows: "Where is your car going?" or "What do you think happens next?" Open-ended questions encourage children to think and give them the opportunity to express their own ideas.

Learning About Our Bodies Through Play

As babies grow toddlers they are gaining so many skills that help them move their bodies around. Play is a fun way to learn about what your body can do and to be motivated to try new things.
Play and Movement During one of their first few home visits Kayla talks to her home visitor, Diane, about her 8-month-old son Nate. She is concerned because Nate does not sit up well or crawl at all. Diane has noticed this as well and has been hoping for an opportunity to talk to Kayla about it. Diane notices that Kayla keeps Nate in his carseat for socializations. When Diane has gone on home visits Nate is often in a swing or an exersaucer. Diane begins gently by suggesting to Kayla that she give Nate more play time on the floor, at least half an hour a day to start. She shares that he might need more practice with using the muscles he will need in order to sit up or crawl.
In the first three years of life, infants and toddlers go from having little control over their bodies to becoming running, jumping, climbing, pushing, pulling, digging, active little people. That is a huge accomplishment! Babies are very motivated to learn how to use their bodies, and do so through active, physical play.

The National Association for Sports and Physical Education (NASPE) recommends that infants and toddlers have at least 30 minutes a day of physically active play. NASPE points out that although infants and toddlers are ready to be active, they need the support of the adults in their lives. That means limiting the amount of time babies spend contained in carseats, swings, or bouncy chairs. Make sure that even very young infants have supervised tummy time and opportunities for free movement. Tummy time can be more appealing if it is playful and there is an adult on the floor nearby.
Rough and Tumble Play Hattie's dad José is the star of the socialization! He began by picking up Hattie and lifting her into the air saying, "You're flying!" Soon other children were begging for a turn to "fly" too. Jose turned some of the older children upside down much to their giggling delight. Many of the children at the socialization really enjoyed and even seemed to crave this sort of exciting play. Toddlers Kenny and Molly are outside playing a game of chase that ends in catch and wrestle. Their squeals of laughter can be heard throughout the playground! Their caregiver Lisa is keeping a close eye on what they are doing, but she is not stopping their play.
The type of play called rough and tumble play involves giggling, chasing, wrestling, running, and flying. Teachers or home visitors might have different reactions to this sort of play. Caregivers might wonder if they can keep all of the children safe when there is such active play or wrestling going on. Rough and tumble play does need to be supervised to make sure children are enjoying it. As long as everyone is still smiling and having fun, there is little need for an adult to step in.

Another benefit of rough and tumble play is that it can appeal to children who aren't as good at joining groups in play. Energetic play can be easier to join than a group already involved in the dramatic play area or building in the block area. Adults can help children keep this play in safe areas such as on a mat or outside, and make sure that everyone who is playing is having fun.

Now that you know more about play, it is time to use what you have learned! As you observe infants and toddlers at play, think what they are learning about the people in their lives and the world around them. How might you build on and expand their learning and exploration? You can share with parents and colleagues all that you have learned about how play supports the healthy development of infants and toddlers. Most important, find some time to play yourself. Playing helps all of us feel better, learn new things, and stay curious about the world around us.

Words You Can Use

Cause and effect: Understanding an action can cause something to happen. When a baby pushes a ball and it rolls away, he is learning that his action caused the ball to roll.

Mastery play: Play that is an opportunity to practice skills and ideas. When toddlers pour water into containers they are practicing, or learning to master, their pouring skills.

Object permanence: Knowing that an object, or a person, exists even when he or she is out of sight. Understanding object permanence begins around 8-10 months and may be accompanied by separation anxiety.

Open-ended materials: Toys that can be used in many different ways, toys that encourage imagination such as blocks, pieces of fabric, water, and sand.

Rough and tumble play: Play that involves contact between children sometimes in the form of chasing and wrestling.

Scaffolding: When adults support a child in learning a new skill. When a baby is learning to walk, adults often help them (scaffolding) by holding her hand before she is able to walk by herself.

Separation anxiety: When a baby has a difficult time leaving, or separating from, his family or caregiver. These fears can begin around 8 months and intensify between 10 and 18 months.

Symbol: A symbol is a word or an object that stands for something that is real such as when a toddler uses a block as a phone.

Zone of proximal development: The difference between what a child can do alone and what a child can do with adult help. For example, a child who cannot walk yet will first be able to walk with the help of an adult.

References

Brown, Stuart, and Christopher Vaughan. 2009. Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: The Penguin Group.

Elkind, David. 2007. The power of play: How spontaneous, imaginative activities lead to happier, healthier children. Cambridge, MA: Da Capo Press.

Gerber, Magda, and Allison Johnson. 1998. Your self-confident baby: How to encourage your child's natural abilities-from the very start. New York: John Wiley & Sons.

Ginsburg, Kenneth R. 2007. The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics 119(1): 182-91.

Hughes, Fergus P. 2010. Children, play, and development. Thousand Oaks, CA: Sage Publications.

Lieberman, Alicia F. 1993. The emotional life of the toddler. New York: The Free Press.

National Association for Sports and Physical Education. 2002. "Active Start: A Statement of Physical Activity Guidelines for Children Birth to Five Years," American Alliance for Health Physical Education Recreation and Dance.

Office of the United Nations High Commissioner for Human Rights. 1990. Conventions of the Rights of the Child.

Shonkoff, Jack P., & Deborah A. Phillips, eds. 2000. From neurons to neighborhood: The science of early childhood development. Washington, DC: National Academy Press.

Zigler, Edward F., Dorothy G. Singer, Sandra Bishop-Josef, ed. 2004. Children's play: The roots of reading. Washington, DC: ZERO TO THREE Press.

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Explore the different definitions of play and why it is so important in this edition of News You Can Use. This is useful information for home visitors, program staff, caregivers, and others serving infants and toddlers through Early Head Start and Migrant and Seasonal Head Start.

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First 5 Colusa is a proud sponsor of the North State Fatherhood Conference! Last Saturday, First 5 Colusa sponsored a mask making workshop at the conference, which was hosted by Glenn County. Here's some pictures of our Colusa County families that attended! #NorthStateFatherhoodConference #NorthStateFatherhoodTaskForce

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First 5 Colusa Children & Families Commission

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First 5 Colusa is a proud sponsor of the North State Fatherhood Conference! Last Saturday, First 5 Colusa sponsored a mask making workshop at the conference, which was hosted by Glenn County. Here's some pictures of our Colusa County families that attended! #NorthStateFatherhoodConference #NorthStateFatherhoodTaskForce

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To help the growing number of families tackling heightened community stress, Care, Cope, Connect resource, created by Sesame Street in Communities in collaboration with the First 5 Association of California, helps parents cope with stress and provide safety and security for their children. Care, Cope, Connect offers:

Tips for parents on caring for themselves and their children during tough times

Ways for families to cope with difficult times together

Guidelines on talking with kids and helping everyone stay connected to their families and communities.

The guide includes both parent articles and kids' activity pages to help everyone navigate the difficult conversations around community stress, trauma, and separation from loved ones. While all families benefit from having these conversations, those experiencing severe anxiety or the threat of separation may find this resource particularly helpful.

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Sutter County Children & Families Commission

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To help the growing number of families tackling heightened community stress, Care, Cope, Connect resource, created by Sesame Street in Communities in collaboration with the First 5 Association of California, helps parents cope with stress and provide safety and security for their children.

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Child Development Behavioral Consultation Program

Yuba County Office of Educations's Child Development Behavioral Consultation Program (CDBCP) offers families who are concerned about their child's behavior, social skills or development the opportunity to chat and empower themselves with free professional advice. The CDBCP can further provide free intensive intervention for issues that may need more attention. The CDBCP supports not only families but child care providers, care givers and program providers with brief intervention and support, in addition to community behavioral workshops, and behavioral education for successful teen parenting. If you have questions about your child's behavior, act early there are sometime simple activities that can help your child grow healthy. Call 530-749-4991 for more information.​

Family Soup

Family Soup provides support services to families with young children with disabilities. The process it takes to access services for your child can prove to be difficult for most families. Family Soup can help you to bridge the communication gap by providing valuable resource and referral information, counseling, specialized training, workshops, support groups and referral services. Families are better equipped to navigate the special needs programs and support systems. Additionally, Family Soup provides sandtray therapy sessions for children 3-5 years old with special needs or disabilities. Call 530-751-1925 for more information.

Happy Tooth Mobile Clinic

The Happy Tooth Mobile Clinic serves the dental needs of children in the Marysville Unified School District. Full Service dentistry including: exams, x-rays, oral health assessments, cleanings, sealants, fillings, extractions, varnish, pulpotomies, crowns and carries assessment. Call 530-788-3578 for more information or click here to view the current schedule

Help Me Grow

​Help Me Grow is a national framework that establishes a universal early surveillance, screening and detection system for all young children in Yuba County. The four major components are a centralized telephone access point, health care provider outreach, community outreach and data collection. Anyone can call Help Me Grow: parents, grandparents, child care providers, and community service organizations. A Help Me Grow Care Coordinator can answer questions and assist with accessing valuable community resources that help with the growth and development of young children. The coordinator will work with the caller to identify a child's needs and refer them to a local agency. Services are tailored to each family and may include enrollment into a developmental screening program, coordination of community agency referrals, family navigation and more. For more information call 1-800-794-4067 or visit yubakids.org.

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Yuba County Office of Educations's Child Development Behavioral Consultation Program (CDBCP) offers families who are concerned about their child's behavior, social skills or development the opportunity to chat and empower themselves with free professional advice. The CDBCP can further provide free intensive intervention for issues that may need more attention.

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Please provide us with feedback about the resources provided in the PLAY column of the Padlet.

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The main branch of the Colusa County Free Library is seeking photo submissions to help determine the color palette for the "Colors of Colusa County Mary Winters Memorial Mural" set to be painted by local artists Sierra Reading and Ross Roadruck this summer!

Each beam beside our Library door will be painted a color that is representative of the palette of Colusa County - and we need your help in identifying the represented colors! Between April 15 th and May 7th Colusa County residents are encouraged to submit their own original high resolution .jpeg photos of their favorite areas of the county. The colors depicted throughout these photos will be selected for the palette used in creating the upcoming mural, with each color representing a different area of the county. We are looking for images from across the entire county - from Stonyford to Grimes; Princeton to Arbuckle; and everywhere in between. Colusa County is vibrant and diverse in its beauty, and the color options are limitless.

The submissions can be of iconic imagery, such as the almond blossoms of Arbuckle, the feathers of a mallard in Colusa, the Princeton Ferry crossing the Sacramento River, or the beautiful wildflowers of Bear Valley. They can also feature more personal images of favorite buildings, craggy creeks, anything that make you feel at home here. Get creative! There are only three requirements:

1. The images must be taken in Colusa County;

2. The images must be submitted in high resolution .jpeg format; and,

3. The images should represent what you love most about where we live, work and play.

Photo submissions will be accepted April 15 th through May 7 th, and should be sent via email to County Librarian Stacey Costello at scostello@countyofcolusa.com.
Images must be submitted by individuals 18 years of age or older, or by parent or legal guardian; the images may be reproduced, modified, edited, or shared by the library to fit the scope of the library mural and associated projects.
By submitting an image, you agree that you release and hold harmless the County and its officers, employees, agents and assigns from any and all claims resulting therefrom, and shall not seek any compensation for any use of the image(s). This release shall continue indefinitely and is binding on the submitter, his/her heirs, legal representatives and assigns. You can now visit our seven library locations with limited occupancy. The public will be able to visit and browse any of the locations for up to one hour.
LIBRARY SERVICE

Since mid-March 2020, the Colusa County Free Library has been working diligently to provide continued services to the community despite the physical closure of our libraries as a result of the COVID-19 (Coronavirus) pandemic. We have been thankful for your support and understanding as we have navigated unchartered territory, learned new skills, offered new digital lending platforms, and implemented digital programming for the first time. Simultaneously, we have been planning for both the library would open its doors, and to open safely. The well being of our community has been the top consideration in every decision we have made. We appreciate your patience and understanding during this time.

Face coverings are required at all times for anyone two years or older

We are practicing social distancing - observe all signage and markers

Libraries will have limited occupancy and seating to ensure proper social distancing

Library visits are limited to one hour per patron

Hand-sanitizing stations are provided for use prior to entry, and frequent hand-washing is encouraged

Staff conduct daily health checks

High-touch surfaces will be disinfected regularly

Patrons can continue to use curbside service at all locations, and computers are still limited to school and personal or professional needs, no gaming.

Staying home if you're experiencing symptoms of any illness

Wearing a face covering that covers your nose and mouth, which is required for all patrons two years or older

Washing or sanitizing your hands frequently

Maintaining at least six feet of distance from staff and other patrons

Respecting social distancing guidelines and limiting your visit to one hour

Following the instructions of the library and security staff

Are face coverings required?
Yes. All patrons and staff are asked to wear CDC recommended masks, at all times. If you cannot wear a face-covering during your visit, you are welcome to use our curbside service.

What safety measures are in place at the library?
Public health and safety are our priorities. Please be advised that a few things have changed to help reduce contact and slow the spread of COVID-19. We have implemented the following safety measures:

Curbside pickup and returns

Computer use and printing

Photocopying and faxing

Please keep yourself and others safe by:

Virtual Story Times in English and Spanish

Fun challenges and simple at-home projects for kids on the library Facebook page

Databases, eMaterials, and online assistance can be found in our eLibrary

Are there limits on the number of people allowed into the building?
Yes. Our occupancy is limited to ensure that all can maintain social distancing following public health orders. Thank you for your patience.

How do I return items?
Patrons can return library materials during our hours of operation in designated bins. Book drops are also available. Returned items will be placed in quarantine for 24 hours and will not be checked in immediately. Items may take up to a week to be removed from your account.

Can I drop off donated materials?
The library is not accepting donations at this time.

What services are available?
The following in-person services are available:

The following virtual services are available:

What in-person programming is available?
Each week, we offer many grab and go programs, such as Raising a Reader, STEAM and Sensory kits and Crafternoon supplies. In-person programming is not yet available at the library.

What if I don't feel comfortable coming into the library?
Please feel free to continue using curbside pickup and return service and join us for our virtual programs.

We anticipate many changes to our policies and procedures in the upcoming days, weeks, and months. Directives are changing daily, and we are doing our best to provide the best service possible to all of Colusa County. In the meantime, we encourage you to use our digital library resources, which will continue to be available at any time to all library patrons. On our eLibrary page, you will find links to several databases that offer eBooks, eAudiobooks, digital magazines, journals and access to the New York Times newspaper.

Monday: Closed for appointment based access for high-risk patrons

Tuesday 10:00-6:00

Wednesday 10:00-5:00

Thursday 10:00-6:00

Friday 10:00-5:00

Saturday 10:00-2:00

Branch hours and contact information

Monday 1:00-6:00

Tuesday 10:00-3:00

Wednesday 1:00-6:00

Main branch Colusa, 458-7671

Arbuckle, 476-2526

Grimes, 437-2428

Monday 8:30-1:00

Tuesday 8:30-1:00

Wednesday 8:30-1:00

Maxwell, 438-2250

Princeton, 439-2235

Tuesday noon-6:00

Wednesday 1:00-6:00

Thursday noon-6:00

Stonyford, 963-3722
Colusa County Department of Public Health
California Department of Public Health
State of California Guidelines
Williams, 473-5955

For questions related to the County's response to Covid-19, please visit:

The California State Library is pleased to offer the New York Times online to California public libraries! This offer features direct access to nytimes.com from 1851 to right now, including:

The State Library is supporting this resource for California public libraries for at least the next 18 months. You can sign up using the link above and a current email address. Registration is required, but is very simple. Enjoy!

Colusa County Free Library's Career Online High School ( COHS) offers adults the opportunity to earn an accredited high school diploma and career certificate online.

The Library's pilot program provides a limited number of free enrollments to qualified adult learners who are looking to advance their careers, prepare for workforce entry or continue their education. Career Online High School through the Colusa County Free Library is open to all eligible County residents.

Applicants who successfully complete an online self-assessment and prerequisite course, followed by an in-person interview, will be considered for enrollment.

Once enrolled, COHS pairs each student with an online academic coach, who provides the student with an individual career path, offers ongoing guidance, evaluates performance and connects the student with the resources needed to master the courses. Students will be given up to 18 months to complete the program.

If you are interested in the program, please contact County Librarian, Stacey Zwald Costello at 530/458-0372.

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The main branch of the Colusa County Free Library is seeking photo submissions to help determine the color palette for the "Colors of Colusa County Mary Winters Memorial Mural" set to be painted by local artists Sierra Reading and Ross Roadruck this summer!

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Reading is a pathway to a brighter future for both your child and our community. Spending time with your child and an open book is a wise investment. It helps them dream big, nurturing the seeds of growing talents. And you'll spend quality time you'll never forget.

Dolly Parton's Imagination Library sends enrolled children a FREE BOOK every month until their fifth birthday. The library is a 60 volume set of books beginning with the children's classic The Little Engine that Could. Each month a new, carefully selected book will be mailed in the child's name, directly to their home.

This program is provided in partnership with Friends of the Sutter County Library.
Click here to download the Imagination Library registration form. Click here to download the Imagination Library registration form in Spanish.

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Sutter County Children & Families Commission

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Reading is a pathway to a brighter future for both your child and our community. Spending time with your child and an open book is a wise investment. It helps them dream big, nurturing the seeds of growing talents. And you'll spend quality time you'll never forget.

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First 5 Yuba County Children & Families Commission

Local Champion: First 5 Yuba County Children & Families Commission

Total children covered by this affiliate:

Total enrolled children in CA:

Regional Director

First 5 Yuba County Children & Families Commission
1114 YUBA ST, RM 201
MARYSVILLE CA 95901

1114 YUBA ST, RM 201
MARYSVILLE CA 95901

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US :: Dolly Parton's Imagination Library :: Allegany County

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First 5 Yuba County Children & Families Commission Local Champion: First 5 Yuba County Children & Families Commission Total children covered by this affiliate: Total enrolled children in CA: Regional Director First 5 Yuba County Children & Families Commission 1114 YUBA ST, RM 201 MARYSVILLE CA 95901 1114 YUBA ST, RM 201 MARYSVILLE CA 95901

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PLEASE COMPLETE THIS SURVEY!

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童年創傷如何影響一生健康

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童年創傷不是一件長大就能解決的事。兒科醫生娜汀‧哈里斯 (Nadine Burke Harris) 解釋虐待、忽視、和父母精神健康不良或有藥物或飲酒問題，都會影響兒童的大腦發展。童年經歷影響終身，在高壓環境下長大的兒童比他人得到心肺疾病的比例高三倍。這是一位慷慨激昂的兒科醫生祈求眾人面對、預防和治療心理創傷的演講。

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"When inclusive [practice] is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people.

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First 5 Colusa is committed to enhancing the lives of all children, prenatal through age 5, through education, outreach & systems change. For more information and resources that First 5 Colusa has to offer, click here to visit their website.

1 in 4 children 0-5 years of age are at risk for delay. Click here to view more information on how to support the success of your child.

Free screenings are available for children birth through 5 years of age. To learn more about developmental screening, click here for English or here for Spanish.

217 9th St. Ste. B

(530)458-5555

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First 5 Colusa is committed to enhancing the lives of all children, prenatal through age 5, through education, outreach & systems change. For more information and resources that First 5 Colusa has to offer, click here to visit their website. 1 in 4 children 0-5 years of age are at risk for delay.

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has answers!

​​If you have questions or concerns about your child's development, learning, or behavior, it's important to act early. Getting help early is one of the best things you can do to ensure your child reaches their greatest potential.

​

What is Help Me Grow?﻿

Help Me Grow is a national framework used to coordinate services and support for children aged 0-6. Help Me Grow focuses on the ﻿identification of developmental and behavioral concerns and linkage of families to community agencies that can help.

​

Help Me Grow Yuba County can:

​

Answer questions about your child's developmental an d behavioral milestones

Work with you to identify your child's individual need s

Assist with accessing community resources

Refer you to local agencies that fit best for your family

​

How do I access Help Me Grow?

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has answers! ​​If you have questions or concerns about your child's development, learning, or behavior, it's important to act early. Getting help early is one of the best things you can do to ensure your child reaches their greatest potential.

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Sutter County Children & Families Commission
(530)822-7505
1531-A Butte House Road
Yuba City, CA 95993
www.sutterkids.org

You have been invited to complete an ASQ Online screening. Please click on one of the links below to complete your screening.

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Sutter County Children & Families Commission(530)822-75051531-A Butte House RoadYuba City, CA 95993 www.sutterkids.org You have been invited to complete an ASQ Online screening. Please click on one of the links below to complete your screening.