# data[].attributes.body
April 2-4: 2025 Pennsylvania Strengthening Families Conference, King of Prussia, PA

April 14-18: 2025 National Child Nutrition Conference, Dallas

April 21-25: National Training Institute on Effective Practices: Addressing Challenging Behavior, Tampa, FL

April 22-23: Save the Date: 2025 OCDEL Conference, Pittsburgh

April 24-26: Association for Early Learning Leaders, Lake Buena Vista, FL

April 25-26: 2025 First Up Conference, Beyond the Classroom: Inspiring Lifelong Learning and Development, Philadelphia

May 7-10: Leadership Connections National Conference for Early Childhood Leaders, Schaumburg, IL

May 13-15: International Early Childhood Inclusion Institute, Chapel Hill, NC

May 19-22: National Head Start Conference, Columbus

Oct. 7-10: DEC's 41st Annual International Conference on Young Children with Special Needs and Their Families, Portland, OR

October 8-9: ZERO TO THREE LEARN Conference, Baltimore

Oct. 19-21: Save the Date: Pennsylvania Early Childhood Education Summit

Nov. 19-22: Save the Date: NAEYC Annual Conference, Orlando, FL

# data[].attributes.body
Save the Date

Jan. 27-30: National Head Start Association's Winter Leadership Institute, Washington, DC

Feb. 26-28: 2025 ELO and EMPOWER Pennsylvania Out of School Time Conference, Harrisburg

March 10-14: 2025 Virtual Early Learning Conference

March 11-13: PA 2025 ELECT Conference, Lancaster, PA

March 15-18: Assoc. of Maternal & Child Health Programs Conference, Washington, DC

March 24-26: Pennsylvania Migrant Education Program Conference, Gettysburg, PA

# data[].attributes.attachment_link.title
The growing pains of WA’s preschool teachers

# data[].attributes.attachment_link.description
In Washington, 45% of early educator households participate in one or more public assistance programs.

# data[].attributes.attachment_link.title
Miracle Spaces Grant Application 2024 ECF

# data[].attributes.attachment_link.title
ELRC-24-03: 2024-25 Child Care Start Up and Expansion Grants - The Pennsylvania Key

# data[].attributes.attachment_link.description
Applies to the following eligible providers in ELRC regions 1, 2, 3, 6, 8, 9, and 10:

# data[].attributes.headline
The form is used for new owners or location changes

# data[].attributes.subject
The form is used for new owners or location changes

# data[].attributes.attachment_link.title
Att ELRC 21 #05 STARS New Ownership.HistoryTr c_312837 (1)

# data[].attributes.attachment_link.readable_text
Keystone Scholars is Pennsylvania's investment in your baby's bright future.

Pennsylvania Treasury provides $100 for every baby born to a PA family after December 31, 2018 to be used for your child's future post-secondary education expenses. The $100 is invested by Pennsylvania Treasury and will grow through the years right alongside your child. Your Keystone Scholars account can be used for qualified expenses when your child pursues higher education. These expenses include tuition, fees, books, and more at a vocational or technical school, community college, two-year college, or four-year university.

Pennsylvania Treasury recommends that you access your online account once you receive a letter from us with instructions on how to log in. By accessing your Keystone Scholars online account, you can track the growth of your funds and link a PA 529 account so that you can view all your education savings in one place.

Before your child is ready to use their Keystone Scholars funds, you must open a PA 529 account, and doing so when your child is young gives your family the most time to save.

You can start a PA 529 account with as little as $10. For more information about the PA 529 College and Career Savings Program, please visit us at pa529.com

Eligible families will receive a letter in the mail from PA Treasury approximately five months after the child's birth. The letter will provide information on how to register for online access using information from the child's PA birth certificate.

If you are expecting or you have not yet received your new parent letter, you can pre-register your baby here.

If your child is six months or older and you don't have your letter, you may be able to access online using information found on your child's PA birth certificate.

Pennsylvanians currently have one of the highest student loan debt loads in the country. And many families find it hard to get started saving when faced with their many other household expenses.

Our Commonwealth's future economic stability and job growth rests with more families knowing there is a future for their children whether through vocational training, community college, or four-year college or university. Families need ways to save that are convenient, cost-effective, and that help jumpstart their savings for their child's future at an early age. That's what Keystone Scholars does.

Research shows that when children have some money set aside for future education, their parents are more likely to expect them to go on to study after high school, and they in turn, are too. One study found that a low- or moderate-income child with school savings of less than $500 is over three times more likely to enroll in college and four times more likely to graduate than a child with no savings account. ¹

Researchers believe that educational savings has this effect through increasing motivation and educational engagement. ² In addition, Child Savings Accounts (CSAs) have been found to reduce maternal depressive symptoms, improve parent-child interactions, and improve the social-emotional development of children. These effects are even more significant among low-income families. ³

Every dollar counts when it comes to paying for education. The $100 starter deposit is meant to help families jumpstart their savings as soon as possible. If a family puts in just $25 per month starting when their child is born, by age 18 that could grow to approximately $10,000. ⁴

Pennsylvania Treasury administers Keystone Scholars through its PA 529 College and Career Savings Program.

529 plans help families save for education. The name "529" refers to Section 529 of the IRS tax code, which gives these plans special tax breaks to encourage saving.

The Pennsylvania 529 College and Career Savings Program offers two savings plans. The PA 529 Guaranteed Savings Plan (GSP) is a lower-risk plan that helps your savings keep pace with rising higher education tuition. The PA 529 Investment Plan (IP) lets you choose from 17 investment options from The Vanguard Group. The IP plan recently received a Bronze rating from Morningstar, placing it among an elite group of 30 "Best in Class" plans, less than half of all the plans rated by Morningstar.

You can use a 529 plan to pay for qualified higher education expenses at most colleges and universities, and many technical and career schools. You may also use the money to pay for tuition expenses up to $10,000 at elementary or secondary public, private, or religious schools. (Note that the Keystone Scholars starter deposit and its earnings may only be used for higher education at qualified schools.).

There are no income limits, and anyone can contribute.

The Keystone Scholars program does not use any taxpayer funds. The plan is funded through a combination of surplus earnings from the Guaranteed Savings Plan and philanthropic donations.

Several states offer a Child Savings Account (CSA), but Pennsylvania was the first state to pass a bill providing for a state-wide universal, automatic (opt-out), CSA at birth.

Maine's current CSA program is the most similar one to Keystone Scholars because it is also a universal, automatic CSA that starts at birth.

Rhode Island's CSA is universal and starts at birth when parents check the opt-in box on the state birth certificate form. Nevada automatically provides a CSA to all public-school kindergarteners. Connecticut provides a universal CSA to all babies whose parents claim it by their first birthday.

In addition, California, Illinois, and Nebraska passed universal, automatic CSA legislation in 2019.

Keystone Scholars first started as a pilot demonstration project that was available to families residing in Delaware, Elk, Indiana, Luzerne, Mifflin, and Westmoreland counties who gave birth to or adopted a baby in 2018. Families had until the baby's first birthday to claim the starter deposit, which must be used by the beneficiary's 29th birthday. All funds for the pilot came from philanthropic sources.

The counties were chosen to represent the diversity of the Commonwealth as a whole. Treasury used a variety of criteria in selecting the six counties. First, the demonstration project population needed to accurately reflect the population as a whole. At just under 14,000 births a year in the six counties, it represented about 10% of annual births statewide. Second, it was also important to have a diverse geographic sample. All six counties covered all four corners of the Commonwealth and included urban, rural, and suburban communities. The counties were also chosen because they varied in terms of higher education graduation rates, poverty rates, and PA 529 participation. Where Mifflin County is among the lowest statewide for higher educational attainment and 529 savings, Westmoreland County is a top performer for 529. Delaware County is home to both affluent Philadelphia suburbs and Chester, one of the poorest cities of its size in PA. The regional requirements of funders, some of whom have geographic restrictions on where they fund programs, were also considered.

At the close of the Keystone Scholars demonstration project (pilot), 19.08% of eligible families had claimed their starter deposit. For the purposes of comparison, a program similar to Keystone Scholars garnered a participation rate of 15.5% after its first year.

A rigorous external evaluation of the pilot found that families in pilot counties were twice as likely to open a Pennsylvania 529 College and Career Savings Account (PA 529) as families in non-pilot counties within the first year of their child's life. This means that the $100 incentive was successful in motivating Pennsylvania families to take the next step to begin actively saving for their children's future education. The doubling of account openings among pilot families is a statistically significant finding that is attributable to receiving the $100 incentive and related outreach efforts from Pennsylvania Treasury. The impact was visible across the board; in every pilot county the proportion of PA 529 account openings within a child's first year of life increased.

For more information, see our Summary Results Report.

# data[].attributes.attachment_link.description
Keystone Scholars is Pennsylvania's investment in your baby's bright future. Pennsylvania Treasury provides $100 for every baby born to a PA family after December 31, 2018 to be used for your child's future post-secondary education expenses. The $100 is invested by Pennsylvania Treasury and will grow through the years right alongside your child.

# data[].attributes.headline
MCCA - Rates - Maximum Child Care Allowance Daily Rates

# data[].attributes.subject
MCCA - Rates - Maximum Child Care Allowance Daily Rates

# data[].attributes.attachment_link.title
Pennsylvania’s Maximum Child Care Allowance (MCCA) Daily Rates - The Pennsylvania Key

# data[].attributes.attachment_link.description
This website uses Google Analytics to collect anonymous information, including the number of visitors and most popular pages.

# data[].attributes.attachment_link.title
The Confluence Podcast - The Pennsylvania Key

# data[].attributes.attachment_link.description
A starting point for news and information from the Bureau of Certification Services

# data[].attributes.attachment_link.description
Which communities don’t have enough child care nearby to serve the families that need it? Use this mapping tool to see if you live in a child care desert.

# data[].attributes.attachment_link.title
Insight Timer - #1 Free Meditation App for Sleep, Relax & More

# data[].attributes.attachment_link.description
The best meditation app with the world’s largest FREE library of more than 190k guided meditations, 17k teachers & the world’s most loved meditation Timer.

# data[].attributes.attachment_link.readable_text
If you have stress or anxiety, a lack of confidence or self esteem, or just want to relax your mind, this app is for you. Their SHINE method for Anxiety is amazing, and doing the Daily Shine every morning makes my days start off so much better. Paying for all the meditations is well worth it.

I have purchased reflection journals and listened to other apps but this one is different. This app is perfect because in their voices is my voice, my experiences. Every episode so far has resonated deeply with me as a Latina who often suffers from imposter syndrome.

This is so worth it! So inclusive and specific!! The amount of support and help is amazing. Great community. I can't afford therapy and this has helped me more than any therapist. I loved it so much I bought my twin sister and bestie a membership.

I was never really taught anything about self-care or self-healing nor healthy coping skills. This app has really helped open that door for me. I'm a single mother of 5 so life can really be challenging at times, Shine helps ground me and remind me I'm in control.

All the mental health tools I was searching for put together into one amazing app. It's a gratitude journal, inspirational podcast library, meditation library, daily affirmation subscription, and community of mental health positive people. Please give this a try!

# data[].attributes.attachment_link.description
The daily self-care app to help you rest, heal, and grow.

# data[].attributes.attachment_link.readable_text
Download the free UCLA Mindful App for iOS and Android

With this easy-to-use app, you can practice mindfulness meditation anywhere, anytime with the guidance of the UCLA Mindful. Scientific research shows mindfulness can help manage stress-related physical conditions, reduce anxiety and depression, cultivate positive emotions, and help improve overall physical health and well-being.

Mindfulness is the practice of training the mind to be present through moment-to-moment awareness of our thoughts, feelings, body sensations and environment. Mindfulness promotes an attitude of openness, curiosity, and a willingness to be with our experience. Through regular practice, taught through this app, you can develop a meditation practice and learn to bring more mindfulness into your daily life.
This app offers:

Basic Meditations for getting started, in 14 Different languages

Wellness Meditations for people suffering from challenging health conditions

Informative videos exploring how to get started, supportive meditation postures, and the science of mindfulness

Weekly Hammer Podcasts and Drop-in Recordings -- 30 minute meditations on different themes you can search for and bookmark

A timer to meditate on your own

# data[].attributes.attachment_link.description
With this easy-to-use app, you can practice mindfulness meditation anywhere, anytime with the guidance of the UCLA Mindful. Scientific research shows mindfulness can help manage stress-related physical conditions, reduce anxiety and depression, cultivate positive emotions, and help improve overall physical health and well-being.

# data[].attributes.body
University of Wisconsin-Madison

# data[].attributes.attachment_link.authors[].name
Richard Davidson
Center Founder and Director

# data[].attributes.attachment_link.description
The Center for Healthy Minds at the University of Wisconsin–Madison is a global leader in understanding the mind, our emotions and well-being.

# data[].attributes.body
Is a free science-based mindfulness and well-being app developed by the Center for Healthy Minds at the University of Wisconsin–Madison. The app combines neuroscience, contemplative traditions, and behavioral science to help users improve their mental well-being through meditation, mindfulness practices, and personal development.

# data[].attributes.headline
Getting started with Mindfulness: A Toolkit for Early Childhood Organizations (2:2)  

# data[].attributes.subject
Getting started with Mindfulness: A Toolkit for Early Childhood Organizations (2:2)  

# data[].attributes.headline
If you are looking for guidance on bringing mindfulness into your early childhood setting  (1:2) 

# data[].attributes.subject
If you are looking for guidance on bringing mindfulness into your early childhood setting  (1:2) 

# data[].attributes.body
Key Features:

Mindfulness Exercises: Offers simple mindfulness practices educators and caregivers can use to manage stress and stay present during their work with young children.

Practical Applications: Provides guidance on incorporating mindfulness into everyday tasks, such as breathing exercises, mindful listening, and body awareness.

Self-Care Focus: Emphasizes the importance of self-care for early childhood professionals, helping them reduce stress, avoid burnout, and improve emotional regulation.

Child-Centered Approach: Includes tips on modeling mindfulness for young children and creating a calm, nurturing environment that supports their emotional and social development.

# data[].attributes.attachment_link.title
Getting Started with Mindfulness: A Toolkit for Early Childhood Organizations

# data[].attributes.attachment_link.description
In this toolkit, learn more about the case for implementing mindfulness in early childhood organizations and try hands-on strategies.

# data[].attributes.headline
Strategies for Maximizing Engagement in Your Community

# data[].attributes.subject
Strategies for Maximizing Engagement in Your Community

# data[].attributes.body
12/2024

# data[].attributes.headline
Strategies for Maximizing Engagement in Your Community

# data[].attributes.subject
Strategies for Maximizing Engagement in Your Community

# data[].attributes.body
12/2024

# data[].attributes.headline
7 Ways to Promote Positive Communication With Families

# data[].attributes.subject
7 Ways to Promote Positive Communication With Families

# data[].attributes.attachment_link.title
7 Ways to Promote Positive Communication With Families

# data[].attributes.attachment_link.description
Teachers and administrators can use positive messages to strengthen the link between families and the school.

# data[].attributes.headline
Educators’ Guide for Students in Foster Care Placement

# data[].attributes.subject
Educators’ Guide for Students in Foster Care Placement

# data[].attributes.attachment_link.provider_name
Education Stability for Children and Youth in Foster Care in Pennsylvania

# data[].attributes.attachment_link.title
Educators’ Guide for Students in Foster Care Placement - Education Stability for Children and Youth in Foster Care in Pennsylvania

# data[].attributes.attachment_link.description
Who are Students in Foster Care in Pennsylvania?
In Pennsylvania, the foster care system serves a significant number of children and youth annually. These children typically spend nearly two years in care, with many placed with relatives or non-relative foster families. A significant majority of these cases aim for reunification with their primary caregiver.

# data[].attributes.headline
Reflective Checklist for Teaching Practices

# data[].attributes.subject
Reflective Checklist for Teaching Practices

# data[].attributes.headline
Coaching the Coaches: A Strategic Investment for Better Teaching Outcomes

# data[].attributes.subject
Coaching the Coaches: A Strategic Investment for Better Teaching Outcomes

# data[].attributes.attachment_link.title
Coaching the Coaches: A Strategic Investment for Better Teaching Outcomes

# data[].attributes.attachment_link.description
Empowering your instructional coaches can support teaching practices across the board. After all, coaches are an important line of defense in supporting educators, creating a welcoming working environment, and creating an environment where children thrive. It makes sense to offer coaches the same learning opportunities that you do for your educators. But where do you start? What kinds of support do instructional coaches need? In this webinar, we’ll discuss the ins and outs of effective coaching, sharing practical tips and success stories that show just how impactful great coaching can be. We’ll also cover some of the most common coaching professional development options that center on the power of interactions. Whether you’re fine-tuning your current coaching programs or starting from scratch, you’ll leave with actionable insights and strategies to make a real difference in your schools.

# data[].attributes.headline
Mastering Enrollment: Key Strategies for Child Care Centers

# data[].attributes.subject
Mastering Enrollment: Key Strategies for Child Care Centers

# data[].attributes.attachment_link.title
Mastering Enrollment: Key Strategies for Childcare Centers - 1Place Childcare

# data[].attributes.attachment_link.description
We had a virtual coffee recently with Priscilla Latson from […]

# data[].attributes.headline
OCDEL - Correspondence Types and Triggers

# data[].attributes.subject
OCDEL - Correspondence Types and Triggers

# data[].attributes.body
CCW Program Integrity and Accountability Training for Regulated Providers (9/9/2022)

# data[].attributes.headline
OFFICE OF CHILD DEVELOPMENT AND EARLY LEARNING (OCDEL) GLOSSARY OF COMMONLY USED TERMS  

# data[].attributes.subject
OFFICE OF CHILD DEVELOPMENT AND EARLY LEARNING (OCDEL) GLOSSARY OF COMMONLY USED TERMS  

# data[].attributes.headline
911 Special Needs Registry (includes Erie, Crawford, and Warren counties 

# data[].attributes.subject
911 Special Needs Registry (includes Erie, Crawford, and Warren counties 

# data[].attributes.attachment_link.description
ArcGIS Survey123 is a complete, form-centric solution for creating, sharing and analyzing surveys.

# data[].attributes.attachment_link.description
Child abuse and neglect occurs throughout our community; in fact, a child you know may be at risk. You can help protect the children in our community by learning to recognize signs of abuse and how to report suspected abuse.

# data[].attributes.attachment_link.description
Email from The Pennsylvania Key December 2024 Edition View as Webpage Early Childhood Education in Pennsylvania Certification Podcast Available! Listen to Episode #1, Introduction & What is Federal

# data[].attributes.headline
PA Key: Resources to Provide Support Around Traumatic Experiences

# data[].attributes.subject
PA Key: Resources to Provide Support Around Traumatic Experiences

# data[].attributes.attachment_link.title
RESOURCES TO PROVIDE SUPPORT AROUND TRAUMATIC EXPERIENCES - The Pennsylvania Key

# data[].attributes.attachment_link.description
In response to traumas within communities, the PA Office of Child Development and Early Learning (OCDEL) would like to highlight the following resources for early learning programs, schools, community partners and families. These resources include tips on: Helping Youth After Community Trauma (NCTSN) After A Crisis: Helping Young Children Heal (NCTSN) Early Childhood Trauma (NCTSN) A

# data[].attributes.body
Clearinghouse for Military Family Readiness

# data[].attributes.attachment_link.readable_text
Parenting Programs for Parents and Caregivers of Children 0-18 Years

The Thrive Initiative is a suite of evidence-informed parenting programs that are designed to empower parents and caregivers as they nurture children from birth until 18 years of age. The Initiative includes a series of face-to-face and online parenting programs and a range of online resources and interactive learning modules to meet the families where they are.

The Thrive Initiative is divided into developmentally age-appropriate areas and consists of four universal parenting programs and two targeted parenting programs. The four universal Thrive Initiative programs are available in online formats and immediate access to programming is granted to parents and caregivers. The universal face-to-face and targeted programs are delivered by professionals in an in-person format.

The programs are owned by the Federal Government, and the online universal programs are available at no cost to military and civilian families.

# data[].attributes.attachment_link.authors[].name
Clearinghouse for Military Family Readiness at Penn State (militaryfamilies.psu.edu)

# data[].attributes.attachment_link.title
Thrive - Resourceful Parents. Resilient Children. Ready Families.

# data[].attributes.attachment_link.description
The Thrive website contains online parenting programs for parents and caregivers of children from birth to 18 years old that are available at no cost to military and civilian families. Programming seeks to strengthen positive parenting skills, teach strategies for managing stress in parents and children, and introduces foundational skills for promoting healthy lifestyles.

# data[].attributes.headline
I spent a year researching child care around the world. Here’s what I discovered

# data[].attributes.subject
I spent a year researching child care around the world. Here’s what I discovered

# data[].attributes.attachment_link.description
From play-based, outdoor care in Norway to teen child care workers in Iowa, child care policies vary greatly

# data[].attributes.attachment_link.title
DCRC Blog for Adults Working with and Caring for Young Children

# data[].attributes.attachment_link.description
The DCRC Blog consists of posts about resilience and social and emotional well-being, and how to promote it in young children and yourself!

# data[].attributes.headline
Compilation of Federal Statues Related  to Domestic Violence and Sexual Assault 

# data[].attributes.subject
Compilation of Federal Statues Related  to Domestic Violence and Sexual Assault 

# data[].attributes.headline
BACK TO SCHOOL: The importance of bullyproofing kids

# data[].attributes.subject
BACK TO SCHOOL: The importance of bullyproofing kids

# data[].attributes.attachment_link.title
BACK TO SCHOOL: The importance of bullyproofing kids

# data[].attributes.attachment_link.description
Child advocates say bullies target people they see as different or weaker, and says day, LGBTQ children are especially at risk.

# data[].attributes.headline
Take These 5 Steps to Start the New School Year Strong

# data[].attributes.subject
Take These 5 Steps to Start the New School Year Strong

# data[].attributes.attachment_link.title
Take These 5 Steps to Start the New School Year Strong

# data[].attributes.attachment_link.description
Here are some tips and tricks to help you build resilience and maintain your well-being to prepare for the new school year.

# data[].attributes.headline
Racial Equity at the Forefront - Priorities of Early Childhood Providers in PA

# data[].attributes.subject
Racial Equity at the Forefront - Priorities of Early Childhood Providers in PA

# data[].attributes.attachment_link.title
The Power of Guided Play - GeeWhiz Education

# data[].attributes.attachment_link.description
What is Guided Play? Ms. Terri, a family child care provider, is blowing bubbles for the children to chase. She knows that as the children chase the bubbles, they will develop gross motor skills, eye-hand coordination and problem-solving skills. She also knows that she can scaffold the experience to weave…

# data[].attributes.headline
You Tube: ITERS-3, ECERS-3, and FCCERS-3: Building on a strong foundation & preparing for a fresh perspective

# data[].attributes.subject
You Tube: ITERS-3, ECERS-3, and FCCERS-3: Building on a strong foundation & preparing for a fresh perspective

# data[].attributes.attachment_link.title
ITERS-3, ECERS-3, and FCCERS-3: Building on a strong foundation & preparing for a fresh perspective

# data[].attributes.headline
Recording: Entrepreneurial Processes that Optimize Your Program's Operations 

# data[].attributes.subject
Recording: Entrepreneurial Processes that Optimize Your Program's Operations 

# data[].attributes.attachment_link.title
Optimize Your Preschool Program's Operations with Entrepreneurial Strategies, by Lauren M. Small. M.B.A. - Early Childhood Webinars

# data[].attributes.attachment_link.description
Sponsored by Early Education Business Consultants If you are in the business of offering early learning programs for children and families, your ultimate goal is to provide the best care and educational services possible. To achieve that goal, your program needs a firm foundation of sound operational strategies and practices and a leader with an entrepreneurial mindset.

# data[].attributes.headline
Recording: The Power of Leadership: Transform Yourself to Transform Your Team, by Ben Poswalk

# data[].attributes.subject
Recording: The Power of Leadership: Transform Yourself to Transform Your Team, by Ben Poswalk

# data[].attributes.attachment_link.title
The Power of Leadership: Transform Yourself to Transform Your Team, by Ben Poswalk - Early Childhood Webinars

# data[].attributes.attachment_link.description
Sponsored by The Child Care Success Company What is a leader’s value? What purpose do leaders really serve in groups? How does having a great leader give a group an advantage? It’s easy to be a manager in your ECE business. You can train staff, deal with difficult parents, gain enrollments, and keep your program running without ever truly becoming a leader. The difference is[...] Full Description

# data[].attributes.headline
Recording: A Calm Brain is a Thinking Brain: Designing calm, engaging early learning environments, by Dr. Kathryn Murray

# data[].attributes.subject
Recording: A Calm Brain is a Thinking Brain: Designing calm, engaging early learning environments, by Dr. Kathryn Murray

# data[].attributes.attachment_link.title
A Calm Brain is a Thinking Brain: Designing calm, engaging early learning environments, by Dr. Kathryn Murray - Early Childhood Webinars

# data[].attributes.attachment_link.description
Sponsored by Future Strong Education Brains develop over time and respond to experiences and interactions. Playful interactions in an environment that supports brain development build security, confidence, and resilience and open opportunities for learning. Join award-winning early childhood education and environmental design specialist Dr. Kathryn Murray to unpack the reasons why classroom design is much more than where to put the furniture and how to[...]

# data[].attributes.body
February 26, 2024: Early Childhood Mental Health Specialist Rachel Wagner, MSW, discusses the root of challenging behavior and how we should offer more attention to it.

# data[].attributes.headline
Keeping Bullying and Violence Out of Schools

# data[].attributes.subject
Keeping Bullying and Violence Out of Schools

# data[].attributes.attachment_link.title
Keeping Bullying and Violence Out of Schools

# data[].attributes.attachment_link.description
School should be a safe place for children, where neither parents nor children should have to worry about violence or emotional harm. Unfortunately, that’s not always the case in today’s world. Violence exists in schools, and it can make both children and parents fearful.

# data[].attributes.headline
Playing to Learn: Supporting Play-Based Learning with Infants and Toddlers

# data[].attributes.subject
Playing to Learn: Supporting Play-Based Learning with Infants and Toddlers

# data[].attributes.attachment_link.readable_text
Play is the most valuable experience young children have for academic learning! Symbolic thinking, problem solving, persistence, organizing information, connecting ideas, creativity, following social rules, and having a strong sense of self are the foundation for all learning and all present in play.

What is play-based learning for infants and toddlers?

"Play-based" learning is not a new idea. When children explore their environment, experiment, and interact with toys and objects, they are learning. When teachers join them in their play and guide them gently through warm and positive interactions, children are empowered to continue exploring and learning. Observing infants and toddlers as they play and interact with toys also provides an excellent opportunity for teachers to naturally assess their skill progressions.

As leaders, it is important to foster an environment where teachers feel confident supporting this play-based learning. Below, we look at some things you may wish to share with teachers to help them support play-based learning with the youngest learners.

Supporting Young Infants With Play-Based Learning

Very young infants are much more interested in watching faces, hearing voices, and being held than "playing" in the traditional sense. Once they can focus on objects and hold toys in their fists, however, they are ready to respond to toys and other objects that teachers may provide.

Select toys and materials carefully for this age group. Not only must all items that infants use be safe and easily sanitized, but they should also gently challenge children's developing abilities and skills. Encourage children to use their senses; explore shapes, colors, and sizes; strengthen their muscles; experiment with cause and effect; and explore books and writing. Open-ended materials like blocks, balls, or stacking toys can be used in many ways, and they encourage children to explore and experiment.

Because young infants are learning about the world around them, materials in the classroom should also reflect the children's lives. Culturally relevant materials and decorations that create a home-like environment, for example, can ease children's transition from home to school. Family photos and books that feature characters that look and sound like family members all help create a connection to the most important place in a young child's life: their home.

While observing children engaged in daily care routines and experiences, here are the kinds of things teachers may say or do as they play with a young infant

Describe the experience: There's Gabbi, in the mirror. Look, there she is!

Verbalize feelings: That surprised you, didn't it?

Play with language: Peek-a-boo. I see you. Peek-a, peek-a-BOO!

Describe actions: You are holding your little feet. Your sock came off! Look at those sweet toes.

As infants explore and interact, these experiences provide important data points for teachers. How does each child react to a caregiver's actions? When teachers and caregivers observe these subtle cues, they are collecting information about the child's development and learning. Not only is this helpful for formative assessment, but it also helps to inform and guide how teachers and caregivers support and individualize their interactions with each child.

Supporting Older Infants With Play-Based Learning

Once infants are mobile, they seem to be in love with the world and fascinated by everything in it. Filling and dumping are favorite activities of this age group, and any container and object(s) will work. Children this age also enjoy tossing things, so offer them plenty of space and soft, unbreakable toys.

When we observe children tossing, filling, or dumping toys, we are watching them demonstrate their growing physical, social-emotional, and cognitive skills. They can grab the toy they want and toss it, chew it, or do anything with it they wish. They have control over their actions like never before. They love having the power to dump toys out of a container, which means they have to put them back in the container before they can dump them out again. This cycle of filling and dumping shows their persistence, their exploration of cause and effect, and their interest in solving their own problems.

Here is what a teacher might say and do while playing with an older infant:

Describe what the child does and what happens (cause and effect): Look what happened when you pushed the button. The bear popped out!

Encourage the child to solve problems: Uh-oh, the ball rolled under the table! How can you get it?

Build vocabulary by using descriptive words: You decided to play with the red fire truck. It's the same color as your red shirt.

Promote a recognition of group needs: You put all of the blocks back in the bucket where we keep them. That was a big job, so you and Drew did it together.

Teachers and caregivers can support these newfound abilities by offering a variety of opportunities for open exploration. As teachers observe, they are gathering important data for assessment and deciding how best to plan experiences that build off each child's interests and skills. For example, if the teacher observes that a child is drawn to stacking large foam blocks, they may consider offering smaller, less sturdy blocks for a bit of a challenge. How will the child adjust their actions to stack these blocks? As teachers watch, they become able to constantly modify the activities to meet and gently challenge a child's skills and abilities.

Supporting Toddlers With Play-Based Learning

Toddlers use toys with increasing intention. As they play, they build their physical and language skills, learn concepts, apply thinking skills, explore the world of social roles and make-believe, and learn to be a member of a group.

Toddlers are often excited to act out familiar scenarios. Imaginative play is a huge leap in their cognitive and language development! They can visualize, plan, and create play scenarios from their lives. Teachers should offer familiar materials to encourage this pretend play, such as hats, purses, sunglasses, easy-to-pull-on clothes, toy food, plates, cups, baby dolls, and play phones. Encourage teachers to invite families to share ideas or items that reflect their home and culture. As children see their lives reflected in the classroom and act out scenarios with other children, they are playfully using language, cognitive skills, and social-emotional skills.

Here are some ways teachers may respond to their toddlers' play.

To promote physical skills: I see that you are using your big muscles today. Thank you for helping me carry these big blocks over to the carpet.

To support symbolic thinking skills: Can you find the picture on the box that matches the animal blocks?

To encourage perseverance: It's hard to get that puzzle piece to fit. Why don't you turn it around and see if it fits then? I bet you can get it to fit.

To promote a recognition of the needs of others: You are waiting patiently for your turn with the baby doll stroller.

When observing toddlers playing, teachers and caregivers might notice children taking on more self-help skills independently. They may struggle to put on an art smock, but resist any helpful intervention. This is an important sign of their social-emotional need to assert their independence. However, if they grow frustrated, they may demonstrate an emerging ability to manage their strong emotions. Being a toddler can be difficult. They can suddenly do so much, but they will still need a lot of help and encouragement from the adults they trust.

Learning through play comes naturally. When young children play with toys, they are exposed to important ideas and concepts and are presented with authentic opportunities to develop important knowledge, skills, and abilities. And along the way, both children and the adults who care for them can laugh together and have a lot of fun.

# data[].attributes.attachment_link.title
Playing with Toys: Supporting Infants, Toddlers, Twos and Preschoolers at Home | Teaching Strategies Blog

# data[].attributes.attachment_link.description
Play is the most valuable experience young children have for academic learning! Symbolic thinking, problem solving, persistence, organizing information, connecting ideas, creativity, following social rules, and having a strong sense of self are the foundation for all learning and all present in play. What is play-based learning for infants and toddlers?

# data[].attributes.headline
Deeper Learning Through Questioning - Reading Strategies 

# data[].attributes.subject
Deeper Learning Through Questioning - Reading Strategies 

# data[].attributes.attachment_link.title
How to Become a Better Facilitator in 2024

# data[].attributes.attachment_link.description
People tend to think it’s easy to be a facilitator – until they’re the ones standing up in front of the room (or virtual meeting) and suddenly realize that it is far harder than it looks. But we’ve got some tips for becoming a better facilitator.

# data[].attributes.headline
SEL4PA Building SEL4PA  - Developing a Statewide network to support social, emotional , and mental wellbeing for students

# data[].attributes.subject
SEL4PA Building SEL4PA  - Developing a Statewide network to support social, emotional , and mental wellbeing for students

# data[].attributes.attachment_link.title
Brightwheel | The Easiest All-in-One Childcare Software & App

# data[].attributes.attachment_link.description
See why brightwheel is the #1 childcare management software for preschools and child care. The all-in-one platform is built to save you and your staff time.

# data[].attributes.attachment_link.description
ClassDojo helps teachers, parents, and students build amazing classroom communities.

# data[].attributes.body
Child care workers and volunteers must obtain three clearances to work with children:

Pennsylvania Child Abuse History Clearance

Pennsylvania State Police Criminal History Clearance

FBI Criminal History Clearance

The child abuse history clearance is required for anyone working with children in the state, including those in social services. The application for this clearance is available online through the Pennsylvania Child Welfare Portal.

The state police criminal history clearance is required for child care employees and some volunteers. The FBI clearance is required for child care employees and some volunteers, and can be obtained through the state’s Department of Human Services. More information on how to obtain these clearances is available online.

# data[].attributes.body
Call Childline 1-800-932-0313

# data[].attributes.attachment_link.title
Child Abuse Clearances | Department of Human Services | Commonwealth of Pennsylvania

# data[].attributes.attachment_link.description
The Child Protective Services Law (CPSL) requires certain individuals to obtain clearances in order to be employed, be a resource parent (foster or adoptive), or be a volunteer with children.

# data[].attributes.body
Competency Based Learning

Competency based learning is focused on student learning outcomes and is built with the following design principles in mind:

Students advance upon mastery, not age.

The pathway to competency is built with explicit and measurable learning objectives.

Assessment is primarily formative, and skills or concepts are assessed in multiple contexts to guarantee both deep understanding and application.

# data[].attributes.attachment_link.description
Competency Based Learning Competency based learning is focused on student learning outcomes and is built with the following design principles in mind: Students advance upon mastery, not age. The pa…

# data[].attributes.attachment_link.title
Q&A with LSX Fellow Andrea Goldin on Video Games, Sleep, and Kids

# data[].attributes.attachment_link.description
Goldin is an Argentina-based professor and researcher who has specialized in educational neuroscience for more than two decades

# data[].attributes.attachment_link.description
Pennsylvania's Promise for Children, known as PA Promise, is a campaign to help families make good choices about their child's early learning and choose quality early learning programs that are right for their family. The Pennsylvania Office of Early Learning and Development (OCDEL) is the primary partner in PA Promise.

# data[].attributes.headline
Article: Challenging Behaviors and Your Child 

# data[].attributes.subject
Article: Challenging Behaviors and Your Child 

# data[].attributes.attachment_link.title
Challenging Behaviors and Your Child – PA Promise for Children

# data[].attributes.attachment_link.description
Spanking a child may increase aggression in a child, and may actually do long term harm to a child, says a study by the American Academy of Pediatrics (AAP).

# data[].attributes.body
Recommend: Red Cross

# data[].attributes.body
To locate the Leadership button, you will need to have access to the business/admin account.

Under the Employees tab > go to the far right, then click on the blue box with the 3 dots.

Under the job title, it verifies the current employment start/end date and below that is a button to click that states 'This individual is part of the Leadership Team'

# data[].attributes.body
Required Clearances

1. PA State Police Criminal History Clearance - it can be submitted online at https://epatch.pa.gov/home and after submittal, an email will be received letting you know it has been processed. You need to print the final certification letter for our records.

2. PA Child Abuse History Clearance - it can be submitted online at https://www.compass.state.pa.us/cwis/public/home and after submittal, an email will be received by you with a copy of the final results certification. You need to print it for our records.

3. FBI fingerprint Criminal Background Check - You need to pre-register online at https://uenroll.identogo.com and use the service code: 1KG738. Once pre-registered, you can make an appointment to go have your fingerprints done at a location closest to you. You will be given a receipt. In a week or two, you will receive unofficial results by email. We will need to be provided a copy. Then in 4-6 weeks, you will be sent the official results. You will need to give that to us for our records. 4. Mandated Reporter - https://www.reportabusepa.pitt.edu http://www.keepkidssafe.pa.gov

5. Security Awareness and Acceptable Use Training.

ELRC Portal under Documents > Training Materials > General Information > ELRC > Security Awareness and Acceptable Use Training.

# data[].attributes.headline
My Smart Hands - You can easily learn baby sign language to use as a tool to connect with your child

# data[].attributes.subject
My Smart Hands - You can easily learn baby sign language to use as a tool to connect with your child

# data[].attributes.body
There are You Tube Videos available to view for free.

# data[].attributes.attachment_link.description
Do you want to learn how to sign with your baby? It is easy to learn with My Smart Hands classes. Teaching your baby sign language today!

# data[].attributes.headline
3 I's - Intent, Implementation, and Impact

# data[].attributes.subject
3 I's - Intent, Implementation, and Impact

# data[].attributes.attachment_link.title
CQI 4 You! Topics with the 3 I's -ELRC Review (1)

# data[].attributes.headline
The Power of Reflective Practice in Early Childhood Education - Part III: The Importance of Mentor Relationships

# data[].attributes.subject
The Power of Reflective Practice in Early Childhood Education - Part III: The Importance of Mentor Relationships

# data[].attributes.attachment_link.readable_text
Welcome back to our series on the Power of Reflective Practice. Previously, we explored what Reflective Practice is and learned about one early childhood educator's personal experiences with Reflective Practice within the begin to ECSEL program and how it affected her work and life. In this segment, we will look at how Reflective Practice can go beyond an individual to instill a system-wide support model for children, educators, and school leadership.

Let's dive into Emily's story and explore this together.
Emily, A begin to ECSEL Mentor's Story:
At the start of my teaching career, before undergoing my begin to ECSEL training, I didn't know where to start when it came to practicing self-reflection. I would think, " of course, I self-reflect all the time." However, in reality, the constant stress, chaos, and dysregulation of my three-year-old students would always take priority. Not only that, but I didn't know how to actually accomplish the act of self-reflecting. Every evening when I left work, I would think, " What a stressful day," take a deep breath and wipe my hands of whatever happened. What I didn't do was think about or address how that stress was impacting me on a daily basis, both in and out of the classroom. I wasn't reflecting on why I reacted the way I did, what was causing me to feel stressed, what strategies weren't working for me, or what I could do better. I was just trying to survive through another day.

One day, in particular, stands out to me. To set the scene, my class was fully enrolled with ten three-nanagers (those who work with three-year-olds will get this!) As the lead teacher, I took the primary responsibility of managing it all, every day: their big feelings, their even bigger reactions, their behaviors, and of course, their learning - most importantly, teaching them the fundamental skills to begin to manage and cope with their emotions. It had already been a stressful week - children were pushing boundaries, my curriculum was due for review, parent-teacher conferences were right around the corner, a new child was just enrolled in my classroom, and it felt like every child in my class was starting potty training at the same time - sound familiar? On top of all that, I was in the midst of a personal break-up. I tried to push aside my emotions in hopes that it would make my life easier. I kept myself busy and dove into my classroom responsibilities in a desperate attempt to keep my head above water... until I couldn't any longer. On this particular day during nap time (which also doubled as my planning time), after I had finally gotten the most stubborn sleeper to rest, another child decided it was time to take off their shoes, throw them across the room, get up, and start running around. If you know three-year-olds, you already know the domino effect that ensued. It wasn't long before every single child in my class (including the stubborn sleeper who had just dozed off) was running around the room barefoot, their shoes strewn across the classroom. After a few calm attempts to manage the situation, I eventually snapped, which only made everything worse. No doubt you have been there, too.

For better or for worse, children are emotional detectives who pick up on everything - our words, tone of voice, facial expressions, body language, and attitude. Although I thought I was doing my best to put on a brave face, hide my stress, and remain calm, it wasn't really my best because I simply wasn't at my best. I had focused so much of my energy on bottling my feelings that I had no energy left to self-reflect or practice self-awareness. Without self-reflection and emotional awareness, I had no way to deal with the stress I was experiencing, figure out what wasn't working, or identify strategies that might work better. Not only had I unknowingly contributed to the problem at hand, but I had magnified it tenfold instead of working towards a solution.

It was not until I progressed through my ECSEL training, working closely with my mentor, that I realized I was avoiding the root of the problem -I wasn't actually practicing self-reflection at all. Instead, I was reacting again and again in the same ways based on my own learned behaviors, and bottling up my emotions until I lost my patience entirely. Through my training, I began recognizing that my actions influenced those of the children in my care. If my frustrations exploded, the children in my class started thinking that exploding was okay to do, too. As an adult, I know that I can reach for something calming when I am stressed- a book, relaxing music, a walk outside- but children need comfort, support, and guidance through their big or stressful feelings. In fact, as educators, we are that "something calming." When children's emotions become heightened, they look to us to figure out how to react and respond. So, when I lost patience, the children also lost that comfort and guidance. Educators have the essential role of modeling how to effectively express and manage emotions. By losing my patience and avoiding dealing with problem after problem, I was sending the message to my class that this behavior was the solution... and of course, it never is.

The steps of Reflective Practice made an immense impact on my life , both professionally and personally. They helped me realize what didn't work-bottling up my emotions until I lost my patience entirely-so that I could adjust my approach and implement changes, like becoming aware of when a feeling was present (that icky, tightening feeling in the pit of my stomach), accepting it in the present moment, identifying that I was feeling anxious, reflecting on what caused that feeling, and taking the appropriate steps to mitigate the feeling so I could move forward. Effectively managing and communicating my emotions became a skill and a part of my everyday practice, rather than something I would try to avoid.

After a few years, I transitioned into a new role as a program manager. I knew that I could support the teachers I supervised in learning the skills of Reflective Practice so they too could become their best selves. Through weekly Reflective Practice sessions with each of my mentees, I applied the knowledge that I gained and internalized during my sessions when I was a mentee to create a community of support. I navigated these sessions by asking specific, open-ended questions to guide my mentees in self-reflecting and developing that ever-so-important emotional awareness. Just like I was the model and guide for the children in my class, I was now a model and guide for other teachers. Being open and honest with my mentees about my journey and the impact that Reflective Practice had on me and my work helped them realize how it could make a difference for them personally and professionally too. All of our past experiences contribute to our growth, so when teachers came to me with the types of challenges I used to feel anxious about - children demonstrating dysregulated behaviors, misunderstandings with family members, or issues with co-teachers - I would use my learned experiences to help them navigate these challenges with the same support that helped me.

When I think about my Reflective Practice journey as a manager and mentor, one specific mentee-teacher comes to mind - meet Rachel. Rachel was a preschool teacher who, due to staffing issues, was the primary teacher in a fully enrolled classroom of 3.5-4-year-olds. The children in her class were all on emotional rollercoasters, and she had difficulty keeping them cognitively engaged while supporting their emotional regulation. During one notable Reflective Practice session, Rachel told me that she felt like she was constantly putting out fires of dysregulation and couldn't actually teach. She was exhausted, stressed, unmotivated, and didn't get much support from her assistant teacher. In our weekly sessions, I worked with Rachel to guide her reflection on specific experiences. I would prompt her to describe an experience, her feelings, what went well, what didn't, and why, what she could have done differently, and what she wanted to do moving forward. With continued follow-up and consistency, I supported Rachel in moving forward with her action plan and discussing what changed as a result.

Before long, Rachel began coming to our sessions with specific goals that she had identified for herself:

1. I want to get better at developing ECSEL-integrated emergent curriculum.

2. I want to improve my communication with my assistant teacher.

With these specific goals in mind, I was able to help Rachel come to her own conclusions about what she needed to do to meet them. What has been challenging about the curriculum you're currently using? What do children gravitate towards in the classroom? How can you integrate more of that into your next curriculum? How do you communicate with your assistant teacher now? What goes well about your communication? What is less effective? What can you do to change that?

The difference that Reflective Practice made in Rachel's teaching practice was visible to everyone - to me as her mentor, to the children she taught who grew more in control of their emotions, to families who praised her daily on the changes they saw in their children, and to co-workers who asked her for advice on developing their own curriculum. At the end of the school year, Rachel approached me and shared that our continued Reflective Practice sessions not only allowed her to achieve her goals and grow professionally but also shaped her personally. She shared that she no longer felt that she was putting out fires of dysregulation but was realigning with her passion for teaching and the reason why she chose this career path to begin with. Rachel explained that she felt more able to communicate effectively with children, families, and co-workers and felt confident in proactively addressing challenges with others. On a personal level, Rachel said that she had never felt more in control of her emotions in the face of stress or a challenge - she was a better communicator with her friends, family members, and partner and was less stressed and more motivated to continue growing.

These outcomes resonated with me in such a way as they were the same ones that I experienced as a teacher and mentee. Not only had I benefited from Reflective Practice both personally and professionally, but I was supporting others in doing the same. This was truly the passion in my work, and you can do the same for the mentee-teachers you support.

Reflective Practice might sound daunting at first, but with continued practice comes mastery. In time, you can begin being your best self while supporting your mentees in doing the same.

Read the entire Reflective Practice Series

# data[].attributes.attachment_link.title
The Power of Reflective Practice in Early Childhood Education - Part III: The Importance of Mentor Relationships

# data[].attributes.attachment_link.description
How can Reflective Practice go beyond an individual to instill a system-wide support model for children, educators, and school leadership

# data[].attributes.headline
The Power of Reflective Practice in ECE - Part 1: Helping Caregivers Tap Into Their Best Selves

# data[].attributes.subject
The Power of Reflective Practice in ECE - Part 1: Helping Caregivers Tap Into Their Best Selves

# data[].attributes.attachment_link.readable_text
Reflective Practice ensures that all members working in the educational community get the opportunity to communicate their self-reflections about how their work, their role, their actions, and their words impact others-and how they, in turn, are impacted by their work.

~ Dr. Donna Housman, Founder & CEO of Housman Institute

In an articlefor Edutopia, clinical social worker Megan Tavares writes, "Self-reflection... can help us figure out if what we're doing is working. When supporting a learner with self-regulation, one reason that self-reflection is important is the ability to notice our own mood and presentation. Otherwise, we may unknowingly create problems by co-escalating instead of co-regulating ." ¹

For all educators and caregivers, there is great value in being able to understand and manage our own feelings through self-reflection. In doing so, we can help children to do the same.

As we very well know, children are emotional detectives. They pick up on everything, including the verbal and non-verbal responses and reactions of the important adults in their world. If we as these important adults do not have an awareness of our own emotions, the skills to understand and manage them, or a means to actively practice self-reflection, we may unknowingly contribute to a problem rather than work towards a solution.

So, how do we collectively tap into our best selves so that we can be our best, not only for the children that we care for and teach but also for ourselves?

The answer is Reflective Practice. In this 4-part series, we will explore the important impact that self-reflection through Reflective Practice can have on all members of a school community, and hear from teachers, mentors, and parents about the difference that Reflective Practice has made within themselves and their role as key socializers for children. But first, let's explore the details of this invaluable process together.

What is Reflective Practice?

Reflective Practice is Housman Institute's adaptation of Reflective Supervision. It is a process that focuses on self-reflection as a means of becoming more emotionally aware, thinking critically, problem-solving, identifying one's own areas of growth, and meeting those goals in our everyday work. It creates an environment that promotes self-reflection, empathy, understanding, support, and professional and personal growth and development. Reflective Supervision traditionally occurs in structured sessions between a trusted mentor, coach, or supervisor and a mentee, but with Reflective Practice, self-reflection, critical thinking, and problem-solving can also take place less formally between all members of your education community- between educators and children, educators and their co-workers, or educators and families. Reflective Practice allows individuals to become more aware of their emotional triggers and learn how to manage and navigate them with guidance from a mentor. It lays the groundwork for ongoing professional development through consistent self-reflection, community support, and emotional awareness.

Within Reflective Practice relationships, trust and consistency are key. Opening up and revealing one's challenges and emotions can make us feel vulnerable. In fact, Reflective Practice sessions can be uncomfortable, at first. This makes the mentor's job all the more valuable and important. Mentors need to be active and thoughtful listeners who are understanding, accepting, and non-judgmental. Being collaborative, open-minded, solution-driven, and supportive sets the stage for a successful reflective relationship between mentors and mentees.

You may now be wondering, "Okay, so what exactly is included in Reflective Practice? How do I do this? How can I incorporate Reflective Practice into my routine? What difference will Reflective Practice make for me?" These are all valid questions! Let's walk through them together.

Reflective Practice sessions have six key steps that follow the Gibbs Reflective Cycle. During these sessions, mentors support their mentees in self-reflection by asking open-ended questions to prompt critical thinking, and actively listening to mentees' responses and contributions.

The mentor prompts the mentee to describe a challenging experience or interaction by asking, "What happened?" and participating in active listening. This gives the mentee a safe space to reflect on the experience and describe the details of what happened in their own words.

The mentor prompts the mentee to connect the challenging experience to their feelings by asking, "What did that make you feel?" and continuing to actively listen. Connecting emotions to a cause not only helps mentees better understand their feelings but can also help bring to light any emotional triggers, which mentors can then support mentees in navigating and managing.

The mentor guides the mentee to evaluate how the experience went by asking, "What went well? What didn't? How did you contribute?" This is an important step, as it takes any judgment away from what happened, and allows mentees to look at their experience through a critical and empathetic lens.

The mentor supports the mentee in understanding the meaning of the experience by asking, "Why do you think things went well? Why didn't other things go as planned?" and actively listening before providing their own insight. At this point in the session, mentees are able to reflect on what they have learned, what else could have worked better, and move closer to making a plan.

The mentor asks the mentee, "What could you have done differently?" and supports them in concluding their self-reflection and learning. Once again, asking open-ended questions allows most of the critical thinking and planning to come from the mentee's own ideas, making it more likely that they will follow through with any changes.

The mentor prompts the mentee to think about what they would do differently by asking, "What will you do differently if a similar situation arises? What support do you need to accomplish this?" This final step is crucial. Just because a plan is made does not mean the session is over. Mentees need to be assured that there will be follow-through and accountability, as well as support for carrying out their plan of action.

Following each of the steps of Reflective Practice can help us to become more self-reflective and in turn more emotionally aware. Mentors can help prompt this reflection, as well as critical thinking and problem-solving, so we can be more proactive when it comes to our stressors and events that can cause them. The steps of Reflective Practice can also be applied during our daily routines with the children in our care, co-workers, families, and the entire community.

Why Reflective Practice Matters

When we are able to take a step back and realize, "This isn't working," we end up giving ourselves space to consider what could work better. Whether it's how we interact with children, support their many emotions and behaviors, or develop engaging curricula or activities, Reflective Practice allows us to look inward so we can show up and be our best selves for children. We can reflect on their needs and adjust our tone of voice, facial expressions, body language, support strategies, and problem-solving, all with their needs in mind to make learning fun. Reflective Practice allows educators and caregivers to use empathy and practice perspective-taking with others- reflecting not only on how we may feel, but how others might feel as well, and actively finding ways to improve communication. We can tune into the emotional responses of others in order to act with compassion and empathy during challenging conversations, creating respectful partnerships rather than confrontations. Reflective Practice also allows mentors and supervisors to welcome others into a safe environment to identify their areas of growth, goals, and how to accomplish them.

The act of self-reflection through Reflective Practice allows all caregivers to tap into their best selves both personally and professionally, which can help to strengthen the entire school community. We have seen firsthand how improving self-reflection has benefitted us as teachers in the classroom with students, as human beings at home with family and friends, and as mentors who continue to follow the steps of Reflective Practice to be our best selves and support mentees to do the same.

References:

"A Teacher's Use of Self in the Preschool Classroom." n.d. Edutopia. Accessed January 4, 2023. https://www.edutopia.org/article/teachers-use-self-preschool-classroom.

Read the entire Reflective Practice Series

# data[].attributes.attachment_link.authors[].name
Emily Stone and Lauren Sturtz, begin to ECSEL Educators

# data[].attributes.attachment_link.title
The Power of Reflective Practice in Early Childhood Education - Part I: Helping Caregivers Tap Into Their Best Selves

# data[].attributes.attachment_link.description
For all educators and caregivers, there is great value in being able to understand and manage our own feelings through self-reflection. In doing so, we can help children to do the same.

# data[].attributes.body
Developing a Home-Based Child Care Network: A Technical Assistance Manual

The Administration for Children and Families invites you to explore Developing a Home-Based Child Care Network: A Technical Assistance Manual.

Why Home-Based Child Care Networks?

Home-based child care (HBCC) networks are a promising strategy for recruiting, supporting, and retaining HBCC providers.

Who Can Benefit?

This technical assistance manual is for leaders and partners at the state, regional, and local levels who are planning to support the HBCC provider community through HBCC networks.

What’s in the Manual?

The manual provides key considerations and answers to questions you need to carry out HBCC networks. It also accomplishes the following:

Examines the rationale for adopting these networks as a promising approach for improving the quality of HBCC programs and supporting HBCC providers in serving a range of diverse populations

Discusses the critical components of an HBCC network through the lens of benchmarks and indicators that articulate evidence-based standards for high-quality networks

Outlines four stages for successfully carrying out an HBCC network

Contains appendices with a variety of resources to help you carry out the strategies described in the manual

Technical Assistance Is Available!

The National Center on Early Childhood Quality Assurance (NCECQA) can provide technical assistance on developing and carrying out HBCC networks. To learn more or request assistance, contact your CCDF Systems Consultant or Office of Child Care Regional Program Specialist or email NCECQA@icf.com.

# data[].attributes.headline
Children Do Come with Directions - A Guide for Parents & Caregivers

# data[].attributes.subject
Children Do Come with Directions - A Guide for Parents & Caregivers

# data[].attributes.headline
Module 4: Recruiting and Retaining Staff for Center-based Child Care Providers

# data[].attributes.subject
Module 4: Recruiting and Retaining Staff for Center-based Child Care Providers

# data[].attributes.headline
Module III: Marketing Your Program for Center-based CCP

# data[].attributes.subject
Module III: Marketing Your Program for Center-based CCP

# data[].attributes.headline
Module: 2 Strengthening Fiscal Management for Child Care Programs

# data[].attributes.subject
Module: 2 Strengthening Fiscal Management for Child Care Programs

# data[].attributes.attachment_link.title
Youth Behavior Reflection Support Tool FILLABLE PDF

# data[].attributes.attachment_link.readable_text
Coming together for the first time in over 25 years, Project Learning Tree, Project WET, and Project WILD hosted an annual conference that was one for the record books! Over 250 people came to San Antonio, Texas over 4 days of connecting, sharing best practices, and learning from one another. We wanted to share a little recap of some of the highlights from this year's conference.

Pre-Conference PLT/WET/WILD Educator Workshop

Typically, this conference is limited to PLT/WET/WILD State Coordinators and Facilitators, but this year we offered a pre-conference educator workshop that was free to local Texas educators thanks to a generous sponsorship from Manulife. Over 60 formal and nonformal educators received training and certification to bring environmental education experiences all three Projects into their work with Texas youth.

From learning about the parts of the tree (and literally becoming a human tree through song and movement in the Tree Factory activity from Explore Your Environment: K-8 Activity Guide) to understanding how land-use decisions are made, educators got a taste of how to incorporate hands-on activities from all three Projects into their programs.

Whether you need a one-time lesson or want to take a theme-based approach, there are so many options to choose from that make learning fun and accessible.

So, if you've ever wondered whether you should sign up for a PLT educator professional development event, the answer is YES!

97% of attendees agreed that after this workshop, they felt prepared to use PLT/WET/WILD with their students and 100% of attendees plan to use PLT/WET/WILD with their students within the next six months.
Find a local professional development event near you!
Imagining a Brighter Future

To kick-off the main conference, keynote speaker Minna Paul, the Education and Engagement Officer with the San Antonio River Authority, shared her powerful story of dreaming big and making those dreams a reality.

Minna's passion for nature and conservation began at an early age, growing up watching her father who was a senior officer with the forest service in India. Since moving to the U.S. 23 years ago, Minna has been laser-focused on achieving her dreams of making a positive impact on the environment.

She is a firm believer in harnessing the power of the collective and engaging communities to get involved. When people come together, they can do great things. Through many of the volunteer-led programs that Minna and her team organize, they are keeping waterways clean, removing invasive species, educating people of all ages, and making a BIG difference.

When you focus on what you want, instead of what you don't want, you'll see change happen. But most importantly, when you find where your passion and your work align, you've hit the jackpot. As Minna reminded us all, keep dreaming big.

Engaging ALL Communities

Tuesday's general session brought together an incredible panel of leaders with a long-standing history of leading community work in the conservation and forest sector, facilitated by SFI & PLT's Director of Education and PLT Network, Kate Nagle and Senior Director of Diversity and Career Pathways, Jerri Taylor. This engaging group discussed best practices for successfully developing collaborative relationships to advance environmental education.

Not every child has access to nature, to environmental education, to green career opportunities which is why all three organizations felt it was critical to have this open and honest conversation about doing the work to ensure access for all communities.

When it comes to fostering relationships, you must embrace being open, authentic, and intentional. The conversations you have may make you feel uncomfortable. But, Dr. Rickey Frierson, Interim VP of Student Success and Community and Engagement at Colorado State University said, "That's ok. Get comfortable with being uncomfortable. Give grace and mercy for yourself and others." You may say something you wish you hadn't. You may make missteps. But you'll learn. You'll grow. You'll connect.

Outreach vs. Engagement

What many organizations don't understand is the difference between community outreach and community engagement.

Community outreach is one-sided. You're sharing information and resources that you think are important to a particular community.

But the reality is that they may not be.

As panelist KK Langley, Tribal Relations Program Specialist for the US Forest Service Southern Region, shared, "There is a lot of hurt in so many communities. Don't think you know everything when you walk into a room."

Jerri Taylor said, "Community is much more than belonging to something; it's about doing something together that makes belonging matter."

If you truly want to engage and work with all communities to improve environmental education, it's got to be a bilateral exchange. Relationships shouldn't be one-sided. Jerri shared, "By taking an assets-based approach to community engagement, it builds on the assets already found in a community and mobilizes individuals, associations, and institutions to come together to build on their assets. Active participation and empowerment-and the prevention of disempowerment-are the basis of this practice."

You need to understand the strengths and needs of a community and ask for the privilege to come to the table. Don't come to the table with solutions. Come to the table with open arms, an open mind, and an open heart, and the solutions will come from the community and conversation.

But most importantly, as Susana Cruz, founder of Chicana in Nature, shared, "You have to show up...more than once." Relationships and trust take time to build, so you must make the effort to show up, continually.

Moving from Listening to Planning and Doing

Panelist David Buggs, Director of Community Engagement for the Texas Parks and Wildlife Department, shared the importance of not just having a strategy when it comes to community engagement. "Make sure you're doing the work. What are you going to do?"

Looking around the room, you could see people nodding their heads. So many organizations get stuck in planning, strategizing, and analyzing mode that change doesn't actually happen.

After the general session, everyone was invited to attend breakout sessions focused on engaging with specific communities. Attendees had the opportunity to have open and honest conversations, ask questions, listen, and reflect.

Everyone left with concrete first steps for starting a conversation with a community-led organization in their own state - for doing the work together to make environmental education accessible to all.

Teaching Little Learners at the Will Smith Zoo School

Imagine this.

Children running, exploring, digging, and creating...outdoors for 70% of their day. All while enjoying hands-on learning about nature, their ABCs, colors, shapes, and more.

Like so many nature-based and outdoor schools around the U.S., the Will Smith Zoo School is fostering sense of self, encouraging age-appropriate risky play, and giving us all hope for the next generation of environmental stewards.

As part of the conference, PLT State Coordinators and Education Operating Committees members had a special opportunity to visit the Will Smith Zoo School. We toured the preschool's campus, the first daycare in the U.S. to be awarded LEED Platinum Certification from the U.S. Green Building Council.

After the tour, we broke out into smaller groups with each of the classes and led activities from Trees & Me: Activities for Exploring Nature with Young Children - making "Our Favorite Trees" scrapbooks from My Tree & Me, singing and dancing to "Yippee, Hooray!" from Parts to Play, and creating sun prints from The Shape of Things.

I had the pleasure of being with a class of 4- and 5-year-olds with special needs. We began by asking one question, "Who loves nature?"

Every single hand flew up in the air.

And when I asked, "How much?", 14 pairs of little arms stretched out wide beside them.

We absolutely loved seeing how excited the kids were doing each activity. Their smiles, laughter, and most of all, love of nature made our hearts swell. Watching kids learn about and explore nature is incredibly fulfilling, and it's exactly why we love what we do!

Celebrating Environmental Education Rockstars

The heart of PLT is our network - a collective of passionate, dedicated, creative, and amazing individuals who are boots-on-the-ground, leading PLT professional development in communities across the U.S. and even internationally in Canada, Chile, Japan, Mexico, and Japan. At this year's conference, we honored several individuals who have gone above and beyond when it comes to delivering environmental education through PLT.

Leadership in Education Awards

Two incredible educators and PLT facilitators, Jennifer Rude (Idaho) and Jennifer Ortega (California), were honored with this year's Leadership in Education Awards. We had the chance to celebrate them during our joint awards luncheon at the conference, along with Project WET and Project WILD's Coordinator and Facilitator of the Year Awardees. Learn more about Jennifer Rude and Jennifer Ortega's contributions to PLT.

Gold Star Awards

Every year, PLT selects two outstanding individuals, typically PLT State Coordinators, to honor with our Gold Star Award. This year we strayed ever so slightly from the norm-honoring one State Coordinator and one former PLT staff member who now serves as our curriculum advisor.
Hazel Scharosch, Wyoming PLT State Coordinator
If you've ever had the pleasure of meeting Hazel Scharosch, our Wyoming PLT State Coordinator, consider yourself blessed. Her warmth and kindness radiate, and she welcomes everyone with a big hug. In her former life, Hazel taught in a one-room schoolhouse with kids from K-6 grades where she discovered PLT.
"I love PLT because it is absolutely essential to get people - especially young people like students - in touch with the outdoors. Folks tend to take care of things they enjoy and know something about. Basic info about our environment is crucial in the task of preserving it. In addition, PLT helped save my entire teaching career. For 30 years, I juggled all elementary grades, K-6, in the same classroom. I had to find ways to present content in many grade levels and subjects, using fewer activities, and PLT does exactly that. It is highly adaptable, very engaging, and allows flexibility over a wide range of age levels. I know for sure that every student learns outside: conducting educator workshops allows me to exponentially reach many more students than I could all by my lonesome self!"
Hazel went from being a dedicated teacher using PLT with her students to becoming a facilitator who was recognized as an outstanding Educator of the Year in 2007, and then finally serving as the State Coordinator for Wyoming for the past several years. Hazel is incredibly deserving of this award!
Jaclyn Stallard, PLT Curriculum Advisor
You may have never met her, but you've likely seen her name in the acknowledgment pages of PLT curriculum resources.

Behind the scenes, Jaclyn Stallard has been working with PLT for nearly 20 years, serving as PLT's Director of Curriculum and now as our independent Curriculum Advisor, helping to lead the development of so many of PLT's incredible learning materials. Jaclyn's love of nature, environmental education, and all things PLT shines brightly, as evidenced by the fact that when asking PLT State Coordinators if Jaclyn should be honored as a Gold Star Awardee, the answer was a resounding yes!

Jaclyn exudes positivity, empathy, creativity, and spirit. She approaches life with intentionality, and you'll find that incorporated in every piece of curriculum she touches. We are so lucky to have Jaclyn on our team!
Congratulations to Hazel and Jaclyn for being this year's recipients of the 2024 Gold Star Awards!

# data[].attributes.attachment_link.title
Building Community Through Collaboration | PLT-WET-WILD Annual Conference Recap - Project Learning Tree

# data[].attributes.attachment_link.description
Dive into our recap to see why this year's Project Learning Tree conference was one for the record books!

# data[].attributes.headline
An Intergenerational Approach to PLT's Lifetime of Learning 

# data[].attributes.subject
An Intergenerational Approach to PLT's Lifetime of Learning 

# data[].attributes.attachment_link.readable_text
Here at Project Learning Tree, we aspire to provide a lifetime of learning through our environmental education resources. I'll be honest, when we initially thought about a "lifetime of learning", our primary focus was on early childhood through young adulthood.

But leave it to a retired teacher from California to keep inspiring and educating far and wide, exhibiting the true meaning of a lifetime of learning.

Lola Coleman taught science and other subjects to middle and high school students in Southern California for nearly 20 years, even serving as a professional development facilitator for both Project Learning Tree and Project WILD. When she retired from teaching during the first year of COVID, she had hoped to volunteer in Los Angeles, Compton, and Lynwood Unified School Districts and connect students to nature through PLT. However, when that didn't pan out, she set to work volunteering with a different audience, senior citizens.

Today, Lola co-leads an online-based Wellness Forum with senior-agers (as she fondly calls group members). They meet regularly via Zoom to talk about various aspects of wellness, from physical and emotional to environmental.

In April, Lola reached out to me via email with the subject line of "PLT for Seniors". I was immediately intrigued. Over the course of their last several meetings, Lola and her co-facilitator, Gretchen, have been discussing the eight dimensions of wellness. Lola shared that she still reads The Branch newsletter and inquired to see if she could use some PLT materials with her group to celebrate Earth Day as their focus would be on environmental wellness.

Yes, yes, a resounding yes!

Lola invited me to participate in their Earth Day celebration and let me tell you, I feel beyond blessed to have had the opportunity! I left with a heart full and a reminder of why I absolutely love what I do.

Environmental Wellness at Every Age

Lola began the meeting by inviting everyone to take a few moments to just breathe. Deep centering breaths. As we did this, I was reminded by how this simple exercise grounds us all. Sometimes I have my own kiddos do this at home, and it has an immediate calming effect.

Before diving into the PLT activity, Lola set the stage, sharing a brief history of how Earth Day came to be and how events like the Cuyahoga River, once one of the most polluted rivers in the U.S, catching fire over 13 times spurred the creation of the Clean Water Act and the Environmental Protection Agency. "We celebrate Earth Day because it's our home. We wouldn't keep our house dirty, so why would we do that to our planet?" Lola said.

Lola encouraged the group to be mindful of all aspects of their lives because in doing so, it helps us achieve harmony with our environment. When we think about the impacts of our daily habits, like driving versus walking somewhere or tossing your food waste in the garbage versus composting or putting it into the green waste bin, we can lessen our negative impacts on the environment.

These little things can add up to make a positive difference!

Connecting to Our Environment

Lola led the group in the Personal Places activity from PLT's Places We Live guide, fostering an incredible discussion about how intertwined we are with our environment and what special place each person has that holds meaning in their heart.

I loved listening to everyone's stories and learning about what places inspire them.

One woman regularly passes by the Compton Community Garden, founded by Dr. Sheridan Ross. She loves how Dr. Ross took a vacant lot in a food desert, brought it to life with a beautiful garden that now nourishes the community, and teaches children about the value of our land and the environment. She hopes it inspires youth to learn more about our planet.

In addition, several individuals shared how the land they own today was originally owned by their ancestors who escaped slavery. It breaks their hearts knowing that younger generations don't want to care for that land.

This activity and discussion sparked a deeper conversation into how communities can come together to connect with the environment.

How do we inspire young people to conserve and care for land, especially land that has been passed down generationally?

How can we turn vacant lots in urban areas and food deserts into community gardens like Dr. Ross did?

What can we do to make our planet better for our children when they grow up?

How do we harness what each person knows and use that to work together and help each other?

The takeaway from this powerful discussion was that it takes collective education and action to drive change. Lola shared how the seven principles of Kwanzaa can help communities make positive impacts - unity, self-determination, collective work and responsibility, cooperative economics, purpose, creativity, and faith.

When we come together for the greater good, amazing things happen.

Consider bringing students to an assisted living residence and leading the Improve Your Place activity from Explore Your Environment: K-8 Activity Guide. Together, students and seniors can plant a vegetable garden and learn from one another while in nature.

Invite grandparents to participate in some fun nature activities that you can do in your backyard.

Whether you're an educator, caregiver, parent, student, natural resources professional or anywhere in between, I encourage you to look for ways to cultivate intergenerational conversations, relationships, and work together on behalf of our environment.

# data[].attributes.attachment_link.title
An Intergenerational Approach to PLT's Lifetime of Learning - Project Learning Tree

# data[].attributes.attachment_link.description
See how retired teacher Lola Coleman brings Project Learning Tree's environmental education to senior citizens, exemplifying lifelong learning.

# data[].attributes.headline
Playing Outside in the Yard: 8 Tips to Keep it Fun & Safe for Kids

# data[].attributes.subject
Playing Outside in the Yard: 8 Tips to Keep it Fun & Safe for Kids

# data[].attributes.attachment_link.readable_text
​If you have a backyard, make it a safe play for your children to play by checking for potential hazards. Five tips to keep in mind:

1. Boundaries & supervision. If you don't have a fenced yard, teach your child the boundaries where he should play. He may not always follow your guidelines, so watch him very closely. Always have a responsible person supervise outdoor play, as young children may wander off or get injured. Never allow your children to play unattended near traffic or in the street, and don't let them cross the street by themselves, even to a waiting school bus. Also, always supervise children on trampolines. Provide constant, touch supervision around pools or other bodies of water ( see Pool Dangers and Drowning Prevention-When it's Not Swimming Time).

2. Dangerous plants. Teach your child never to pick and eat anything from a plant, no matter how good it looks, without your permission. Among preschoolers, plants are a leading cause of poisoning. If you are unsure about the plants in your yard, call the Poison Help line (1-800-222-1222) and request a list of poisonous plants common to your area. If you have poisonous plants, either replace them or securely fence and lock that area of the yard.

3. Lawn & garden chemicals. If you use pesticides or herbicides on your lawn or garden, use only organic-approved products, and read and follow the instructions carefully. Don't allow children to play on a treated lawn for at least forty-eight hours.

4. Lawn mowers. Don't use a power mower to cut the lawn when young children are around. Mowers may throw sticks or stones with enough force to injure children. Never have your child on a riding mower even when you are driving. It is safest to keep young children indoors while the lawn is being mowed.

5. Hot grills. When you cook food outdoors, screen the grill so your child cannot touch it, and explain that it is hot like the stove in the kitchen. Store propane grills so your child cannot reach the knobs. Be sure charcoal is cold before dumping it.

​Just like you childproof your home​, remember to check for hazards in your backyard. Talk with your pediatrician if you have any questions about keeping your child safe in and around the home.

Caring for Your Baby and Young Child: Birth to Age 5 7th Edition (Copyright © 2019 American Academy of Pediatrics)

# data[].attributes.attachment_link.keywords[]
garden~ backyard~ playgrounds~ fence~ dangerous plants~ poison~ lawn mower~ pesticides~ herbicides~ poison help line

# data[].attributes.attachment_link.title
Playing in the Backyard: 5 Ways to Make it Safer for Kids

# data[].attributes.attachment_link.description
​If you have a backyard, make it a safe play for your children to play by checking for potential hazards. Five tips to keep in mind: Boundaries & supervision. If you don't have a fenced yard, teach your child the boundaries where he should play.

# data[].attributes.headline
The Benefits of Outdoor Play: Why It Matters

# data[].attributes.subject
The Benefits of Outdoor Play: Why It Matters

# data[].attributes.attachment_link.readable_text
Outdoor play is beneficial for children beyond the physical activity it provides. It helps them socialize, understand their bodies better, engage in imaginative play and enjoy the outdoors. In today's busy and complex world, it can be difficult to schedule outdoor time with your child. But, it is something you should prioritize for your child's healthy growth and development.

School-aged children need about three hours of outdoor play each day. While this is a lot to add to a daily schedule, the activity will contribute to the physical and emotional health of your child.

Katie K. Lockwood, MD, a pediatrician at Children's Hospital of Philadelphia (CHOP) Primary Care office in South Philadelphia, shares some tips about how families can get active together.

Why outdoor play is important

Unstructured physical activity improves the health of your child. It reduces the likelihood of obesity and weight-related health concerns which are becoming bigger issues for families today. Outdoor play also improves mental health as a result of physical activity.

A break from devices

Screens and the amount of time your child spends engaging with a device is a key reason why outdoor time should be a scheduled activity.

"Scheduling time to actively play outdoors sets a natural limit on the amount of time your child can spend with a device (such as TV, smartphone or video game)," says Dr. Lockwood. "It promotes active engagement with their peers and the natural environment, and helps them develop respect for the world and consideration for others around them."

Replacing some recreational screen time with outdoor play also helps reduce the risks of a sedentary lifestyle.

Improvements to sleep, mood and social skills

Unstructured physical activity during the day also helps children sleep better at night. It can increase concentration and improve mood the next day.

Perhaps the greatest health benefit is in a child's ability to learn how to engage with others while having fun.

"Outdoor play helps children grow socially, helping them to develop healthy ways of forming friendships, responding to physical interaction, and using their imaginations to entertain each other," says Dr. Lockwood. "It helps them solve problems, build relationships within their peer group and gain a respect for nature."

Easy ways to find outdoor space

Knowing why outside play is important to your child's development is the first step to prioritizing outdoor activities in your child's schedule. Knowing where to go is another step in the right direction.

To find ideas for places you might go and activities you may want to try with your family, visit your local parks and recreation website or the visitors bureaus of towns and cities near where you live. Look for things like public parks and trails, zoos, orchards, gardens and wildlife refuges.

Playing close to home

If you can't go far or travel isn't an option, there are still many ways to get outside close to home. Consider the following activities:

Have a scavenger hunt. You can look for specific objects or be a bit more general like: things that begin with the letter B, or something for each color of the rainbow

Do leaf rubbings. All you need are paper, crayons and any new leaves you can find.

Dig in the dirt. Find worms and bugs, make mud pies, and flip over rocks to see what you'll find

Plant something. Get some flower or vegetable seeds and start your own garden.

Make an obstacle course. Time each kid as they jump, roll, climb, step or go under the various obstacles. Added bonus: You can do this inside if needed.

Get active. Play a game like twister or hopscotch, Simon Says, Mother-may-I or the freeze dance. Take turns picking and leading the games and get involved. Kids love when you play too!

Learn something new. Try yoga or fishing. Dance alone in your room or out in the front yard. Build something with sticks, Lincoln logs or Legos. Share your creations or the new skills you learned with friends and relatives. Use social media if you can't get together in person.

Do the alphabet workout. Create an "exercise alphabet" by assigning an exercise to each letter of the alphabet. Then spell out your name, performing the exercise designated for each letter. Be sure to take a 15-20 second rest between each exercise. Pro Tip: YouTube has lots of helpful videos.

# data[].attributes.attachment_link.title
The Benefits of Outdoor Play: Why It Matters

# data[].attributes.attachment_link.description
Outdoor play is beneficial for kids beyond the physical activity it provides. Get some tips on where to go and what to do with your kids this summer.

# data[].attributes.headline
Play Outside: Why It's Important for Kids

# data[].attributes.subject
Play Outside: Why It's Important for Kids

# data[].attributes.attachment_link.readable_text
By: Danette Glassy, MD, FAAP & Pooja Tandon, MD, FAAP

No matter what the weather brings, playing outside is good for kids. There is scientific evidence that playing outside improves health, and children of all ages love it. And we know that the more time a child spends in nature, the more likely they are to grow up to be good stewards of our planet⁠-an environmental win!

Nature is all around us.

We don't necessarily need to travel far to enjoy nature. Your family can connect with nature in a school playground, backyard, table-top garden, or even virtually (though not with all of the benefits). There are also many ways to find out what parks are nearby based on zip code, including some that you can get to by walking or taking public transportation. Many public green spaces have features and programs for all ages and abilities.

Read on for ways that you and your children can get a physical and emotional boost from playing outside and spending time in nature.

Playing outside & exploring nature is for all ages!

Bring your baby outside

The earlier you share nature with your baby, the more likely they are to develop a life-long love of the outdoors. Even infants and toddlers can play and learn in nature. Take a walk through the trees using a carrier or stroller. Throw down a blanket on the grass or soft earth. Let your baby enjoy the fresh breezes, bird songs, forest smells and plant textures. Give them some outside tummy time, blowing bubbles for them to reach for and watch glisten in the sun.

Explore with preschoolers & grade-school age kids

Young children are developing and learning from every experience.

Build nature sculptures with twigs, leaves, cones, rocks and more by sticking the collected items into a play dough base. Ask your child what kind of patterns they see with the different items. Or, let your child play in mud with old pots, pans, utensils and household tools to develop senses and motor skills.

Bike or walk with the family in your neighborhood or find a new park to explore. If you have a bicycle trailer or your child is able to bike, get some exercise while enjoying the outdoors. Describe what you see along the way and talk about the weather. Use a lot of details to help them learn new words and engage all their senses.

Take story time outside. Grab a blanket, some books and find a shady spot to read with your child outdoors. Pick books that talk about nature and help your child make connections.

Outdoor playdates. Meet up with friends outdoors to build social connections for both children and adults.

Challenge older children & teens

Hold a nature scavenger hunt or start a nature collection. Look for local plants, trees, animals and birds. Collect rocks, acorns, leaves or pinecones. See how many items children can find on a list, or gather objects to add to a collection.

Leave a trail. Organize with parents of your children's friends to send kids on "secret spy missions." One family goes on a walk with sidewalk chalk, drawing arrows and letters along the way to spell out a secret message. The other family must then follow the arrows along the way to record the letters in the message.

Have a ball. Kicking a soccer ball, throwing a frisbee, jumping rope or playing any sports you all enjoy can keep the outdoors fun as children get older.

Pack a picnic or plan a barbeque outside with friends and family. Share a meal, take a walk or play a game together while you enjoy the outdoors.

Stay engaged with the outdoors as a family. Take advantage of this time to bond over games and activities you all enjoy or challenge yourselves with something new.

Healthy benefits of outdoor play

Getting outside provides more than a fun break for children and teenagers. It is also good for their physical and mental health and development.

Physically healthier. Childrenplay harder outdoors than indoors and they need daily opportunities to do so. More outdoor time is linked with improved motor development and lower obesity rates andmyopia (nearsightedness) risk.Safely getting some sun also helps us make vitamin D that our bodies need to stay healthy and strong.

More engaged in learning. Playing outside promotes curiosity, creativity and critical thinking. Studies have found that children who spent more time in nature exploration had improved learning outcomes.

More positive in behavior. Research shows that when children spent time in natural settings they had lessanger and aggression. Impulse control also improves. This might be especially important when normal routines change for children.

Mentally healthier. Stress and depression are lower for all people who spend time in nature. Children show increased focus and reduced symptoms ofAttention Deficit Hyperactivity Disorder.

Children and teens who spend time playing outside and enjoying nature can be:

Take advantage of the healing power of play in nature-near your home or neighborhood, or wherever you feel comfortable. Remember to dress appropriately for the weather. It's also a good idea to wash hands or use hand sanitizer during and after your adventure.

Finally, ask community leaders to ensure all kids have safe places to play outside. Getting outdoors, being in nature, and moving our bodies is good for everyone!

More information

About Dr. Glassy

Danette Glassy, MD, FAAP, is a member of the American Academy of Pediatrics Councils on Community Pediatrics and Early Childhood, as well as the Washington Chapter of the AAP. She practices in Mercer Island, Washington

About Dr. Tandon

Pooja Tandon, MD, FAAP, is a general pediatrician and researcher at the University of Washington and Seattle Children's Hospital. Her research interests include studying and promoting equitable access to physical activity and outdoor time for all children.

# data[].attributes.attachment_link.keywords[]
outside play~ playing outside~ outdoor play~ nature~ benefits of nature~ getting outside and social distancing~ kids and nature~ keeping kids active~ benefits of outdoor play on children's health~ benefits of nature preschool~ nature deficity disorder

# data[].attributes.attachment_link.title
Playing Outside: Why It's Important for Kids

# data[].attributes.attachment_link.description
​No matter what the weather brings, playing outside is good for kids. There is scientific evidence that playing outside improves health, and children of all ages love it. Even as the COVID-19 pandemic continues, outdoor time and nature exploration are safe for most kids.

# data[].attributes.headline
5 Outdoor Mindfulness Activities for Preschoolers

# data[].attributes.subject
5 Outdoor Mindfulness Activities for Preschoolers

# data[].attributes.attachment_link.readable_text
Inside: Going back to school can be tough! Try these five outdoor mindfulness activities for preschoolers to help your child wind down and refocus.
Ever since my daughters started preschool we've had the same after-school routine. It's simple, it's effective and it helps my kids decompress when they need it the most. For our family, it's by far the most likely activity to get the afternoon off to a good start. So, what's the secret? We go outside, rain or shine.

Research shows that spending time in nature can boost our health and well-being in many tangible ways, for example by reducing stress and anxiety, lowering blood pressure and strengthening the immune system. For kids too, the benefits of playing outside are well documented.
Related: There's No Such Thing as Bad Weather

The Importance of Nature

One theory holds that nature can restore our attention and heal mental fatigue, a state that is caused by doing a task that requires a great deal of concentration, or "directed attention", for a long period of time. Playing an intense video game, solving complicated math problems and navigating through busy traffic are all examples of tasks that require high levels of directed attention, and consequently tend to drain us of energy.

Mental fatigue is one of the reasons why it's so important for kids to have recess and other opportunities to take "brain breaks" at school. Even with frequent breaks, kids are often tired and grumpy after spending a half or full day learning academic facts, usually inside. This is understandable, and one of the reasons why our daily outdoor routine is sacred.

Our routine has evolved over time as my girls have aged (they're now in first and fourth grade, respectively). I treasure these moments more than ever, partly because they act as a counterweight to the increasing pressures of school and the distraction of electronics, and partly because they give us a genuine way to connect as a family.

Below I'm sharing five of my favorite ways to restore attention and connect with the kids outdoors after school. Although I call them mindfulness activities for preschoolers, I know for a fact that they also appeal to kindergartners and many children in the lower elementary school grades. They require no advance planning or extra equipment, just a willingness to immerse yourself and your children in nature. Best of all, they can be done almost anywhere and only require 15-30 minutes of your time.

Enjoy!
Related: The Amazing Benefits of Forest School
5 Outdoor Mindfulness Activities for Preschoolers

Observe the clouds

How: Lie down on a blanket on the ground and look up at the clouds in the sky. What shapes do you see? Do you and your child see the same things? How do the shapes evolve as they move with the wind?

Why: Hones your child's observational skills and encourages imaginative thinking.

Hug a tree

How: Seek out a wooded area and select a mid-size tree to embrace. Lean your head against the trunk and try to become one with the tree. Is it moving with the wind? Is it making any sounds? What does it smell like? Repeat with a few different trees.

Why: The bark provides sensory input, and creating a feeling of "oneness" with the tree helps strengthen your child's nature connection.

How: Collect natural materials, for example rocks, sticks, leaves, tree nuts, pine needles, shells and flowers. Decide where to make your mandala and choose a centerpiece that you place in the middle of the work area. Use the other objects to create at least five rings around the centerpiece, a little bit like tree rings, and try to create recurring patterns.

Why: Making nature mandalas is calming and relaxing. It's also great for nurturing your child's creativity.

Go for a listening walk

How: Go for a walk in a nearby nature area or just around the neighborhood. Stay silent for 5-15 minutes, depending on your child's age and attention span, and listen carefully to all the sounds around you. After the time is up, discuss what you heard and where the sounds may come from.

Variation: For a more meditative experience, do the listening exercise while lying down on the ground with closed eyes.

Why: Listening walks can help put your child in a calm but alert state, which is ideal for sensory integration.

Be an animal yogi

How: Pick some of your favorite animals and act them out in the form of yoga poses. Try to hold each pose for 20-30 seconds and repeat a few times, then try each other's poses. Check out this simple animal yoga activity to see an example, or try these 5 zoo animal yoga poses for inspiration.

Why: Yoga helps refine balance and coordination, and boosts our ability to focus. It also strengthens your child's mind-body connection.

Do you have any favorite mindfulness activities for preschoolers to do outside?

# data[].attributes.attachment_link.title
5 Outdoor Mindfulness Activities for Preschoolers

# data[].attributes.attachment_link.description
Inside: Going back to school can be tough! Try these five outdoor mindfulness activities for preschoolers to help your child wind down and refocus. Ever since my daughters started preschool we've had the same after-school routine. It's simple, it's effective and it helps my kids decompress when they need it the most.

# data[].attributes.headline
Yoga for Kids: A Walk Through the Garden 

# data[].attributes.subject
Yoga for Kids: A Walk Through the Garden 

# data[].attributes.attachment_link.readable_text
This garden themed yoga for kids sequence is a fabulous way to celebrate the changing seasons, being out in nature or Earth Day.
"Frogs!"
"Butterflies!"
"Caterpillars!"
My daughter's preschool classmates were all eager to answer after I asked them what we might see in a garden. I visited their classroom recently to read my garden yoga book as part of their study of the garden and nature. The teachers have done a fantastic job of integrating science, language arts, art, music, and math into their garden studies. They've done some wonderful activities, including:

Created a large group garden mural

Planted lima beans indoors to watch the beans sprout

Discussed small creatures that live in and around the garden

Learned to identify the parts of a flower

Read garden-themed books

Talked about what plants need to grow

Planted a garden in their playground

It is also simple to use movement to teach your children about the garden. Children are born to move. They need to move to learn, be active, and have fun! This garden themed yoga for kids sequence can easily be used at home or school, simply print our our the printable version (download instructions below) to guide you.

To get started, clear a space so the children can move around safely, without bumping into any obstacles. Have your little gardeners wear comfy clothes perfect for gardening. They could practice on a yoga mat-or on a towel if you're on a non-slip surface-pretending the mat is their garden. Explain that you're going on a pretend walk through the garden and remind them to bring their creativity and imaginations! Follow along with the five garden yoga poses below. Don't worry about practicing the perfect yoga postures. Just give it a go and have fun!

Garden Themed Yoga for Kids

These five yoga poses have been sequenced to flow from one pose to the next:

Pretend to be a tree
To do Tree Pose: Stand on one leg. Bend the knee of the leg you are not standing on, place the sole of your foot on the opposite inner thigh or calf, and balance. Sway like a tree in the breeze. Switch sides and repeat the steps.

Pretend to be a frog
To do Squat Pose: Come down to a squat with your knees apart and your arms resting between your knees. Touch your hands to the ground. Jump up like a frog and then return to a squat position.

Pretend to be a seed
To do Child's Pose: Sit back on your heels, slowly bring your forehead down to rest on the floor in front of your knees, rest your arms down alongside your body, and take a few deep breaths. Pretend to be a seed in the garden.

Pretend to be a butterfly
To do Cobbler's Pose: Gently come up and sit on your buttocks with a tall spine. Bend your legs, place the soles of your feet together, and gently flap your legs like the wings of a butterfly.

Pretend to be a flower
To do Flower Pose: From Cobbler's Pose, lift your bent legs, balance on your sitting bones, and weave your arms under your legs with your palms facing up. Pretend to be a blossoming flower.

Finish your garden yoga experience by lying on your back with your arms and legs spread out in a Resting Pose. Close your eyes (if that's comfortable) and take a few deep breaths. Think about what you love about gardens and maybe imagine a rainbow arching across the sky above you.
To extend your yoga experience, you can also make your own list of garden visuals and use our list of Yoga Poses for Kids to find matching yoga poses. Think of things like the sun, rain, a rainbow, a tree, plants, flowers, rocks, birds, butterflies, bees, caterpillars, a wheelbarrow, frogs, ladybugs, dragonflies, or seeds.
As the parent or teacher, join in the garden yoga by hopping like a frog, fluttering like a butterfly, and crawling like a caterpillar. You might be surprised how fun it is! In fact, why not grab your friends and family to create a community yoga garden!

How To Download Your Garden Yoga for Kids Poster:

Click here to save the download to your computer: Garden Yoga for Kids Printable Poster. Open the PDF file and print. When printing, select "Fit to printable area" (or similar) to ensure the page fits with your printer type and local paper size (these have been created at A4 size).

Having trouble accessing or downloading the file? Please try a different internet browser.
Please note: All Childhood 101 printables are for personal use only, you may not use any part of this content for commercial purposes-that includes selling the document, giving it away to promote your business or website, or printing the file to sell. You may not share, loan or redistribute these documents. Teachers may use multiple copies for students in their own classroom.

Giselle Shardlow is the author of Kids Yoga Stories. Her yoga books for kids get children learning, moving, and having fun. Giselle draws from her experiences as a teacher, traveler, yogi, and mom to write the yoga stories found in her Kids Yoga Stories store or on Amazon worldwide. Find her award-winning Rachel's Day in the Garden yoga book here. You can also connect with Giselle on Facebook, Twitter, Instagram, and Pinterest.

Read next:
Christie Burnett is a teacher, presenter, writer and the mother of two. She created Childhood 101 as a place for teachers and parents to access engaging, high quality learning ideas.

# data[].attributes.attachment_link.title
Yoga for Kids: Garden Themed Yoga Complete With Printable Poster

# data[].attributes.attachment_link.description
This garden themed yoga for kids sequence is a fabulous way to celebrate the changing seasons, being out in nature or Earth Day. "Frogs!" "Butterflies!" "Caterpillars!" My daughter's preschool classmates were all eager to answer after I asked them what we might see in a garden.

# data[].attributes.headline
16 Quiet and Calm Sit Spot Activities for Kids to Enjoy Outdoors

# data[].attributes.subject
16 Quiet and Calm Sit Spot Activities for Kids to Enjoy Outdoors

# data[].attributes.attachment_link.readable_text
When my family thinks of spending time outdoors, it's usually focused on action and adventure. But there is also great value in simply being in nature. In being quiet, being calm, and taking time to absorb the nature around us. One strategy: sit spot activities!

Kids can enjoy nature in a quiet, calm and independent way by using a "sit spot". Although the term itself isn't my favorite, I love the idea of time outdoors being focused, being accessible, being simplified, being peaceful. We need to show our kids the value of slowing down and absorbing our environment at our own pace.

Time outdoors doesn't always have to involve huge adventures or non-stop action, it can include micro-adventures and moments of tranquility. Connecting with nature can be done (arguably more effectively) while sitting still. Sit spot activities allow kids to engage their senses one-by-one, enhancing their focus and observation.

What is a sit spot?

It's exactly as simple as it sounds like: a spot where you sit!

A sit spot is a place away from distractions where kids can sit, be quiet, and observe nature. (High-traffic and noisy spots aren't ideal.) It's a favorite place outdoors that can be re-visited across the seasons.

How do you choose a sit spot?

A sit spot should be:

child-selected (with possible input from parents)

free of outside distractions

safe

nearby

(relatively) comfortable

where nature is present

What is the value sit spot activities?

Although it may not initially seem that simply sitting would have any value, there's much more to it!

Sit spot activities can:

allow kids to be in tune with your environment

teach kids about the nature around you

help kids develop observational skills

give kids space and focus for a calming activity

allow visits in all weather

encourage kids to slow down

help kids focus on each sense individually

allow kids to study patterns, seasons

allows kids to connect with nature on their own terms

Encourage your child to find their own sit spot, whatever inspires them. Under a tree, in the middle of a lawn, on a stump, wherever they can comfortably sit for about 5-15 minutes at a time (or longer), depending on their age. Their sit spot can change each time, or they may claim a personal favorite to re-visit.

Activity Ideas

Sit spot activities

A few possible activities include:

1. Make a tree friend.

Choose a favorite tree and observe it from one season to another (a year in the life of your tree). Keep track of it in a journal, draw a picture, take a photo, or just take a mental snapshot.

[worksheet can be found in our printable nature journal pages]

2. Read.

Take a favorite book outside and read it in the fresh air.

3. Draw.

Be an artiste plein air and bring a few simple art supplies outside. Draw what you see, let nature inspire you, or draw anything you'd like!

4. Go cloud spotting.

Lie back and watch the clouds. Older children can look for different types of clouds (cumulus, nimbus, etc.), children of all ages can look for shapes.

5. Draw a sound map.

Close your eyes and listen to the sounds of nature around you. (Does it help to focus when your eyes are closed?) Take it one step further and draw a sound map. (See link to free printable below for more instructions.) When you hear a nature sound, draw it on the page in relation to your location.

6. Birdwatch.

Focus on the bird life around you. What birds can you see? What birds can you hear? Are they sitting, flying, singing? Use a bird ID book or app (e.g., Merlin Bird ID) to help identify the birds you see. Or listen to their songs and compare to bird mnemonics (short phrases that sound like the bird call).

7. Focus on one sense at a time.

Go through four primary senses (sight, hearing, touch, smell) and focus on one at a time. Do you notice different things for each sense?

What happens if you "turn off" one sense while focusing on a different one? (e.g., Close your eyes while listening or cover your ears while looking around.)

For more sensory activities, be sure to check out our post, " 50+ Simple Outdoor Sensory Activities for Kids to Enjoy in Nature ".

8. Meditate, practice mindfulness.

Take a moment to enjoy the silence and quiet your thoughts. Check out a few guided meditations here and here.

9. Do a square foot study.

Mark off a square in your backyard using sticks and string, somewhere between a square foot to a square yard. (Or make it round by using a hulahoop!) Look at it quickly, jot down what you see.

Then spend more time, get closer (on your hands and knees) and see what else you notice. (With a magnifying glass, if you choose.)

Is it just grass, or are there other plants? Any insects? Any seeds? If leaves, what kind of leaves? Write or draw what they see, also noting the weather, date, time.

Check back as often as you'd like (hourly, daily, weekly) to see if anything has changed. (Has the grass grown? Are there any new leaves? Do you notice different insects?)

[This activity is also listed in our post, " 12 Easy Backyard Nature Activities to Encourage Outdoor Play All Year ".]

10. Look for a four-leaf clover.

If you sit spot is located on grass, look for a four-leaf clover around you. You might just notice a few more things during your search!

11. Blow a grass trumpet or grass whistle.

Make a "musical instrument" with only a blade of grass!

Choose the widest piece of grass that you can find. Put your thumbs side by side (nails facing you) with the grass in between (the edge of the blade facing you). Make sure the grass is pulled taught. Purse your lips, put your mouth to your thumbs, then blow!

You may need to adjust the position of your mouth against your thumbs. Cup your hands to change the pitch higher or lower.

[Watch an instructional video here.]

12. Examine a nearby flower.

Look at a flower from a distance. How many parts can you identify? Petals and leaves? Now get closer and see how many details become clear.

[Watch a video for kids on the parts of a flower here.]

13. Try a laser focus.

Stare at one spot ahead of you and focus in. How many other things you can identify in your peripheral vision, without looking at them? What other senses do you rely on to identify them?

Compare your results when you choose a spot that is close by, and then one that is further away.

14. Be a reporter.

Pretend you're a newscaster, meteorologist or naturalist and have a running monologue about what you see happening (or not happening) around you.

Say it to yourself or invite someone to join you in your sit spot.

15. Do some creative writing.

Choose one thing you see in the nature and write "a day in the life". If that doesn't inspire you, choose your own topic!

16. Start a nature journal.

Bring a notebook or piece of paper and record your observations. Some writing prompts may include "I notice...", "I wonder...", "I see...", or "I hear...". Younger kids can start by drawing what they see.

Optional items to bring to your sit spot activities:

notebook

binoculars

ruler

magnifying glass

guide book, id book

small trowel or stick

drawing/art supplies

empty picture frames to focus perspective

chair/cushion

Nature can provide opportunities for calm, solace, and personal development. Sit spot activities are a great way to take advantage of this potential!

# data[].attributes.attachment_link.title
16 Quiet and Calm Sit Spot Activities for Kids to Enjoy Outdoors -

# data[].attributes.attachment_link.description
Sit spot activities are a great way for kids to connect with nature, allowing for moments of calm, quiet appreciation of their surroundings.

# data[].attributes.headline
20 Educational Outdoor Activities for Preschoolers (2024) 

# data[].attributes.subject
20 Educational Outdoor Activities for Preschoolers (2024) 

# data[].attributes.attachment_link.title
20 Educational Outdoor Activities for Preschoolers [Updated for 2023]

# data[].attributes.attachment_link.description
Read to discover outdoor activities for preschoolers that help children learn important skills and connect to nature.

# data[].attributes.headline
Outdoor Activities to Build Social Skills 

# data[].attributes.subject
Outdoor Activities to Build Social Skills 

# data[].attributes.attachment_link.readable_text
Working on social skills isn't just an activity to take place in the classroom. We, as kids and adults, use social skills every day out in the real world. This gives lots of opportunities for practicing and strengthening those skills everywhere - even outside.

Whether you are a parent looking to boost your child's social skills at home over the summer or an educator seeking some non-worksheet strategies for improvement, I hope these ideas are helpful to you.

Some important points to help as you work on these social skills through outdoor activities:

Be intentional with the skills you are working on. Talk about the social skills and why they matter.

Give plenty of practice. So often, one experience isn't enough to really target a skill. Give it time!

Allow choice. Give kids an option of two different activities. This will help them buy-in and feel empowered before they even start.

Here are some activities to build social skills outside the four walls of the classroom.

Gardening
Gardening can sometimes be a favorite activity for kids and teens. Even though there is a bit of work up front, it's so fun to see something you yourself have grown! Most obviously, this can build a great deal of patience. This can also be extremely rewarding and even act as a coping strategy to see something grow over time.

In addition to these skills, you can work on skill for planning while listing out ideas for a garden, choosing what you want to grow, and designing a map for where to grow each item. This can also involve some research, as it's helpful to know what conditions different plants need.

Writing Sidewalk Chalk Messages
Grab some sidewalk chalk on a nice day and write thoughtful messages. This activity lends itself to promoting kindness, empathy, and compassion for others.

If you're not sure what to write, spend some time looking up positive and kind quotes before you head out.
Walking and Talking
A simple activity, walking and talking is just what it sounds like - building conversation skills while walking together. Spend time talking about feelings, interests, thoughts, and hopes for the future. Give plenty of time for back and forth discussion. This activity also provides practice with turn-taking, active listening, and empathy. All the while, you will also be improving relationship skills.

If you're running out of ideas, grab these free discussion starters to give some ideas.

Birdwatching
Birdwatching is an activity that can help build attention skills while also practicing mindfulness and coping strategies. To start with birdwatching, you don't need anything special. Just pick a spot in a yard or while out on a hike. Then, use your senses to notice the wildlife around you.

This is a favorite activity, as it also encourages a sense of curiosity, leading to more discussions and learning. If you see or hear something that you're not familiar with, take extra note of it or take a picture. Then, look it up once you're back inside. This is a great way to create a positive connection with nature while working on social skills at the same time.

Tidying the Yard
Cleaning up after ourselves is a critical self-management and organizational skill that we all need in our daily lives. You can use these activities to teach about why it's important to clean up and stay organized on a regular basis. When we have routines for staying organized, it really makes the clean-up process much easier.

Just a few activities kids and teens can help with include weeding, raking, spreading mulch, cleaning patio furniture, and gathering toys.
Picking Up Trash
Taking care of the environment is important! Spending time picking up trash can promote responsibility and respect for the world around us. It can also encourage discussion about responsible decision-making and learning that our choices impact those around us.

Picking up trash can be done at any local park or just when you are out on a hike. Make it fun! Give yourself "one point" for every trash item you find and put in a bag.

During the clean up process, discuss that even though you didn't leave the trash, it is part of our collective responsibility as humans to help clean up. Of course, this also fosters compassion and care for the environment.
Going on a Scavenger Hunt
Work on attention skills with an outdoor scavenger hunt. You can make the list ahead of time or find one to print out. Have kids mindfully look for different items, like a green leaf or a rock. Mark it down on the checklist and keep looking for more.

Jogging
Jogging, running, and walking are extremely healthy ways to practice coping strategies outdoors. Just like any other aerobic exercise, jogging is known to raise heart rate, burn calories, increase lung capacity, and improve the immune system. While these are generally seen as physical impacts, it's worth noting that this boosts mental and emotional health, too.

Going for a quick jog is a great way to promote a positive coping strategy when feeling stressed, angry, or even sad. Even more, jogging can be used as a proactive self-care strategy.
Basketball (or any sport)
Basketball, or really any sport, is an ideal activity to work on sportsmanship, fairness, and perseverance, to name a few skills. Choose a sport that your kids and teens enjoy most, whether it is basketball, baseball, soccer, or bowling.

If you want to work on flexibility skills, try a sport or activity that your child doesn't know well. Practice and learn together!

Leaf Rubbing
Another strategy for focusing on mindfulness, leaf rubbing is an easy and quick activity that can be done almost anywhere. All you will need is paper, a clipboard, and a crayon (or two). Have kids find a leaf on the ground that they like. Place it under the paper on the clipboard and shade in the paper.
Planning a Picnic
Grab a clipboard and start a checklist to work on planning your ideal picnic. Have kids take the lead to work on their planning and organization skills. Rather than telling them what they should bring, ask prompting questions like, "What do you think we might need?"

Letting kids and teens lead an activity like this also helps build self-confidence!
Go Fishing
Grab a fishing pole and head out to a local body of water to go fishing together. Fishing is an excellent activity that builds self-control, patience, and perseverance.
Play Freeze
In this activity, you will be playing music and giving dance time. After a minute or so, pause the music and make sure everyone freezes on the spot. After a quick pause, play the music again and resume.

Use this as a memorable way to practice and talk about self-control. Of course, this is a game that can be played either indoors or outdoors!

Again, it's important to note that the possibilities are working on social skills outside are limitless!

# data[].attributes.attachment_link.title
Outdoor Activities to Build Social Skills

# data[].attributes.attachment_link.description
Working on social skills isn't just an activity to take place in the classroom. We, as kids and adults, use social skills every day out in the real world. This gives lots of opportunities for practicing and strengthening those skills everywhere - even outside.

# data[].attributes.headline
Using Nature to Build Social-Emotional Skills 

# data[].attributes.subject
Using Nature to Build Social-Emotional Skills 

# data[].attributes.headline
Getting Started with an Outdoor Classroom

# data[].attributes.subject
Getting Started with an Outdoor Classroom

# data[].attributes.attachment_link.title
Getting Started With an Outdoor Classroom

# data[].attributes.attachment_link.description
A Vermont elementary school teacher describes lessons she has moved outside in an effort to help students connect with nature.

# data[].attributes.headline
Outdoor Classroom in Early Childhood Education

# data[].attributes.subject
Outdoor Classroom in Early Childhood Education

# data[].attributes.attachment_link.readable_text
Educators are increasingly recognizing the importance of outdoor play and are incorporating outdoor classrooms into their programs. Outdoor classrooms allow children to explore and discover the world around them.

Exposure to the natural environment enhances children's creativity and imagination as they play and explore. It also improves social skills and teamwork as they interact with other children. When used effectively, outdoor classrooms are powerful learning environments that promote the holistic development of young children.

If you are considering creating an outdoor classroom or want to enhance your current program, this article will give you essential information to get started.

Source
What is an outdoor classroom?

An outdoor classroom is a learning environment outside of a traditional indoor classroom setting. Outdoor classrooms can be created in various settings, including parks, gardens, playgrounds, and farmlands.

While outdoor classrooms take on many different forms, they all share a common goal: to create an immersive learning experience that takes advantage of the unique benefits of being outdoors.

Benefits of outdoor learning

Outdoor learning is gaining popularity in early childhood education for a good reason. From improved social skills to enhanced brain development, children reap many benefits from spending time in nature.

Increased physical activity levels

Children who spend more time outdoors are more physically active than those who stay indoors. They are also less likely to become obese or develop chronic health conditions like Type 2 Diabetes.

Improved gross and fine motor skills

Playing outdoors improves children's gross motor skills, such as running, jumping, and climbing. They also refine fine motor skills by picking up small objects or manipulating playground equipment.

Better social skills and cooperation

Outdoor play gives children the opportunity to interact with other children and adults. This develops their social skills, such as communication, turn-taking, and sharing. They also learn to cooperate with others to achieve a common goal.

Greater creativity

Engaging in imaginative play, such as make-believe games, boosts children's creativity. Children who play outdoors are likely to score higher on tests that focus on creative thinking than those who stay indoors.

Enhanced problem-solving skills

Outdoor play allows children to solve problems and figure things out for themselves. For example, they may need to work out how to use a piece of playground equipment or figure out the rules of a game. The critical thinking and problem-solving skills children develop through outdoor play will help them to succeed in school and later in life.

Deeper understanding of the natural world

Spending time in nature helps children learn to appreciate and respect the environment. When children discover new plants and animals, learn about the changing seasons, or explore different habitats, they develop a greater understanding of the world around them.

Improved mental well-being

Spending time outdoors reduces stress and anxiety and increases feelings of happiness, relaxation, and calm. Being in nature also increases self-esteem and self-confidence. When children feel good about themselves, they are more likely to cope better with challenging situations and reach their full potential.

Increased risk-taking and resilience

Children need opportunities to take risks and experience failure in a safe and supportive environment. Being outdoors increases risk-taking and resilience because it inherently comes with more risks. This environment has a lot of variables that are out of their control, which allows children to explore more widely, make mistakes, and learn from them.

Risk-taking develops essential life skills such as resilience, adaptability, and resourcefulness. It also encourages them to be curious, exploratory, and think outside the box.

Engaged learning

When children explore, use their imaginations, and are active in a new environment outside of their typical classrooms, they tend to be more engaged and motivated to learn new skills. Outdoor play helps stimulate learning and builds excitement around different activities.
Source
Outdoor classroom ideas

Children learn best through play. The outdoor environment provides endless opportunities for creative and imaginative play. Before you start planning your outdoor classroom, it's essential to ask yourself the following questions:

What is the age range of the children in your care?

What are their interests and abilities?

What type of activities do you want to include?

What is the size and layout of the outdoor space?

What type of equipment and resources do you need?

Here are some ideas to get you started:

A forest school

Based on the Scandinavian concept of "friluftsliv," meaning "free air life," forest schools are focused on living life with an appreciation for nature. They are designed to help children develop a strong connection with the natural world and understand how they depend on it. They also provide opportunities for children to play and learn in a natural environment and develop confidence, self-esteem, and a love of nature,

To create a forest school, you need access to a wooded area or park where children can freely explore. The area should have a variety of plants and trees, as well as open spaces for running and playing. Make sure to include safety measures such as boundary markers or flags, and ensure the environment is clean and safe.

Children can explore, play games, build shelters, go on scavenger hunts, do art projects with natural materials, and more in a forest school.

A beach school

Beach schools offer a unique learning environment, with the sea, sand, and waves providing a backdrop for exploring, investigating, and playing.

To create a beach school, here's what you will need:

A stretch of beach that is safe for children to play in

Shade tents or umbrellas

Sunscreen and hats

Beach toys such as buckets, spades, and fishing nets

Waterproof bags for storage

Beach schools help children to develop an understanding of the natural world and respect for the environment.

A farm-based classroom

A farm-based classroom helps children appreciate where their food comes from and understand the importance of looking after animals and crops. They can learn about the different farm animals, how they are cared for, and what they eat. They can also help to feed the animals, collect eggs, and harvest fruit and vegetables.

A mud kitchen

A mud kitchen is an outdoor kitchen area filled with natural and recycled materials that can be used for creative play. Children make their own "recipes" using natural materials such as leaves, sticks, and mud. Mud kitchens help children develop their fine motor skills and use their imaginations.

A water play area

A water play area can be a great sensory learning environment for children. It can be as simple as a basin filled with water, or you could include a water pump, sprinklers, and other water toys.

A sandpit

A sandpit allows children to practice their fine motor skills by digging, scooping, pouring, and raking sand. They can also learn about measurement, volume, and weight as they fill and empty buckets of sand.

A sensory garden

A sensory garden stimulates the senses. It might include features such as different textures, scents, and sounds. For sounds, choose plants that make noise when the wind blows, such as ornamental grasses or bamboo For scents, you could include herbs, flowers, and citrus fruits.

A music garden

Listening to and making music benefits children's development. To build this classroom, bring musical instruments such as drums, shakers, and bells outside for children to use and encourage them to experiment with the different sounds they can make.

An outdoor art area

Preschoolers love to express their creativity, and an outdoor art area is a perfect place to do it. Set up a table and chairs with supplies like crayons, markers, paint, and paper. Add some nature-inspired elements like sticks, leaves, and flowers for collages.

Have the children sit at the table and create their masterpieces. When they're finished, hang their artwork up to dry.

A loose parts area

Loose parts are materials that can be moved, manipulated, and combined differently. They include items like balls, blocks, clothes, cardboard boxes, and egg cartons.

Set up a designated area with loose parts. Ask the children to build towers, houses, or whatever else they can imagine. Let them be creative and have fun.

A nature scavenger hunt

Make a list of items for children to find in an outdoor scavenger hunt, such as a leaf, a flower, a rock, and a stick. Add in some challenges, like finding something that is red or finding something that smells nice.

Hide the items outside and let the children go on a hunt. They can mark off the items as they find them. This activity helps to develop observational skills and encourages children to explore their surroundings.

An obstacle course

Create a course with different obstacles for the children to overcome. This includes balance beams, crawling through tunnels, jumping over hurdles, and walking along a line. Alternatively, set up an outdoor play area with different climbing and crawling equipment. An obstacle course can help children develop gross motor skills and coordination, and it can also foster a sense of achievement.

To further support your children's growth and development at each stage, download our list of activity ideas promoting language, sensory, social-emotional, cognitive, and physical development.

Source
Outdoor classroom furniture

When designing your outdoor classroom, ensure the furniture creates a comfortable and inviting space for children to learn and play. When choosing outdoor classroom furniture, consider the age and abilities of the children. For example, preschoolers will need lightweight and easy-to-move furniture. And above all else, the furniture should be safe, durable, and easy to clean.

Arrange it in a way that encourages collaboration and communication. For example, arrange tables and chairs in a circle. Provide various engaging outdoor activities and materials, so everyone finds something they enjoy.

Here is the most popular outdoor classroom furniture:

Picnic tables

When choosing picnic tables, consider the height of the table and the size of the seats. Group picnic tables together to create a large communal space for art activities and eating. Arrange them in a circle or square to encourage social interaction and communication.

You can also use picnic tables as individual desks for children to do their work. If you choose this option, have enough storage space for books and other materials such as crayons.

Chairs

Have a variety of chairs available for children of different ages and abilities.

Apply these ideas:

Sturdy, adult-sized chairs for supervision and storytime

Bucket chairs or bean bag chairs for cozy reading spaces

Low-to-the-ground chairs or mats for younger children

Stools or standing desks for active learners

Arrange the chairs in a circle for group activities or in rows for individual work.

Sofas

Sofas provide a comfortable place for children to read, relax, and take breaks. Create small groups or reading nooks by arranging two or three sofas together.

Tables

When choosing tables for your outdoor classroom, consider the activities that will take place there.

Here are some ideas:

Large, rectangular tables for arts and crafts projects or group work

Round tables for social activities and games

Small, individual tables for reading and writing

Place the tables together in groups or leave them spread out around the space.

Benches

Benches are versatile pieces of outdoor furniture. They can be used for seating, storage, or work surfaces.

Place benches along the perimeter of the space for individual or group work. Or use them to create a social area for children to interact or relax.

Storage bins

Outdoor classrooms can get messy. Have plenty of storage bins for materials, art supplies, books, and toys. Label the bins so that children know where everything goes.

Rugs

Rugs can help define the space and add color and pattern. Use rugs to create different areas in your outdoor classroom. For example, you can place a rug under the picnic table for art time or in the reading nook for storytime.

Canopies

Outdoor canopies create an outdoor classroom space that is comfortable and protected from the elements. They can provide shade on hot days or create a dry, protected space in case of inclement weather. Canopies also create a private, intimate space for small group work or one-on-one instruction.

Place the canopy in an open area and make sure there is enough space for all children to move around freely and access all materials.

Ottomans

Ottomans are versatile pieces of furniture that can be used for seating, storage, or as a table.

Arrange the ottomans in a circle for group activities or in rows for individual work. Use them to create a quiet area for children to relax or use them as a table for arts and crafts.

Final thoughts

Outdoor classrooms provide a unique and beneficial learning experience for young children. Exploring and learning outside of a traditional classroom setting improves children's social and physical skills and helps them develop a greater appreciation for and connection with nature.

Educators can enhance their teaching methods by taking advantage of their unique outdoor environments and incorporating various activities outside whenever possible.
Brightwheel is the complete solution for early education providers, enabling you to streamline your center's operations and build a stand-out reputation. Brightwheel connects the most critical aspects of running your center-including sign in and out, parent communications, tuition billing, and licensing and compliance-in one easy-to-use tool, along with providing best-in-class customer support and coaching. Brightwheel is trusted by thousands of early education centers and millions of parents. Learn more atmybrightwheel.com.

# data[].attributes.attachment_link.title
Outdoor Classroom in Early Childhood Education

# data[].attributes.attachment_link.description
Outdoor classrooms provide children with opportunities for socialization, physical activity, and creativity that they can't get indoors.