The following is a guest post from our newest trainer, Pediatric Speech and Language Pathologist, Carol Lettko.

Here are a few go-to creative ideas to help keep your little ones engaged while reinforcing their language skills during play!
Remember to keep your child’s age in mind and modify the activity as needed. I hope you have fun with these ideas!

Bubbles
You can provide SO much language about the simple and fun act of blowing bubbles! You can talk about: blowing the bubbles; the bubbles are going up up up, and now they are coming down! (did you see how you just taught the concept of opposites by modeling “up” versus “down”?!), you can count the bubbles or sing a little made up song (“One little, two little, three little bubbles, four little bubbles go pop pop pop”!). Here you worked on counting as well as using repetition in the word “pop”.

For toddlers, rhythm and repetition are important to help them understand and start repeating words. You can turn it into a “receptive language” type of activity by having the child follow a direction with the bubbles (“Can you blow the bubble on mama’s shoe?…. versus blowing the bubble on your knee?) Here you worked on clothing identification versus a body part. Can you think of other places to have your child blow the bubble? You can work on turn taking…. Now it’s your sister’s turn to blow the bubbles. Turn-taking is a great skill to start working on to enhance the child’s social/pragmatic skills. Can your child say “my turn” to request the bubbles or “I want more bubbles” depending on what age he or she is? Be creative and the important thing is to have fun!

Forts
Does your child need some quiet time to relax? Throw a blanket over a table to create a quiet space to read books or play with their toys. Kids love to build forts! Let them bring a cozy pillow or blanket in their “fort” to create a safe quiet space to relax or listen to quiet music. Some of our children need what is called “sensory breaks” when life gets too over-stimulating. And do you need a break too?! Climb into this quiet space with your child and snuggle up and read a book together.

Scavenger Hunt
Movement and being outdoors is a great way to get those wiggles out! One of my favorite go-to activities is to go on a “scavenger hunt”! Let the child put their hidden treasures into a bag (leaves, stones, feathers, shells, bark, grass, etc) As you and your child find different treasures, talk out loud about what your child just found “Ooh you found a big round stone! My stone is tiny and rough”. (You just provided really rich language in which you used “descriptive words” such as big, round, tiny and rough). Keep on narrating what you and your child are doing! Remember, your child will stay more engaged if you follow “their” lead and talk about what they are interested in! Take your treasures back home and glue them onto a piece of paper, or let your child “paint” the stones or shells. They even love painting with water if you don’t have paint.

I hope these suggestions were helpful and that you can incorporate some of them into your routine this week! Happy playing and talking!

by Karen D’Souza who covers early education at EdSource

Going back to school is always a bit of a sticky transition, but this year there’s more to worry about, from teacher shortages to mask rules, than the usual concerns. On top of all that, there are many more children who will be going to transitional kindergarten, or TK, this year because of the expanded age guidelines. These children are younger than the usual TK cohort of almost 5-year-old children who just missed the cutoff for kindergarten.

Paula Merrigan, for one, is up for the challenge. A veteran early childhood educator with 15 years teaching kindergarten and TK in the Castro Valley Unified School District, she’s long been a champion of making transitional kindergarten, a steppingstone between preschool and kindergarten, available to more children.

The universal transitional kindergarten program is being gradually phased in until it includes all the state’s 4-year-olds by the 2025-26 school year. In the 2022–23 school year, children who will turn 5 between Sept. and Feb. 2 are eligible for TK. In the 2023–24 school year, children who will turn 5 between Sept. 2 and April 2 are eligible for TK.

Merrigan recently took a few minutes out from her back-to-school preparations to share some of her tips for parents on how to help their children get ready for TK this year.

What should parents know as they try to support kids who are younger than usual starting TK?

If they haven’t been going to day care or preschool, they will probably have a hard time separating from you. It’s normal, and it may last a few days, but it gets better and easier. Just say your goodbyes and let the teacher or staff handle it. The longer you linger, the harder it is on both of you.

What should parents keep in mind?

Create routines you can stick with. Bedtime should be at a reasonable time for young kids (lights out by 8:30, not starting getting ready for bed at 8:30). Well-rested children perform better at school. Have them set out their wardrobe for the next day so you don’t have arguments over what they are going to wear. Let them have some autonomy. It gives them a sense of power over something small. Teachers don’t care if they come to school in polka-dots and stripes with zig-zags. It actually makes us smile.

Is there stuff parents should practice with their kids?

Give them safety scissors (blunt tip kid scissors) and have them practice cutting magazines, drawn lines, newspapers, etc. You’d be surprised how many students we see who don’t have any idea how to hold scissors, let alone use them.

Practice using a glue stick so they know how to use it in class. Let them create collages with all that cut-up paper and pictures from their scissors practicing. Practice the proper grip with a pencil; small pencils are perfect for their little hands (golf pencil size). Playing with Legos and Play-Doh, or picking up small things like pony beads, beans or small pasta, etc. is great for practicing fine motor skills and building up hand strength.

Should they work on things like early reading or early math?

Write their name with a highlighter and have them practice tracing their name. Talk about the letters in their name so they know what letters they are writing.

They don’t need to be reading yet, but parents and guardians need to be reading to them every single day. It’s great bonding time and shows them you value reading as well.

Math is easier: counting things around the house, talking about what’s bigger or smaller, longer or taller, heavier or lighter, etc. Count with them as they pick things up that they are playing with.

I’m a huge fan of Sesame Street. They are always practicing pre-academic skills on the show in a fun, young kid-friendly manner. That’s a great show to watch with your child, or at least in proximity, so you can talk about what’s happening.

How important is it to talk about sharing or lining up at school?

I always tell my students sharing does not mean, “Give it to me now because I want it!” Sharing means, “May I have that when you’re done using it?” That’s an important thing to explain to your children.

Lining up. Explain you won’t always be the first one in line and that’s OK. I always tell my students we are all going to the same place to do the same thing, so it doesn’t matter where you are in line. Teach them about personal space and to tell others if they are getting in your space, but don’t push someone who is in your space.

What is the hardest part for most kids about starting TK?

It’s the separation from their parents and guardians. Some kids take a few weeks to adjust to their new routine. It’s normal. Eventually, they will rush from their parents to run into class without even looking back to say goodbye. That’s a hard one for parents.

I know I will have crying students and crying parents, kiddos who can’t write their names, don’t know how to hold a pencil, have never held scissors, don’t understand sharing, etc. And it’s OK, that’s why I’m there.

Source: https://edsource.org/2022/what-parents-should-know-about-getting-kids-ready-for-transitional-kindergarten/676655

Why is Mother’s Day So Special?

Our mothers and mother-figures have shined the past couple of years. In addition to their daily responsibilities, mothers were tasked with defining what a ‘new normal’ looks like for their families. While it has not been easy, they have all stepped up and excelled in their own ways, keeping their children and grandchildren safe and healthy at all costs. We are sure they also sprinkled in some fun and laughs along the way.

To the mother or mother-figure in your life who works 24 hours a day, 365 days a year to make sure you feel secure and loved. To the one who always says “I love you” and “I support you” when you need it most.

How will you show your love and appreciation this year?

Every day at BANANAS, a mom’s love is honored and acknowledged. And today, we want to help YOU say thank you!

How to send a card:

1. Donate $20 for each card – all funds raised will directly support families and child care providers across Northern Alameda county
2. The image above is the card. We can either mail it to you or directly to your honoree.
3. Email BANANAS team member Adrienne at adrienne@bananasbunch.org with your name, your honorees’ name, and their address.
4. That’s it! We will send her a card from you!

Happy Mother’s Day from the Bunch. We hope this small gesture helps you and the mother in your life feel love and joy during this special holiday.

Written by Sharon Shi

We need more men to break the stereotype of the female-dominated child care industry in today’s gender equity world. From the Hechinger Report, males total only 3% of early childhood educators (1). In our society and history, we have these very specific stereotypes of gender roles, and it’s important for children to see other possibilities and other paths they can take. Men are welcomed and encouraged to step up and step into the early child care provider’s positions as much-needed role models. Male early childhood teachers can make a more positive difference in our next generations’ growth and in our community. 

Here are some benefits to having men in early child care settings:

1. 1. Gender integrated care environments have a big impact on young children as they begin to form their conceptions of gender roles and identity. The presence of male caregivers provides a particular benefit for boys’ development. They have a bonus space to seek out positive role models, especially for those from father-absent homes. Also, a male presence in caregiver settings may encourage fathers to participate more in their child’s educational experience, which in turn expands positive influence into communities.
   2. For the youngest learners, they are more likely to get exposed to different varieties of play and communication styles, which helps them to develop healthy ideas around gender, social interactions, and balanced environments.
   3. The pay disparity that exists for all professional women is especially profound in education. In the late 1800s and early 20th century, being a teacher was one of the few “professional” occupations for women – an opportunity to use their intelligence to do something greater; “have a wider world of ideas, politics and public usefulness.(3)” Pay was meager and the conventional thinking of that time was that a woman’s income was only supplementing her husband’s income or for a single working woman living with her parents or in a shared housing arrangement until she married, and thus did not require a livable income. To this day, preschool and K-12 educators are overwhelmingly women and the compensation for this workforce remains structurally underfunded and undervalued. While it is an unfortunate reality, increasing male participation in early education will lift all boats and increase compensation for all early care and education professionals.

Despite the benefits listed above and the support from across the industry, male early child care providers are still facing societal barriers and cultural resistance. Some parents are skeptical or concerned about having men in classroom settings. In some child care centers, male teachers are advised not to hug children, change diapers, or monitor toilet training. This perception of anticipated misconduct is at the forefront of men avoiding careers in this industry. Welcoming men into this sphere means changing the perception that we hold of care and the face of caregiving.

A study (2) from NAEYC (National Association for the Education of Young Children) shows how several education professors have recommended concrete ways to increase male participation in the field. The recommendations include: 1) increase all early childhood educators’ compensation to that comparable to elementary school teachers 2) in child care programs, establish support groups for male early childhood educators and provide mentoring and professional development opportunities 3) outreach and offer young men more opportunities to work with young children through internships and volunteer programs, and also create marketing materials which include male caregivers in the early childhood education fields in the advertisement. 

To increase gender balance by encouraging more male educators, we must be intentional and proactive in how we recruit and retain men in the field—especially men of color. We need to take concrete actions to ensure this transition and to solidify children’s rights to meaningful and comprehensive education, in balanced environments. This course will truly benefit children, families, and our communities and have a lasting impact on the most critical period in a child’s life.

In the spirit of appreciation, BANANAS is grateful for PROVIDERS and the inclusion that you show daily. We know creating healthy environments for educating our youngest children is what you do best! We thank you for helping us to create a climate of inclusion, and for getting the word out that male educator’s matter.

References: 

1. NOAM SHPANCER PH.D.    Insight Therapy    No Man’s Land: Where Are the Male Daycare Caregivers? 
2. KIRSTEN COLE JEAN-YVES PLAISIR MINDI REICH-SHAPIRO ANTONIO FREITAS Building Gender Balanced Workforce  https://www.naeyc.org/resources/pubs/yc/sept2019/building-gender-balanced-workforce-supporting-male-teachers
3. PBS Online: Only A Teacher: Teaching Timeline https://www.pbs.org/onlyateacher/timeline.html

Sandra left in the middle of the night because she knew it was what she had to do. Again.

Her husband was very intoxicated this time, having attended a holiday party, now snoring heavily and would not wake easily. She gathered the children swiftly – her 4-year-old son and 18-month old daughter, grabbed the backpacks she had prepared earlier, and quietly shut the door of the warm apartment.

Years of his abuse had led her to this. But what was her next step? It was to leave and try to escape the violence. But where would she go? That uncertainty concerned her but she was scared and knew she had to try and leave once and for all. Even if it meant she and the kids would almost instantly become homeless.

Staying at her girlfriend’s place (couch surfing) for a while was one option, yet her husband, in another rage, would find her there eventually. So she took the car and thought driving as far away as possible was a start. As she drove, the children started to wiggle and wake and she sang them back to sleep. As she drove she said “Momma’s got you.” Terrified but determined, she looked for a safe place to park, to sleep in the car that night. She would figure out her next step in the morning after some rest. 

All types of domestic abuse, including what Sandra experiences, are a horrible pattern of power and control exerted by the abuser. The individual being abused often tries multiple times to escape the situation in order to achieve a safer space. And becoming homeless may be an unintended consequence that is yet another challenge Sandra and her children now face. 

The next day Sandra decided to drive even farther- several counties away- to a new city where she and the children could settle for a while. This felt overwhelming to her while still living out of her car, needing to “start over” and full of so many questions. What about income? What about housing? And what about quality child care so the kids are safe while I look for housing and employment? 

Her girlfriend (whom she stayed connected with only by phone) helped do a Google search of child care resources of the city Sandra was in and gave her information about BANANAS. Sandra called and was connected to the BANANAS CARE Program which helps families who are experiencing homelessness or housing insecurity in Alameda County. 

The BANANAS CARE team began their navigation and support process: learning Sandra’s situation and assessing her needs and eligibility. The Navigators determined Sandra was eligible for CalWORKs cash payments and child care subsidies and provided her referrals of child care providers who could care for both children while she looked for work. And they connected her with housing resource agencies so she and the children could get out of the car and into a shelter. 

The BANANAS CARE team began their navigation and support process: learning Sandra’s situation and assessing her needs and eligibility.

They also provided diapers for Sandra’s daughter, and a gift card so she could purchase items such as food, more clothing, and supplies. She was also given a warm-handoff to a local community agency assisting those fleeing domestic abuse. And Sandra was provided BANANAS WarmLine Coaching to alleviate her parental stress and develop a path to healing. 

If you are or someone you know is experiencing abuse, the Family Violence Law Center, Mobile Response Team provides emergency assistance and advocacy to women and children in immediate danger of violence in Alameda County. You can call their 24-hour crisis line for victims of domestic violence at (510) 757-5123 or 1-800-947-8301. And you can find the Domestic Violence Resource Guide for Alameda County by clicking here.

For support and referrals for services, you can also call the National Domestic Violence Line at 1-800-799-SAFE (7233)

Next in this series:
Part 3: Doubling Up & Couch Surfing: The Hidden Homeless