Make-It Topic: Wings

Imaginative:

• Place out different types of wings for flying around (blankets, cardboard wings, large feathers) 
• Set out large pillows and eggs for making nests 
• Place out lizards, birds, bats, bugs, with cages blankets and bottles for caring for creatures

Language:

• Read “The little rabbit who wanted red wings” 
• Read “Waiting for wings
•  Discuss how some lizards have wings 
• Read “Bats have shiny wings"
•  Read the poem “I’m a little airplane”

I’m a little airplane, way up high
(hold hands to the forehead to shade eyes looking up)
With my great big silver wings, watch me fly!
(hold arms out like wings and fly)
When the pilot tells me, I’ll come down
(hold hands over ears)
Swooping and gliding to the ground
(hold arms like wings spin and sit)

• When you wake up how would you fly encourage the children to show you how they would fly

Art:

• Have the children lay on their tummy using a swing give the children a paint brush and paint while swinging (can be field trip, and gross motor) 
• Place out feathers, strips of paper allow the children to make their own special wings 
• Place out coffee filters allow the children to paint them and tie a string in the middle for a butterfly 
• Cut out a wing shape allow the children to decorate it however they want 
• Place lizard shapes out have children make wings for their lizard 
• Paint peacock feather 
• Place feathers out with paint allow the children to paint with them 
• Use cardboard to do wing rubbings

Water/Sand

• Place out coffee filters, paper shreds, leaf cut outs, paper scraps, yarn, twigs, feathers, in the sand table 
• Place feather in the water table 
• Place birds, eggs, lizards, bats in the water to wash 
• Place fish in the water

Gross Motor

• Dance around like you were flying 
• Fly around the back yard 
• Have an if I were a? I would fly like... 
• Place a blanket on the children backs and dance with their wings

Science/Curiosity

• Place out different wings for examining 
• Use pictures of different creatures with wings 
• Place out the parachute bears

Blocks

• Place out large blocks for making towers 
• Encourage children to make a perch for creatures 
• Place out winged creatures

Conceptual/Table top/Fine motor

• Match the wings 
• Place out play dough and knives with wing shapes 
• Match the wing to the creature 
• Wing lacing 
• Counting wings on creatures 
• Wing creature puzzles
•  Airplane puzzles

Music

• Use fans, with bells to make noise 
• Listen to different sounds of wings (birds, bugs)

Quiet

• Place out a flannel board with creatures allow the children to make a story

Cooking

• Make chicken wings

Chicken wings, 1cup soya sauce, ½ cup honey, 1tblsp mustard

Place soya sauce, honey and mustard in a bowl mix place the wings in mix well bake for 30 min on baking sheet or till wings are cooked through. Serve with the 3 other food groups to create a well balanced lunch.

Field trip

• Go for a walk looking for winged creatures 
• Go to the pet store view birds

Accreditation Feedback

AELCS has granted the Hemel House program accreditation status to recognize that they have met the provincial requirement for high quality child care as demonstrated using specific data collection strategies and identifications in the criteria outlined in the Quality Standards.

We would like to share with you some of the AELCS noted feedback from our site visit in March 2012.

STANDARD TEN –Early learning and child care services participate in ongoing monitoring and evaluation processes that support continuous quality improvement.

Demonstrated Best Practices:

• Exit questionnaires given to parents when care no longer needed.
• Applying for Re -Accreditation is one way this standard is being met. 
• There is evidence that the opinions of families and Providers are sought and taken into consideration. 
• There is an informal process in place to meet this standard through licensing reports and informal parent and Providers input. 
• There is formal goal setting for Providers. Each provider has a Provider Action Plan outlining areas they intend to address. Providers have a wall at the office with goals they have set; as the goals have been met they are removed from the wall. 
• There is an annual program review. Policy and procedure development/revision involves relevant stakeholders

Accreditation Feedback

AELCS has granted the Hemel House program accreditation status to recognize that they have met the provincial requirement for high quality child care as demonstrated using specific data collection strategies and identifications in the criteria outlined in the Quality Standards.

We would like to share with you some of the AELCS noted feedback from our site visit in March 2012.

STANDARD NINE – Families and community stakeholders are actively engaged in ensuring that community diversity and interests are reflected in the delivery of early learning and child care services.

Demonstrated Best Practices:

• The program receives newsletters from schools, health services and professional organizations.
• The Consultants are members of one or more associations in the community. (Director’s Association, ECE Conference planning, volunteer at community events.) 
• Outcomes of planning processes are communicated with stakeholders. Newsletters, website.
• The program and staff belong to several professional organizations.
• The program relies on the support of the community stakeholders for program input and development.
• There is an established pattern for regular community consultation with stakeholders. Advisory Board.
• Roles and responsibilities of stakeholders are clearly defined.

Accreditation Feedback

AELCS has granted the Hemel House program accreditation status to recognize that they have met the provincial requirement for high quality child care as demonstrated using specific data collection strategies and identifications in the criteria outlined in the Quality Standards.

We would like to share with you some of the AELCS noted feedback from our site visit in March 2012.

 STANDARD EIGHT – The program responds to the needs and concerns of children, their families, the staff and the community.

Demonstrated Best Practices:

• It is evident that the program uses community resources to meet the needs of the children and families it serves. A group formed by providers, parents, and administration – Mastermind- to discuss issues that involve them all; currently they are testing the usage of the web and the blog. New policies or changes are reviewed by them. They set the goals for the agency.
• Through parent surveys it was evident that families felt respected and their requests and needs are followed through and considered.
• Parents are offered resource links to community agencies that can offer them support when needed.
• There is evidence that the program is responsive to complaints, issues and concerns from the members of the broader community.
• The program’s policies and practices recognize and reflect a focus on meeting diverse needs. Parents and providers can reach consultants 24/7. One consultant is available by phone and office administrator answers e-mail messages 24/7.
• Signing of contracts happen after hours; provider and parent meet with a consultant to sign all the contracts.
• Agency mails out birthday cards to all children and providers. Provider’s anniversaries are acknowledged with certificates.
• Website has direct links to several community resources.

Make-it Topic: Music

November 2012

Music Center Ideas

Imaginative:

• Place out different music instruments make a music studio  
• Use tape recorders and head sets for the children to make their own music  
• Place out different types of music with various costumes, the children can dress up how they choose to each different type of music

Language:

• Recite the poem finger bands

The finger band has come to town, come to town, come to town.
The finger band has come to town so early in the morning.
This is the way we play the drums, play the drums, and play the drums.
This is the way we play the drums so early in the morning.
The finger band has gone away, gone away, gone away.
The finger band has gone away so early in the morning

• Read “Our marching band”  
• Read “I make music”  
• Read “Elmo’s world Music”  
• Talk about the children’s favorite music and instrument, make a book of them  
• Tape the children singing and play it back to them

Art:

• Jingle bell painting: use bells to roll around a paper just like a marble painting  
• Musical fingers: play music, encourage the children to paint to the music  
• Make cymbals out of foil plates with macaroni in them  
• Gather coffee cans and paint them for drums  
• Have children decorate wooden dowels to make rhythm sticks  
• Make rain sticks and dance with them  
• Make shakers with two cups and tape  
• Make music mitts: glue on bells to the finger tips and paint them, encourage the children to dance with them

Water/Sand

• Place out cups and sticks in the water table  
• Place strainers and cups in the sand, encourage music making  
• Have a music wash stand  
• Place different instruments in the sand for sifting and digging

Gross Motor

• Go outside with music and large side walk chalk, play the music and encourage the children to dance while they draw a picture  
• Cut out the center of yogurt containers. Attach ribbon, yarn, or any other object as streamers. Dance with the streamers!
• Play musical chairs  
• Have the children dance to slow music on bubble wrap  
• Place out a large piano (homemade with a roll of paper) colored say a color and have the children move to that color  
• Make a marching band

Science/Curiosity

• Place cups filled with different water levels or water, encourage the children to tap and hear the sound or older children run their finger on the top to hear the sound  
• Place beans on the top of a drum, allow the children to drum to discover what happens or place the beans on a speaker with base playing 
  
• Match the sound

Blocks

• Place out sticks and tree circles for making natural wood instruments  
• Place out different size containers to build with  
• Place out pots and pans

Conceptual/Table top/Fine motor

• Match the music notes  
• Place out a xylophone with colors and encourage the children to play the same colors on a sheet  
• Place out pots and pans for sequencing and making music  
• Match the musical instrument  
• Place out shapes of instruments for lacing

Music:

• Play throats: have the children place their hands on their throats making different sounds and how it feels  
• Sing, sing, and sing some more song

Sing, sing, sing with me.
Sing out loud and clear
To tell the people everywhere
That music time is here.

Quiet

• Have different types of music to listen to, have the children use head phones  
• Use a flannel board with the different songs such as 5 Little Ducks; Rain, Rain, Go Away or I’m a Little Tea Pot

Cooking

• Make foods that have lots of sounds, like hot chocolate with a whistling tea pot, popcorn (ensure appropriate for ages in care as it can be a choking hazard for very young children), squeaky cheese, crunching crackers etc.  
• Make muffins to look like drums

Field trip

• Invite someone to come in and play a musical instrument  
• Go to a music shop and look around  
• Visit the local high schools and listen to the band

Accreditation Feedback

AELCS has granted the Hemel House program accreditation status to recognize that they have met the provincial requirement for high quality child care as demonstrated using specific data collection strategies and identifications in the criteria outlined in the Quality Standards.

We would like to share with you some of the AELCS noted feedback from our site visit in March 2012.

STANDARD SEVEN – The work environment supports quality service delivery. 

Demonstrated Best Practices:

• Providers have opportunities for education and professional development. The Agency pays for providers to attend a regional conference, additional training and for memberships in the Centre of Excellence.
• Resources are available for Providers and staff planning and education.
• There are meetings and the minutes indicate Providers input into decision making.
• Job descriptions are regularly updated and are detailed.
• Providers and consultants have a private online network where they can share new activities or ask ideas of other providers.
• Providers can print forms they need from the Agency web site.
• The agency has expanded their building to allow space for in house training. 
• Providers set their own fees
•  There is a play room at the office for children to use when parents visit or providers come to the office with children.
  

Accreditation Feedback

AELCS has granted the Hemel House program accreditation status to recognize that they have met the provincial requirement for high quality child care as demonstrated using specific data collection strategies and identifications in the criteria outlined in the Quality Standards.

We would like to share with you some of the AELCS noted feedback from our site visit in March 2012.

STANDARD SIX - Program philosophy, policies and procedures support staff in
providing high quality early learning and child care services.

Demonstrated Best Practices:

• Statements are written in plain language style. 
• There are detailed job descriptions for Providers and staff. A Code of Ethics guide management and Providers.
• Clear statements of program philosophy, mission statement and goals and objectives are in the handbooks and are reviewed annually.
• Providers meetings provide for an exchange of information and for Providers input into policies and procedures.
• Each Provider receives a clear and in-depth manual when they are contracted, and policies and procedures are reviewed with the director. 
• Policies and procedures are reflected in everyday practice. 

Make-it Topic: Band Aids

Imaginative:

• Place out bears and small pieces of masking tape (band aids) or band aids to fix bears  
• Make a first aid station  
• Make band aids with felt and velcro, place out in dramatic play area
• Create a veterinarian station

Language:

• Write a story or draw pictures of how each child has been hurt and needed a band aid 
  
• Read “Dr. Dan the bandage man”  
• Read “Scratches and Scrapes”  
• Read the poem Bernina band aid and make a band aid flannel story

Bernina had a Band-Aid
on her elbow and her chin,
her ankles, knees and forehead,
plus her shoulder and her shin.
Another two were on her ears
and ten were on her toes.
She'd one on every finger
and a big one on her nose.
Her Band-Aids were the coolest
that her friends had ever seen.
A few of them had leopard spots
and some were neon green.
A bunch were lit with lightning bolts,
or stars and crescent moons,
while some had superheroes
from the Saturday cartoons.
Bernina's now in trouble
for there's just one little catch;
she used up all the Band-Aids
but she didn't have a scratch.

Art:

• Band aid pictures: place out a variety of band aids and allow the children to create a picture using them  
• Make a band aid man, allow the children to use band aids to make people  
• Trace the child’s arm and hand on a paper for the children to decorate. Provide a band aid to place on their picture and tell a story of why it is placed there.  
• Tensor bandage stamping roll the tenser and place them in paint and stamp with side and end for different textures  
• Buy strip band aids and allow the children to paint them  
• Make band aid butterflies use a band aid to secure a tissue that has been made into an accordion style (or fan) draw on antennas

Water/Sand

• Place gauze into the water table for straining  
• Place different band aids into the sand for sifting  
• Place eye droppers and magic beads into the water

Gross Motor

• Play band aid tag, when a person is tagged they hold a band aid and wait for the Dr. to come and unfreeze them  
• Have a band aid scavenger hunt  
• Place out tenser bandages and walk on them like a balance beam 
• Play "I have a band aid on my toe" – the provider says a body part the children point where the pretend band aid is. Allow other children to lead the game.

Science/Curiosity

• Take band aids and see what it stick to and doesn’t stick to  
• Take a band aid apart use a microscope to view
• Place out the materials a band aid is made of for exploration

Blocks

• Place out waffle blocks  
• Place out band aid boxes to build with

Conceptual/Table top/Fine motor

• Have different types of band aids for sorting  
• Place out a band aid file folder game: use band aids as game board square, the children roll the dice and move that number of band aids.  
• Band aid lacing: Make a large band aid from construction paper, laminate and punch holes around for lacing  
• Place out a Mr. potato head and play dough for making band aids  
• Cut different bandages in half for a matching activity  
• Color sorting

Music

• Sing the band aid song  
• (Sung to the tune of 'Oh Susanna')
  Well, I come from San Francisco
  with a Band-Aid on my knee
  and I'm going to The Preschool
  My good friends for to see.
  OH Oh Mommy
  OH don't you cry for me
  'Cuz I come from San Francisco
  with a Band-Aid on my knee!

Quiet

• Flannel board band aids and people for the children to make a story with

Cooking

Band aids

Need: large graham crackers,, large marshmallows, 6 tablespoons milk, 2 teaspoons vanilla, 2 cups confectioners’ sugar, orange food coloring. 

Directions: Break graham crackers in fourths. Set aside. With a knife cut marshmallows in half and cut off rounded edges to be used as gauze. Set aside. Place milk and vanilla in microwave safe measuring cup and heat in microwave for about 20 seconds or until hot. Remove measuring cup from microwave and pour in confectioners’ sugar. Mix quickly. Add food coloring and mix thoroughly until it turns into a "Band-Aid peach" color. To assemble use rubber spatula and spread a thin line of the frosting mixture on the graham crackers. Gently press marshmallows on the center of the graham crackers.. Serve.

Field trip

• Go to the local store and look at different types band aid
• Visit Red Cross or St. John's