Parent Hub

What is the difference between process and product art? Process art opportunities place value in the experiences had while engaged in making art rather than the final product itself. When children engage with art as a process rather than product they learn to predict, compare, plan and experiment with different outcomes! They learn to trust themselves, try new things and think outside the box! These experiences facilitate exploration, creativity, and imagination which can't be replicated in product oriented art opportunities where the emphasis is put on achieving a predetermined outcome and steps & thinking process are dictated to children! Our goal is to always encourage children's creativity and self-expression through developmentally appropriate art experiences! Here are a few of our favourite process art activities for inspiration: 🍃 paint & leaves 🌸 flowers & glue 🎨 paint & aluminum foil (as base) 🪨 natural material (rock, shells) ✂️ mosaic art 📑 recycled material & tape sculptures

“What curriculum do you follow?” Simply put - Our children are our curriculum! Using the Early Years Foundation Stage (EYFS) framework, we follow a child-led approach to a play-based curriculum with a STRONG belief that every child develops at his or her own unique pace! We focus on providing a developmentally and stage appropriate environment and on ensuring thoughtful interactions between children and educators to promote lifelong learners. The basis for our approach is that children learn best through play and are the best drivers of their own education. Using the children as catalysts, the teachers then prepare the environment according to the children’s interests and developmental needs! Each day is filled with loads of time for exploration, experimentation, free play, interaction in learning centers and of course: outdoor play! This ensures that we are offering a well-rounded education for our children and that learning occurs with understanding and enjoyment!

𝐏𝐨𝐬𝐢𝐭𝐢𝐯𝐞 𝐫𝐞𝐢𝐧𝐟𝐨𝐫𝐜𝐞𝐦𝐞𝐧𝐭 can be one of the most effective behavior modification techniques. It can be used to encourage behaviours like sharing or following directions, or to prevent misbehavior, like hitting and rule violations. ⁣ ⁣ Rephrasing our “no” to “yes” sentences helps empower children and highlights the desirable behaviour without emphasizing the undesirable. ⁣ ⁣ Along with being mindful of the language we use, giving children ample opportunities to seek positive attention (in the form of verbal phrases or attention) is really effective. ⁣ ⁣ Here are three simple ways this can be done:⁣ ⁣ 1. Catch children doing “good” acts and let them know! ⁣ ⁣ “You’re working hard to put away your toys today! I am so proud of you!”⁣ ⁣ 2. Give them a task or an opportunity to do something that warrants praise and give them praise!⁣ ⁣ If you explain to a child that it’s meal time and they excitedly get ready, praise them for starting the process!⁣ ⁣ 3. Celebrate their efforts!⁣ Positive reinforcement can be done through praising a child’s efforts rather than end result which encourages them to continue to try! ⁣ ⁣ Additionally, noticing children’s efforts and praising them can have a huge impact on strengthening your relationship!

𝐂𝐡𝐢𝐥𝐝𝐡𝐨𝐨𝐝 𝐢𝐬 𝐍𝐎𝐓 𝐚 𝐫𝐚𝐜𝐞.⁣ ⁣ It is not a race to see how fast a child learns. ⁣ It is not a race to see who can walk or talk, or stop using diapers the fastest. It is not a race to see who can read or write before their peers can. ⁣ It is a wonderful time where children should be giving the time, space, respect and resources needed to develop and grow at their own pace.⁣ ⁣ With such a prevailing social sentiment about what children ought to learn and by when, we have a duty to the children to fight back and preserve the enchantment of childhood.⁣ ⁣ A child does not need to be put under scrutinizing pressure to be “prepared for school” any more than babies need the same to prepare for toddlerhood! ⁣ ⁣ At each stage in a child’s development there are fundamental skills to be achieved that are outlined with an understanding of where a child’s brain and body is at that point in development. When adults push on skills or milestones much earlier than a child’s body or brain is to master them, a stressful situation for both the adult and child ensues!⁣ ⁣ Let’s protect the beauty in each age, stage and development of a child’s journey.

It’s time to leave nursery/ the mall/ the park/ grandmas house/ the beach and your child is adamantly saying “no” ⁣ ⁣ We have all been there.⁣ ⁣ Here are a few things we find helps avoid a tantrum:⁣ ⁣ 𝟏. 𝐁𝐞 𝐚𝐜𝐜𝐨𝐮𝐧𝐭𝐚𝐛𝐥𝐞⁣ If you say 5 more minutes, once 5 minutes are over make sure you leave. Not being accountable on your end means they probably won’t be either.⁣ ⁣ 𝟐. 𝐐𝐮𝐢𝐭 𝐰𝐡𝐢𝐥𝐞 𝐲𝐨𝐮’𝐫𝐞 𝐚𝐡𝐞𝐚𝐝⁣ It’s a lot easier to avoid tantrums if children aren’t tried or exhausted. So try and always leave while they’re still having fun as apposed to after they’re maxed out.⁣ ⁣ 𝟑. 𝐆𝐢𝐯𝐞 𝐚 𝐡𝐞𝐚𝐝 𝐮𝐩𝐬!⁣ Everyone appreciates a little warning, but for kids saying “5 more minutes” on it own presents as a problem, try “wow! Look at that painting you just started! We have 5 more minutes before we have to go, I’m wondering if you should save that idea for when we get home” giving them a suggested alternative helps them understand that the fun doesn’t have to end just because times up! They could save it for a little later.⁣ ⁣ We’re curious: Where do your kids have the hardest time leaving from?

We celebrate the children’s first day of Term Whether the children are returning, or starting nursery for the very first time, it is still a very big change for them and an emotional time for both parents and the children. Acknowledging that it’s a big change and accepting that feeling tearful or worried is absolutely natural can really ease the tensions felt over the transition. Every child is unique and different and so the way they settle into nursery will vary as well. While some children are ready to wave goodbye and waltz in on their own, others may find the separation a little more overwhelming which can be distressing. However, having the best interests of the children at heart, we’re ready to pick up on their differing needs and provide tailored comfort based on connection. Rather than “goodbye” or “see you later” which may be a trigger or a reminder of your absence, try re-phrasing your ‘farewell’ by letting your child know what to expect and when to expect you back.

Have you ever looked over to your child and marvelled at their efforts with so much admiration, yet all you could think to say was “you’re so cute?” It is so important to us that we emphasize children’s qualities that go beyond their appearance. Building children’s self-esteems comes as a result of celebrating their achievements and we ought to remember that appearances are not achievements or accomplishments! Here are a few alternatives to giving out appearance related compliments: Try complementing children on: - How they make us or others feel - What they say - How they are valued members of our community or family - How their interests and thoughts matter - How their efforts are appreciated - What they do or their actions When we put the focus on children’s hearts, minds and character we teach children to value more than their appearance which is so important to building our children’s confidence! Tag a friend who may find this helpful & tell us your favourite way to compliment your child!

𝐓𝐫𝐲 “𝐓𝐢𝐦𝐞 𝐈𝐧𝐬” 𝐢𝐧𝐬𝐭𝐞𝐚𝐝 𝐨𝐟 “𝐓𝐢𝐦𝐞 𝐎𝐮𝐭𝐬”⁣ ⁣ When a child is struggling with behaviour, they often need our guiding and caring presence even more than normal.⁣ ⁣ Here are a few ways we use time-ins rather than time-outs to ensure that children are given this guidance and care when they most need it to address undesirable behaviour ⁣ ⁣ 1. Resist reacting to the misbehaviour ⁣ Meeting a child’s aggressive or negative behaviour with more anger or negativity often escalates a situation and leaves many things unresolved.⁣ ⁣ 2. Look for the underlying cause⁣ Often times when children “misbehave” they’re are trying to get a need met (perhaps they’re overstimulated, tired, or craving attention) focus on finding the need and addressing it to address the root not the problem! ⁣ ⁣ 3. Acknowledged feelings Acknowledging a child’s feelings is the first step in resolving the preceding action. Start with something simple such as “you look really angry...” and encourage them to tell you what the problem is.⁣ ⁣ 4. Discuss why the behaviour is not acceptable ⁣ Once validated and calm, begin to discuss why their behaviour is not acceptable and how it may have broken some rules, start with something simple like “the problem is that it’s not okay to hit your baby brother” and focus on the action or behaviour.⁣ ⁣ 5. Consolidate Reiterate how you’re upset with the action not the child. And continue to share ideas on how the undesirable behaviour could be avoided next time. Seal the exchange with a hug!⁣ ⁣ “CORRECT CHILDREN WITH RESPECT AND KINDNESS AND THEY WILL RESPOND BACK WITH RESPECT AND KINDNESS – IF NOT IMMEDIATELY, THEN SURELY IN TIME.” - THE DALAI LAMA

Attention is a basic human need. Adult and children alike all have a deep and basic need for the attention of others. When other people look at us, when they listen and value us, we generally feel good. When we seek attention and are ignored, we may increase our efforts. This may be reflected in either verbally asking for it, or in the case of children, acting out in other ways. It is very important to tune into the need and address it by meeting the need. We would like to change: “Ignore him/her they often do that for attention” to “Ignore the behaviour, they are trying to tell me they need my attention” Address the need not the behaviour.

When it comes to potty training, and when to begin the process, remembering that every child is uniquely different is usually rewarded. We often suggest to wait until children show signs of readiness, rather than jumping to pressure from friends or family to jump-start the process too early, or to have children potty trained by a certain age or deadline. Here are a few of our tried and tested “potty readiness” cues to look for. Looking out for these signs and then using the slower pace to your everyday schedules during winter or spring breaks is often the best place to start!

While learning how to play may seem like a mystery, it’s actually something we’re born with. Children are born with the drive and capacity play and it becomes their primary means of learning. It is their natural way of learning about the world and themselves. These learning experiences that happen through play will not always have tangible outcomes, like a worksheet, or template craft but instead they have a strong and lasting impact on a child’s development as a whole. When children are born knowing how to play, knowing what we can do to support their play (or learning journey) is very important. - Consider the children’s home environment (does it meet their needs, or take into account their interests?) - Set consistent limits and boundaries so guidelines are clear - Model, Model, Model! (Children are born knowing how to play, but providing them with narratives, language to use and a stimulus helps elevate their play in many different ways).

Why do children do certain things? Schemas can provide the perfect explanation. They are the patterns of repeatable behaviour which can often be noticed in young children’s play. By recognizing these patterns and then extending on these patterns of behaviours and thinking processes, parents and educators can plan both exciting and challenging learning environments to support children’s interests and learning appropriately. Here’s a look at some of the most common schemas observed.

A huge part of nurturing strong and healthy bonds with children is the conversations held together! With summer break coming to an end, and many parents gearing up to return to work after a break, it is important to be open and honest with children. In turn it encourages them to do the same and builds a foundation of trust, regardless of how difficult the conversations can be! We are looking forward to welcoming the children back in a few weeks time and our @cnncoaching services are ready to help you navigate the big feelings that might be had with the upcoming changes and on how to build healthy relationships founded by trust.

Curiosity is HEALTHY We nurture children’s curiosity by engaging them in open ended activities and dialogues but seem to only permit that same curiosity until they ask questions that make us uncomfortable or that we struggle to answer. “Mommy, why is that girl in a wheelchair?” Asks a child that sees difference but tries to respond to that difference with curiosity, inclusion and acceptance. By removing children from that situation when they show curiosity, ushering them away, shushing them or not facilitating an open dialogue what are we teaching children? That people who may be different from us aren’t people we ask about or acknowledge? When does this stop? When can we replace habits that entice behaviours like this with habits that encourage inclusion and curiosity? As adults we stand to learn a lot from children and could benefit so much from mirroring their curiosity and empathy. Lets try the suggestions above to ensure that children’s curiosity always leads to learning.

It’s about time we stopped quizzing children and began modelling language. Why we recommend not quizzing children: ✖️Quizzes involve a “right” or “wrong” answer ✖️They are demotivating and can cause anxiety ✖️They don’t encourage conversations Why we recommend modelling language to children: ✔️ They encourage two-way conversations ✔️ They provide learning opportunities ✔️ They encourage crucial thinking While “quizzes” can be useful every now and then, we recommend replacing them when possible and focussing on the progress rather than final destination. Children learn so much from observing us, by modelling these vital skills to them, we support them through their early years.

There are so many benefits to be had from encouraging children to help around the home. “Chores” are just one-way children feel responsible, learn self-reliance and develop strong work ethics. Children, especially toddlers, are capable of so much more than people think and life-skills are the perfect place to start. While toddlers may need supervision and guidance with their chores, by the time they enter preschool, many of their tasks can be unsupervised. Here are just a few examples of “chores” children are encouraged to do around the nursery: Put their toys away Feed class pets Put their bags and lunch bags away Wipe the tables after meal times Change their indoor and outdoor shoes There are so many benefits to giving children chores here is an age-appropriate list. Be sure to save it, to refer back to later!

Right from birth children start acquiring new skills at a fast rate, and along with those new skills they also require the confidence to use them and learn to safely judge their capabilities. Confidence in itself is just as importance as the skills they pick up! The confidence they build is what helps them thrive, trust themselves, rebound and develop healthy self-control and regulation! Often times out of fear for them and an abundance of love we chime in with “be careful” or “stop, you’ll fall” but what this does is set up children to doubt themselves and develop anxiety with risky play! Instead teach them how to set and achieve realistic goals and manage their space and abilities. Give children the opportunity to feel capable and competent, while demonstrating through yoru words that they are loved, resilient and valued! “Self-confidence is the foundation of all great success and achievement.”

“Grit” seems to be the new buzz word of this up-and-coming generation! Grit is a fierce combination of passion, resilience, determination and focus! Encouraging grit among children, ensures that they build the confidence to handle whatever obstacles get in their way and to persevere in their goals! The American Psychological Association states that grit is what separates the very best from those who are simply good enough. Unlike IQ, which is a relatively fixed trait, grit is a skill that anyone can develop! There is plenty you can do to help your child to develop grit! 1) Use Positive Praise Many people may believe that if they are either good or not good at a skill, it is because they were born that way. However, that is not the case! Most things merely require practice and effort! Use positive praise to encourage children to continue to put in effort and practice! 2) Allow Children to make mistakes As parents we hate to see our kids struggle, but taking risks and struggling is an important way for children learn! Resist the urge to jump in for children at the first sign of discomfort. Allow them to feel sadness or frustration – this is how resilience is born! 3) Model the Characteristics Have a “growth mindset” and preach about it! In a growth mindset, people believe that their talents and abilities can be developed through effort and persistence! 4) Talk through possible solutions when problems are encountered If you see your child struggle with something, one of the best things you can do is discourage them from quitting by helping them brainstorm strategies. Allow them to take ownership of the solution by then stepping back. 5) Encourage children to find new ways to do things Talk with children about your own failures and how you persevered or resolved the situation! Help them understand that its okay to fail, and show them how you can bounce back!

What’s the rush? We’ve all done this, we all do this… We ask a question and then jump to give an answer when we’re not met with one right away.. Example, “What did you do today?” Child looks up, and you quickly add or answer “did you paint? Or You played lots huh?” Try it again this time ASK and wait. Then, wait a few more seconds! After all, what’s the rush? Children benefit tremendously when they are given time to process questions before they are expected to answer them. Wait time is equivalent to THINKING time. Critical thinking questions where children are required to put new ideas together and explore new thoughts or take risks, takes time to put together! Children not only need time, but also need to feel safe doing so knowing that they are heard no matter how long it takes them to think of an answer. In this rushed world, where we’ve become accustomed to immediate responses and answers, let’s go back to honouring the child! Here is how: • Take a breath! There’s no rush. Ask a question and let it sit with the child for as long as needed. • Ask a question and count to 10 in your head before responding or adding. • Look at the child when asking a question Here is a challenge: Try it out! Ask your child a question today and wait much longer than normal (7-10 seconds). What do you notice? Share your thoughts and observations with us!

So you’ve rearranged the playroom, you've read all the books you can, you’ve bought all these beautiful toys, and yet you find your children still aren’t playing. Now what? Chances are you just need to make a few minor adjustments to allow for the independent play you want for your child. Toys are the tools of children! So here are a few things to keep in mind: 1. Less is more Too much clutter, even too many high quality open-ended toys can have a negative effect on independent play! Think about trying to cook with 4 appliances, 10 plates, 3 knives, 11 cups, a chopping board and more all laid out on the counter! A lot of clutter can be overwhelming for children. Limit the amount of open-ended toys set out and rotate them out as needed. 2. Children want to be where you are! From a young age we talk, sing and play with our children. Expecting them to just learn how to play on their own without support is just not developmentally appropriate. Begin each play session by engaging in play with your child and think of yourself as their assistant, merely scaffolding their ideas. Help them build and set the stage and allow them to take over slowly before pulling away. 3. Arranging toys! Sometimes children can become uninspired by their toys (just as we can become uninspired by our work spaces at times!). Challenge yourself to think of ways of setting up their playroom and their toys in a way that they become irresistible to the children! A train on a train track, or peg dolls inside a house, or legos stacked to make a robot, or a tower of blocks usually work wonders for kickstarting children's imaginations.

How do you usually respond when your child is sad? Is it okay for your child to be sad? Or does it cause you a lot of stress or anxiety? Do you allow them to work their way out of that feeling, or do you find yourself trying to offer any quick fix you can? We have all - with the best intentions - said “you’re fine, stop crying” or “you’re okay, don’t cry” every time our child has been upset. But have you ever stopped to think about what message this is sending the child? And what we’re teaching them by trying to “shut down” their sadness? Sad feelings are very hard to deal with! Either by a child or an adult, so we know that trying to offer fixes is always done with the best intention, but let’s try and shift away from offering distractions or quick fixes to making a safe space for children to be able to talk about their feelings and come to you to work out their thoughts! This doesn’t happen over night but begins by paying closer attention to the language we use with our children! Teaching children how to accept themselves and ALL their feelings starts with us! Like and save this post if you’re ready to join us!

Whether you’re a new parent whose entire world has just changed or a seasoned pro who’s managing a family of 2 or more! Parenting can be — in a word — overwhelming!⁣ ⁣ If you need a minute, here’s some inspiration for your toddler.⁣ ⁣ Grab a pair of child-friendly scissors, add in flowers or fresh herbs to a bin and watch your child engage! ⁣ ⁣ Don’t forget to save the post, or tag us in a photo if you try!

Have you ever had your child share their painting with you, and you’ve guessed it wrong? We have all been there! Besides losing a perfect moment to connect, their deflated faces are all too heartbreaking! Here are a few tips our educators use to encourage the children to open up about their masterpieces and connect with them through art! 1️⃣ Empower the children to speak about their masterpieces by using conversation starters: can you tell me more about it? Oh wow, how did you make that? You’ve worked so hard on that, tell me more? 2️⃣ Value their art by asking the children where they want to display their work or which pieces they want to keep and which ones they want to gift or hang or part with. 3️⃣ Describe what you see to model language as well as encourage children to carry on. “I see you used blue at the top and made a yellow circle there, why did you use red over here?”

We couldn’t be prouder of our children, parents and families for completing their first day at CN ECC! First days of a new school year, job, designation, milestone or journey is always daunting but your support, trust and love hasn’t been lost on the kids who have used it to find strength to navigate throughout today or the teachers ♥️. We’re excited for day 2 already and can’t wait for this amazing partnership ahead to unfold! Here are a few of our tried & tested tips to help ease the transition! How was your child’s first day? Please let us know!