|Posted by jessica.hobbs on February 17, 2017 at 3:30 PM||comments (0)|
Importance of Brain Injury Prevention
Brain injury is a common problem with young children, but a problem that can be avoided with a few preventative measures from parents. Brain injuries can be caused by trampoline accidents when children land on their head or neck, sports injuries are another common area that can result in brain injury and brain injuries among the skateboarding community are also very common.
Many of these injuries can be prevented if parents to make sure their child wears a helmet anytime they are riding their bicycle, a skateboard or scooter and when skiing – water or snow. Avoiding pediatric brain injury can be done by making sure your baby or toddler is in the right car seat, booster seat or other appropriate child restraints for your child’s age, height and weight.
Getting your child or teenager to wear a helmet when it just isn’t “cool” can be a real challenge. One way to make it work is to show them the professional athletes who are wearing helmets doing the same activities your child loves to do – cycling, skateboarding and even skiing.
Even the smallest accident that involves a head injury can cause irreparable brain damage. Be sure to follow the same safety measures on a daily basis – no bicycling or skateboarding without a helmet and never go on a car ride without buckling up. Place infant seats, booster seats and other small child restraints in the back seat where they are safe from the air bags should they be deployed. Finally, lead by example.
If you are on a family bike ride, be sure to wear your helmet and never ride in the car without your seatbelts properly buckled.
Sometimes you don’t always get a second chance. Be sure your child’s head is protected.
Leading by example is a great start to helping prevent brain injuries. Maybe it’s wearing a helmet or buckling up in the car.
|Posted by jessica.hobbs on February 13, 2017 at 8:20 AM|
Your child isn’t going to become a great reader over night, but it can happen one book at a time. But what is the best way for you to choose the right book for your child to read?
It may be second nature to feel like you should be picking your child’s books, but the fact remains that letting your child choose their own books is a skill that they should learn at young age. By allowing your child to choose their own books independent of your input, allows your child to learn the different reason we choose a book to read in the first place.
If your child has reached reading age, here are a few helpful tips to help him or her learn to choose books that will make them want to read more:
• When your child is ready to start reading, begin instilling the fact that we read for a purpose – whether it’s too learn something or if the purpose is simply for enjoyment.
• Have your child browse through the books either at the library or the bookstore. If this seems to be too overwhelming, then have them narrow down their choices by either a type of book (fiction or nonfiction) or by action, funny or other subject.
• Say “yes” as often as you can when your child selects a book that he or she is interested in. Rather than saying “no” try saying that a choice is a “not so great” selection
• If your child selects a book that is beyond his or her reading ability, solve the problem by reading the book out loud with your child. Let them read as much of the book as possible, you can jump in if there are difficult parts for your child to read.
• If your child has really enjoyed a particular book, remind him or her of the author name when they are selecting books the next time.
|Posted by jessica.hobbs on September 1, 2016 at 9:40 AM||comments (0)|
My observation: We seem to be a society who are somewhat obsessed with feeling "comfortable". As adults we are continuously working toward comfort (weekends, retirement, vacations, etc.) and we teach our children that life should be "comfortable". Parents tend to instinctually do as much as possible for their children, we don't want them to experience anything uncomfortable such as a new place, transition, new circumstances, not making a team, etc. While I know this is a protective instinct I do believe there is so much to learn when we are "uncomfortable". We learn coping skills, we learn tolerance, we learn adaptability, and we learn problem-solving. We learn to be Leaders:) I can't recall any progress, innovation, or social justice that was brought about through "comfort". The greatest changes, progress, and justice were brought about through some pain, discomfort and a person or group of people not fearing that "discomfort", but embracing it, coping, problem-solving, and persevering for the good of humanity! We need these future leaders! Peace and Love to all those who persevere daily and have the courage to allow their children to do the same.
|Posted by jessica.hobbs on July 30, 2015 at 4:55 PM||comments (0)|
Our new school year is quickly approaching!! We are in the process of placing students in their classes for the school year, preparing lesson plans, and activities for your little ones. We will begin our fall curriculum on August 10th!
This year we have started a program to recruit college students from Murray State majoring in the field of education. This is very exciting for you as a parent to know that these staff members are gaining knowledge about education on a daily basis and are working hard toward their teaching degree!
This is a quick overview of our services and what your little one will be offered during the 2015-2016 school year:
- Intentionally designed Curriculum that has been used for over 40 years
- Curriculum is used for ages 1-Preschool
- Before/After-School programming and Homework help
- Library Field Trips (Lowertown Location)
- Project activities in Art and Science
- Outdoor projects and free-play
- Full-time Child care
- Part-time for Head Start students
Below is a sample of a daily schedule for our 4-5 year olds:
6:30-8:00 Arrival, Hand Wash
8:05-8:20 Morning Meeting
(daily news, songs/fingerplays/Poems)
8:50-9:50 Outside Centers
*Planned Curriculum Activity
*Planned Curriculum Activities
11:20-11:30 Circle Time (Calendar)
12:20-12:40 Prepare for Nap (Children Help)
12:40-1:00 Story Time
1:00-3:00 Rest Time
3:30-4:15 Story (Drawing, Journals)
*Planned Curriculum Activity
5:30-6:00 Clean-up for the day
Posh Academy Lone Oak - Marcie Earles - 270.534-1011 - [email protected]
Posh Academy Lowertown - Paula Brandt - 270.538.9099 - [email protected]
Have a great school year and we look forward to seeing you!!
|Posted by jessica.hobbs on February 15, 2013 at 7:55 PM||comments (0)|
Posh Academy students along with the guidance of their teacher Ms. Tina decided to make an igloo. The students discussed what an igloo was made of, where it could be found, the size of an igloo, and much more. The students also estimated how many milk jugs it would take to build their own classroom igloo. Posh Academy families were asked to donate milk jugs to help the project. While several jugs were donated, 6 boxes of recycled jugs showed up on Posh Academy's doorstep. Thank you to our anonymous donor!! The students and Ms. Tina had a great time building this igloo and guess what? It took over 500 milk jugs!! It has become a great place for our students to spend quiet time and relax.
|Posted by jessica.hobbs on July 30, 2012 at 3:10 PM||comments (0)|
This is an article I thought would be very informative about the Reggio approach. Posh Academy is growing and implementing more and more of the Reggio approach each day Our main focus this year is to make more of learning visible. This will now be more realistic with the hiring of more teachers! We are very excited!
By Rose Garrett
For many parents of preschool-aged children, the beginning of the school years can be scary. When your child starts going to school, it means less parent involvement in day to day learning, and more teacher-structured lessons; less play, and more work. But a growing form of early childhood education, called the Reggio Emilia approach, is turning heads with its unique take on teaching –one which makes parents, teachers, and children equal shareholders in the learning initiative.
Although Reggio Emilia is an Italian export, it's not, as you might expect, a fancy cheese. In fact, it's an approach to education from a city in of the same name, which focuses on the educational importance of community and free inquiry as its primary values. Since its development in the 1940's, the Reggio approach has spread into a worldwide network of preschools and kindergartens, with designs for elementary classes in the works.
Although the Reggio approach shares some of the values of the better-known Waldorf and Montessori schools, it's not a philosophy with a set system of beliefs. Rather, it's an approach based around certain fundamental values about how children learn. “These values are interpreted in different schools, different contexts, and different ways,” says Susan Lyon, Executive Director of The Innovative Teacher Project, which aims to develop and promote Reggio inspired education.
Just what are these core values? Here's an introduction:
The child as an active participant in learning. The Reggio approach “sees a child as a very competent protagonist and initiator, who interacts with their environment,” says Lyon. Andra Young, head teacher of a Reggio inspired school in San Francisco's Presidio State Park, says that students are allowed to follow their own interests, but that “it's not willy-nilly.” For example, she says, students in her classroom were showing an interest in building, so she brought wood stumps and building materials into the classroom. While exploring how to hammer nails, the children were given the opportunity to reinforce math skills, problem-solving, and emerging literacy –all in relationship to their hands-on project.
The significance of environment. “The environment of the school is seen as the third educator,”after the teacher and the parent, says Lyon. Most Reggio classrooms include a studio, or “atelier,” which is filled with materials such as clay, paint, and writing implements. Children use these materials to represent concepts that they are learning in a hands-on way.
The teacher, parent, and child as collaborators in the process of learning. “Normally,” says Lyon, “parents are not seen as part of the educational process in an authentic way.” But the Reggio approach views the parent as an essential resource for their child's learning. To foster community, Reggio schools host a variety of events throughout each school year, including conferences and special lectures for parents. “For example, a teacher observed that a lot of parents were complaining that their children weren't sleeping well,” Lyon says. The school responded by bringing someone in to speak to parents about the issue.
Making learning visible. “The teacher observes and documents the daily life of the school to make learning visible,” says Lyon. In Reggio inspired classrooms, teachers use a variety of documentation methods, such as cameras, tape recorders, and journals, to track children's thoughts and ideas as they play together or work with materials. For example, says Young, each child has a portfolio binder, including photographs of their projects, quotes from the child, artwork, and writing samples. “It's kind of like a narrative of what the child learns at school,” says Young, noting that the children take great pride and satisfaction in their portfolios.
Although adapting the values of the Reggio Emilia approach can be challenging for teachers, Young says it's worth it. “Validating the children's work and supporting the child to go deeper into their perception of the world is the most important part of the process.” Parents and teachers will agree: it's never too soon to start giving your child a nose for knowledge and the tools to investigate the world.