Our Weather is cooperating, and we get to outside for each class this week, and that in itself is exciting after such dreary weather - the sun is showing!
Tuesday is a field trip to the grocery store, library, and the playground. I am a wreck about this since Allen will be gone for an interview, and I realize I will have to handle the three of them by myself (and eventually always, so I better become "self-sufficient" soon I remind myself). I am worried most about keeping on time with everything we have to do today, but I am ready to test myself on handling it all.
We quickly go through our Prayer, and Apple Tree song Exercise, followed by the month and day. I don't want to rush them through our only Activity Time for the day, so I choose to rush them through the intro. part, but it's okay, because they are pros now at doing the routine, and it is easy to move them along to our first book reading.
L is for Library today so I pick a couple books to read, one to act out and help us with our craft, and one that will tie into everything we have been learning. The book includes a witch perfect for the time of year, and it even helps me with an idea for our snack today. I love books, and since today is our library visit, it is appropriate that my entire lesson is planned around these two books. I find that most my ideas come from their books, and I make a mental note to remember this if I am stumped on a lesson plan = to just find some books to help me think of ideas.
We read the classic The Three Little Pigs. I have visual stimulation in the form of our piggie puppets from the previous weeks, and also a couple fox stuffed animals (love Ikea stuffed animals!) that will work as our "wolf". The kids absolutely love this reading. I am so happy I have thought of this, but really the idea comes from my friend on facebook who just so happened to mention reading this story to her kids, so I quickly scribble it down to remember to include. L is for little so after our reading we do a short workbook page of circling big and little piggies.
Next comes our Craft which is a good one. They must make their own straw and stick houses by cutting a construction paper in half for the house part and glueing triangles that I have cut out earlier, for the roof. The straw is coming in handy again, and I send my boyscout out to the woods for the sticks the night before. I almost jump up and down when I see Alex cut through the paper for her house as if she has been cutting with scissors all her life. She is halfway through it not five seconds after I have put the scissors down. "Teacher! Look! I am cutting!" 
She sure is, and I wonder how it just happens all of a sudden, but it does. We talk about the shapes we use to make our houses. 
She sure is, and I wonder how it just happens all of a sudden, but it does. We talk about the shapes we use to make our houses. For some playtime afterwards, I pull out our brick blocks and instruct the students to build their own house of brick. They love it, and it is fun to watch them talk and work together. Once they have it constructed, I let them take turns being the wolf and pigs with our pig puppets and stuffed animal foxes. I love to watch them do this. They are so smart. What I think right now is that I will have to re-read the book to help them remember the story and the lines but not so. Alex is reciting word for word and even later that evening Alex and Amy play it over and over again. It is now one of their main playing choices as they recite "Little pig, little pig, let me in...Not by the hair of my chinny-chin chin. Then I will huff and I will puff and blow your house in." 
Preston amazes me when he plays wolf by not knocking down the bricks. Even I think it is tempting to do with that wolf in his hands - to just play out that bad wolf and knock the whole thing over, I would. But not him. He comments as if he can hear what I am thinking, "The wolf can't knock it down. It's too strong," and he stops himself and his wolf from going any further towards the blocks. This is teacher's favorite thing we do today.
Preston amazes me when he plays wolf by not knocking down the bricks. Even I think it is tempting to do with that wolf in his hands - to just play out that bad wolf and knock the whole thing over, I would. But not him. He comments as if he can hear what I am thinking, "The wolf can't knock it down. It's too strong," and he stops himself and his wolf from going any further towards the blocks. This is teacher's favorite thing we do today.
I have copied a coloring workbook page for a library scene and after the piggy play, we go back to circle for alphabet and to discuss our new letter L for library. I ask them what kind of things do you find in a library and they point them out (librarion, desk, chairs, computer, books, shelves, pictures, people reading). On the page I have put tracing Ls around the scene and they work on their handwriting this way. We also work on colors and directions and even opposite words, "color the tall book on the shelf, color the short book, color the computer green, color the librarian...".
I decide to make letter writing a little more fun from now on. If they like what they see, the writing comes easy, if they have a nice picture to color, or other activities with it, they usually do the writing with more enthusiasm -I know this is a simple revelation for teacher, but it does take a little more time and work when planning - to think of or find something other than the plain handwriting books.
I decide to make letter writing a little more fun from now on. If they like what they see, the writing comes easy, if they have a nice picture to color, or other activities with it, they usually do the writing with more enthusiasm -I know this is a simple revelation for teacher, but it does take a little more time and work when planning - to think of or find something other than the plain handwriting books.Our last activity is a reading of Piggie Pie by Margie Palatini, 
and it is a favorite that I have kept from C.J.'s younger days. The story is about a witch in search of some piggies to make piggie pie. She makes a visit to McDonald's farm, but no piggies can be found. She engages in conversation but all she gets in return is "here a quack, there a quack, everywhere a quack, quack." The pigs are in costume, dressing as ducks and cows.
At the end of a story, the big, bad wolf makes an appearance. This is perfect as we have just read The Three Little Pigs, and he tells the witch to give up on finding piggies, that he has been trying to huff and puff them out of their house for years. It is a really funny book, and the kids are mesmorized by it as is Teacher. It ends with the witch taking the wolf back home for "lunch", each one planning on eating the other. 
and it is a favorite that I have kept from C.J.'s younger days. The story is about a witch in search of some piggies to make piggie pie. She makes a visit to McDonald's farm, but no piggies can be found. She engages in conversation but all she gets in return is "here a quack, there a quack, everywhere a quack, quack." The pigs are in costume, dressing as ducks and cows. At the end of a story, the big, bad wolf makes an appearance. This is perfect as we have just read The Three Little Pigs, and he tells the witch to give up on finding piggies, that he has been trying to huff and puff them out of their house for years. It is a really funny book, and the kids are mesmorized by it as is Teacher. It ends with the witch taking the wolf back home for "lunch", each one planning on eating the other. We discuss how smart those piggies are over a snack of apple pie. Preston cracks me up as he does not want the apple pie, but rather would like some piggie pie instead he voices. I tell them the piggies are too smart for us with that brick house. I compensate by cutting a pop tart in the shape of a pie slice. We discuss a pie is shaped like a triangle.
I am on time. We even have time for the number song and some piggy bank counting before we leave.
We start with our library visit and a reading of Where the Wild Things Are. At one point Teacher is quite deterred by two students picking noses, and one shouting out that they have to "PEE!" much to everyone's amusement. But it gets even better - when all three of my students decide to "maul" teacher with their Wild Thing puppet that they did for craft.
The mauling takes place during a CD reading afterwards - it is complete with roars and scary noises to listen to. The roaring is directed at Teacher, as all three are literally climbing me and hitting me in the head with their puppets. We put on a good show as I finally calm them down to end the song. 
We continue on our "field trip" to the local grocery store. I tell them I want them to pick out one fruit snack for the playground, and that this is also a test to see if they can show and name all the fruit and veggies we find along with their colors. They pass with flying colors, although I get a couple dirty looks when my students disturb the apple pyramid by pulling out a few in the middle and knock "just a few" on the ground. The all pick bananas, and they are full of importance when we check out as they must each put their own banana on the scale (I weigh each one separately) and then each banana into their own plastic bag. We leave with all pupils happily walking with a purpose swinging their banana bags, and I cannot stop laughing at them. I have to cover my mouth. I make them hold hands and the line of us continue through the parking lot. Getting them in the van and watching them all is tricky but they are very good students and they listen well.
At the playground, they eat their bananas at the picnic table. I think it will be hard to get them to the picnic table first without them wanting to run to the slides. But nope. They are on a mission with those bags, and Alex and Preston are even discussing which picnic table as they run ahead of Amy and me. 
I try and get them to talk about up and down but they are in crazed states of mind as they run from me to slide and I don't care either, who wants to talk when we are busy having the time of our lives whooping and hollering and running. I am worried about watching the three of them. I hear some noise and turn around to see that the entire upper elementary in town is also on a playground break, and here they come in droves walking down the sidewalk to join my students. Now I am really worried. But miraculously the three of them stay together and they listen well, and the last part of our day ends up to be a lot of fun, and a lot of fresh air and sunshine.
Homework includes L is for Leaf handwriting, and bring something that goes up and down for Show and Tell.
___________________________Thursday____________________________
The rest of October and into November we will be talking about body parts. Today we will introduce hands and legs by starting with the Head, Shoulder, Knees, and Toes song for Exercise. I have included the motions on our board, they are really paying attention for the moves:
I try and get them to talk about up and down but they are in crazed states of mind as they run from me to slide and I don't care either, who wants to talk when we are busy having the time of our lives whooping and hollering and running. I am worried about watching the three of them. I hear some noise and turn around to see that the entire upper elementary in town is also on a playground break, and here they come in droves walking down the sidewalk to join my students. Now I am really worried. But miraculously the three of them stay together and they listen well, and the last part of our day ends up to be a lot of fun, and a lot of fresh air and sunshine.Homework includes L is for Leaf handwriting, and bring something that goes up and down for Show and Tell.___________________________Thursday____________________________
The rest of October and into November we will be talking about body parts. Today we will introduce hands and legs by starting with the Head, Shoulder, Knees, and Toes song for Exercise. I have included the motions on our board, they are really paying attention for the moves:
For How Do You Feel, I change it up, and we look to the board to talk about body parts and instead of just a happy face (as they are all deliriously happy today), they must draw a body to their heads. 
They trace it today, but hopefully by the end of next week they will all be doing their own stick figures with arms, legs, feet and hands.
For Show and Tell today, we talk about opposite words up and down. Alex shares a blue bird - she shows us how it flies up and down in the air. We talk
about how birds like to be both up in the trees and down on the ground. Preston brings a huge ride-on bouncy ball which is perfect for today and a reminder of our playground visit. He shows us how it goes up and down by hopping on it for us, 
and then he tries to lift it way up high above his head which is not easy because this is no small ball. Amy brings in another beloved bunny and shows us how it hops up and down. Teacher brings in two items that will lead into Activity 1.
They trace it today, but hopefully by the end of next week they will all be doing their own stick figures with arms, legs, feet and hands.For Show and Tell today, we talk about opposite words up and down. Alex shares a blue bird - she shows us how it flies up and down in the air. We talk
about how birds like to be both up in the trees and down on the ground. Preston brings a huge ride-on bouncy ball which is perfect for today and a reminder of our playground visit. He shows us how it goes up and down by hopping on it for us, and then he tries to lift it way up high above his head which is not easy because this is no small ball. Amy brings in another beloved bunny and shows us how it hops up and down. Teacher brings in two items that will lead into Activity 1.We start with a Tigger puppet. Everyone loves Tigger because he is the only one, right? We first describe Tigger and his orange color, including what body part Tigger uses to bounce with, which is his tail. I hand out paper Tigger puppets for the students to color. We move into the living room with our colored puppets to do some fun activities with The Many Adventures of Winnie the Pooh DVD. This is the classic story collection and one of my favorites but what I also like is that the bonus feature includes a game of opposite words with favorite character choice.
Choosing Tigger, we find him hiding up in tall trees and down on the ground, behind short trees, as well as between Eeyore and Piglet, or far away from Kanga and close to Roo. The bonus also includes The Tigger Song, so using the puppets, the kids jump up and down and all around with Tigger. We don't end here but skip to the scene in the movie of Pooh singing his morning exercise Up and Down song. Allen is about to leave but even he questions how anyone cannot love Tigger and Pooh. The original is great, and I highly recommend it to adults as a great stress reliever with plenty of witty jokes that are not just for kids. It is hard to tear away from Pooh so fast, so we watch a little more and the kids are entranced as you can see here.
Moving back to circle we talk about Teacher's other show-and-tell item. A spider. Halloween spiders come in handy as we sing the Itsy Bitsy Spider and discuss what body part a spider uses to go up and down the spout. Alex is following the song with Teacher, really trying hard to keep up with all the motions. Meanwhile, Preston I can tell has left us as I watch him crawling his spider on his head and screaming some horror that he is acting out in his head, I call him back to us as we sing the song two or three times more to a CD.
Moving back to circle we talk about Teacher's other show-and-tell item. A spider. Halloween spiders come in handy as we sing the Itsy Bitsy Spider and discuss what body part a spider uses to go up and down the spout. Alex is following the song with Teacher, really trying hard to keep up with all the motions. Meanwhile, Preston I can tell has left us as I watch him crawling his spider on his head and screaming some horror that he is acting out in his head, I call him back to us as we sing the song two or three times more to a CD.
L is for legs, and we talk a little more about legs by comparing the number of our legs to a spider. We sing the alphabet and do some handwriting with L-shaped leg bones that I have drawn and copied onto a coloring page. I am now just making up my own workbook pages when needed. In addition to letter writing, I include the color yellow and they must color Bert's legs and Big Bird yellow. 
After our handwriting page, we end Activity 1 with some more playground fun and our up and down words. I hand out some slide puppets that I have made. Each puppet has a slide with a cut slit which they color first -I notice Preston, who trying to get color Tigger earlier, was a real challenge, and I am expecting the same with the slide, but much to my surprise he spends a few minutes longer than Alex or Amy coloring hard on that slide, even staying in the lines with each ladder step.
His concentration amazes me now compared to a few minutes ago, and I realize they are all like that, and you just have to keep teaching and sometimes you may actually get their full attention, and it may only be once the entire day but at that moment they will really surprise you on how much they can do when their minds are actually 100 percent on the activity!
The little cut-out people glued to popsicle sticks are now moving up and down to the following sing-song that I made up with Alex and Amy over the summer when playing on their teeter totter. "Up and down. Up and down. Where we stop, nobody knows. Up and down. Up and down. My head's in the air, my feet on the ground, it's all fun when we go to the playground." So we sing and the kids work hard on moving their little popsicle stick person up and down the slide, so hard that they never look up.
We all stand up from circle and get to do some real up and down time now, I have moved the teeter totter along with Preston's bounce ball to the circle. We all enjoy an inside playground to "Let's go have Fun at the Playground" song I have found and now play on CD. They sing the poem to themselves as they jump and play. It seems like they are having just as much fun as they did Tuesday at the real playground.
After our handwriting page, we end Activity 1 with some more playground fun and our up and down words. I hand out some slide puppets that I have made. Each puppet has a slide with a cut slit which they color first -I notice Preston, who trying to get color Tigger earlier, was a real challenge, and I am expecting the same with the slide, but much to my surprise he spends a few minutes longer than Alex or Amy coloring hard on that slide, even staying in the lines with each ladder step.
His concentration amazes me now compared to a few minutes ago, and I realize they are all like that, and you just have to keep teaching and sometimes you may actually get their full attention, and it may only be once the entire day but at that moment they will really surprise you on how much they can do when their minds are actually 100 percent on the activity!The little cut-out people glued to popsicle sticks are now moving up and down to the following sing-song that I made up with Alex and Amy over the summer when playing on their teeter totter. "Up and down. Up and down. Where we stop, nobody knows. Up and down. Up and down. My head's in the air, my feet on the ground, it's all fun when we go to the playground." So we sing and the kids work hard on moving their little popsicle stick person up and down the slide, so hard that they never look up.
We all stand up from circle and get to do some real up and down time now, I have moved the teeter totter along with Preston's bounce ball to the circle. We all enjoy an inside playground to "Let's go have Fun at the Playground" song I have found and now play on CD. They sing the poem to themselves as they jump and play. It seems like they are having just as much fun as they did Tuesday at the real playground.
Our playground fun includes a game of Sesame Street Chutes and Ladders, I have made it a little simpler for them by making up my own cards, they each pick a column, and they must try to get to the top first. If they draw a slide or a ladder they can go up or down using the closest one on the game board accordingly. We still use the spinner to move.
Teacher wins, and then the students make their own game play as they spend a few minutes sliding and climbing their characters all over the board while Teacher prepares their first craft for today, and the snack. We start with making playdoh spiders that have pipe cleaner legs. We discuss the color black. Getting the legs pointed is hard for them and they are just wadding up the pipe cleaner and sticking one in but they try to bend it and it works fine,
this is great for working with their fingers. They roll and stick two little eyes. 
This is a fast and easy craft that I am glad I thought of. There are a lot of complicated crafts online, so a lot of the time I am making them up instead. 
Snack is another fun idea that Allen and C.J. have helped me think of. We use marshmallow bodies and pretzel sticks to make spiders and stick people.
Preston is funny to watch as he is making his spider crawl over to Amy and the girls are both laughing as he screams to watch out.
this is great for working with their fingers. They roll and stick two little eyes. This is a fast and easy craft that I am glad I thought of. There are a lot of complicated crafts online, so a lot of the time I am making them up instead. Snack is another fun idea that Allen and C.J. have helped me think of. We use marshmallow bodies and pretzel sticks to make spiders and stick people.
Preston is funny to watch as he is making his spider crawl over to Amy and the girls are both laughing as he screams to watch out.After snack we start Activity 2 with a reading of A Tree is Nice again, and then go outside for a leaf hunt. The graveyard across the street has two huge trees that are very striking with orange, red and yellow leaves. 
We take a bucket and holding hands, cross the street, and I let them go, and they run. They start out dutifully picking out different colors, 
but as they run to the next tree, they empty the bucket and refill it to pour leaves on eachother. Now we have lost our colors, as they are now jumping in the piles of leaves. I give up. Allen and I are the ones who end up finding the colors. I can't blame them for the energy, getting outside feels wonderful and I laugh as they run and play. We have a nice assortment and head back for a story and a second craft.
Before the craft, we read A Color of His Own by Leo Lionni, another book that I have from C.J. (I spent a lot of money on books with C.J.!). If you haven't heard the story, it's about a chameleon who wants his own color. He thinks that a leaf will do that since it is green all the time. But then autumn comes, and the leaf and the chameleon change colors. The books ends with the chameleon finding satisfaction when he meets an older and more wiser chameleon who tells him we can be our own color together, by remaining side by side. This book is all about the artist, as Lionni's water color pictures are beautiful to look at.
We take a bucket and holding hands, cross the street, and I let them go, and they run. They start out dutifully picking out different colors, but as they run to the next tree, they empty the bucket and refill it to pour leaves on eachother. Now we have lost our colors, as they are now jumping in the piles of leaves. I give up. Allen and I are the ones who end up finding the colors. I can't blame them for the energy, getting outside feels wonderful and I laugh as they run and play. We have a nice assortment and head back for a story and a second craft.Before the craft, we read A Color of His Own by Leo Lionni, another book that I have from C.J. (I spent a lot of money on books with C.J.!). If you haven't heard the story, it's about a chameleon who wants his own color. He thinks that a leaf will do that since it is green all the time. But then autumn comes, and the leaf and the chameleon change colors. The books ends with the chameleon finding satisfaction when he meets an older and more wiser chameleon who tells him we can be our own color together, by remaining side by side. This book is all about the artist, as Lionni's water color pictures are beautiful to look at.
I have placed red, green, orange, yellow, and brown construction paper on the table. The students must glue the correct color leaves to match each paper. While they take a break to play, Allen and Teacher glue 15 chameleon cutouts to the colored paper. Teacher has copied 15 chameleons onto white paper, and Allen has helped cut them out, and might I say here that this was NOT EASY, and took HOURs, as the tail is curly and the feet have four toes. Allen said that our chameleons will just have hooves, but teacher would not allow it. Next time, if I ever plan ahead, I am going to recruit Angie, Preston's mom, to help us!
They arrive back at the table as Teacher exclaims "Look! While you were playing, some chameleons got in the house and crawled onto your leaves!...What should you do? You better get each chameleon the right color!" 
Preston states "Those naughty little lizards!" and Allen and I are in stitches. L is for lizards, and I have not mentioned that chameleons are lizards but obviously he knows they are. So they water color their chameleons. They love doing this, and spend a lot of time on just one. We don't have time to finish with only a few minutes left for class so they take it home.
Preston states "Those naughty little lizards!" and Allen and I are in stitches. L is for lizards, and I have not mentioned that chameleons are lizards but obviously he knows they are. So they water color their chameleons. They love doing this, and spend a lot of time on just one. We don't have time to finish with only a few minutes left for class so they take it home.
While they are painting, Allen helps me make contact paper leaf mats with the other leaves. We put a Letter L is for Leaves cutout among the collage. When we show the students, their mouths drop, "oooh!". Alex and Amy love using them at the table, this is a cool idea from the web
Class ends with a Dr. Seuss reading of Hands, Fingers, Thumbs. We give them drums to go along with the rhyme..."millons of fingers, millions of thumbs, dum, ditty, dum, ditty, dum". Allen and Teacher can't stop laughing as they drum. The picture uploading tool is being difficult so the following picture is sideways, but they are really following the words and Preston is holding his thumb up with the monkeys.
We discuss the hand which is our other body part to learn for this week - we point out our thumbs, and the number of fingers we have. We then trace their hands onto some black construction paper with a white crayon. This is for a craft they will do at home and bring back to Show and Tell next week. Instead of counting with numbers on the board, we use our hands and finger count. I have a workbook page with pictures to help them with this. Preston is pretty darn good at it, and I can't believe how he tries with this, both of them, even Amy has her fingers sprawled out trying to figure it out. I try not to laugh as I watch them, their mouths are open, tongues out as they try hard to get each finger position. They love it though, and who cares what they are holding up. Preston has got it down, and I notice with each hand movement he does it correctly, and I also notice this is his most concentration on something for today, and when he does concentrate he gets it right on.
Alex and Amy are busy with their fingers and when I get to ten they both smile because this is the easy one as they hold both hands up!
I ring the bell and we are done, and they leave (to the hallway) with their hands still in the air.
The fun part of the next few weeks are our Boo bags. Each child is "boo-ed" in their backpack once a week with treats and toys along with some kind of activity that they have to complete and return in the bag in order to be "boo-ed" again. Allen and I do this while they are playing. Angie helps by buying the treats and toys - she has bought thoughtful things to go along with their learning. Today they are boo-ed with bouncy balls to go along with our learning of up and down. I regret not seeing Preston discover his, as it is fun to watch Amy and Alex. Amy is the first to notice and runs to Alex "Look, Alex, this was in my bag!" They ooh and aaah over what they find. Here are some pictures of them with their Boo bags.
Their homework includes L if for Leaf handwriting workbook, the construction hand craft, plus boo bag activity.
____________________________________________________________
Alex and Amy are busy with their fingers and when I get to ten they both smile because this is the easy one as they hold both hands up! I ring the bell and we are done, and they leave (to the hallway) with their hands still in the air.The fun part of the next few weeks are our Boo bags. Each child is "boo-ed" in their backpack once a week with treats and toys along with some kind of activity that they have to complete and return in the bag in order to be "boo-ed" again. Allen and I do this while they are playing. Angie helps by buying the treats and toys - she has bought thoughtful things to go along with their learning. Today they are boo-ed with bouncy balls to go along with our learning of up and down. I regret not seeing Preston discover his, as it is fun to watch Amy and Alex. Amy is the first to notice and runs to Alex "Look, Alex, this was in my bag!" They ooh and aaah over what they find. Here are some pictures of them with their Boo bags.
Their homework includes L if for Leaf handwriting workbook, the construction hand craft, plus boo bag activity.
____________________________________________________________
Something teacher has been worried about is what are these preschoolers supposed to know, am I going too slow, or am I not choosing the right activities for learning skills? So I spend some time researching the net and found a great article that I am going to insert a little with each blog.
I found a lot of teachers commenting on forums, other homeschool moms were asking about this as well. Reading is the single most important thing to do, they need to be interested in the act of reading to read themselves. This is also one of the first ways they will learn listening and comprehension skills. Creativity is a big one. Along with letting kids engage in talking, do they know how to carry on a conversation, how to express themselves...it make me feel pretty good in that I think I am on the right track, and it made me less worried about the writing. They will do it in their own time at their own pace.
It's not so much as how much they know even though parents like to think it is (this is where it is hard for me because I am the parent, too. It is hard to separate both,but having been through it all with C.J., I do feel more relaxed with the girls. I think I have a better perspective on what's important and in the long run it's more about nurturing in the beginning - they will do the learning on their own if we teach them how to do it for themselves...does that make sense?).
It's more about their experiences, such as how they feel about a book, how fun it was to do a craft - that they experience creating something themselves, that they gain confidence in themselves, that they can talk to someone and express themselves. Life skills are another important aspect, can they put on their coat, do they know to tell someone if they are hurting...etc. Fine motor skills are the other important thing to teach, once they have those skills, they will write. So working with playdoh , beads and scissors gets them using their fingers. It was very interesting, and I feel more confident in doing it!
From magicalchildhood.com:
"I offer my list of what a 4 year old should know.
She should know that she is loved wholly and unconditionally, all of the time.
He should know that he is safe and he should know how to keep himself safe in public, with others, and in varied situations. He should know that he can trust his instincts about people and that he never has to do something that doesn't feel right, no matter who is asking. He should know his personal rights and that his family will back them up.
She should know how to laugh, act silly, be goofy and use her imagination. She should know that it is always okay to paint the sky orange and give cats 6 legs.
He should know his own interests and be encouraged to follow them. If he could care less about learning his numbers, his parents should realize he'll learn them accidentally soon enough and let him immerse himself instead in rocket ships, drawing, dinosaurs or playing in the mud.
She should know that the world is magical and that so is she. She should know that she's wonderful, brilliant, creative, compassionate and marvelous. She should know that it's just as worthy to spend the day outside making daisy chains, mud pies and fairy houses as it is to practice phonics. Scratch that-- way more worthy."
She should know that she is loved wholly and unconditionally, all of the time.
He should know that he is safe and he should know how to keep himself safe in public, with others, and in varied situations. He should know that he can trust his instincts about people and that he never has to do something that doesn't feel right, no matter who is asking. He should know his personal rights and that his family will back them up.
She should know how to laugh, act silly, be goofy and use her imagination. She should know that it is always okay to paint the sky orange and give cats 6 legs.
He should know his own interests and be encouraged to follow them. If he could care less about learning his numbers, his parents should realize he'll learn them accidentally soon enough and let him immerse himself instead in rocket ships, drawing, dinosaurs or playing in the mud.
She should know that the world is magical and that so is she. She should know that she's wonderful, brilliant, creative, compassionate and marvelous. She should know that it's just as worthy to spend the day outside making daisy chains, mud pies and fairy houses as it is to practice phonics. Scratch that-- way more worthy."
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