ChildCareResource&Referral

2018WinterNewsletter11907-228th Street

Maple Ridge, B.C.

V2X 8G8

Phone: 604-467-2273

Fax: 604-467-2264

Email:

ccrrp@comservice.bc.ca

Website:

www.comservice.bc.ca

www.childcarechoices.ca

Office Hours:

Monday—Friday

8:30 am–4:30 pm

*We are open late the

first Wednesday of

every month:

8:30 am – 8:00 pm

(except December & January,

July & August)

Holiday Office Closures:

Mon. Dec. 25, Christmas Day

Tues. Dec. 26, Boxing Day

Mon. Jan. 1, New Year’s Day

Mon. Feb. 12, Family Day

Fri. Mar. 30, Good Friday

Mon. Apr. 2, Easter Monday

Funded by the

Province of BC

Wow, 2017 was an even<ul year connec=ng with parents and

child care providers. Here are a few of our sta=s=cs:

• 20 workshops & 1 Responsible Adult course (382 par=cipants)

• 4 First-Aid courses (72 par=cipants)

• 1 Christmas social event (20 par=cipants)

• 464 parents received child care referrals and community info

• 308 parents received child care subsidy assistance

• 228 parents & child care providers borrowing from the library

Thanks for making this year a huge success.

We really appreciate your support!

PARENTS Forest Schools In Canada: What Are They And What Are The Benefits? Terri ColesFreelance Writer and Editor

Forest school sounds like a strange concept: a band of Lost Boys-like children cavorting around the woods

perhaps, or more realistically, a school for learning forestry techniques. But forest schools are actually a

European concept around early education that's gaining traction across Canada, even in parts of the coun-

try with less-than-hospitable weather.

To put it simply, forest schools take the learning outside: children do a lot of the activities they might do in

regular childcare or an early education environment, but they do them all outdoors. The open-ended play

and learning that are key features of a lot of modern daycares and pre-schools happens outside, where

kids can learn by counting mushrooms, observing plants, or lifting up rocks just to see what's living under-

neath them.

The areas of focus for forest schools are ones that most parents would agree are valuable. Kids are en-

couraged, through interaction with nature, to learn and develop socially; to be physically active and emo-

tionally fit; to develop self-confidence; to learn respect for their neighbourhoods and environments; and to

enjoy nature in safe and age-appropriate ways.

Forest schools began in Denmark in the 1950s and have been around as a formal concept since 1993,

and now there is a growing body of research that backs them up as a legitimate and valuable learning en-

vironment for kids. So what are some of the benefits for children?

Con=nued on next page…….

Confidence

Having the ability to explore freely outside — within a controlled environ-

ment, and under the supervision of educational professionals — lets kids

learn at their own pace and explore as they are comfortable. Children also

get experience in both being self-sufficient and working as part of a

team. Research from 2006 found that outdoor play can help children devel-

op self-confidence, among other benefits.

Sensory development

It's hard to avoid engaging your senses when you're outside — especially in

Canada. Kids get the opportunity to not only observe nature with their eyes

but to really engage with it, with all their senses.Sensory play is important

for childhood brain development and helps children develop and make

sense of their relationships to the world around them.

Physical skills

In addition to simply spending a lot of time outside, kids in forest schools

typically spend their days in environments that provide a lot of varied and

natural opportunities to move their bodies in different ways. They might

climb logs, for example, or crouch down to explore things on the

ground. One literature review found that time outside supports healthy de-

velopment for children.

Creativity and problem solving

This is another benefit that makes sense. Children allowed to explore freely,

in ever-changing natural environments, are going to have to get creative

with play and use their problem-solving skills to deal with weather, natural

barriers, and other factors of the outdoors. But there is research here as

well, including a 2005 study that found that play in nature is important for

children in developing their capacity to solve problems, be creative, and

grow intellectually.

Forest schools are increasingly an option across Canada, including in plac-

es where you might think the weather would make them unpopular.

Programs can run anywhere from $25 for one class to $600 for a semester

to $100 per week for a four-month program.

http://www.huffingtonpost.ca/2017/09/29/forest-schools-canada_a_2322778

Why kids need risk, fear and

excitement in play

“Be careful!” “Not so high!” “Stop that!”

Concerned parents can oCen be heard urging safety when children are at play. Recent research suggests this may

be over-protec=ve and that kids need more opportuni=es for risky play outdoors.

Risky play is thrilling and exci=ng play where children test their boundaries and flirt with uncertainty. They climb

trees, build forts, roam the neighbourhood with friends or play capture the flag. Research shows such play is associ-

ated with increased physical ac=vity, social skills, risk management skills, resilience and self-confidence. These find-

ings make intui=ve sense when you watch children at play.

Importantly, it’s not up to parents or experts to decide what is risky play for a par=cular child.

Rather, children need to be given the mental and physical space to figure out appropriate risk levels for themselves:

far enough that it feels exhilara=ng, but not so far that it becomes too scary.

My years as an injury preven=on researcher have leC me well aware of things that can go wrong and how to prevent

them from happening. But because I have a doctorate in developmental psychology, I am also concerned that we

are keeping our kids too safe. Preven=ng our kids from exploring uncertainty could have unintended nega=ve conse-

quences for their health and development, such as increased sedentary behaviour, anxiety and phobias.

Parents’ hopes and fears

Many of the parents I’ve spoken to through my research recognize the importance of risky play, but can be over-

whelmed by worry about the possibility of serious injury or abduc=on. They also worry that someone is going to re-

port them to the authori=es for leJng their child take risks. These worries make it hard for them to let go and can

result in over-protec=on.

More recently, I’ve no=ced an opposite trend: parents who are worried their child is too =mid and not taking enough

risks. They want to know how they can help their child take more risks in play.

This concerns me as much as over-protec=on. Both approaches can increase the risk of injury and harm since they

ignore children’s capabili=es and preferences. How will children learn about themselves and how the world works if

an adult is constantly telling them what to do and how to do it?

What about injuries?

There’s never been a safer =me to be a child in Canada. The likelihood of dying from an injury is 0.0059 per cent. Car

crashes and suicides are the leading causes of death, not play. In fact, children are more likely to need medical aMen-

=on for an injury resul=ng from organized sports than play.

Likewise, the likelihood of abduc=on by a stranger is so small that the sta=s=cs are not even collected. In an aMempt

to strike a balance, injury preven=on professionals are moving to an approach that seeks to keep children as safe as

necessary, rather than as safe as possible.

At OutsidePlay.ca parents can understand their own

fears around risky play and develop a plan for their child.

Children are inherently capable

Risky play is an important part of many outdoor schools and early child care seJngs in Canada and other parts of

the world. In outdoor forest schools and nurseries in the U.K., for example, pre-school and kindergarten kids build

dens, climb trees, use tools and create fire — under careful supervision.

One principal in New Zealand decided his students didn’t need any rules. Students were allowed to climb trees, build

forts, ride bikes — whatever occurred to them. His school was part of a larger study that found students who were

allowed risky play were happier and reported less bullying than students in schools who didn’t change their ap-

proach.

Seeing children engaged in risky play helps us realize that they’re much more capable than we think. When they’re

given the chance, even very young children show clear abili=es to manage risks and figure out their own limits. We

just have to open our eyes and be willing to see what is in front of us. And most importantly, get out of the way to

give them a chance to experiment for themselves. The poten=al for learning is enormous.

What’s a parent to do?

SeJng unnecessary limits on a child’s play or pushing them too far: both are problema=c. Our role as caregivers is to

give children the freedom to explore and play as they choose while suppor=ng them in managing the real dangers

that pose a serious and realis=c threat to their safety.

What this looks like varies for different children depending on their developmental stage, competencies and person-

al preferences. For example, play where there is a chance of geJng lost is common at all ages: A preschooler hiding

in bushes feels like he’s a jungle explorer. His parents supervise while giving him the feeling of independence.

For older children, this kind of play can involve exploring their neighbourhood with friends. Parents can help prepare

them by gradually building the skills needed to navigate traffic safely.

For parents struggling to strike a balance, my lab has developed OutsidePlay.ca, an online tool to help parents man-

age their fears and develop a plan for change so their children can have more opportuni=es for risky play. Usually

this involves learning how to get out of the way of children’s play. Change can be as simple as coun=ng to 30 before

stepping in to give children a chance to manage on their own. Parents are oCen amazed by what they see.

h5ps://theconversa8on.com/why-kids-need-risk-fear-and-excitement-in-play-81450

What’s New at Child Care Resource & Referral

We have been busy crea=ng new ac=vity boxes based on the

Reggio Emilia Early Childhood Educa=on Prac=ce.

These Provoca=on kits are

to inspire the imagina=on of young minds, with open ended,

crea=ve materials for the child to explore.

We encourage you to drop by CCRR office and borrow one of our kits for

your classroom or centre!

More Reggio Provoca=on Kits

♦ Colours and Shapes Explora=ons

♦ Indigenous Explora=ons

♦ Alphabet Explora=ons

This snow slime is icy cold to the touch and sparkly white,

making it a sure win as far as snow play goes with the liMle

ones. Kids can make OOZING snowmen and stretch and pull

this faux snow in ways the real stuff could never allow.

Snow Slime Recipe

Combine in a small bowl

- 2 cups of chilled white school glue (you could also use silver

gliMer glue)

- 1 & 1/2 cups of very warm water

Op=onal: a few drops of peppermint extract to give the snow

slime a fresh and clean scent

In a second bowl combine

- 3/4 teaspoons of chilled borax

- 1 & 1/3 cups very warm water

Mix the ingredients of both bowls well, and then combine

both bowls and mix

ACer the ini=al mixing you will want to dive in & mix the in-

gredients with your hands for a few minutes. As the ingredi-

ents are mixed the snow slime will begin to form

Once the slime is good and mixed you can add gliMer to make

the snow slime sparkle. I recommend using iridescent gliMer

Make it COLD by using chilled ingredients. I placed my glue

and borax in the fridge overnight. Make the slime even colder

by storing it in a zip seal bag in the fridge before and aCer

play. The cold feel of the slime makes it unique from any oth-

er slime we have made. There is nothing like cold snow slime

that sparkles as it oozes

h�p://www.growingajeweledrose.com/2012/12/slime28.html

Winter CraC Ideas:

Aluminum foil

Silver cord

White glue

Blue gliMer

To make a sparkly icicle start by cuJng or tearing a piece

of aluminium foil a few cen=metres longer than you want

your icicle to be. Then tear off the lower corners to give a

blunt triangle. This helps your icicle craC taper.

With the aluminium foil shiny side down fold over the

top few cen=metres of the flat edge. This helps strength-

en the finished icicle craC and adds bulk to the upper

sec=on too.

Cut a sec=on of silver cord, =e it into a loop and glue it

onto one end of the folded aluminium foil so it s=cks out

of the top. I use UHU glue for that bit of s=cking so it

dries fast. You could also use s=cky tape too if you prefer.

To make the shape of your sparkly icicles loosely roll

the aluminium foil up widthways, star=ng at the end with

the hanging thread aMached.

When you have a roll of aluminium foil gently squeeze

along its length to make the shape of your icicle craC.

You need to squeeze very gently at the top and very

=ghtly at the boMom. This is great for kids motor skill and

control development.

Once you are happy with the shape of your homemade

icicles you can start to apply a shimmery shiny layer. I

use white glue like Elmers because it dries clear and dab

it on randomly all over the icicle

When your icicles have their glue you can then sprinkle

on your chosen colour of gliMer. I do this over a paper

plate because it saves the gliMer from going everywhere!

Once the glue has dried finish off your sparkly icicle craC

by shaking off any loose gliMer and hanging them on dis-

play. Don’t they look fab!

h�ps://kidscra�room.com/sparkly-icicle-cra�/

More Winter CraC Ideas:

Winter Bubble Wrap Tree

Kids CraC

A Sheet of Blue Card stock

Black Paint

White Paint

Bubble Wrap

Paint Brush, Scissors

Let’s Make It!

The first step is to paint the tree.

Depending on the age of your child, you may want to help them out. Obviously you don’t need me to tell you that

kid-made is best, however it turns out!

Just don’t worry if your kids version doesn’t look ‘tree’ like…

Next, paint the individual bubbles white – this is a great ac=vity for developing fine motor skills.

Alterna=vely, grab yourself a toilet roll, the bubble wrap and an elas=c band, and create a stamp!

Simply place the bubble wrap onto the end of the TP Roll and secure with an elas=c band. Younger children may

find this method a liMle easier!

Place the painted bubble wrap onto the tree and press down firmly.

Remove the bubble wrap to reveal the snow!

Some children may create perfect circles, others may get a liMle smudged.

Either way, the results will be perfect!

Repeat the previous steps and fill the tree with snowy prints!

Another adap=on would be to swap the bubble wrap for finger prints, lego or anything else that’s circular and to

hand!

h5ps://www.artycra=ykids.com/art/winter-bubble-wrap-tree/

More Winter CraC Ideas:

Let it Snow!

Preschool Snow and Winter Ac8vi8es

Whether you are in an arc=c or tropical climate, it is fun to learn about snow!

Here are some ideas to get you started for your preschool curriculum.

Snow Songs and Fingerplays

Snowflakes (Tune: Sailing, Sailing)

Snowflakes, snowflakes

Falling to the ground

Each one rests so gently

They never make a sound

Snowflakes, snowflakes

Are so pure and white

The special thing about them is

No two are alike

Way up High (Tune: Up on the Roo�op)

Way up high in the winter sky

Two liMle snowflakes caught my eye.

Down to the ground they fell without a sound

And before long it was snowing all around

I'm a Li5le Snowman (Tune: I'm a Li le Teapot)

I'm A LiMle Snowman,

Short and fat,

Here is my ___ scarf

And here is ____ my hat.

When the sun comes out,

I melt away.

But when it's cold, I'm here to stay!

A Chubby Li5le Snowman

A chubby liMle snowman had a carrot nose (point at nose)

Along came a rabbit (Make 2 fingers hop like a rabbit)

And what do you suppose? (Put arms out and shrug shoulders)

That hungry liMle rabbit (2 fingers hopping)

Looking for his lunch (Put hand above eyes as though searching for something)

At that liMle snowman's nose (pretend to grab your nose)

Nibble, Nibble, CRUNCH!

they think will melt first. For added fun add food coloring on the top of each.

The one with rock salt will melt away into a neat paMern.

hMp://www.childcarelounge.com/season-theme/snow.php

Snow Math and Science

Mi5ens vs. Gloves Graph

Ask each child to bring in a pair of miMens or

gloves. Discuss the differences between

miMens and gloves, and make a chart to see

who wears miMens vs. who wears gloves.

Talk about whether more children wear

miMens or gloves.

Snow Pain8ng

Fill empty spray boMles with water colored

with food coloring. Spray over snow.

Indoor Winter

Fill the sand and water table with instant

potato flakes. For addi=onal "atmosphere"

have children wear gloves and hats while at

the center.

Mel8ng Experiment

Fill several containers with water and freeze

them. Take them outside and put rock salt

on some and not on the others. Ask your

children which one they think will melt first.

For added fun add food coloring on the top

of each. The one with rock salt will melt

away into a neat paMern.

hMp://www.childcarelounge.com/season-

theme/snow.php

UpcomingConferencesandEvents:

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Child Care Resource & Referral in Surrey

Will be hos=ng their Annual

Children the Heart of the MaMer Conference on

January 26TH & 27TH 2018

The Bell Performing Arts Centre 6250 144 Street,

Surrey, BC

To register and find out more check out the link:

h5p://www.childcareop8ons.ca/children-the-heart-of-thema5er/

about-the-conference/

SAVE THE DATE!

ECEBC’S 48TH ANNUAL CONFERENCE:

MAY 3 TO 5, 2018

Navigating Our World Through

the Lens of Early Childhood. It’s

Our Moment.

Radisson Hotel Vancouver Airport

8181 Cambie Road, Richmond, BC

http://www.ecebc.ca/events/

index.html

It’s All About Me

A conference for people who care about children

Saturday, March 10, 2018

Cascade Church (Abbotsford)

9 am—3 pm

Come learn about:

Living with ADHD: From Surviving to Thriving

Presenter: Ted Leavit

Risk-taking in Play: IT’s too Dangerous Not to!

Presenter: Sophie Cooper

Register at h5p://itsallaboutme.simpl.com

Or at your local CCRR

Or Email smcinnis@lcss.ca for a paper registra=on form.

$55.00 Early Bird Rate

$65.00 a=er February 23

Registra=on Closes at March 2, 2018

Check out The Early Years Professional Development

(EYPD) portal where you can Search for and view upcom-

ing training events in communi=es across B.C. Anyone

working with young children can now find, plan and

schedule professional development in the early years

sector. The EYPD web portal is a pilot project developed

by BCcampus on behalf of the Bri=sh Columbia Office for

The Early Years. Visit the EarlyYearsBC.ca website and

see what you’re missing!

hMps://earlyyearsbc.ca/

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