Parent

 Resource and Information

Guide 

2009

2009 Parent Resource Guide Contents

Best Beginnings Information and Registration Sheet

Best Beginnings History

Best Beginnings Committee

Clinton Early Education and Care Centers

Connecticut State Department of Education Benchmarks

Websites and Phone Numbers for Parents

How and When to Get Help for Children

Challenging Behavior In Preschool Children

Teaching Your Child to Listen

Helping Children Deal with Change

Aggression in Children

Preventing Problem Behavior in young Children and Dealing with It When It Does Happen

Toddlers, Terrible and Terrific!

The Importance of Outside Time with Children

Free Support for Parents from ECCP

Help Me Grow

Clinton Public Schools Early Childhood Preschool Program

Birth to Three:  Infants and Toddler Development

Fine Motor Development

Gross Motor Development

Speech Development

Joel School Kindergarten Induction Process

211 Infoline

Henry Carter Hull Library Children’s Programs

Home-School Connection

Clinton Youth & Family Service Bureau

Clinton Social Services Department

Mission:          To provide a strong base for the development of every child, birth

            through 5 years, in the town of Clinton.

Goals: Provide parenting and professional education classes.

                        Provide information to families about events and activities.

                        Provide resource information about the community to families.

                        Advocate for young children and their families.

Community Partners:

            Middlesex United Way                                              Clinton Board of Education

            Clinton Youth and Family Service Bureau                 Community Health Center

            Community Parents                                                    Early Childhood Council

            Early Education and Care Centers                             First Selectman’s Task Force

            Head Start                                                                   Henry Carter Hull Library

            Lewin Joel School (K-3)                                             The Morgan School

Middlesex Hospital Home Health Care                      Local Pediatric Practices

Community Agencies and Businesses

What is offered for parents and children through Best Beginnings?

There is no charge for any of these activities.

            Workshops for parents at Henry Carter Hull Library

            Support groups for parents

            Spanish community support

            Kindergarten transition assistance between preschools and Joel

            Parent and child workshops on nutritious snacks and exercise

            Printed literature on child behavior and ages and stages

            Resource information on programs available in the community

            Referrals to agencies that offer help for children and families

            Consultation for families whose children need extra help

            Best Beginnings Fair, The Morgan School, September 19, 2009

                        (Activities for children, Information for parents)

Why register with Best Beginnings?

            Registration helps guide programming as well as gives us access to get pertinent information to families. Reaching as many families as possible is an important way for Best Beginnings to promote the well-being of Clinton’s youngest population. All information is kept confidential.

Best Beginnings Registration

Name:_______________________________________________

Street Address:_________________________Clinton, Ct. 06413

Email Address:______________________________________

Phones: Home____________________Cell_________________

Children:   Name______________________    Birthdate__________

                   Name______________________    Birthdate__________

Name______________________    Birthdate__________

Name______________________    Birthdate__________

Please indicate your interest in topics:

Health:  ______Bedtime Routine____Sleep habits_____Stress Management

             ______ Eating_____Safety_____ Anxiety_____Toilet Training

Socialization Skills: _____Temper Tantrums______Sharing_____Hitting

          _____Discipline____Sibling Relationships____Challenging Behavior

Developmental Milestones: ______Ages and Stages_____Movement

_____Listening and Following Directions_____Self Help Skills

_____Speech and Language_____Developmental Screenings

Financial Resources Information: (list)______________________________

Community Resources Information: (list)____________________________

Please return this sheet to Grant Project, 137B Glenwood Rd. Clinton, 06413; For info, call 669-7246.

Best Beginnings History

Formally started in the fall of 2003, Best Beginnings, Clinton’s Early Childhood Initiative, resulted when community partners from Youth and Family Service Bureau, community parents, the Early Childhood Education Council, the Governor’s Prevention Partnership, Head Start, Henry Carter Hull Library, the Joel School, The Morgan School, and Middlesex Hospital Home Health Care came together with the mission of helping provide a strong base for the development of every preschooler in Clinton. The year prior to the United Way grant was funded by Drug-Free Communities Support Program and by in-kind contributions from the community partners. The first year was a period of providing community awareness, first for professionals, including pediatricians and early care and education directors, and then for parents.

Today 23 people representing these community partners continue on this Early Childhood Education Council.  These representatives, mostly volunteers, attend eight meetings per year and guide the initiative in its work. The State Department of Education counts on communities having such a council to guide school districts in Connecticut in matters related to Early Education.

Best Beginnings is grateful for the support from a Middlesex United Way grant from September, 2005 to May 2009.  Funding has been $15,000, $20,000, $15,000, and this year, $12,500. For 2008-09, the Board of Education added $7,500.00.  The focus of the grant funding is to reduce the amount of challenging behavior in children, 0 through 5 years, through identification and intervention. The grant consultant and project manager is Linda N. Stuhlman; Coralie Williams serves as the community outreach worker, Kim Brown serves as the project’s psychologist, and Anna Recine as the Spanish interpreter.  Most of the workshops for parents and professionals are conducted by Linda N. Stuhlman.  Best Beginnings received the Middlesex United Way Community Impact Award in January, 2007 and the organizational structure has become a model for other Middlesex County communities who have received United Way grants.

Best Beginnings registers families with preschool children; currently registration is nearly 300 families representing over 500 children, ages 0 through 5 years.  It is estimated that this represents nearly 70% of the preschool and kindergarten population.  A registration fair has been held for the last three years in September. At the 2008 fair, there were 48 table areas where parents received information about resources available and children were provided appropriate activities. Attendance was about 400 people.

During the school year, parent workshops and support groups are held on subjects ranging from discipline to nutrition. Parent information sheets are widely distributed at workshops and through schools and the library. Professional development workshops are held for teachers from all the early education and care centers in Clinton.  Pediatricians are provided materials and referral information.

Best Beginnings Committee

Clinton Early Childhood Council

(updated April 2009)

Brown, Kim                   Psychologist, Joel School

Connell, Sue                  Middlesex Hospital Home Care Department

Corrone, Lisa                K Teacher, Joel School 

Engle, Mary Jane           Conn. River Area Health District

Fritz, Sondra                 Parent

Gedney, Jack                Co-Principal, Joel School

Harris, Melissa              Preschool Teacher, Joel School

Hidek, Lynn                  Children’s Librarian, Henry Carter Hull Library

Huguenel, Anne             Shoreline Pediatrics

Hylan, Jane                    Community Health Services

Kaye, Andrea                Youth and Family Services

Kennedy, Beth               Parent, Birth to Three

Moon, Sarah                 Speech Therapist, Joel School

Norman,Claudia            Co-Principal, Joel School

Nunan, Joanne               Child Development Teacher, Morgan School

Perrone, Liz                   Parent, Branford Pediatrics

Ragonese, Laura            K Teacher, Joel School

Recine, Anna                 Parent, Language Interpreter

Roche, Holly                  Preschool Teacher, Joel School

Schmidt, Sara                Early Childhood Consultation Partnership,

Springhorn, Dr. Erin       Pediatric Advice and Support, Shoreline Peds

Stuhlman, Linda N.        Consultant, Project Manager

Walker, Al                     Parent, Tech Advisor             

Walsh, Brooke               Headstart Head Teacher

Williams, Coralie           Parent, Community Outreach

Clinton Early Education and Care Centers

Clinton Child Care, 160 East Main St., 669-4315

          Infants through School Age, open year round

Country Nursery School, 12 Commerce St., 669-7033

          Cooperative for 3-5 year olds, open school year

CRT Head Start, 82 West Main St., 669-9497

          Income eligible program for 3-4 year olds, open Sept.-May

          NAEYC accredited

Just For Kids, 153 Glenwood Road, 669-1500

          Infants through School Age, open year round

Maple Avenue Nursery School, 2 Maple Ave., 669-9744

          3-5 year olds, school year and summer programs

          NAEYC accredited

The Morgan School Children’s Corner, 27 Killingworth Turnpike, 664-6504

3-5 year olds, Thursdays, 12:30 to 2:00 p.m., October-December, operated by teacher, Joanne Nunan and Child Development students

Red Barn Children’s Center, 125 Kelseytown Road, 669-7246

          3-5 year olds, school year and 4 -7 year olds, summer program

          NAEYC accredited

YMCA, Joel and Pierson Schools, Before and After School Care

Child Care Info Line, in English and Spanish, Dial 211

www.childcareinfoline.org Information on child cares and many other types of resources

State of Connecticut  www.dph.state.ct.us/Daycare/parents.htm

Listing of Licensed Home and Center based care in Connecticut

Information in English and Spanish on how to choose child care

Connecticut State Department of Education

2 ½ to 6 year old children

 Personal and Social Benchmarks

1.   Shows self-direction with range of materials

2.   Sustains attention to task

3.   Participates in teacher-led group activities

4.   Manages transitions, follows routines and rules

5.   Uses words to express emotions and feelings

6.   Shows empathy and caring for others

7. Interacts cooperatively with peers

8. Works to resolve conflicts

9. Recognizes similarities and appreciates differences

Physical Benchmarks

1.   Uses coordinated large-muscle movements

2. Uses coordinated small-muscle movements

3. Cares for self independently

Cognitive Benchmarks

1. Engages in scientific inquiry

2. Uses a variety of strategies to solve problems

3. Sorts objects

4. Recognizes and makes patterns

5. Compares and orders objects and events

6. Relates number to quantity

7. Demonstrates spatial awareness

8. Uses complex sentences and vocabulary to describe ideas and experiences

         (use language sample to document)

9.  Understands and participates in conversations

10.  Shows understanding of stories

11.  Displays knowledge of books and print

12.  Recognizes similar sounds in speech

13.  Identifies printed words

14.  Uses writing to convey meaning

Creative Expression Benchmarks

1. Builds and constructs to represent own ideas

2. Draws and paints to represent own ideas

3. Represents experiences and fantasies in pretend play

4. Sings and responds to music

Websites and Phone Numbers for Parents

Compiled June, 2009 by Linda N. Stuhlman for Best Beginnings Parent Handbook

Best Beginnings:  www.clintonpublic.org   Linda N. Stuhlman 669-7246

Bereavement Counseling for Children: www.covect.org  203-634-0500

            Hygeia Foundation for Perinatal Loss and Bereavement:           

www.hygeia.org  1-800-893-9198, Dr. Michael Berman

Birth to Three:  Intervention Services for Children who are under 3 years old  www.birth23.org 1-800-505-7000 (see page in this book)

Child Abuse Hotline:  1-800-842-2288

Child Care Info Line:  in English and Spanish, information on early education and care centers and lots of other resources www.211childcareinfo.org or dial 211 (see page in this book)

Child Care Cost Subsidies: www.care4kids.com 1-888-214-5437

Clinton Land Trust:  www.clintonlandtrust.org

Clinton Public Schools Best Beginnings:  www.clintonpublic.org click on Best Beginnings or Joel School in the left hand column

Clinton, Town Agencies and History: connections to other sites such as Social Services www.clintonct.org  (see page in this book)

Clinton Youth and Family Services:  www.cyfs.info   Parenting Groups and Counseling

669-1103 (see page in this book)

Community Health Center:  Provider of prenatal and pediatric health services including counseling and help with Husky insurance 664-0787

(also adult care, located at 144 E. Main Street in Clinton)

Connecticut Parent Information and Resource Center:  www.ctpirc.org   Information and resources about children’s education based on federal, state, and local services, supporting achievement for all 1-800-842-8678

Counseling Services: See information in this resource book

Developmental Evaluations:  See information in this resource book

Dental Health:  www.mobiledental.org  860-347-6971 x3207

Early Education and Care:  See information in this resource book

Families Helping Families:  Food and Heat Resources 669-5592

Food: Meals, Pantry:  www.shorelinesoupkitchens.org  860-388-1988,

ERACE, Adult Education for Clinton:  www.erace-adulted.org  203-488-5693

Head Start:  National Association, Preschool Education system for low income families:  www.nhsa.org  669-9497

Health Agency, Town of Clinton: Public health education and preparedness www.crahd.org    860-661-3300

Health Insurance:  www.huskyhealth.com

Help Me Grow:  In English and Spanish, a method of keeping up with your child’s growth and development www.ct.gov/ctf   1-800-505-7000 (see page in this book)

Hiking Trails and Outside Activities: www.clintonlandtrust.org  (see page in this book)

Library, Henry Carter Hull:  Location of Best Beginnings parent workshops and many children’s activities, location of Best Beginnings resource materials www.hchlibrary.org

669-2342 (see page in this book)

National Association for the Education of Young Children:  Information on quality early education and care www.naeyc.org

Parent Advocacy Center:  For Parents of Special Needs Children www.cpacinc.org

Pediatric Practices in Clinton:  Branford Pediatric and Allergy 664-1818 and

Shoreline Pediatrics 669-7272

American Academy of Pediatrics www.aap.org

Safety with Children:  www.ctsafekids.org  for information on car seats, etc.

Poison Help: 1-800-222-1222

Sexual Abuse Information: www.darkness2light.org

or Paul and Lisa Foundation, 860-767-7660

State Department of Child and Family:  Child Development, Health and Safety, Education, Basic Needs, Family Fun www.ctparenting.com

State Department of Education:  www.ct.gov/sde  click on Parents

State Department of Health:  Information on licensed early education and care centers, health information, including immunizations, lead and TB testing, health forms: www.ct.gov/dph  click on Children and Families

How and When to Get Help for Children

Ages and stages information on typical development in children

• available at all Best Beginnings events
• available at www.CHDI.org; go to publications, search for Caring for Connecticut’s Children, volumes 1 and 2
• available at www.ctparenting.com,www.cdc.gov/actearly or www.aap.org

How do parents know when children have problems that need attention from a specialist?

• family discord, child is causing issues among family members
• reports from child care and/or school show issues
• behavior happens across settings, home, school, with peers
• behavior is atypical for age of the child
• behavior continues for a long time and occurs frequently

What are problem behaviors?

Behavior that is dangerous, disgusting, or disruptive or an action that

• could cause injury to self or others, lack of self control
• could damage the environment, physical and emotional outbursts
• interferes with learning new skills, undue anxiety
• socially isolates the child, difficulty being part of a group and difficulty socializing with peers or living in a fantasy world

Where can parents get help? (see some pages in this guide)

• Autism Society of Ct.:  www.asconn.org
• Birth to Three: www.birth23.org, 1-800-505-7000
• Child and Family Agency, Essex, 1-860-767-0147
• Clinton Public Schools preschool screening, 664-6505
• Connecticut Center for Pediatric Therapy (OT, PT, speech), 203-949-9337
• Early Childhood Consultation Project, 203-235-2815
• Help Me Grow: www.ct.gov/ctf, 1-800-505-7000
• Kidsteps: www.sarah-inc.org  (go to services sidebar), Madison, 203-318-3692
• Lawrence and Memorial Hospital screenings, 1-860-446-8265, ext. 7059
• Pediatrician, will review health history and do referrals to private therapists
• Therapy Works Pediatrics (OT, PT, speech, nutrition, sensory issues), 860-434-5524
• Yale Conduct Clinic www.yale.edu/childconductclinic,  203-432-9993

More information or more suggestions for resources and referrals is available by calling Linda N. Stuhlman, 669-7246 or Kim Brown, 664-6501.

Challenging Behavior in Preschool Children

can be reduced by:

1. Being affectionate and accepting; let your children know that you love them even though you may not like their misbehavior.

2. Having rules about safety; children behave better when they know that you will keep them safe.

3. Making sure that children go to bed about the same time every night and that they get at least 12 hours of sleep.

4. Making sure that children eat right:

Juice: no more than 6 oz. per day.

Fruits: 2 or 3 per day (1 cup)

Vegetables: 2 or 3 per day (1 cup)

Milk or milk products: 2 to 3 cups per day

Meat, poultry, fish: 4 oz. per day

Bread, cereal, pasta: 6 servings per day

5. Having your children play outside every day. 

6. Limiting TV, computer (including games) to 1 hour maximum per day. Play board games instead!

7. Letting your children know when they act appropriately by using expressions like “you did it!” “I noticed that you picked up your toys.” Try to be more specific than “good job”.

8. When these things do not reduce the amount of challenging behavior, seek help through Best Beginnings by contacting Linda N. Stuhlman, 669-7246 or the Clinton Special Education preschool team at 664-6505.  Workshops, support groups, and referrals are available.

Teaching Your Child to Listen

Information compiled by Linda N. Stuhlman for parent and professional workshops

Discipline is an attitude not a technique, it is about how you do things not the consequences of what you do when your child does wrong. It is commanding, not demanding.  Children do well at home and in school when they have self control and are able to listen and follow directions.

Communication is the primary way to get a child to behave.

1.      Key phrases to use: “It’s time to ….”, “stop”, “NO!”

Avoid begging, whining, threatening, sounding exasperated.

2.      State expectations:  “When we are in the store, I expect you to stay with me”; “Today is a school day”  “Eat with your mouth closed.”

3.      One instruction at a time for 2 to 4 year olds:  “Come to the table”

Age 5: 2 instructions “Wash your hands and come to the table”

4.      Let children know what to do, not what not to do. “Use your walking feet.”  “We sit at the table to eat.”

5.      Keep the noise level down in your home.  Turn off the tv.

6.      Praise with words that are specific. Avoid rewards for things that should be part of everyday life. “You got dressed all by yourself”

7.      Touch the child, look the child in the eye, get down on the child’s level. Use a kind controlled voice and body language.

8.      Make sure the child gets enough sleep, proper food, and medical attention when needed.

9.      Give alerts: “5 minutes till bedtime”

10.   Guide with kindness. When children feel secure, they behave.

How do we know when not listening and following directions is a problem?

            Children have a history of ear fluid or hearing loss

            Children also have speech immaturities

            Children have a sleeping problem

            Children also have difficulty processing

information that is visual

            Continues for a long time and occurs frequently

            Happens across settings, home, school, friends

            Atypical for age of child

            Gets in the way of learning new skills

Where can parents get help?

            Autism Society of Ct.: www.asconn.org

            Birth to Three: www.birth23.org

            Clinton Public Schools preschool screening, 664-6505

            www.chdi.org  (will find information on Help Me Grow)

            Kidsteps, Madison, 203-318-3692

            Lawrence and Memorial Hospital screenings,

1-860-446-8265, ext. 7059

            Early Childhood Consultation Partnership, 203-235-2815

            Pediatrician (will review health history and do referrals

Helping Children Deal with Change

Information compiled by Linda N. Stuhlman for Best Beginnings workshops

When change occurs in the family setting, it is important to keep what you can the same.  Keeping the schedule and routine the same will help maintain stability and reduce stress for parents and children alike. Much of the time, the attitude of the adults determines the response of the children.  It is important to seek professional help if you, or your child, are not able to move forward after change.

          With children:

1.     use teachable moments

2.     use literature

3.     use “teaching your child to listen” skills

4.     talk about the concrete, about what can be seen; keep in mind that children have not yet developed logic

5.     keep details simple and repeat information

6.     encourage play where child act out change

7.     recognize when children have attention seeking  behavior

New Babies:  Tell the children when the mother shows.  Prepare room changes prior to the birth of the baby.  Visit the hospital with the children.

Make sure all attention is not focused on the new baby.

Siblings:   Establish rules related to family.  Accept children’s feelings and give children time and space away from one another. Avoid casting roles and comparing siblings to one another. Deal with fighting and conflict.

Divorce:  Be careful to separate your emotions from your child’s. Your child does not have the same feelings about their father/mother as you do. Children know what is going on, even when you think that they don’t; talk to them.  If there is any domestic abuse, seek help immediately.

Remarriage:  Establish prior to mixing together families how you will deal with discipline and what family rules will be followed. Hold family meetings to work through issues as they arise.

Moving:  Initially keep the child’s new room the same as in the old house.  Provide continuity and emphasize similarities. Allow the child to take photos of the place they are moving from, including of special places and friends.

In your new community, seek out places other families congregate.  Volunteer for family events sponsored by the community.

New School:  Visit the new school a few times with your child. For your child’s first few days, recognize that he/she may cry when you leave. Make sure to say good-bye and that you will be back to pick up, a consistent brief routine is important. Your feelings of trust in the caregiver are important.

Death:  Young children think that death is temporary and reversible, forever is not graspable.  Children are interested in the physical details such as a person who is dead does not breathe. Children associate death with your sorrow. Because they can not separate fantasy from reality yet, their magical thinking may have them believe that their thoughts or words caused death. 

Financial Hardship:  Help children recognize that things will be different concerning how you live your daily lives (Daddy will be home, Mommy will work at night, etc.) Establish new family routines and rules, if needed. Enjoy the free activities that the community has to offer. Start a garden and cook together. Visit the library, parks, and hiking trails. Keep a positive attitude!

When to worry:  If your child exhibits a significant change in behavior, such as sleeplessness, increased anxiety, excessive clinginess, lack of appetite, or loss of previously mastered development tasks, seek professional help. Info line at 211or your pediatrician can provide a list of local providers.

Parent Mental Health Issues:  To keep a family healthy, it is essential that parents address their own stress levels and/or unresolved issues from their childhood. Parents may be dealing with their own parents’ failing health or death.  Some parents have drug and alcohol problems. Ask your community health center or physician or visit 211 Help Line for referrals to providers

Aggression in Children

Information compiled by Linda N. Stuhlman for use at Best Beginnings workshops

            Some aggression in young children is normal! Children seek control and aggression is one way to get it. Aggression is common in two to four year-olds and when children have siblings. Culturally, parents in the United States tolerate more aggression than parents in some countries. However, when children do not learn self-control by age five (with the help of adults), it is a problem. Children can be helped to learn to use words and to resolve conflicts. Adults can help children handle stress and reduce children’s anxiety. Children can be taught to handle aggression by others. Children who feel safe, respected, and cared for are able to learn and mature emotionally.

What is aggressive behavior?

            Direct- hit, push, bite, pinch, kick, spit, pull hair

            Indirect- bully, tease, ignore or defy rules, spread rumors, exclude others,

  name-call, destroy objects

            Relational - “You’re not my friend”

Why are children aggressive?

            Frustration, Anger

            Imitate what they see, hear

            Stress, Anxiety

            Social information processing problem

            Get what they want, need

Appropriate ways to help children reduce aggressive behavior

            Establish rules and routine

            Distinguish between fantasy play and violence

            Emphasize the difference between feelings and action

            Teach strategies that help control anger and frustration

                        (stop, calm down, think, empathize, solve problem)

            Give reasonable choices and jobs

            Play outside, Enjoy nature

            Allow sensory play: play dough, water, sand, etc.

            Books and stories, including your ones you and your child write

            Play scenarios with puppets and little people

            Magic wands, swords, and make believe toys that give power

            Rough and tumble play with limits

When aggression happens, here is what to do:

            Stop the action and restore safety

            Pay attention to the child who was aggressed upon first

            Acknowledge aggression and state what you will respond to

Set limits

            Follow through with consequences

        Help the aggressor know what words to use

            Forgive

(Be careful that you are not giving positive attention to negative behavior!)

Help your child handle aggression by others

            Boost your child’s social skills to feeling of competency

            Empower with words to speak up, assertive skills

            Help your child have empathy

            Know when to step in and when to let child handle

            Help your child know the difference between tattling and

reporting

                        Let your children know who they can report to

How do we know when aggression is a problem?

            Continues for a long time and occurs frequently

            Happens across settings, home, school, friends

            Atypical for age of child

            Gets in the way of learning new skills

            Children who plan to hurt or destroy

            Cruelty to animals

Where can parents get help?

            Call 2ll Info Line or go to childcareinfoline.org

            www.CHDI.org    (will find information on Help Me Grow)

            Child and Family Agency, 860-767-0147

            Clinton Youth and Family Services, 669-1103

            Early Childhood Consultation Partnership, 203-235-2815

            Pathways Center: Learning, Behavioral Health, 860-767-1277

            Pediatrician (will provide list of psychologists, social workers)

            Yale Parenting Center and Child Conduct Clinic, 203-432-9993

Preventing Problem Behavior in Young Children

and Dealing with it When It Does Happen

Information compiled by Linda N. Stuhlman for Best Beginnings workshops

The most important way to teach appropriate behavior is by example; children learn what they live. Children learn resourcefulness by learning to have self help skills, making appropriate decisions, and unstructured play. Children learn respect when they are taught manners and kindness.  Children learn responsibility when they are moved along through developmental tasks and adults have appropriate expectations. A parent’s attitude toward behavior is more important than techniques that might be used.

How do we know when behavior is a problem?

            Continues for a long time and occurs frequently

            Happens across settings: home, school, friends

            Atypical for age of child

            Gets in the way of learning new skills

            Does not respond to teaching and discipline methods

Materialism:   Say no without giving too much of an explanation.

            Teach children to give to charity by example.

            Turn off the media; talk about ads children do see.

            Teach children to prioritize.

Rudeness:        Point out what the child is doing, say “Stop”

            (rolling eyes, back talk, getting into your face, being demanding)

            Discontinue talking until the child stops

            Monitor your own reactions

            Recognize that when children say “I hate you” they mean I don’t

like it when you tell me no (don’t take it personally)

Bathroom Words: Common among preschoolers who are learning language and

who are testing to see what reaction they will get.

                        “Those are bathroom words, go into the bathroom until you

are finished saying them.”

                        Swearing : “In this family, we don’t use those words.”

                        “When in doubt, don’t say it.”  Offer substitute words.

Lying:              A preschooler who does not separate fantasy from reality does not

understand what a lie is. Ask, “Is that real or make believe?”

School aged children: “We expect honesty.  Was that the right thing to do?” “Lying will get you in trouble and hurt people’s feelings.”

Whining:         Make sure that you are not a whiner yourself!

“Stop! I will listen only to a big girl voice”.

Biting:             Common for two-year-olds, but deal with firmly by holding chin

and saying no, remove from area.

Focus on child who was bit, “I’m sorry that he hurt you.  What can we do to help?”

Give appropriate things to bite on.

Label feelings and help child deal with those feelings.

Anticipate biting (usually when child wants something)

Model words to use.

Distract a toddler to a different activity.

                        Have speech evaluated if child is not starting to use words.

Impulsivity:    Monitor sleep, diet, and environment at home and school.

                        Increase outside play time.

                        Teach child to stop and think.

                        Use mistakes to teach appropriate behavior.

Not sharing:  Make a rule, “Make sure to take turns when you play, your friend

goes first and then it is your turn.”

Catch your child sharing and let him know you noticed.

Temper Tantrums:  Monitor sleep, diet, and environment.

                        Reduce frustration due to developmental limitations.

                        Give children advance warning before changing activities.

                        Be aware of when child is most likely to have a tantrum.

                        Remain calm. Use breathing exercises.

                        Distract, remove, ignore…………..

                        Provide support, both emotionally and physically.

                        Teach children appropriate ways to express emotions.

Helping Children Learn Self-Control: a Guide to Discipline:  refer to the

NAEYC brochure for information on preventing problems and basic techniques. Other consequences that may work are loss of privileges, apologies, and extra chores.

Where can parents get help? Much is offered free….

            Call 2ll Info Line or go to www.childcareinfoline.org

            www.chdi.org  (will find information on Help Me Grow)

            Child and Family Agency, 860-767-0147

            Clinton Youth and Family Services, 669-1103

            Early Childhood Consultation Partnership, 203-235-2815

            Lawrence and Memorial Hospital, free screening, speech, OT,

PT, sensory, 860-388-5881, extension 1

            Pathways Center: Learning, Behavioral Health, 860-767-1277

            Pediatrician (will provide list of psychologists, social workers)

            Yale Parenting Center and Child Conduct Clinic, 203-432-9993

Toddlers, Terrible and Terrific!

Compiled by Linda N. Stuhlman,

Early Education and Care Consultant, for Parent Workshop

The two years between 12 and 36 months of a child’s life are a time for developing autonomy and independence. Babies, who bond and attach, develop trust. Preschoolers develop initiative. It is normal for toddlers to say no, run away from parents, get into everything, and have screaming tantrums when frustrated.  In the process of separating from parents, the toddler learns that s/he is a unique person, ME, and s/he wants to control by testing limits. Power struggles are common and to be expected.

Routines: Repetition leads to contentment and become rituals.

            Eating:            5 times a day, 2 ½ tablespoons, spoons and finger food

                                    Quantity eaten over time more important than each time

                                    No need to eat with adults, toddlers eat ahead and play

                                    At age 2 ½ might be able to stay at family meal for 5 min.

                                    Move from bottle; limit juice and milk to get to eat

Transition      Pacifiers can hinder speech, increase ear infections

Items:              Blankets, stuffed animals may have personalities, smell is important

Toileting:        Toddlers want independence. Once toddler shows interest and

ability, step back.  Have potty chairs in convenient locations.

Watch for readiness signs and promote by trying before bath and when wake up. Some toddlers want all clothes off. Feet need to touch surface.  Change diapers standing. 

            Sleeping:         Make move to big bed by age 2; establishes child as autonomous

                                    To bed after routines while drowsy, avoid overtired toddlers

                                    When wake in night, give 5 to 10 minutes before going to

Picking Up   Do with the toddler into labeled containers and onto low shelves                         

Toys:               Reduce, recycle, reuse! 

Clothes:          Soft, play clothes which are easy on, easy off

                        Good time to give some control, choice

Issues:            

New Experiences:

Sensitivity to noise, high activity areas, new faces require gradual introductions with parents close at hand

Playtime best to have multiple toys

Playgroups equally important for parents as for toddlers                  

            Siblings:          Babies, in particular may get hit, squeezed due to jealousy

                                    and attempts to interact; stop contact for a week but allow

the toddler to help you and then gradually allow interaction

            Hitting:           Normal for two year olds who get frustrated; don’t

take personally; stay calm, hold hands firmly and say “no

hitting, hitting hurts”; use time out, if needed

            Screaming:   Try whispering or singing; change the scenery right away

                                    Consider if child has sensory integration difficulties

            Biting:             May be due to frustration with learning words

                                    Essential to stay calm and help toddlers regain control

                                    Make clear that it is not allowed; offer okay things to bite

            Discipline:      Be proactive, set environment, use communication

                                    Set limits, tolerate frustration and stay in control

                                    Selective ignoring, redirection, verbal rewards

Time out for twos; sit in chair and say “stay there till I say

you can move”, then take a few steps back and say, “okay

you can get up”; think 1 minute per age

            Fears and Anxiety:

                                    The more anxious the parent, the more fearful the child

                                    If something has a name (like Monster), it is real

                                    Fearful children are clingy and follow adults around

                                    Toddlers allowed independence are less likely to be fearful

                                    Toddlers who reject Daddy can be encouraged not to

Worry When Toddlers:

                                    Do not make developmental milestones

                                    Are not interested in play or other people

Are not becoming less frustrated as they get older

                                    Behavior is problematic in all settings

Resources for Information: 

Autism Society of Ct.: www.asconn.org

                        Birth to Three: www.birth23.org

                        Clinton Public Schools preschool screening at age 3, 664-6505  

www.clintonpublic.org

                        www.chdi.org  (will find information on Help Me Grow)

                        www.cdc.gov/actearly    (developmental milestones)

                        Pediatrician (take your list of concerns with you)

Clinton Land Conservation Trust

P.O. Box 121  Clinton, CT 06413

 

The Importance of Outside Time with Children

Best Beginnings in conjunction with the Clinton Land Conservation Trust (CLCT) encourages families to “get out and hike”.  Doctors, psychologists and child advocates agree: Getting your kids back in touch with the great outdoors can improve their health and well-being.

Where do we begin?

Start at the website : www.clintonlandtrust.org

·         Here, you can locate trail information & maps close to your home in Clinton. (get out and hike!)

·         Find out about special events that encourage families to spend time outdoors; whether helping to maintain a trail, or to attend an educational event.

We are lucky to live in an area with ample habitats to explore. Whether it is a beach with tide pools, a salt marsh, a vernal pool, a wooded forest, or a pond that you prefer, these sites are available all year long for exploration and discovery. Your children will thank you for exposing them to nature!

·         Hint: “Fieldtrips and nature excursions are never ruined by weather, only by poor preparation.” Please dress appropriately, (wear socks over long pants at the ankle) and be aware of ticks.

 Excerpts taken from Richard Louv’s book:

Last Child in the Woods: Saving our Children from Nature Deficit Disorder

“Kids who play in natural areas – those with bushes and trees – have been shown to engage in more creative and cooperative play”  - Richard Louv 

“The Outside Advantage”

• Nature can be a stress reducer

• Nature can make kids more focused

• Nature can enhance a child’s emotional and social development

Quotes from Dr. Tedd Mitchell, MD:

“It’s a shame. It used to be “go outside and play until dinnertime.” Now, it’s, “Go grab a snack and play video games until dinnertime.” – Dr, Tedd Mitchell

“If you can’t get to a pond or lake, then find a puddle”

– Dr. Tedd Mitchell

 Exploring nature doesn’t have to be overwhelming! You could start by discovering what is alive in your own backyard. Use all your senses to experience nature first hand. Also, after a day outside, visit the library to enhance the experience by researching what you might have found.

Some Children’s books:

The Grand Old Tree  by: Mary Newell De Palma

The Giving Tree By: Shel Silverstein

Lois Ehlert books

FREE SUPPORT for PARENTS

Consultation is available to parents in the Clinton area with a child in preschool or daycare.

 If your child is having difficulty with:

·         Challenging behaviors

·         Making friends

·         Controlling impulses

·         Or any other social or emotional concern

You may choose to call us for some simple ideas or your may choose to have a consultant meet with you and your child’s teacher to develop some strategies and ideas and help your child become more successful and happy both at home and in school.

This is a state funded prevention program and is provided at no cost to you.

For further information, please contact:

Sara Schmidt, MSW

Early Childhood Consultation Partnership

Child Guidance Clinic for Central Connecticut, Inc.

203-235-2815

sschmidt@cgccentralct.org

CHILDREN'S TRUST FUND

Help Me Grow

 

Undetected behavioral and developmental problems in children can have a profound impact not only on the lives of the children and families involved, but also upon our society’s mental health, educational and juvenile justice systems. Help Me Grow is designed to identify children at risk for developmental or behavioral problems and to connect these children to existing community resources that can help.

Help Me Grow employs the concept of developmental surveillance, pioneered in Great Britain and championed here in Connecticut by Dr. Paul Dworkin, Vice President and Chief Medical Officer of Connecticut Children’s Medical Center and a driving force behind the creation of Help Me Grow. Critical to developmental surveillance is the input of parents.

Help Me Grow consists of four primary components:

·   The training of child health providers in effective developmental surveillance.

·   The creation of a resource inventory of community-based programs supporting child development and families.

·   The development of a coordinated, statewide system of referral

     that links young children and families to existing services and support.

·   The collection of data and analyses of children’s developmental status

     and statewide resources.

With one phone call to the Child Development Infoline (the telephone access point for Help Me Grow – 1-800-505-7000), a child health provider or parent with any type of concern about a child’s development or behavior can access professional assistance and a database of community-based support services.

The Child Development Infoline is a collaborative effort of the Children’s Trust Fund, United Way/Infoline, Connecticut Birth to Three System and State Department of Education Preschool Special Education.

Clinton Public Schools Early Childhood Preschool Program

The Clinton Early Childhood Preschool Program is a language-based integrated program designed to educate children ages three to six years eleven months who have special needs.  The program’s goal is to include 50% typically developing peers in each preschool session in order to foster peer interactions and model developmentally appropriate skills.  The preschool program is located at Lewin G. Joel School.  The program is facilitated by a certified special education teacher who is supported by paraprofessionals.

If you, your pediatrician, or your child’s preschool teacher have concerns or questions regarding your child’s development you may call the Special Services office at 664-6505 and refer your child to the Preschool Screening Team.  Once you have made this referral you will receive a parent questionnaire which must be presented at the time of the preschool screening.  If applicable, you will also receive a teacher questionnaire which you are encouraged to have your child’s preschool teacher complete and return to you to provide to the screening team.  The purpose of the preschool screening is to observe a child’s developmental skills in the areas of concern.  At the conclusion of your child’s screening, the team will include you in a brief conference to discuss findings and to make appropriate recommendations, which may include activities to do at home, activities to do at school, facilitation strategies, a school-based observation and/or referral to special education for an initial meeting.

A referral to special education will be made if the team has significant concerns about a child’s development in one or more areas (motor, sensory, communication, behavior, cognitive).  Caregivers will receive an invitation to a Planning and Placement Team meeting, where an evaluation may be planned to assess your child’s skills and abilities. 

In order for a child to be eligible for the Clinton Special Education Preschool Program, assessment results need to indicate a significant developmental delay in one area or moderate delays in two or more of the following areas:  cognitive, gross motor, fine motor, visual-motor integration, sensory-motor, receptive language, expressive language, articulation, social/emotional/behavioral.

Clinton Public Schools Early Childhood Preschool Typical Peer Program

In order to meet State of Connecticut guidelines, the Clinton Special Education Preschool Program includes 50% typically developing peers in each preschool session.  Typical peers are selected based on demonstration of strong language and social skills, and positive behavior.   Typical peers serve as peer models for students with disabilities.  They participate in all aspects of the developmentally appropriate preschool program, including occupational therapy group, speech/language group, art, physical education, and music.  There are four program slots reserved for typical peers who are English Language Learners.

A lottery is held in March to select students for a screening.  During the screening, the preschool team observes groups of children participate in a variety of preschool activities.  Parents are notified if their child has been selected to be a typical peer in the preschool program.  If you wish to have your child screened as a typical peer, please call 664-6505.

Birth to Three

What is Birth to Three?

Birth to Three is part of “early intervention”, found under Part C of the Individuals with Disability Education Act (IDEA).

Who is eligible?

Any child(under the age of 36 months) of a Connecticut resident who:

1. Has a diagnosed medical condition, or
2. Demonstrates a significant delay in development (such as with their walking, talking, etc.)

How does a child receive a Birth to Three evaluation?

Most frequently children are referred to the Connecticut Birth to Three System by their pediatrician or by their parent making the call to Infoline; however, anyone can refer a child.  Birth to Three will seek parent consent before proceeding with the referral.

Following a phone interview with the family from the Birth to Three Infoline, a multi-disciplinary team evaluation is conducted in the child’s home to determine eligibility for the child.  Each child is evaluated in the following developmental domains:  Cognition, Language, Personal-Social, Motor and Adaptive (which includes personal hygiene, dressing and feeding skills).

To be eligible to receive Birth to Three services, a child must have a “significant delay” (a delay of -2.0 standard deviation) in one area of development, or a “moderate delay” (a delay of -1.5 standard deviations) in two areas of development.

What are the costs of Birth to Three services?

The initial evaluation is billed through the child’s health insurance.  If the child is found to be eligible for services there is a sliding-scale fee billed for the month, not each service.

How are services determined?

Upon determining eligibility, each child then has an Individual Family Service Plan (IFSP) written for his/her family.  The IFSP team then determines who will provide the services and the frequency of the services.  All services are provided in the child’s “natural environment”, where the child spends his/her day.

In Connecticut, the Birth to Three System model is structured to focus on each child’s “educational” development.  We implement the “coaching” model with each family.  What this means is that the Birth to Three providers teach families to do the same drills, exercises, or strategies with their child so that the families can continue to practice the skills in between the visits from their Birth to Three providers/s.

Other states, such as New York, implement the “medical” model of care.  Families may receive “more” services, but they are not as actively involved in their child’s development as our CT families.

Connecticut also emphasizes the trans-disciplinary model.  CT Birth to Three providers are trained to answer questions from each area of development.  For example, a child with both a motor delay and a language delay may have a physical therapist come one time a week and a speech pathologist come two times a month.  The trans-disciplinarian model will have the PT work on language skills as well as motor skills during the SLP’s “off” weeks.

For more information on Connecticut’s Birth to Three System please visit www.birth23.org or call 1-800-505-7000

Fine Motor Development

Many things children do and learn in school depend on their having good control of their hands and fingers.  In school, there are many new things to touch and experience.  Your children will need to know how to use their hands well to do the activities and to take care of themselves and their things.  Children need to open and close things, to use items without breaking them, or spilling them.  They need to be able to hold crayons or makers with their thumb and fingers so they can learn to make shapes, letters and numbers.  If children can’t use their hands well, they may be afraid to try new things, and trying new tasks is an important way for your children to learn!

Tips to Stimulate Fine Motor Skill Development

·        Provide a wide variety of materials for your children to use and enjoy:  paper, crayons, markers, pencils, scissors, paste, glue, tape, chalk, paint, paint brushes, clay, play dough, shaving cream, puzzles, hand puppets, beads for stringing, pegs for pegboards, lite brite, blocks, stencils, little objects to manipulate, an easel, pop beads, shape sorters, squeeze toys, lacing cards, nesting cups, coloring books, legos, board games (Candy Land, Hi Ho Cheerio, Chutes and Ladders), rice tubs and sand boxes just to name a few!

·        Encourage your children to participate in simple self-help tasks:  brushing teeth, dressing and undressing including practice with zippers, snaps, buckles, buttons and “the cross, loop under and pull tight” beginning of tying, combing hair and washing hands and face.

·        Allow your children to assist you with simple household tasks:  wiping the table or counters, wringing out the wet sponge, washing and drying dishes, setting the table, wrapping gifts, opening doors and unlocking doors with a key.

·        Cook with your children providing opportunities for them to: mix, stir, scoop, roll, measure, pour, manage the faucets, crack the eggs, and use a mixer.

·        Encourage independence at mealtime:  using utensils, drinking from an open cup, pouring, opening a variety of containers like Ziploc bags, milk cartons, snack bags, straw wrappers, cereal boxes, Tupperware and lids.

·        Play simple finger games with your children:  The Itsy Bitsy Spider, The Wheels on the Bus and Where is Thumbkin?

Gross Motor Development

Upon entering kindergarten, your children need to have good control over their movements.  They need to be able to sit, stand, walk, climb stairs and run when they need to, without bumping into things or breaking things.  In school, they will be part of a group that’s doing these activities, and your children will need to do them too!

Tips to Stimulate Gross Motor Skill Development

·        Provide opportunities for your children to run, jump, climb, slide, see-saw and swing:  playgrounds with a variety of equipment options like slides, see-saws, ladders, monkey bars, tubes, and swings, play lands with tunnels and ball pits.

·        Provide opportunities for your children to run and explore in safe areas with supervision” the beach, the park, the playground, hiking in the woods, climbing on rocks and sledding on hills.

·        Allow your children to assist in tasks:  carrying out the garbage, carrying in the groceries, pushing the grocery cart, sweeping the kitchen, raking leaves, shoveling the walkway and carrying wood.

·        Provide a variety of recreational experiences:  ride on toys, bikes, tricycles, hop scotch, jump rope, roller blades, scooters, snowboarding, horseback riding, karate, ballet, gymnastics, hockey, ice skating, swimming, baseball, basketball, soccer, skiing, sledding, skateboarding and remember helmets and safety gear!

·        Encourage jumping and maneuvering on varying surfaces: jumping off the bottom step, jumping down from a curb, balancing along a curb, walking a balance beam, hiking on uneven surfaces, walking in sand or snow.

·        Play body and spatial awareness games:  Simon says, hokey pokey, chicken dance, statues red light green light, follow the leader and making obstacle courses.

·        Encourage ball handling: catch, wonder ball, throwing at a target, baseball, basketball, kickball, and soccer.

·        Allow your children to practice ascending and descending a variety of stairs: carpeted, cement, with a handrail, without a rail, narrow steps and tall steps (like on buses).

For Parents

Some more ideas to help your child improve his or her speech…

Compiled by Sarah Moon, MS, CCC, SLP

·         Try clapping, tapping, humming, drumming, kazooing or mooing out the syllables in common multi-syllable words (tel-e-phone, el-e-phant, ra-di-o, re-fridg-er-a-tor).

·         Encourage slow rate of speech by using it yourself and having “Turtle Talk Time” when you use “slow talking” just like a turtle.

·         Sing, sing, sing!!!  Children’s songs including the Itsy Bitsy Spider; Old Mac Donald;  Wibbley, Wobbley, Woo;  Shake Your Sillies Out;  Twinkle Twinkle; and Row Your Boat all contain many of the sounds, blends and multi-syllable words that your child needs to be practicing.  Sing these songs using a decreased rate of speech with clear rhythm and exaggerated articulation.  Encourage your child to sing with you.  This is also lots of fun to do in the mirror.

·         Mouth Warm Ups.  Sit in front of a mirror with your child and make lots of funny faces.  Play “Copy Cat” where he/she imitates your faces and you do the same.  Next, make up nonsense words or chains of sounds that include some target sounds your child is working on and have him or her “Copy Cat” in the mirror.  Take turns doing this as well.

·         Speech diving.  Put a bunch of safe objects (plastic animals, pool rings, plastic coins, etc.) which include a target sound in their name in the pool.  Ask your child to “dive” for treasures.  When he/she presents the “treasure” to you make up a story about how it was lost and encourage him/her to do the same.

Activities and Strategies to Support Speech and Language Development

·         Speak more slowly than may feel natural to ensure that your child can hear all the sounds and words and has adequate time to process what has been expressed

·         Over-articulate beginning and ending sounds of words in order for your child to hear all the sounds

·         Repeat what your child has said using accurate production (do not ask the child to try it again but encourage them to feel comfortable doing so)

·         If your child is able to produce a specific phoneme accurately but does not consistently do so, choose 5-10 minutes each night to practice saying the sounds or words containing the sound in the mirror (encourage the child to watch your mouth so that he/she can see how you are producing the sound)

·         Go on scavenger hunts, searching for items that contain target phonemes

·         Read books with your child each night; pretend you don’t remember thinks that your read and ask a simple “wh” question for your child to answer or make incorrect comments/statements about what you have read and allow your child to correct your mistakes

·         When participating in dramatic play with your child, speak “character to character” rather than “adult to child”

·         Play simple board games such as Candy Land, Don’t Break the Ice, Lucky Ducks, Cariboo, Go Fish, and Memory;  use simple, direct language to describe what is happening during the game

Joel School Kindergarten Induction Process

The process for enrolling your child in kindergarten at Joel school comprised of four steps. We believe that following this process will allow for the most successful transition for your child.

Kindergarten Information Night takes place at the end of February and is designed to provide parents with the necessary information to prepare their children for school. Highlight components of the one hour evening session include an introduction to the enrollment process and requirements, an explanation of the kindergarten transition form, an overview of a typical day in kindergarten, introduction of school administration, kindergarten and specials teachers. Special Services, before and afterschool school based day care (YMCA) and Friends of Joel members are on hand as well. The session concludes with a question and answer period.

Kindergarten Registration is held in late March over a two day period. Parents are required to bring original birth certificates (with seal), proof of residency and immunization records provided by your pediatrician.  The school nurse, secretary, bus coordinator, classroom teacher and principal will be available to collect information and answer your questions. A kindergarten teacher will ask the parent a series of questions designed to gain a better understanding about your child’s personality, strengths and even specific needs, a form is distributed to parents to give to preschool teachers to complete. In early August parents will receive a letter from Joel indicating the assigned teacher. 

Kindergarten Bus Run lasts about one hour and takes place in mid August. Students view a bus safety movie (Winnie the Pooh) and then parents and students get to go for a ride on the bus together.  This serves to relieve any anticipated anxiety on the first day of school.

Kindergarten Orientation Day is a special hour just for our new kindergarten students. The week before school opens classrooms are ready to welcome students.  Parents bring the students to the classroom at the designated time and then proceed to the cafeteria to meet with the principals. For a period of about thirty minutes the teacher will introduce herself to the students, have them meet their classmates, share the makeup of the room and work on a short fun activity. Parents then return to the classroom and collect their children.

Opening Week Half Days- During the first four days of school, kindergarten ONLY will have early dismissal at 12:15. Each afternoon, teachers will conference with parents and students while conducting some literacy assessments. This is meant to measure each student’s academic level and allow our teachers to best design classroom instruction that will be tailored to their student’s needs.

2-2-1

2-1-1 is a free community service administered by the United Way of Connecticut. It is supported by the State of Connecticut and Connecticut United Ways. You can call 2-1-1 to get information, or to seek help in a crisis. We are open 24 hours a day, every day of the year. Simply dial 2-1-1 or 1-800-203-1234 any time of day or night.

Where to Turn in Connecticut When you Become Unemployed - As Connecticut’s unemployment rate continues to rise, 2-1-1 is seeing an increase in the number of calls from residents needing referrals for job finding assistance. In 2008, 2-1-1 made over 9,000 referrals related to employment services, an increase of 9 percent over the previous year. 2-1-1 has just updated its report, Where to Turn in Connecticut When you Become Unemployed which offers many resources to those seeking employment, job training and basic needs services while they are unemployed.

WHAT IS CONN. ENERGY ASSISTANCE PROGRAM (CEAP)? CEAP is a federally funded program managed by Conn. Dept. of Social Services. Applications are taken and fuel deliveries ordered through local Community Action Agencies. CEAP provides financial assistance for payment of primary heat bill for households at or below 200% Federal Poverty Levels (FPL). (Households with income between 200% FPL and 60% State Median should apply for CHAP; Households with income up to 100% State Median may apply for Operation Fuel) Amount of assistance depends upon household income, and whether heat is included in rent. Assistance is paid for the client directly to the energy vendor, except in the case of renters whose heat is included in rent. This group receives a direct payment.

Connecticut’s New Affordable Health Care – The CHARTER OAK HEALTH PLAN is Connecticut’s health insurance plan for adults

19 through 64 years of age. There are no income or asset limits to qualify and pre-existing conditions are not a factor in determining eligibility. Premiums will be subsidized for people whose income is below 300% of the Federal Poverty Level. For more information or to get an application, go to www.charteroakhealthplan.com or call 1-877-77-CTOAK (1-877-772-8625).

Get help paying for food, child care, health insurance, prescriptions       Contact 2-1-1 Navigator at http://navigator.211ct.org/                           or by dialing 2-1-1

Legal Help  Statewide Legal Services Client Hotline is 1-800-453-3320

Kinship Care  Are you a family member raising a relative's child? If you are a grandparent, aunt, uncle, sibling or other adult who is caring full-time for a relative's child, you are providing kinship care. 2-1-1 has a comprehensive list of kinship care family resources and services.

THE HENRY CARTER HULL LIBRARY

Because we’re free and available to every family in Clinton, the library is a parent’s first resource for materials, programs and “place” to enhance their child’s preschool years.

1        We offer numerous programs, at which preschoolers and their parents can meet, learn from one another and make lasting friendships. Many families move to Clinton without nearby family and friends. The library is often the first place where parents and children meet other families.

2        Preschoolers learn around-the-clock at the library. Storytimes and other scheduled activities develop early literacy skills. Music classes enhance children’s development. Beginning Spanish classes allow preschoolers to learn the basics of another language at exactly the right time. Special cultural programs expose children to talented performers, extraordinary art activities and the wonders of science. During casual visits to the Children’s Room children learn through playing, as their imaginations let them build skyscrapers, prepare food in our make-believe cafe, or give life to the dinosaur in the puppet theatre. As importantly, they learn social skills that will give them the satisfaction of being and working together with others.

3        Parents learn, too. Parents learn techniques for sharing books  with their children during storytime programs. They learn how to choose materials to borrow that are just right for their family. They attend programs to help them learn about child development, discipline and challenging behaviors. They discover the FREE PASSES to area attractions!

4        The Henry Carter Hull Library is an economic asset for families. Many families face a weekly need to cut back on expenses. While they want to give their kids “the best”, how do they afford it? All programs are free, funded through money raised by our used-book sale. The annual library Gala pays for the museum passes.

5       Check our website, www.hchlibrary.org, for schedules and to register for upcoming events.

Home –School Connection

Making the Most of Reading Experiences with Your Children

Young Preschoolers ( 3 to 4 years olds):

Select some non-fiction information books with “real” pictures (photographs rather than illustrations).  Books about butterflies, sharks, dolphins, and horseshow crabs delight children, especially after visiting the seashore, zoo, or aquarium.  Books about parts of the country, work machines, buildings, and trains teach children about a sense of community, how things are built, and how people travel.

Take pictures of places you visit and write your own book, capturing your child’s special experiences in captions related to the pictures.  Books including 1,2,3 to the Zoo by Eric Carle, of Look Alike Animals by Robin Pernard enhance children’s experiences.

Avoid too many TV or movie related fantasy stories to help children separate fantasy from reality.  Visit the library and help children choose a variety of books to enhance their interest in a topic of their choosing.  A children interested in a movie about mermaids will stretch that interest to include tropic fish with your help

Preschoolers (4 to 6 year olds):

          Introduce your child to wordless books and encourage him to tell you a story.  Pancakes for Breakfast by Tomie DePaola is a wonderful way to get started.  The pictures are vivid and interesting and will guide your child in telling a story that’s a beginning, middle, and end.  The Red Book by Barbara Lehman, with its contrasting colors and clear structure will absolutely delight children and give them practice in telling and retelling stories. Help children find authors that they like.

           Choose a picture from a magazine and ask your child to tell you a story about the picture; write out your child’s words and keep this on the bookshelf.  Read it as you would any other book.  Choose pictures of something going on in the child’s life; a new baby, a school bus, a beach, a sad face, etc.  Or ask your child to draw a picture and write the words they tell you about the picture; use topics like “Going to Work with Mommy”.

Information partially compiled from Scholastic Early Childhood Today Jan. Feb. 2007

Compiled by Linda N. Stuhlman

Clinton Youth and Family Service Bureau

112 Glenwood Road

(860)669-1103

www.cyfs.info

ysbureau@snet.net

The Clinton Youth & Family Service Bureau plans and provides a variety of programs and services for Clinton youth, families and the community.

For Youth:

Counseling, crisis intervention and referral services

Juvenile Diversion Board

Alternative activities- Just for FUN!

Camp scholarships

Summer partners (a youth-to-youth mentoring program)

School-based Programming

Conflict resolution

            Social skill building groups

            Peer Advocates

Leadership development

Job shadowing

For Parents:

            Support groups

            Workshops and parenting courses

            Mother-daughter night out

            Resource information

Volunteer opportunities

For Community:

            Bureau newsletter and website

            Holiday “Giving Tree”

            Substance abuse prevention

            Collaboration with other community resources

Information, Referral and Research

Our programs and services are tailored to meet the changing needs or our community, therefore activities are updated accordingly.  Check our website, www.cyfs.info for updates and registration information.

Social Services Department

Anne M. Schmid, Director
61 East Main St., Clinton, CT 06413
(860) 669-7347
Hours:  9 a.m. - 4 p.m.

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