in this issue
October 2012
 Investigation: Trees
 Self-Help Skills
 Eastern: Poverty
Awareness
Child and Family Development Resource Center
CFDRC
Investigation: TREES
What is an investigation?
How is a topic selected for investigation?
The Child and Family Development Resource Center
Topics are selected based on the interest of the child, fam-
uses a research-based child-centered curriculum known
ily, and/or teacher. The topic will be meaningful, unique,
as Investigations Curriculum. Co-authored with faculty
and will stretch children’s thinking. We aim to select top-
at Eastern, the underlying principles are as follows:
ics in which children have some prior knowledge to build

Children actively make sense of the world through the upon yet while also including topics which children may
use of prior knowledge and skills.

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

not directly have experience. Once a topic is selected,
Content knowledge, critical thinking skills, and learn- teachers brainstorm and creing processes are equally important.
ate a web.. Next, teachers
Children have a natural curiosity about the far away,
research,
long ago, nature, and the world.
select content standards, or
Young children can construct knowledge about any
things children will learn
phenomenon as long as they can build on prior
during the course of the in-
knowledge.
vestigation, and plan experi-
Unique topics of study can lead to curiosity, explora-
ences accordingly.
tion, and a sense of wonder that stretches thinking.
The classrooms began the Tree
Classroom environment is important to shaping chil-
investigation by taking walks and
dren’s knowledge.
bringing in hands-on items such
Maxwell hid behind
birch trees on a miniwalk around the Center.
as barks, tree limbs, branches, etc. Through walks and
Trees
(cont.)
exploration with hands
his peers an opportunity to touch and smell his findings.
on opportunities to use
Not only does this type of activity give the children a
their senses, children be- chance to practice their oral language, it also empowers
gan building on their pri- the children to make them feel like experts about their
In The Purple Room, Samantha
and Faith used straws to drink
their milk at lunch-simulating
how a tree absorbs water through
their roots.
or knowledge of trees.
world. Practicing speaking in front of a group, promotes
Read as one classroom
development of self-confidence in the child and makes
shares their initiation of
him/her feel like a valued part of the school community.
the topic of trees through
Contributed by Patricia Gardner
family involvement and a
field trip.
The children
examine fallen
tree branches on
our walk through
campus.
Children as Experts
Lucas shared a branch,
some bark and a large
tree cookie from the
Gingko tree in his yard.
He stood in the middle of
Lucas shares the Ginko bark he
brought from home.
the circle and gave each of
A Few Books about Trees
 The Tree Book: For Kids and Grown-ups (#1-2)  I Wonder Why Trees Have Leaves (#1-4) by Anby Gina Ingoglia
 This Tree 1, 2, 3 by Alison Formento
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Tracks, Scats and Signs by Leslie Dendy
Trees to Paper (#1-5) by Inez Snyder
Un Arbol es Hermoso by Janice May Udry.
From Pinecone to Pine Tree by Ellen Weiss
Fun with Nature: Take Along Guide by Mel
Boring, Diane L. Burns, Leslie Dendy
 How Do Trees Grow? (#1-5) by Sharon
McConnell
drew Charman
 In My Tree by Sara Gillingham and Lorena
Siminovich
 La Vda del Roble (#1-2) by Nancy Dickman
 Leaves and Trees by Elaine Pascoe
 Los Tres Arboles/The Tale of Three Trees by Angela Alwell Hun
Observing Nature in the Teal Room
Below, one classroom describes their initiation of trees with preschoolers. Ms. Amy and the Teal
Room decided turn their focus to observation skills as a lead in to studying trees.
To begin our Trees Investiga- tree, and bark from a maple tree. On Friday, we brought
tion we began by observing
all these items to circle and discussed what they all had in
objects from nature; specifi-
common. Some children
cally materials that came
said that they all come
from trees. To begin I
from outside, and one
brought a very large pinecone child said they all came
to morning circle, the chil-
from trees. From there we
dren were able to touch it and discussed things we alhold it, and we discussed
Above: Elise uses a magnifying glass to get a closer look
at the pinecone.
ready know about trees.
what it could be and where it
came from. That day at center
The following week, after
time the pinecone was availa-
learned how to observe Above: Isabel holds the large pinecone to compare it to the weight of
with various senses, I
the small pinecone.
ble to continue to observe and
record observations in their science journals.
we
added items that did not
come from trees. The
There were questions
children now had to sort these objects. They sorted the
posted in the science
objects into two categories, “Materials that come from
center such as “What is
trees vs. Materials that do not come from trees.” The
it?” “Where did it come
children worked cooperatively in deciding if certain ma-
from?” “What is it used
terials came from trees. Children knew grass came from
for?” We did this for a
nature, and they knew it could be found near trees, but
week, each day bring-
they had to really think and consult their peers to make a
ing in a new item. After
decision.
the large pinecone we
added a very small
Above: Michael added a
pinecone to the “materials
from a cedar tree, leaves that come from trees” side of
the chart.
from gingko
pinecone, a tree cookie
By, Amy Tyler
Teal Room Teacher
Using Science Tools in The Green Room
In the Green Room, the children began the Tree Investigation first by focusing on their observation
skills. Knowing that observation and use of scientific tools would be an integral part of this investigations, the teachers planned experiences to nurture these skills. Read how Cynthia, Ashley, and the
Green Room Team initiated this Investigation.
To begin our investigation on trees we began with a dis-
the branch was “bigger” than the pinecone.
cussion as to what it means to observe things and what
kind of science tools we need to conduct observations.
During whole group we read a book, Science Tools by
Susan Canizares, this book discusses science tools in a
simple manner using big photographs and simple text of
tools such as a ruler, balance scale, magnifier, pencil and
paper. After reading the book, children were given the
opportunity to observe nature items using the tools.
Madeline discovered using the balance scale at the math
table and used small gems and rocks. When asked,
“Which one is heavier?” she said, “This one’s heavy.”
while pointing to the red container. While adding items
to the containers she said, “I’m making it heavier.”
Enzo used a ruler to measure a branch. After measuring
the branch he wanted to look for another branch that
was longer.
Enzo and Amari work together using the balance scale.
Once all the rocks were used, they tried to figure out how
to make one side heavier. Enzo used his hand to lift the
heavy side up.
Amari used the ruler by placing it on top of a pinecones
he then placed it on top of a branch and discovered that
By: Cynthia DeJesus; Green Room Teacher
Self-help
skills
Preschoolers are learning more
about how to take care of themselves and their needs. Self-help
skills provide children with both
confidence and independence as
they master daily tasks such as putting on their jackets, shoes, etc.
These skills can also be beneficial
as they are helpful to transitions (i.e.
getting ready to go outside, getting
ready for a meal). As children prepare to enter kindergarten, these
skills will be especially helpful as
class size increases and transitions
during the day are plentiful.
snapping), putting on socks or shoes,
and putting on or taking off jacket
are examples of skills in this category. Grooming includes hand washing, teeth brushing, and toileting
skills.
What are self-help skills?
The Desire to be Independent
Encouraging self-help skills is an
important step to preparing your
child for kindergarten. It might be
quicker for us to do it, but independence is a part of helping your child
adjust to school, he emphasizes.
Teachers expect children to: ??? Is
there a list of things teachers expect
children to do?
Self-help skills are activities which
preschoolers do for themselves in
everyday life. Preschoolers build
these skills from a very young age.
Self-help skills can be divided into
several categories: eating and feeding skills and dressing and grooming skills.
Support Self-Help Skills
We support self-help skills in a variety of ways throughout the day. The
goal is help children become independent and boost their confidence.
Below are a few ways we support
self-help skills.
Eating and Feeding Skills
A preschooler entering kindergarten
should be able to use utensils to eat,
determine an appropriate amount of
food to place in their mouths, drink
out of a cup without a lid, and pour
their own drinks with an appropriate
sized pitcher. Giving children the
opportunity to practice using utensils and pouring will help them to be
more comfortable with the activity.
Dressing and Grooming Skills
Dressing (including buttoning and
Provide Feedback: Preschools love
to do things themselves and they also love your positive attention. Notice when your preschooler has completed something independently:
“John, you washed your hands all by
yourself.” Let your preschoolers
know you saw what they have accomplished on their own.
Environment: Yes, preschoolers
must learn to do things on their own,
but an adult usually must set the environment up for the preschooler to
do things safely. If your preschooler
has never dressed him/herself, buttons
and zippers will probably not work.
Select appropriate clothing to make it
easier to dress. Provide a small pitcher
of milk/juice/water for your preschooler to pour his/her own drink,
rather than expecting him/her to hold
a heavy jug of milk.
Break the tasks you want your preschooler to accomplish into parts.
For a preschooler, breaking a task into
steps will make it easier. Instead of
telling a preschooler to “get ready” or
“get dressed,” we can break it down
into specific tasks: “Take off your pajamas. Pull on your jeans.” These
steps are more manageable and meaningful to preschoolers.
Remember a little spill while attempting to pour, a missed button or shoes
on the wrong feet are all part of the
learning process of moving towards
independence. These attempts are acceptable and when recognized positively, promote confidence and selfesteem.
Books for Children and Families
I Can! by Evelyn Meyer and Monica
H. Ess
Look! I Can Tie My Shoes! (All
Aboard Reading) by Susan Hood and
Amy Wummer
I Think, I Am!: Teaching Kids the
Power of Affirmations by Louise Hay,
Kristina Tracy and Manuela Schwarz
University Connection:
Poverty Awareness
U.S. whose income fall below the poverty level. All
non-perishable food items
collected will go to support
the local Covenant Soup
Kitchen and Pantry.
Children loaded up the wagon to bring to the
food drive at the Student Center
On Sept. 21, Dr. Chatterton and Eastern
Connecticut State University community members participated in the 4th Annual Poverty
Awareness Marathon on campus. Dr. Chatterton’s marathon initiative “Taking Strides to
Brake the Cycle of Poverty” was held to promote awareness on poverty. The CFDRC participated in this initiative by donating nonperishable food items collected on Casual Fridays (staff dress casually and in return, bring an
item for the local soup kitchen). The food drive
Dr. Chatterton added the
CFDRC playscape to his 26-
Children helping unload
their donations at the Student Center
mile run around campus.
Along with Eastern students, faculty, and staff,
he did several laps around the playground with
preschoolers joining
in! In addition to promoting gross motor
skills, this was a great
opportunity for children to be with “the
big kids from the big
Running with Charlie!
school,” as they are lovingly referred.
was held with the goal of collecting 462 items
Excerpts from Ms. Claudia Ahern, Purple Room
which represents the 46.2 million people in the
Preschool Teacher
Poverty Awareness: Giving Back...
In an effort to extend raise and extend awareness of poverty issues, Eastern
students, in conjunction with the Center for Community Engagement (CEE),
had a sign-up to read to children at the CFDRC. The goal was to have 16 students (representing 1.6 million in poverty in Connecticut) to sign up to read to
children at the Center. We exceeded the goal of 16 students! The Eastern
community immediately contacted the CFDRC to come in to read to the children. Thanks, Eastern and CCE!
Eastern student volunteers read to raise
poverty awareness.
Immunization Requirements
Please be advised that Connecticut passed a law in June 2011 requiring children who are enrolled in or are enrolling in a licensed family day care
home, a licensed child daycare center, or a licensed group day care home to
show proof of immunity to influenza (“the flu”) and Hepatitis A disease
(proof of Hepatitis A vaccine is required if born on or after 01/01/09). Physicians were notified of these requirements.
Advisory Panel
The Advisory Panel consists of
families and the director meeting to discuss policies and procedures of the CFDRC. The council informs the director on current practices; however, is not a
decision-making entity. Please
join me on the last Friday of
each month from 8 – 9 a.m. in
the Conference Room. I look
forward to meeting with you all.
What does this mean for your child? This means that: by Jan. 1, 2013 (and
by each Jan. 1 thereafter), children aged 6-59 months attending CFDRC
“shall have received at least one dose of influenza vaccine between Sept.
PTO Place
1 and Dec. 31, 2012 – and provide proof of this vaccination.” All children who have not received vaccination against influenza before August
What is a "PTO," you may be
2010, shall have received two doses of vaccine. For those children who may
asking? "PTO" stands for
have received the flu vaccine in August 2012 (for the current 2012-13 flu
Parent/Teacher Organization.
season), it will be accepted and count toward the mandated immunization
If you're reading this, you're a
requirement.
member of this great group al-
Children who have not received the flu vaccine by Dec. 31 must be excluded from child care for the duration of the influenza season (through
March 31) or until they receive at least one dose. Please contact your
child’s pediatrician to learn more about the flu vaccine that is right for your
child and to schedule an appointment to obtain the vaccine or proof of influenza vaccination by Dec. 1, 2012.
Please look for the forms, placed in your child’s cubby, for your convenience. Upon completion by your physician, please return it to the Administrative Area or directly to Danette.
PTO Place
ready. Welcome! This committee plans family events and
fundraising activities for the
children, teachers, staff, and
families of the CFDRC.
Please join us:
PTO Meeting
When: Tuesday, Oct. 23
If you have further questions, please do not hesitate to ask Danette or email
Time: 5:30-6:00
her at [email protected] or call her at (860) 465-5018.
Where: CFDRC
Conference Room
Child and Family Development Resource Center
Holiday Schedule 2012-2013
Holiday
New Year’s Day
Martin Luther King’s Day
Lincoln’s Birthday
Washington’s Birthday
Day of Reflection
Memorial Day
Independence Day
Summer Break
Labor Day
Columbus Day
Thanksgiving Day
Day After Thanksgiving
Christmas Day
2012
2013
Observed On
Observed On
Monday, January 2
Monday, January 16
Friday, February 17
Monday, February 20
Friday, April 6
Monday, May 28
Wednesday, July 4
August 27th – 31
Monday, September 3
Monday, October 8
Thursday, November 22
Friday, November 23
Tuesday, December 25
Tuesday, January 1
Monday, January 21
Friday, February 15
Monday, February 18
Friday, March 29
Monday, May 27
Thursday, July 4
August 26 30
Monday, September 2
Monday, October 14
Thursday, November 28
Friday, November 29
Wednesday, December 25
* Every last Friday of the month is a half-day; the center closes at 12:30 pm. *
In the event of a closing, the center follows the Eastern Connecticut State University closing
schedule. Eastern has a Weather Hotline telephone service that you can use to obtain information
on delays, changes, class cancellations, and closings due to inclement weather and emergencies.
Hotline Phone Numbers: (860) 465-4444 or 1 (800) 578-1449
You can also find this information by tuning in to WCTY FM 97.7, WDRC AM 1360, WDRC
FM 102.9, and WHCN FM 105.9 or by watching WVIT channel 30, WFSB channel 3, or
WTNH channel 8.
Reminders:
 Our school day begins promptly at 9a.m. Please make sure you arrive at least by 8:45 a.m. to allow ample
transition time for your child. This will provide a good healthy start to the school day.
 If you plan to celebrate your child’s birthday at school, please make sure you notify the teachers so they can
prepare accordingly. Remember, we are a nut-free center. All items must be prepackaged and from a
licensed kitchen with the ingredients clearly listed on the package.
 Out of respect for all the various culture srepresented at the Center, we are mindful about the observance of
holidays. We respectfully refrain from celebrating any one holiday at the Center. We do however, always
welcome families to come into the classroom and talk about a special family tradition. Thank you for your
consideration.
October 2012
Mon
Tue
Wed
Thu
Ella’s Library Nook:
Fri
Ella’s Nook is the CFDRC’s library.
It is open to children and families
1
2
3
4
5
Ella's’ Nook
Open
every Thursday. In addition to
books, there are story kits, puppets,
and family resources. If you have not
yet done so, please complete an appli-
8
9
10
11
12
Ella's’ Nook
Open
cation for a free library card for your
child. This will allow you to select
books to check out weekly. Please
stop in on Thursdays and meet your
15
16
Curriculum
Night
5:00
17
18
19
Ella's’ Nook
Open
librarians: Elise, Hope Marie, Grace,
and Kathy. They are there to help
you and your child with all your literacy needs. Also be on the lookout for
22
23
PTO
5:30
24
25
26
Ella's’ Nook
Open
12:30 Dismissal for Staff
Development
Congratulations Ms. Amy
It is with great enthusiasm that we congratulate Ms. Amy as she moves
into the Lead Teacher position in the Teal Room. Amy has been with
the CFDRC since February 2010 as the Teacher Associate. During this
time period, she has successfully assumed additional responsibilities of
a Lead Teacher. Amy has an exceptional understanding and implementation approach to our Investigations Curriculum. Currently, she is in the process
of completing her Master’s degree in Early Childhood Education at Eastern with an
expected completion date of Spring 2013. Congratulations, Ms. Amy! We are excited
to see all that you will continue to bring to the Center!
information on The Big Read Event
throughout the CFDRC and campuswide!
Block Play
As part of a University, we
have the opportunity to engage
in research projects from time
to time. This semester, we will
be engaging in a study looking
at block play and young children. The interest emerged
from teachers asking the question: What is block play? In
support of teacher as researcher, under the guidance of Dr.
Trawick-Smith, we will have
the opportunity to answer this
question in a qualitative ethnographic study!