Home

Category Archives: Everyday Play

Everyday Play With An Apple Party

Why an apple party? For children to learn and develop, they need to be able to see, hear, smell, taste and touch things, and those things need to fit with their interests, abilities and experiences. In the words of Linda Crissey, former RW school director, speaking to a group of adults:

“To give an example of real-life experiences, let me show you these three things: a real apple, a plastic apple, and picture of an apple. Now suppose you had never heard of an apple and I gave one group of you the real apple, another the plastic apple, and another a picture of an apple. Which group do you think would have the best understanding of the word apple? And suppose I showed you a real apple but didn’t let you touch it or smell it or lift it. Wouldn’t that change how much you learned or understood about an apple?”

We are extremely lucky that on our Farm playground, we have an actual apple tree so the learning extends from the apple itself to where an apple grows and in some cases children discover the worm inside the apple!

How an apple party happens at our cooperative nursery school.

Temo and his family go apple picking and they donate a bag of apples to our school. Teachers gather a table, tablecloth, a child-friendly knife and apple-related books and to set under the school’s apple tree. When children arrive, they are encouraged to dress up and attend the apple party at some point during the afternoon.

What do you do at an apple party?

Under the supervision of RW teachers, and Eli’s mom Filia and his aunt Fiona, children cut an apple slice to snack on, enjoy apple stories under the tree, and try climbing the apple tree.

Children’s question about the apple party at the end of the day.

Can we have another apple party tomorrow?

Happy Fall!

Sincerely,

Sukie Jackson

Everyday Play With Friends 

Your children will have many opportunities to make friends and to learn about being a good friend while at Ruth Washburn. RW parents also have wonderful occasions for developing friendships. Whether it is relaxing after class in Minnow’s Room, participating on committee work, attending a class pot-luck, working a maintenance day or taking a parenting class, parents encounter many opportunities to build meaningful relationships.

Here are some ideas for fostering friendships for both children and adults:

  • Plan a get-together with an adult friend that includes children. Meet at the park or a public place. Bring a snack to share. Sitting side by side on a park bench is a convenient way to meet.
  • Share your parenting challenges with other parents. Asking for advice opens the door for meaningful conversation and provides perspective on problems.
  • Take time away from children to foster adult friendships. Modeling healthy friendships in your own life will have a positive influence on your child’s understanding of friendships.
  • Read books about friendship with your child to inspire conversation about what it means to be a good friend. See list below.
  • Welcome a variety of friends of all ages into your lives. These might include “school friends”, “neighbor friends” or “dance class friends”. While I’ve always loved and treasured best friends in life, I’ve learned that referring to them as a “best friend” excludes others and puts unnecessary pressure on a friendship to last.

When interviewing alumni parents for her study, A Case For Play, former board president Deb Walker discovered the following: “When asked about any unexpected longterm benefits from participating in the Ruth Washburn community, 85% of participants cited long-lasting and deep friendships between parents and children alike……The consensus was that it was because of the high level of parent involvement that these enduring relationships were born.”

It is certainly true that our family made many friends Ruth Washburn and that these friendships do endure! Our 26-year-old daughter is having her wedding officiated by her RW preschool classmate Jenny who graduated from Yale Divinity School.  I recently bumped into my “old” RW friend Jan.  When Jan and I were parents with children in the Middle 3s class in the early 1990s Jan often found me and my children hanging around at the school. Jan kiddingly offered me the advice, “get a life,” implying that I spent way too much of my time and energy at Ruth Washburn.

Well here I am more than 25 years later….still hanging around at Ruth Washburn. I assured Jan that “I have a life!”

“RW librarian friend” Nancy Maday recommends reading these books about friendship with your children.

  • “A Splendid Friend Indeed” by Suzanne Bloom

  • “Katie Loves the Kittens” by John Himmelman

  • “Bear’s New Friend” by Karma Wilson

  • “Pepo and Lolo Are Friends” by Ana Martín Larrañaga

  • “Will You Be My Friend?” by Nancy Tafuri

  • “My New Friend Is So Fun!”  by Mo Willems

 

I will add Russell Hoban’s book A Bargain For Frances to the list as an additional good book on the friendship theme.

Your Friend,

Sukie Jackson

Teacher

Outdoor Class

Everyday Management of Stress and Worry

Responding to Tragedy.

In response to the Sandy Hook Elementary School shooting in 2012, with the guidance of teacher Lois Arndt who now is a Somatic Trauma Resolution Therapist, our school shared the following ideas for helping children relieve stress.  I appreciate Lois’ belief that “children are incredibly resilient and with our support can move through difficult times in healthy manner.”

  1. If your child expresses fear, sadness, etc., have them notice where they feel it in their bodies. As them to jump around, shake or do what their body needs to do.
  2. Make up a story with your child about an animal who “freezes” because they are scared and have them act it out with you—curl into a ball, stand up, jump, shake, snort. Keep validating your child’s physical responses. If they cry, encourage them to do what their body knows best—cry, tremble, etc. Temper tantrums may be more common. If children are safe, let them tantrum, but with your support (hand on their back, chest, etc.). Try not to discourage them from letting their feelings out but remind them that you are there to keep them safe. Ue works such as “that’s ok,” just let the scary stuff shake right out of you.”
  3. Encourage your child to rest, even if they don’t want to—not necessarily sleep, but time with a book, playing with stuffed animals, doing art for example. For some children, drawing is very relaxing and sometimes  by drawing, they can then talk more about their fears. Try not to analyze their drawing, just be there with them and watch their body reactions. You might ask them to draw a picture of the place in their body where they feel their and anxiety.
  4. Even though children pick up our anxieties, try to keep talking about scary situations at a minimum around children. And even though it is difficult, avoid having the TV on all the time, try to catch up on news when they are playing elsewhere.
  5. Try to have come time each day that feels normal to your child, even if someone else needs tone the caregiver to help with that. A trip to the park, reading a favorite book, or taking advantage of story time at the public library.

 

Stress Management

The Turtle Technique is a relatively simple but powerful tool that teachers and parents can offer children to help calm them down in a variety of situations. I laugh thinking of our director Jen Filonowich who, after a staff training where we all learned and practiced the Turtle Technique, commented that she’s been using it herself! I like it too. Please check out Center on the Social and Emotional Foundations for Early Learning (CSEFEL), the Technical Assistance Center on Social Emotional Interventions (TACSEI), and the SpecialQuest Approach for more resources.

A Reminder to Keep a Sense of Humor

And then there is Rudyard Kipling’s letter to his 12 year old daughter who was preparing for a trip to London….
Dear Bird,

(…)

I send you a few simple rules for Life in London.

1      Wash early and often with soap and hot water.

2      Do not roll on the grass of the parks. It will come off black on your dress.

3      Never eat penny buns, oysters, periwinkles or peppermints on the top of a bus. It annoys the passengers.

4      Be kind to policemen. You never know when you may be taken up.

5      Never stop a motor bus with your foot. It is not a croquet ball.

6      Do not attempt to take pictures off the wall of the National Gallery or to remove cases of butterflies from the National History Museum. You will be noticed if you do.

7      Avoid late hours, pickled salmon, public meetings, crowded crossings, gutters, water-carts and over-eating.

Ever your

Daddo

 

Having just sent our youngest Ruth Washburn alumna daughter off to New York City where she intends to pursue dance I wish my husband and I had written her a “dear bird” letter rather offer every possible reminder for safety that we have accumulated throughout life. So I haven’t mastered how not to worry, but I’m definitely better.  A special thanks to Lois Arndt who has made helping others her full-time occupation.

 

Sincerely,

Sukie Jackson          Teacher

 

Everyday Play with New Additions to Our Backyard

Everyday Play with New Additions to Our Backyard

BY SUKIE JACKSON

Teacher, Education Director and Assistant extraordinaire Karen Brown has been filling gaps at Ruth Washburn for many years in the best possible way. Karen starting teaching at our school in 1994. She brought professionalism, an expertise in Early Childhood Education, intentional teaching and many, many great themes and curriculum ideas that are still being used daily current teachers.

When an Education Director was needed, Karen competently stepped into that role and helped to mentor and assess teachers. Most recently Karen has served as assistant in the Middle 3s class.  Sadly for all of us who treasure Karen’s presence at Ruth Washburn, she is retiring. In Karen’s characteristically constructive way she and her husband David have donated the Wee Notes Ensemble as a retirement gift to the school. “I felt like there was a gap not having musical instruments outside and this seemed like a sturdy set that would last.” It will be very difficult to fill the huge gap left by Karen’s retirement, but we already love the music. Thank you Karen!

Tracy and Jim Volpe, parents of Hannah (Outdoor Class) and Haelyn (alumna) also identified a need. They recognized that a permanent outdoor easel would facilitate process art in a new setting.  How appropriate that the first person to break in this wonderful outdoor easel was their art-loving daughter Hannah! Hopefully every RW child will take a turn exploring art with this easel.

And last but not least, we now have a nest swing on the Prairie paid for with fundraising event proceeds.  For several years teachers have talked about the benefits of and need for swings for young children. The nest swing brings us an open-ended play structure (“it’s a rocket”  “it’s a giant pizza” “it’s a bed”)  that encourages cooperation among children. It has been pure joy to watch children explore this new swing.

Special thanks to our director Jen, her husband Aaron and son Hudson, and to Karen and David Brown for working overtime to acquire and install these new backyard play structures! Thank you to Kristin Schoonveld for a fun picture of Karen.

Sincerely,

Sukie Jackson, Teacher

 

 

 

Everyday Play with Pikes Peak Library District Resources

Everyday Play with Pikes Peak Library District Resources

BY SUKIE JACKSON

Ruth Washburn has many distinguished alumni parents. Nancy Maday, Children Services manager for the Pikes Peak Library District (PPLD) is one of those people. Both Nancy and her husband Mike have found ways to support Ruth Washburn many years after their sons graduated from the school.

Elliott and William Enjoy Reading Together Outside

When talking to our teaching staff about the topics of books and reading, Nancy reminds us that there is a difference between teaching children to read and getting children ready to read. Our job as teachers and parents of preschool age children is getting children ready to read.

PPLD’s “Every Child Ready to Read” program emphasizes talking, singing, reading, writing and playing with children as effective ways to prepare children. Nancy offers the following suggestions to parents and teachers.

  • Make sure that your child has lots of opportunities to talk with you, not just listen to you talk.
  • Songs are a wonderful way to learn about language Singing also slows down language so children can hear different sounds that make up words.
  • Make shared reading interactive. Before you begin a book, look at the cover and predict what the book is about. Have your child turn the pages. Ask questions as you read aloud and listen to what your child has to say. When you finish the book, ask the child to retell the story.
  • Talk to your children about what they draw. Write picture captions or stories together. This helps them make a connection between spoken and printed language.
  • Children learn a lot about language through play. Play helps children think symbolically so they understand that spoken and written words stand for real objects and experiences.
  • Have fun reading with children. If children enjoy books and reading, they they are more likely to want to read. Choose books that you enjoy too and repeat favorites.

Our local library has many, many resources for parents of young children, two of which were created in collaboration with former and current Ruth Washburn staff members.

Grow a Reader Kits. These are bags/suitcases filled with activities, books, toys and music related to a theme designed to promote literacy in preschool age children. To see the kit themes and booklets go to the Pikes Peak Library District website. Click on PPLD Kids. Click on Grown Ups. Click on Early Literacy. Click on the theme of your choice.

Theme Sets. Search JTHEMESETS on the Pikes Peak Library District website. Each theme set includes four high quality, age appropriate books  packaged together on one of over 50  themes including Friends, Kindergarten, Death of a Pet, Gardening, Rhyming, Colors, Divorce and Construction.

Check these out….literally!

Sincerely,

Sukie Jackson, Teacher

Everyday Play in the Ruth Washburn Basement

Everyday Play in the Ruth Washburn Basement

BY SUKIE JACKSON

Everyday Play in the Ruth Washburn Basement.

Have you ever been down to the basement of the Ruth Washburn Cooperative Nursery School? It is a marvelous place filled with STUFF that teachers use each week, in original combinations, to create enriching, educational classroom environments. Here’s a sneak peek into some favorite items on the chance that you haven’t yet experienced this wonderful space:

  • An entire wall filled with process art materials including a set of baby bottles filled with colored water, fly swatters, sea sponges, golf balls, strawberry baskets and all kinds of brushes including scrub and toothbrushes.
  • Homemade props. One example is the bin containing berets and monkey tails that are used year after year by RW children as they act out the classic story by Esphyr Slobodkina,  Caps for Sale. What simple, grand props!
  • Shelves filled with recycled items. Corks, baby food jars, aluminum trays, paint samples, tiles, scoops, wire pieces, sytrofoam sheets, smooth stones, cardboard squares, egg cartons and so on.  Parents in our cooperative are the perfect source for these materials that get used by children for tinkering, building and creating.
  • Science bins including Weights and Measures, Pulleys, Bubble Wands, Sight and Sound, Beakers and Test Tubes. There is a bin with more than ten bird’s nests. Amazing! Shells, rocks, antlers, even a coconut can be unearthed from the many natural objects stored offering children the opportunity to study real objects.
  • There is more. Paint, glitter, glue, costumes, hats, scarves. Oregon sand, keys, and popcorn. Multi-cultural musical instruments and a set of hand drums. A wooden train, a circus train. Foam, wood, cardboard and other blocks. Puzzles, magnetic builders, flannel boards and stories. Castles, barns, a space ship.

Ann Epstein in The Intentional Teacher recommends that teachers provide “sturdy, open-ended materials that children can use in many ways and reflect the diversity of their homes and communities.” This is just what we do with basement STUFF.

“Children are particularly fond of haunting sites where things are visibly worked on. They are irresistibly drawn to the detritus generated by building, gardening, housework, tailoring or carpeting,”  William Benjamin stated way back in 1924. While our basement “detritus” isn’t generated by tailoring or housework, it is generated by good teaching. RW teachers, parents and children are “irresistibly” drawn to this school, in part, due to all the great STUFF in our basement that we use to facilitate children’s play and learning. If you haven’t yet been down to our basement, be sure to plan a visit. You will be amazed by everything there.

Sincerely,

Sukie Jackson, Teacher

Oh It Snowed Last Night

Oh It Snowed Last Night!

BY SUKIE JACKSON

It is magical to wake up to a snow covered world! Here are some very simple and very fun snowy day activities with young children.

Have a child fill a glass jar up to the brim with snow with a spoon.  Ask the child to predict what will happen to the snow  when you bring the jar inside.  Check the jar periodically. It’s quite surprising to children what happens with this very simple experiment and it can lead to many different discussions.  What is snow made of? What color is the water (“mirror color” was one response I heard!).  What is a puddle? If snow melts into water, what happens to the water?  Why is there still snow in some places in our backyard, and none in other places? Why is there so little water in the jar when it was filled to the top with snow? What are those “black specks” in the water? What will happen to the water in the jar over time?

William and Nicholas spray colored water

Take a walk. In Ezra Jack Keat’s classic book, Snowy Day, the boy experiments making tracks, drags a stick in the snow, makes angels and best of all, he puts a snowball in his pocket when he comes back inside.  Your child may not want to put one in his/her  pocket, but I highly recommend that you put one in yours! What fun for a child to watch your pocket and see what happens with you and the snow as the snow melts.

And be sure to sing this fun song introduced to me by our M3 teacher, Kristin. Don’t be afraid to make up your own tune, or recite it like a poem if you’re not an adventurous singer. Simple props can be great fun with this song. Children can pretend a tissue is a cloud and tear it up. A rectangle of white paper can be a feather tossed up into the air.

Liam experiments by sledding on a tray

Oh, it snowed last night,

It snowed last night.

The sky bears had a pillow fight

They tore up every cloud in sight

And tossed white feathers in the night

Repeat.

 

Sincerely,

Sukie (teacher)

Special thanks to Kristin, and to Diane McCrae who taught Kristin the song!

Farm Camp Play With Animals

Farm Camp Play With Animals

BY SUKIE JACKSON

Animals bring the best out in children. Wonder, imagination, responsibility, joy, surprise, knowledge and love among other things.

IMG_1112IMG_1521

IMG_1152

A heartfelt thank to Gail and Dan Stuart for sharing their Redstone Castle “Farm” with Ruth Washburn children this summer. Enjoy these photos from Farm Camp!

Sincerely, Sukie Jackson. Teacher.

IMG_1137IMG_0885IMG_0265IMG_1525IMG_1570IMG_0921IMG_1292IMG_1172IMG_1145IMG_1122

Everyday Play with Four or Five Real Bandages

Everyday Play With Four or Five Real Bandages

BY SUKIE JACKSON

Every Day Play with Four or Five Real Bandages

The Housekeeping Area is the part of the classroom that Ruth Washburn teachers transform into grocery stores, flower shops, beauty salons, bike repair shops and pizzerias (among other places!) allowing children many options for role playing. A favorite set up among teachers and children is the pediatric hospital. With some minor adaptations, a parent could easily create a hospital (or doctor’s office) environment at home to offer children the opportunity for rich, imaginative pay. Our Ruth Washburn pediatric hospital has these props:

Bandages1

  • “Open” and “Closed” and other signs for the office (these can be made by children).
  • Clipboard with a checklist and blank paper for writing prescriptions.
  • X-rays taped on windows.
  • Doctor’s Kits with stethoscopes, aspirators and blood pressure gauges.
  • Real bandages and gauze. Children love to bandage dolls, stuffed animals, themselves, friends and willing adults.
  • Facial tissues, tape, scraps of fabric and bandanas are other materials that can be used for bandaging.
  • A couch, long pillow or sheet on the floor works too.
  • Health and Human Body Books. The 610 section of your library will have many non-fiction books from which to choose. Don’t miss Tedd Arnold’s three humorous books, Parts, More Parts, and Even More Parts. Children seem to love these.

Bandages3Thanks to the good imaginations of the children in the classroom, we improvise when it comes to props that we don’t have. Check out Haleyn’s makeshift crutches in the photo!

From my experience  every child has something to say about a time he or she was hurt or when he/she visited the doctor. The pretend pediatric hospital is the perfect setting in which a parent can talk to a child about doctor visits, injuries and/or the importance of good health.Bandages2

I’m all for simple.  While we have all many great props at our school for our pediatric hospital, all you need at home is a couch and four or five real bandages to inspire opportunities for role play.

Next time you are feeling exhausted, give your child four or five real bandages, lie down on the couch and tell your child that you need a doctor or a nurse! Let your child take care of you for a change. Well timed moans and groans and newly “hurting” body parts while acting as pretend patient can extend the play. If only you can keep from snoozing I’m pretty sure you are in for some fun!

 

Stay well. Sincerely,

Sukie Jackson, Older 4s teacher

Everyday Play with Baseball

Everyday Play With Baseball

BY SUKIE JACKSON

These spring days remind me of Ava’s dad, Kevin, who as parent helper spent an entire outdoor play time pitching balls to the Older 4 children.

Kevin instinctively understood how to pitch so that each child holding the plastic bat had success.Baseball

  • For the children who already knew how to hold a bat and swing, Kevin took several steps back and pitched strikes. These children didn’t mind missing a few tosses. Kevin would pitch to them until they got a hit.
  • For those children who didn’t know how to hold a bat, Kevin would model a stance and grip. He would pitch from close enough so that these children also made contact with the ball. A hit!
  • And for the children for whom swinging a bat didn’t come naturally, Kevin basically aimed his pitch so that it would hit the bat wherever the bat happened to be.  Once again, success!

Kevin kindly responded to a child’s request to play. He welcomed both boys and girls. Kevin pitched until the last child tired of the activity. All children participating had great fun playing “baseball” and eagerly waited for his or her time at bat.  No one worried about rules or the formal game of baseball.

Ann Epstein in The Intentional Teacher writes “the development of these fundamental manipulative skills (including catching/collecting) is critical for children’s later participation in sports and games. Because some involve interacting with others, their mastery also opens a world of social relationships.” Kevin offered a perfect age-appropriate practice session!

For learning the “catch” part of baseball, I recommend beginning by tossing a large stuffed animal back and forth with a  young child. This game can be varied by increasing the distance between you and your child. Once he or she gets good at this, try some high throws, or throws to the right or left. And eventually you can work your way to playing catch with a ball. If you are lucky enough to have a child with a great imagination, use a winter glove for a mitt.

Kevin’s daughter Ava is now in kindergarten. We miss her but look forward to Kevin, his wife Amanda and their one-year-old slugger George at the school in the future. Thank you Kevin.

Batter up and play ball,

Sukie Jackson   Older 4s teacher

.

next page »