MONTHLY CLASS CALENDAR

Dear Parents,

The Month of March was a lot of fun.  We focused on spring and St. Patrick’s Day.   The children enjoyed our green snacks, outdoor walks and play.  We observed flowers, bugs and weather changes.  We also enjoyed many wonderful books about spring.  Some of the books we read were, In my Garden, Bugs and Insects, Flowers and of course their favorites!   We sang Itsy Bitsy Spider; I’m Bringing Home a Baby Bumble Bee, He’s Got the Whole World in His Hand and many more.  We created shamrocks, pastel colors, finger paintings, and easel art.  The children are becoming more cognitively aware of their surroundings and I have seen much growth in their language skills, abilities with manipulating toys and objects and socialization.  The children love building with legos and blocks, and shape toys and puzzles are becoming easier for them to manipulate and understand. Music is always fun for the children to help with language, social, and physical skills.  Next Month we will focus on water.   April showers bring May flowers!  Through water activities they learn science, math, fine motor and use sensory and creative play. Children love water; it is very calming and great fun.  We will make bubbles, water bottle fun, and paint, splash, and wash toys, touch ice verses warm water, see colors in water and lots of pouring and playing.  Pouring is a great fine motor and math related activity!  Our parent teacher conferences are coming soon, and I am looking forward to sharing all the wonderful progress the children are making.

Social and Emotional Growth

The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he or she can manage personal feelings, understand others' feelings and needs, and interact positively with others. Differences in social and emotional development result from a child's inborn temperament, cultural influences, disabilities, behaviors modeled by adults, the level of security felt in a child's relationships with adults, and the opportunities provided for social interaction.

One-year-olds are just learning to recognize and manage their feelings. They experience a wide range of emotions and have tantrums when they are tired or frustrated. They may also respond to conflict by hitting, biting, screaming, or crying. One-year-olds seek autonomy and may say, "No!" to adult suggestions or insist that they, "Do it byself!"

Then, moments later, they might cling to an adult's leg or ask for help.

    Emotional Development

     Shows pleasure when familiar adults are nearby. Has developed close attachments with parents and other frequent caregivers; uses these relationships as a secure base to explore (e.g., digs in the sandbox but runs back to dad for a cuddle from time to time).

      Knows own name. Uses "my" and "me" often, and with pride (e.g., says, "MY mama!"). Shows beginning signs of self-consciousness (e.g., hides behind a chair and looks ashamed after breaking an ornament).

     Is keenly observant of others' emotional reactions. Checks parent's facial expressions (e.g., considers climbing up a ladder at the playground, but first looks back at mother's face for encouragement or warning).

     Experiences a wide range of emotions (e.g., affection, frustration, fear, anger, sadness). Tends to express and act on impulses; has tantrums when tired or frustrated. With adult help, begins to use strategies to control emotional expression (e.g., goes to get teddy bear or another comfort object when upset so he or she can calm down).

      Social Development

      Is aware of others. Enjoys exploring objects with adults as basis for establishing relationships (e.g., plays "peek-a-boo over and over again with grandfather).

Information taken from the PBS Website. 

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