There are so many opportunities for young children to learn and play in winter - whether you live in a snowy climate or not!

Help children enjoy the season with special activities, so they can explore the outdoor environment and do seasonal activities indoors as well.  Today we're sharing some ideas for indoor and outdoor winter play, inspired by Days With Grey.  See their website for "40 Fun Winter Activities for Kids" and several other articles on fun learning activities for winter.

Here are some activities to keep young children busy on cold winter days!
 
Indoor Play:

• Snuggle up with a blanket and a book. Read to your child and also let them see you reading for pleasure!
• Act out favorite stories, letting children choose props for retelling (“What could we use for a magic wand?” “How would the farmer in the story dress?” “What could we use to make a pretend castle?”
• “Pretend” skate inside
• Practice putting on sweaters or jackets and socks.
• When doing laundry, have children help match socks or mittens, or compare sizes.
• Play a “freeze” game like freeze tag or “freeze” when the music stops.
• Make soup or hot chocolate together: measuring, mixing and tasting! - 

Speaking of cooking, my preschool classes used to enjoy reading Stone Soup by Marsha Brown and cooking their own.  This is a great cooperative activity that can involve all the children's families as they each contribute an ingredient to the soup.  You may want to invite them to join the children for the feast!

Outside Play:

• Prepare by talking about cold weather safety, dressing for the weather, and walking on snow and ice.
• Observe and describe nature’s changing seasons, weather and activities, like melting snow or ice, differences in shady areas compared to sunny places.
• Place a shallow container of water outside when temperatures are expected to get below freezing. Add found objects before, make predictions, and talk about what happens.
• Try winter sports and activities like sledding or hockey.
• Make a birdfeeder: (as simple as a pinecone covered in peanut butter and rolled in birdseed)

Inside or Out:

• Build a snowman, real or pretend (playdough, pillows, paper)! 
• Toss snowballs, real or pretend (paper, yarn, wool).

Children interested in science and nature may look for flowers, seeds, plants, and/or insects or animals. Talk about roots underground, animals hibernating or migrating, and other signs of nature's changes in winter. Nothing in nature is active in every season, except young children! 

​​Letting children experience new things through play is priceless! Please comment with your children’s favorite play activities in winter!

Holidays give us opportunities to make connections with family and friends and to share traditions of other families, cultures and religions. Whether we are sharing customs with our own families or providing holiday activities in a school or childcare setting, we can help children learn about and appreciate other holiday traditions - as well as the people who celebrate them!

​We at ECS are by no means authorities on winter holidays that we ourselves do not observe (we celebrate Christmas).  But we are passionate about accurately and respectfully helping young children learn about holidays and traditions from other cultures, faiths, and families!

Below are a few things we have learned about the holidays of Hanukkah (Chanukah) and Kwanzaa.  From our perspective of cultural humility, we are open to correction or clarification if we have misunderstood any basic facts.  We also welcome your comments about how your families celebrate these holidays!

Hanukkah Traditions:
The Jewish observance of Hanukkah begins at sundown on December 7th this year. For eight nights, families gather  to celebrate with these traditions:

• A time for giving and sharing with others 
• Lighting of menorah candles, one more each night of eight nights
• Traditional songs shared 
• The story of the Hanukkah miracle, when the Maccabees had oil to light the temple lamp for only one day, but the oil lasted for eight days. 
• Children begin to learn and help say traditional prayers with family at home  
• Playing the dreidel game and winning wrapped “gold” coins of chocolate
• A gift each night 
• Cooking latkes and enjoying special jelly-filled Hanukkah doughnuts called sufganiyot 

Hanukkah books we recommend:
We recommend the children’s book, My Family Celebrates Hanukkah by Lisa Bullard (Early Bird Stories). Simple illustrations tell the history of the Hanukkah miracle and how the family celebrates together today.  

Other books for young children include:
-Is it Hanukkah Yet? By Nancy Krulik (Step into Reading) - a book for early readers
-Hanukkah by Mari Schuh (Spot books) - including simple language, a pronunciation guide and photo illustrations 
-Hanukkah by Grace Jones (Festivals Around the World) - a book of questions and answers explaining Hanukkah traditions and features photo illustrations 
-The Colors of My Jewish Year by Marji Gold-Vukson - a board book of all Jewish holidays

​5 Facts about Kwanzaa:

• When:  Kwanzaa begins on December 26th and lasts for seven days
• Why:  Dr. Maulana Karenga started the celebration in 1966 to honor African culture and heritage
• What:  Kwanzaa is organized around The Seven Principles: Unity, Self-Determination, Collective Work and Responsibility, Cooperative Economics, Purpose, Creativity and Faith
• How:  Each night, one of the seven candles in the kinara is lit. The center candle is black for African heritage, three red candles represent past struggles, and three green are for hope
• How:  For seven nights, families “celebrate with feasts (karamu), music, dance, poetry, narratives…” (Official Kwanzaa Website)

Here are some Kwanzaa books for young children we recommend:
-My Family Celebrates Kwanzaa was written by Lisa Bullard
-Kwanzaa, by Mari Schuh (Spot holidays series), contains simple words, photo illustrations, and explanations of Kwanzaa traditions 
-Kwanzaa, by Rachel Grack (Celebrating Holidays series), features photo illustrations, concepts, vocabulary, and how to make a Kwanzaa flag

Whatever your culture or faith tradition, we at ECS a wishing you a very happy holiday season!

You may be preparing already not only for Thanksgiving but also for the Winter holidays your family celebrates. Whether you observe Christmas, Hanukkah, Kwanzaa, or another special day next month, we thought you might be interested in some suggestions for holiday giving.  We're sharing some of our own ideas along with recommendations from the National Association for the Education of Young Children (NAEYC).  We hope these two lists, one for infants and toddlers and one for preschoolers, spark your creative gift-giving ideas.  Comment if you'd like to share some of your own!

​Typically, babies will be more interested in the box a gift came in, the shiny ribbons they can grasp and wave, the paper they can tear or a piece of sticky tape! 

We suggest toys that encourage open-ended play and meet the needs of children at their ages and levels of development. Please share these suggestions with anyone buying or making holiday donations to young children:

• Birth through 6 months: rattles, squeeze toys, teething toys, soft dolls, textured balls, vinyl and board books, books with nursery rhymes and poems, unbreakable mirrors
• Older infants 7-12 months: large beads, balls, and nesting toys, large soft blocks and wooden cubes, low, soft things to crawl over; baby dolls, plastic and wood vehicles with wheels.
• One-year-olds: board books, toy phones, dolls (doll beds and strollers), dress-up props, puppets, stuffed toys, plastic animals, plastic and wood vehicles, blocks, puzzles, large pegboards, toys with parts that do things (dials, switches, knobs, lids), large and small balls
• Two-year-olds: wood puzzles (with 4 to 12 pieces), objects to sort (by size, shape, color), blocks, sturdy transportation toys, construction sets, child-sized furniture (kitchen sets, chairs, play food), dress-up clothes, sand and water play toys, washable crayons and markers, large paintbrushes, fingerpaint, large paper for drawing and painting, colored construction paper, chalkboard, large chalk, rhythm instruments, picture books, large and small balls for kicking and throwing, ride-on equipment (but probably not tricycles until children are 3)

Important Note: Always keep in mind the safety of toys, especially for children under age 3.  Toys that may pose a choking hazard may not be labeled as such, so do your own testing before giving toys to infants and toddlers:  Pull on all the parts of the toy to see that they are securely fastened together.  Then check every piece for size.  If you don't have a small parts test fixture that "measures 1 inch to 2.25 inches in height, slanted on a diagonal plane, and 1.25 inches in diameter"(NIH.gov), a toilet paper roll may be a good substitute.  Keep any toys that fit completely into the tube away from children under 3.  Recent research shows that occasionally choking can happen even for larger toys, so use your best judgment and always supervise children's play vigilantly. (NIH.gov)

​Here are some suggestions for gifts that encourage open-ended play for young children (approximately 3-5 years old):

For more toy suggestions for young children listed by ages and stages, visit: naeyc.org/resources/topics/play/toys

You don't have to spend a bundle to give gifts of love and learning for preschoolers!  Providing open-ended activities with household objects and creative materials (such as wrapping paper scraps, boxes, and ribbons) can also keep your child engaged and learning throughout the holidays.

If you are planning to do some online shopping, please visit our website store to purchase our own EEPWORM® picture books and comfort toys.  They were designed to help children deal with big feelings, so they can help with self-regulation!

Did you know that there are many awareness campaigns during October?  It has been designated as:

• ADHD Awareness Month​
• Bullying Prevention Month
• Breast Cancer Awareness Month

And within October are other awareness campaigns, including: 

• Fire Prevention Week |October 8-14, 2023 | Theme: “Cooking safety starts with YOU” 
• Red Ribbon Week (fostering safe, healthy, and drug-free communities)  |October 23-31 each year |2023 Theme: "Be Kind to Your Mind. Live Drug Free.™
• World Mental Health Day | October 10 every year | 2023 Theme: "Mental health is a universal human right”
• World Teachers’ Day |October 5 annually | "The teachers we need for the education we want: The global imperative to reverse the teacher shortage."​

There's a lot going on this month, isn't there?! These seven themes can give us lots of ideas for developmentally-appropriate activities and/or teaching strategies we can use in our early childhood programs during October.  You may want to add one or more of these themes to your October plans for your classroom.

​Here are just a few suggestions to get you started and some resources where you can find more information:

Check out this resource for more information:   https://www.stompoutbullying.org/world-day-bullying-prevention

Let everyone in the home hear the sound of the smoke alarm (using the test button) and practice what to do if they hear it! For young children, “Don’t hide, get outside!” is a simple reminder you can tell them.

Let us know how we can help you keep children safe. I am a Child Care Health Consultant, and while I specialize in early childhood mental health, I have the training to help with other health and safety issues as well. 

Use teachable moments to talk about drugs with young children and keep their level of understanding top of mind.  It's best to follow the child's lead, answering their questions calmly and as simply as you can.

"Good mental health is an integral part of our overall health and wellbeing.
Good mental health allows us to cope with challenges, connect with others and thrive throughout our lives. It’s vital and deserves to be recognised and respected." (WHO)

Check out this resource for more information  https://www.who.int/campaigns/world-mental-health-day/2023
I can help you support your children as a Child Care Health Consultant.  I specialize in early childhood mental health!

This theme may not be something to explore with your children, but it may be something to share with your families and your co-workers.  You may want to brainstorm ways you can work together to contribute to UNESCO's goals of advocacy and appreciation for all teachers.

Happy October to all, no matter which awareness campaigns you are able to support.  Just getting your young children through the month as the excitement builds toward Halloween is quite an accomplishment!
​
Contact us if we can help in any way.  We have trainings on ADHD, infant mental health (social-emotional development), and much, much more!

ADHD Awareness October 2023. (n.d.).  https://www.adhdawarenessmonth.org/​
Breast Cancer Now. (n.d.). Mummy's lump.  https://breastcancernow.org/information-support/publication/mummys-lump-bcc164
CHADD. (n.d.). General Prevalence of ADHD. chadd.org/about-adhd/general-prevalence/
Head Start ECLKC. (2018, Jul 16).  Children with disabilities: Classroom visuals and supports. https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/classroom-visuals-supports
National Breast Cancer Foundation. (n.d.) What to Say to a Cancer Patient eBook. https://www.nationalbreastcancer.org/what-to-say-to-a-cancer-patient/
National Fire Protection Association. https://www.nfpa.org/events/fire-prevention-week
Nemours Teen Health. (May 2023). Drugs: What to know. https://kidshealth.org/en/teens/know-about-drugs.html​
​NFPA Sparky's School House. https://sparkyschoolhouse.org/
Red Ribbon Week. (n.d.). Red Ribbon inspires our kids to be happy/be brave/be drug free.  https://www.redribbon.org/
Stomp Out Bullying. (n.d.). https://www.stompoutbullying.org/world-day-bullying-prevention
​Wonderlick, M. N. (2021, June 21). Starting with preschool, strive for kids who thrive.  ADDitude: Inside the ADHD mind. https://www.additudemag.com/adhd-children-preschool-parent-teacher-help
World Health Organization. (n.d.). World Mental Health Day.   https://www.who.int/campaigns/world-mental-health-day/2023
UNESCO. (n.d.). World Teachers’ Day. https://www.unesco.org/en/days/teachers​

For many of you, September signals the start of a new academic calendar year.  The kids are back in school, and you are settling into your school-year routines. Even if you teach through the summer, or your children are in year-round childcare, they are probably transitioning as well, as they move to a new classroom with new teachers.  We have several tips for both early childhood educators and parents or guardians to help you have a successful start.

We hope you find these suggestions helpful.  We are wishing all teachers, children and families a playful - and less stressful - start to a new school or classroom! ​

Elkind, D. (2006). Much too early.  Education Next1(2).  Retrieved September 1, 2023, from https://www.educationnext.org/much-too-early/ 
Elkind, D. (1988). The hurried child: Growing up too fast too soon. Rev. ed. Addison-Wesley.
Elkind, D. (1987). Miseducation: Preschoolers at risk.  Alfred A. Knopf, Inc.
Penn, A. (1993). The Kissing Hand. Tanglewood Press.
​Tunis, D., Kleiner, R. and Loewenstein, F.B. 13 tips for starting preschool. NAEYC.  https://www.naeyc.org/our-work/families/13-tips-starting-preschool​

The decision-makers affecting policies and funding need all our voices. Let's remind them about the value of childhood and about the resources needed to provide the education and care that nurtures it.

​Let's help policy-makers and funders see ECE as a wise investment - every dollar spent on quality ECE saves many more dollars in the future. And good ECE makes for happier childhoods that lead to more productive adult lives!

It's important for our voices to be heard. Legislation and administrative decisions about ECE have a profound impact on how children and families are served, how child care professionals and educators are trained, evaluated and compensated, and ultimately, how children remember their childhood.

These decisions affect not only children and our ECE workforce but also our communities and our country’s economy and workforce.

So we need to share with decision-makers what “quality early child care” is and what it isn’t. Administrators, legislators, school board representatives and the voting public need to know what caregivers, teachers and researchers have learned through our work with young children.

Remember:  Advocacy is just reaching out and telling people what we know, and we can all do our part. Join us in advocating for ECE with the decision-makers in your community.  Together we can support early childhood care and education!

Here are more facts for you:

Child care is an essential service that requires support!​

There are so many young children in care, but unfortunately most of them are in programs of low quality. Child care professionals' work is critical to children's development, but it receives extremely low compensation. For high quality, affordable care and wages that support child care professionals, we need public investment - and we need it now!

Again, please do your part to support early childhood education, childcare workers and families in the important work they do! Know the facts and share what you know with policy makers.

Here are some statistics from ZERO TO THREE, from their resource "Infant-Toddler Child Care Fact Sheet":

• ”Of the 12 million infants and toddlers in the United States, more than half spend some or all of their day being cared for by someone other than their parents.”
• ”75% of toddlers in center care and 93% in home-based care are in low or mediocre quality care settings that can be detrimental to their development. Only 10% of child care programs nationwide are rated as high-quality.”
• ”In 30 states and Washington, D.C., center-based child care for infants and toddlers is more expensive than in-state tuition and fees at a public university.”

Together we can work to change facts to ones that reflect support for young children and those who care for them!

​Here are two organizations we recommend that share our concern for not only funding early childhood education, but also for how those dollars should be spent: 

My statement on this image sums up the reason I am so passionate about supporting children, families and early childhood caregivers. Early childhood education affects us all - whether we are in the early childhood profession or not, whether we are parents or not.

When I wrote this statement, I was thinking primarily of the early childhood workforce. But it’s true of all parents - they need to feel supported in their work of raising children as well as in their paid employment.

That’s why we early childhood educators must advocate for our profession, in addition to our primary task of meeting the needs of the children we teach and care for. We need to be supported, so we and our children can thrive!

We wholeheartedly agree with Michelle McCready, the interim CEO of @Child Care Aware of America. Her opinion piece appeared in the publication The Hill on January 9, 2023, entitled “America 2023: When even members of Congress don’t have child care.”  She discussed the importance of affordable and high-quality child care for families and for our country.

Here is an excerpt:
“Child care is a crucial component of our country’s economy; it’s the work that makes all other work possible. The high cost of child care and lack of availability is bad news for families, but it’s also bad news for employers and communities who benefit from widespread access to affordable, high quality child care.”

Well said, Michelle!  You can read the rest of her opinion piece here.

Safety is always the priority when caring for young children!

In this post we're sharing information and tips for keeping children safe this summer - around water, in the heat, and in the sun. 

​We want everyone to enjoy the summer safely!

Here are some tips from the National Safety Council for keeping children safe around water:

Here are two Texas charities I've found.  Sadly, both were formed after a young child drowned:

• Colin's Hope - "teaches parents, caregivers and children about water safety to prevent drowning"​
• Judah Brown Project  - offers survival swimming lessons to needy children and life-saving education to families

Check out their websites, or find another charity in your area.  We hope you can both get support from and provide support to these organizations.
​
Together, let’s save lives!

Here are 7 sun safety tips for you from the American Academy of Pediatrics, through the website healthychildren.org:
​
-Keep infants under 6 months old out of the sun
-Dress children in lightweight clothes with a tight weave that cover the body
-Have kids wear wide-brim hats
-Stay out of the sun between 10am and 4pm
-Provide youth sunglasses with 99% UV protection
-Use sunscreen, reapplying every 2 hours
-Model sun safety for kids

Here are some ways to keep children safe on hot days, also from healthychildren.org:

1. Hydrate! Make sure water is available and encourage children to drink water often, especially during outside play. 
2. Take frequent water, cooling and rest breaks.
3. Play in the shade where temperatures are slightly cooler, and plan outdoor play during cooler hours.
4. Dress in light colored (reflects sun and heat) and loose fitting clothing (provides a layer of protection and ventilation.)
5. When the temperature is too high to safely play outside, try active indoor activities like a “dance party”

Lastly, here’s one more important heat safety fact: “Between Memorial Day and Labor Day, about three kids die each week in hot cars,” according to the National Safety Council.  “Even on mild or cloudy days, temperatures inside vehicles can reach life-threatening levels. Leaving windows slightly open doesn't help. Children should never be left unattended or be able to get inside a vehicle.”
See the page “Kids in Hot Cars: One Child is Too Many​” on their website for more info.  The NSC also has free resources you can share with your program’s families.

Healthychildren.org. (2023, July 26).  Extreme heat: Tips to keep kids safe when temperatures soar. American Academy of Pediatrics.  https://www.healthychildren.org/English/safety-prevention/at-home/Pages/Protecting-Children-from-Extreme-Heat-Information-for-Parents.aspx​

Healthychildren.org. (2023, November 20).  Sun safety: Information for parents about sunburn & sunscreen. American Academy of Pediatrics.  https://www.healthychildren.org/English/safety-prevention/at-play/Pages/Sun-Safety.aspx

National Safety Council. (n.d.).  Drowning can happen in an instant.  https://www.nsc.org/community-safety/safety-topics/seasonal-safety/drowning

National Safety Council. (n.d.).  Kids in hot cars: One child is too many.  https://www.nsc.org/community-safety/safety-topics/seasonal-safety/summer-safety/heat

​Family travel can be a great summer adventure!  Help your trips be enjoyable experiences by keeping these tips and benefits in mind.  Know that whatever your summer brings, we are wishing you well!​

Here are some tips on how to prepare:

1. Plan destinations and activities that are fun and age appropriate for your children; schedule naps/rest times and meals to avoid "hangry" kids and adults
2. Share pictures, books, or videos about the places you will visit. Talk about things to look for when you are there
3. Practice in your hometown the safety strategies you will need on the trip, like holding hands to cross streets, and staying together in crowds
4. When packing, even very young children can help by choosing a favorite shirt or other clothing item to bring.  It's essential to include a travel-appropriate comfort item to soothe them when they are tired or need reassurance in a different place.  By the way, our eepworm toys make the perfect "emotional support toys" for travel - they're small, cuddly, washable, and allowed where animals may not be!!
5. Be sure your family can carry or transport your luggage. If your children are able, let them carry their own small backpack or wheeled bag (allowing for help when needed!)
6. If you will be visiting family that you don’t often see, use pictures to remind children who they will see and to strengthen friend/family connections.  Role play expected greetings and empower children to greet relatives in their preferred ways.

While on the trip:

• Let children know the plans for the day, walking them through what to expect; use "first...,then..." and "before...,after..." language rather than times for young children
• Make adjustments as necessary (a needed nap, care for an injury, a missed train); model for children how to “roll with it” when things don’t go as planned.  Unexpected situations are great times for practicing deep breathing and other mindfulness strategies!

Family vacations can reinforce our connections and reassure children “I am here for you!” in unfamiliar places.  That's good for everyone's emotional well-being!

Tips for Trips to Theme Parks​:

• Plan a family vacation considering the ages and abilities of the children in your family. If your child is at the stage where they are frightened by characters in costume, save the trip to a theme park for another time.
• Plan for ride requirements for your children of different ages/height to avoid disappointment that they cannot ride specific rides.
• If possible, divide and conquer, with one adult riding rides with bigger kids and another taking a slower pace with little ones. AND balance activities so that everyone enjoys some activities together, older kids sharing an experience with younger siblings.
• Some family trips include grandparents, extended family or even a family babysitter to help with supervision and to share family time together!
• Plan according to the needs of your family. You know whether your children need a long midday nap or whether they can nap in a stroller in a crowd. Plan accordingly.

The choice Marjorie’s family made was to first visit larger parks when her young children were no longer afraid of costumed characters but  young enough to enjoy the “magic” of meeting favorite characters! And there was still plenty of family fun when they were older kids!

​Traveling and taking adventures help us to grow!  We humans are natural explorers, and our brains are wired to desire new experiences - to be physically active, especially in nature, and to use our brains to make sense of it all.  We also have a primary need to be in relationships with others.  
So when we travel with our families, we’re tapping into these basic desires and needs.  Going on family adventures is good for our children, and it’s good for us adults, too!

Traveling supports strong brain development, but so does making any changes in our routines! 
Babies pay more attention to novel experiences, and so do we.  To stimulate our children’s brains (as well as our own), try taking an adventure soon, even if it’s finding a way to disrupt your routine, like having a “backwards day” or “opposite day.”​

If you want to travel but your budget doesn’t allow for flights or long road trips with hotel stays, try camping.  It was a favorite form of adventuring for my husband, my daughter and me when she was younger - and it was definitely budget-friendly.  Now that I’m older, I must admit I prefer the comfort of a real bedroom and adjacent bathroom at night, but I still very much enjoy our family hikes!  ​

​When we travel, sometimes we appreciate our work and home lives and the people in them even more.
Many years ago, I went on a week-long trip with a friend, leaving my school-age daughter behind with my husband for his first stint solo-parenting.  He was often away on work trips, and left all of the parenting up to me.  Before we left, I was thinking that my time away would help him to appreciate me more as the primary caregiver of our child.  What happened instead was that I appreciated him more for being a more compatible travel companion!
What renews your appreciation for the people and things in your life?

Another wish is that we all better appreciate what we have, even if we can’t get away and travel this summer.  Sometimes when we travel or even when our routines change, our appreciation can grow - not only of people but of things as well.  When we have been away from our own beds, our daily schedules, our preferred foods, our language, etc., we miss all the familiarity of our home or work spaces and routines.  But we may also become happier with what we have been used to - even the mundane or boring parts of our lives!  As the saying goes, “There’s no place like home!

Whether your summer plans include a family trip, a needed grown-up getaway, or just a staycation, may you enjoy it all - the going somewhere and the being back home again!

Online Psychology Degree Guide.  (n.d.).  10 things to know about the psychology of travel & adventure.  www.onlinepsychologydegree.info/psychology-of-travel-adventure/
Weiner, R. (2023, May 26). Surviving vacation with kids. 
learnplaygrowconsulting.com/blog/survivingvacationwithkids

May is Mental Health Awareness Month, so I'd like to help you support the mental health of infants and young children!

Speaking of attachment, it is one of the most important factors affecting infant mental health.  Having secure attachment relationships to their caregivers - including you - is absolutely crucial for babies.
Here is a quote from HiMama's blog (4) that shares tips for supporting attachment:

• "Be sensitive and empathic: Children need your consistent responsiveness and warmth, especially during the early years. By responding and being sensitive to their signals (e.g. their cries) will help the child trust you to meet their needs."
• "Respond calmly: Model good behavior and control your own emotions and behaviors. Children learn from us and how we interact with them."
• "Be involved: It is important to interact, be present and positively engaged with your child. For example, sing to them, read to them, and smile at them."
• "Be nurturing: Show positive behavior through body language (e.g. eye contact, touch, facial expressions and laugh) when you interact with your child. Show them that you are interested in them to help develop their sense of attachment and security."

Well said!  For my own words about attachment, listen to the podcast episode (5)!

These behaviors may sometimes be seen in healthy developing children.  The time to be concerned is when something becomes a pattern.  After making efforts to ensure that the child is safe and feels a sense of security, family caregivers may want to consult their medical or mental health provider . He/she can refer the family to other resources if needed. 

Here are some signs that an infant may be experiencing a problem with mental health, quoted from an online article from a behavioral health provider (6):

• Not wanting to be held
• Not being able to be comforted when upset, or being upset for longer than seems right
• Fussiness (e.g., screaming, whining, crying)
• Eating and sleeping difficulties
• Not making eye contact with the parent or caregiver, or avoiding eye contact with others
• Not seeming to interact with others
• Not making noises very often, like cooing or babbling sounds
• Not using language as expected for their age
• Losing skills they could once do
• Tantrums
• Aggression (e.g., hitting, biting, pinching)
• Anger, frustration, head-banging
• Separation anxiety or withdrawal from parent
• Developmental concerns (e.g., autistic behaviors, language problems)​​

It can be difficult for families to hear that their child may be experiencing a problem.  But if we kindly, gently, and objectively share our concerns AND point them to sources of help, we provide a valuable service to them and their children.  I will always appreciate my daughter's toddler teachers for doing just that!

When we think of dramatic play for preschoolers, we often jump straight to deciding which theme we'll use.  Housekeeping or home centers are by far the most common theme for dramatic play, and they are often the best themes to start with when children are new to your classroom or program.
But  besides brainstorming fun pretending set-ups - which I must admit is the fun part for me - there are also other things to think about. 

​Here are five things to consider when setting up or enhancing your dramatic play center:

"What do you want to do when you grow up?"

It's a common question to ask children.  Do your children see the immense world of possibilities for themselves? It's part of our jobs to open our children's world to what could be and to encourage them to dream bigger if they chose to.
​
Especially for children from marginalized groups or disadvantaged backgrounds, we can expose them to new possibilities they may be unaware of.  We can help them believe that they can do whatever work they dream of - as scientists, athletes, doctors, astronauts, etc.  The dramatic play center is the perfect place for trying out these roles!

A quote from Harriet Tubman reads, “Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world.” 

As teachers, our dreams are for our children to change the world for the better. The challenge for all of us adults is to help children develop that strength, patience, and passion - so they feel capable of reaching for the stars and realizing their own potential!

Together you can choose themes based on the seasons, holiday traditions, things you are learning about, or the interests of the children:

• Ask children for their ideas! “What would we need to pretend that our play area is a restaurant?”
• Let them participate in gathering materials in the room
• Help them make a list of things to collect and add

You can involve the children even before they come to your classroom!   Send out an interest survey to the families, asking for the children's favorite pretend play themes and props.  (Don't be afraid to ask for donated materials like clean, empty food containers for a grocery store.)  The familiar themes and materials will help children feel more at home in their new environment.

Define the dramatic play area

• Separate the dramatic play area using shelves and other furniture
• Allow ample room for movement
• Add a rug  to absorb noise and add texture to the area

Provide a variety of dress-up clothes and props
Change the theme and add and remove props to maintain interest.  Here are just a few ideas:

• housekeeping/home (adding props for appropriate holidays), including pet care props (stuffed animals, food dish, etc.) and unbreakable mirrors (full length and hand mirrors)
• different kinds of work (farm, firefighting, pet care, store, restaurant), storybook settings (have children brainstorm things needed to make your dramatic play area a story setting)
• interests such as camping or going to the beach. 

Add lots of “loose parts”

• Blocks and beads for building and pretend
• Cardboard boxes, shopping bags and food containers to pretend, pack and unpack 
• Real objects like nuts, seashells, mail, clothespins, muffin cups

Include multicultural materials

• Art, music and food props that accurately depict customs of cultures, celebrations or themes
• Reflect all of your children's family customs - ask them for suggestions!

Always consider safety when choosing materials to include in centers!

Do you have a designated space for an outdoor dramatic play center, such as a playhouse, boat or other structure?  Enhance the area with props!

If you don’t have a specific place for pretending, you can still encourage dramatic play during outside time by bringing a basket of props with you.

Most themes you use indoors (housekeeping, doctor's and vet's offices, stores, etc) can probably be adapted to outdoor play as well.  Just choose materials which are washable and more durable to create enticing invitations for social and pretend play.  Also, keep the number of props manageable if you will need to bring them back inside.

Here are a few outdoor-themed dramatic play ideas you may want to explore as well:

• Drive through restaurant
• Road construction site
• Campsite or picnic area
• Trike repair shop - or trike wash in the summer!

When children pretend by acting out scripts, scenes, and roles, they are engaging in socio-dramatic play -  an especially valuable type of play. 
Besides having fun (which has value in itself!), children are learning social skills that include: communication, cooperation, problem-solving and perspective taking.  
For children to best learn from socio-dramatic play, they need lots of uninterrupted time to develop their play scripts, negotiate roles with other children, and enjoy them acting out together.  
This uninterrupted time means we should step back and let children direct their own play!

​This doesn't mean we never interact at all.  Here are some ways we adults can provide support for successful dramatic play:
-having personal conversations with every child every day - just not when they are immersed in play with their peers
-using teachable moments to model, coach or mediate when helping children learn to share and problem solve.
-modeling safe use of new materials, then stepping back, allowing creativity in play.