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September 1, 2021 by Christopher Hooker

No Pressure Potty Training

Photo by Charles Deluvio on Unsplash

Toilet training is an essential step in a child’s development. However, it’s easy for a child to acquire complex emotions about their bladder and bowel control. Potty training can be fraught with anxiety or come naturally as daybreak, depending on the child and the approach.

Potty training can begin when a child is between 18 and 24 months but can take longer in children with special developmental needs. Most children start closer to age 2. Before you should introduce a child to potty training, there are some benchmarks that they must reach in their progress:

  • Sitting still. When your child is go-go-go in the early stages of walking and mobility, they may not be ready to learn the process of perching on a potty for longer than a minute. A child eager to get up again isn’t ready for potty training.
  • Saying “No”. While the idea of hearing loud NOs seems counter-intuitive to potty training, this is a good sign. A child that can assert themselves is beginning to develop a sense of self-control.
  • Putting things back. If your child has begun to grasp the idea that X belongs in Y around their environment, congratulations– that’s a necessary step to your child’s understanding of where waste goes and why. If they are still throwing away toys and then crying that they can’t get them, they haven’t grasped the permanency of the potty yet.

The key to successful potty training is to have the patience to let the child show you when they are ready, instead of anxiously promoting potty training before the time is right. Here are some of the signs that your child may be ready for potty training:

  • Retaining. A child with a dry diaper may be associating shame or discomfort with voiding and have begun trying to keep it from you. Awakening dry from a nap may also be a sign that they are retaining.
  • Pooping in secret. Sometimes children pick up on our disgust for the waste itself and worry about our reaction to seeing more poop. They will find a dark corner to void their bowels to avoid upsetting us, compounding the child’s mental discomfort. It’s usually an indication that a parent needs to lighten up a bit, and the child needs assurance and positivity.
  • Copying. It’s a good clue that when you see your child sitting down to poop the way they’ve seen you or siblings do, they may be ready for some assistance in how to use a potty.
  • Pulling down a wet or dirty diaper. Trying to remove their own diapers might indicate that your child is independently trying to manage their waste, although it can just be skin irritation.
  • The direct approach. If your child tells you they are about to go, are going, or have gone, then they are absolutely ready to begin potty training.

At Creekside Kids, we recommend using the Braselton Toilet Training Method. It’s a gentle, natural way to bring a child into potty training. The trick of the Braselton Method is to associate pooing with the toilet and let the child think it was their own idea. 

It begins when you see enough signs to convince you that your child is seriously ready to start. Take your child to select their potty from the store so that it is something good and just for them. Choosing their own toilet is as much about identity as it is an introduction to the concept of privacy. Over time, the child will sit on the potty entirely independently without any prompting from you. 

There’s no need to stress the need to take down a diaper in your child’s first few attempts. It’s a moment for celebration! The act of your child sitting down on the toilet means they correctly associate the potty with voiding and that they’ve graduated to pulldown diapers. Once they adjust to pulldowns, you can show them how to pull their pants down. When your child eventually voids, they will do it by making the association and thinking it’s their idea, their own choice.

We want to thank Autism Community Training and Huggies Pull-Ups for some of the great ideas in this article. If you’d like to discuss a place at Creekside Kids for your kids, we’d like to invite you to click this embedded link to schedule an appointment. Let’s get to know each other! We’re located at 1201 W Cheyenne Road, Colorado Springs, CO 80906, and we can be reached at (719) 635-9111. Our regular hours of operation are 6:30 am until 5:45 pm, Monday through Friday; however, we have a shortened schedule during COVID of 7:00 am to 5:30 pm.

Filed Under: Parents Tips Tagged With: Child Centric, Children Development, Colorado Springs, Creekside Kids, Inspire Children, Reggio Emilia Approach

May 31, 2021 by Christopher Hooker

Gardening with Children

Photo by Kelly Sikkema on Unsplash

Welcome to Creekside Kids’ June Blog! Today, we’re talking about summer gardening with the kids: what we can teach them, what we can learn from them, and the things we should avoid doing.

Gardening is a great way to bond with your preschoolers for many reasons. Gardening can teach kids some valuable lessons about life cycles, growth and development, patience, reliance, nutrition, and science, too.  By working together and talking as you work, you will be creating strong bonds with your child and you will be improving their vocabulary and background knowledge.  Consider reading books about gardening, plants, and insects.

Although kids naturally love digging in the dirt and exploring the world of plants and bugs, we can’t expect kids to know how to tend a garden. For instance, it’s important to understand that a child may have difficulty distinguishing a weed from a plant. If you’re weeding, they may watch you working and then proceed to unroot plants. We must be patient with our kids and teach them the difference… and accept that they might get it wrong even when they kill a plant you’ve been growing.

Similarly, some kids might have an issue with working in the dirt due to a fear of bugs and insects. It’s not unusual for a 3 to 4-year-old child to develop an irrational fear of something.  One of our former students developed an irrational fear of ants at age 4 which made playground time interesting, to say the least.  Another developed a fear of flowers (mostly dandelions) which prevented her from enjoying time out on our west field and her own yard. A pair of fancy rain boots helped “protect” her feet and partially fixed the problem.  Both girls are teens now and are over their old irrational fears!  If a child has an irrational fear of something, it’s best to just help them avoid it until the child matures.  Later, consider a terrarium with bugs to expose them to the insects and let them get used to touching bugs at their own pace.

In Colorado Springs, we have a short growing season. Here some of the delicious, natural goodness you can plant and grow with your children:

  • June: Tomatoes, peppers, and leafy greens
  • July: Beans, cauliflower, corn, cucumber, and yellow squash
  • August: Beets, carrots, and more leafy greens

If you’d like to discuss a place at Creekside Kids for your kids, we’d like to invite you to click this embedded link to schedule an appointment. Let’s get to know each other! We’re located at 1201 W Cheyenne Road, Colorado Springs, CO 80906, and we can be reached at (719) 635-9111. Our regular hours of operation are 6:30 am until 5:45 pm, Monday through Friday; however, we have a shortened schedule during COVID of 7:00 am to 5:30 pm.

Filed Under: Parents Tips Tagged With: Child Centric, Children Development, Colorado Springs, Creekside Kids, Inspire Children, Reggio Emilia Philosophy

December 1, 2020 by Christopher Hooker

Holidays in the Time of Crisis

Photo by Prateek Gautam of Unsplash

As December is the calendar end of the year for most of the northern hemisphere, this month holds many rituals and traditions associated with the ending of the cycle and the beginning of a new one. The winter solstice (December 21st) arrives when our hemisphere is tilted away from the sun and reaches its most extreme angle.

Experts agree that ‘rituals foster a sense of belonging and identity and are especially important for children with insecure attachments. Children from families with meaningful rituals do better academically and socially.‘ The people of Colorado Springs have several traditional observations to mark the end of the year. Of course, there are the commercial/secular and spiritual aspects of Christmas, as we celebrate the hope of salvation in new life. Still, there’s also spirituality and steadfast faith in Hanukkah’s Festival of Lights that our candles will hold out, and in Kwanzaa, which celebrates family unity in the creation of new traditions to replace those deep cultural rituals lost to the evils of slavery. 

All three of these holidays center around survival against oppression and terrible odds. They are moved from their natural place on the calendar to mark a time when we most need to remind ourselves that the long nights of December will soon pass as Mother Earth tilts back into position slowly, and Spring returns in a few more months.

With the advent of COVID19, we’ve had to let go of many traditional rituals that sustain us and guide and comfort our children, like trick-or-treating in October, or large extended-family meals for Thanksgiving, to protect our kids and each other. These traditions are essential for children and families, and as we lose them, we must take care to replace them, using the spiritual core of Christmas, Hanukkah, and Kwanzaa to guide us in how to do this.  Even if your family is not particularly religious, there are many elements of these holidays which can help your family bond during these strange times.

Rituals are an essential part of child development. The American Academy of Pediatrics calls our rituals’ powerful organizers of family life that offer stability during times of stress and transition’. 2020 would certainly be categorized as a time of stress and change. Human beings need the rhythms in our life to remember how to dance through the dark hours. As parents, our children need to see us dancing, and cherishing the rituals and traditions of the season.  The children need to know that even though things are hard now, we believe everything will be fine.

As we reach the end of the darkest days of the year and reach a new beginning with the promise of spring, let’s work to create stronger rituals and develop deeper connections with our children.  The simplicity of being at home more with our families and being more present when celebrating holidays is good for children. Consider adding some of these rituals from across the world as things you can do to see out a hard year on a positive note, with a teaching moment for good measure:

  • Martinmas: a celebration of a patron saint of France, St. Martin du Tours, that teaches kids the value of sharing and sheltering with each other so that we all survive and thrive.  If your family is not religious just take the message of sharing and sheltering each other and run with it.
  • Santa Lucia Day: a special ceremony of making bread that reminds us that there’s enough for everyone and that we all can take part in the ritual of looking after each other.  The religious aspect can be honored or removed to suit your family’s needs.
  • The Spiral of Light: a tradition to mark the Winter Solstice in seeing out the darkest day of the year.  This is a great way to sneak in an astronomy lesson and to celebrate the coming of more light each day.  

We hope that whatever rituals you and your family see out 2020 with, you enjoy them together and in safety this year. If you’d like to discuss a place at Creekside Kids for them, we’d like to invite you to click this embedded link to schedule an appointment. Let’s get to know each other! We’re located at 1201 W. Cheyenne Road, Colorado Springs, CO 80906, and we can be reached at (719) 635-9111. Our normal hours of operation are 6:30 AM until 5:45 PM, Monday through Friday; however, we have a shortened schedule during COVID of 7:00 AM to 5:30 PM.

Filed Under: Parents Tips Tagged With: Cheyenne Mountain, Child Centric, Children Development, Children Learning, Colorado Springs, Creekside Kids, Emilia Learning, flexible child care, flexible day care, Flexible scheduling, Inspire Children, Loris Malaguzzi, Pedagogy, Philosophy Of Education, Province Of Reggio Emilia, Reggio, Reggio Emilia, Reggio Emilia Approach, Reggio Emilia Philosophy

November 5, 2020 by Christopher Hooker

Superheroes At Play

Photos by Gabriela Braga and T.K. Hammonds of Unsplash and PublicDomainPictures and Raman Talpadi of Pixelbay; composite by Christopher Hooker

 

The Origins of Superhero Play

In every schoolyard, there lurk multiple children, ready to don masks and fight crime (as they define it). Little budding superheroes are all around us, and they often carry lunchboxes that feature their own image.

 

A superhero is a tricky concept for children to learn from. At first glance, they can seem to be a very problematic bunch. But like most things our children encounter in life, they can also teach important lessons if we use the moment as parents, teachers, and guides to explore the broad messages children are unpacking and repeating in the genre. 

 

In this two-part series, we are going to look first at why children look to identify with superheroes and want to emulate them, what need they are fulfilling in children, and what it says about them and the way they see other children in social settings like preschools and child care centers. (Part two will be released in a few months and deals with the choices kids make about whether to play the hero or the villain and the narratives they follow and reconstruct).

 

A Brief History of the Superhero

In order to better understand the phenomenon of superheroes, it might help to explore how Superheroes became such staples in our culture. Superheroes began in 1938 with DC Comics and Superman: a man of steel who was gentle and kind to all but the lawless and cruel. Superman was based on Jerry Siegel’s reaction to the rise of the Nazis and Joe Shuster’s art, marrying in folk heroes and wrestlers of the day.

 

The success of Superman led the publisher to other offerings, including Wonder Woman and the immensely popular Batman. In the sixties, Stan Lee presented a relatable hero… a superhero with everyday problems. His ideas created Marvel Comics, which went on to invent the concept of serial continuity, a shared universe within a publisher’s rights for all characters.

 

By the mid-1980s, Superheroes were more of a footnote in our culture, something only very nerdy kids seemed to be able to admit they liked, as video games were all the rage. Frank Miller’s THE DARK KNIGHT RETURNS brought Batman back to the masses by making a Batman comic book for adults (the ‘graphic novel’), but accidentally also created a glut of hyper-violent fare in the 1990s. 

 

Eventually, as the millennium closed, the interest in superheroes also seemed to be dying out, at last. And then two things happened that would bring back superheroes in a big way.

 

The Return of the Superheroes

On September 11th, 2001, the World Trade Center was attacked. Going from a seeming imperviousness to vulnerability overnight created an atmosphere where culturally, Americans needed mythic heroes again. We needed bigger than life heroes to handle the fears we had about monsters lurking to kill us and destroy the American way of life.

 

At that same moment in time, the technology became possible to replicate the kinds of worlds in comic books that contain inexpensively on film through computer-generated effects. Impossible heroes and creatures were now possible with computer effects that became more accessible each year that followed.

 

What Does It Mean for our Kids?

The result of all this sudden resurgence of Superheroes is that, although they are now marketed to adults and teens now, young kids still love them. They recognize the colors the characters wear, with red and blue being heroic, and purple and green being villainous or possibly monstrous, and that makes it possible for kids to understand these heroes and villains simply by how color is used to bring them to life. 

 

With the boom in superhero films and television, a push for diversity has led to kids being able to see themselves as the hero in ways they couldn’t before. There are heroes of all shapes and sizes, of all backgrounds and cultures, now. The new Batwoman will be played by a black woman. The next phase of Marvel films will include a female Black Panther and Ms. Marvel, a skin-stretching heroine of middle-eastern descent. This diversity has allowed children for the first time to ALL be invited to play. Kids no longer have to feel “last-picked on the playground” in a sea of white, mostly male heroes.

 

Children have never needed an excuse to be into superheroes. It makes perfect sense that a child would gravitate towards superheroes. The bright costumes, the strange powers, the ability to enact change for the better in the world– these are the kind of elements kids will always be attracted to, as they are mostly powerless to decide things such as, what they wear or how they live and have little control over their world they inhabit.

 

Beyond that, perhaps kids need, in a very worrying time, some kind of belief in heroism, and are expressing a wish that they could be the agents of change and order that superheroes are in their fictional worlds. What they are expressing goes back to Jerry Siegel’s childhood impetus for Superman: a hero that could protect us from the everyday horrors of crime, violence and disease. Kids who wear superhero costumes often do so in order to emulate the heroes that inspire them to be better citizens.

 

The real issues surrounding superhero play are what out kids choose to do with their play. They are trying to express good and evil themes written by much older people who did not understand that young children would be processing these things even if they had never seen the full narrative. A child can absorb much about a hero from a few minutes of a movie trailer, and in seeing something they want to aspire to– to be brave, to stand up for others– may miss the context of the full narrative, or simply repeat depictions of the violence in the original material.

 

In Teacher Tom’s blog, he describes a class rule-making session where half of his kids wanted to ban superhero play. By getting the kids to talk about what was offensive about the superhero play– scares, and perhaps a slight threat of potential violence– the superhero kids began to see the effect their play has on other kids, and empathized. Rather than stick to their guns or shut down the play altogether, they openly reassured each other and worked on making Superhero play less scary for the rest of the kids. That kind of respect for the needs of others and willingness to compromise is the kind of heroism we need in kids: empathy and trust.

 

Because most superhero narratives are actually written mostly for adults and not for children, it is important that we monitor what kids are expressing in their superhero play. Some stories are violent and even play-violence can be traumatic to a child if it disrupts their core beliefs or they are accidentally hit/hurt by an overly dramatic friend. 

 

Having a conversation with young children about their stories can also help them learn to be better at cooperative storytelling, too. It can also be useful in teaching kids that the path to the resolution of a conflict doesn’t have to include violence. Superhero narratives often begin with heroes in conflict with each other. Then they often resolve their differences as equals and unite against a common threat. On a playground scale, this offers kids the chance to enter the cooperative narrative as any hero or villain that they find attractive, and then express good through that character, by joining with the heroes to save their fantasy world.

 

As we monitor superhero play, it’s important to take into account the child’s social/emotional state and needs that are being expressed in the story:

 

  • How they are treating others in their superhero persona? 
  • What vocabulary are they using? 
  • Are they ‘Othering’ kids or forcing them to be villains in their narrative?
  • Are they using their story to bully kids of different backgrounds? 

 

Queen Abby the Donut Protector and Other Tiny Superheroes

I wanted to share with you an example of superhero play on a smaller scale that includes a parent interacting well with their child’s superhero play. The following video went viral in early September, from the YouTube channel AlongCameAbby. Abby likes superhero play and donuts. In the video, her father plays with her by making up a story of a donut burglar, knowing Abby loves donuts:

 

 

As Abby works things out in cooperative play with her dad, she asks if she is the donut thief, understanding that her father is targeting her love of donuts for their exchange. When her Dad reflects the question back on her, she quickly and guiltily answers “No”, until she processes that the donuts she loves and eats are at her own home and bought for her. “I only eat MY donuts…” she says, processing the difference between her love of the donuts and the crime of going into someone else’s home and taking their donuts.

 

Abby declares herself a ‘goodie’, and that she is a hero protecting other people’s donuts, asserting her heroic persona. She is building an archetype in play with her Dad here, and it’s about her values. She has no clear powers yet as a superhero that she has defined, but she still insists she IS one.

 

When asked what reward she gets for being a hero, the obvious answer would be, for most kids and most adults, ‘I get to eat my donuts.” But for Abby, her answer is heroic in itself: “I get to be a superhero.” Free of a sense of entitlement, for Abby, being good is the reward. Her Dad calls her noble and compliments her for that, and she even demurs from being complimented.

 

While group play is something kids have difficulty navigating without adult interference, Abby’s one-on-one play and gentle guidance from her Dad is a good lesson in how kids can be their own heroes, with just a little guidance from adults and a clear understanding of right and wrong, and that does make it right.

Filed Under: Parents Tips Tagged With: Cheyenne Mountain, Child Centric, Children Learning, Colorado Springs, Creekside Kids, Emilia Learning, Inspire Children, Philosophy Of Education, Province Of Reggio Emilia, Reggio, Reggio Emilia, Reggio Emilia Approach, Reggio Emilia Philosophy

September 2, 2020 by Christopher Hooker

3 Ways to Stimulate Your Children’s Learning Process While Having Fun

Photo by Ashton Bingham on Unsplash

 

Now that school is back in session and your family is adjusting to the “new normal” of the 2020/2021 school year, we want to encourage you and your children to have fun.

 

It’s no secret that we learn best when we’re having fun doing it. That is why, at Creekside Kids in Colorado Springs, we follow the Reggio Emilia learning philosophy of hands-on, group-play style learning in our own classroom programs.

 

But when we are outside of the classroom and back at home, we can continue developing the minds and hearts of children with play-filled learning. Here are three of our favorite ways to stimulate your children’s learning process while having fun — inside and outside of the classroom.

 

  1. Arts & Crafts
  2. Music
  3. Exploring nature & science

 

Arts & crafts allow us to flex our creative muscles. It is so much fun to create with simple things like paper, crayons, scissors, glue, and other fun elements like macaroni shells or buttons. The mind learns about creating textures, straight lines, squiggly lines, shapes, colors when doing arts and crafts. Plus, when the mind is allowed to wander a bit while creating, the creator experiences moments of inspiration, clarity, and fun that allows them to happily dive deeper into the creative process. Who knows? Your home-style arts & crafts session could nurture the next Picasso or Banksy.

 

Music is an incredible learning vehicle for math, rhythm, verbal expression, hand-eye coordination, stimulation of the senses, and creativity. A house filled with music is often a happy house, and anyone studying music contributes to those positive vibrations in the home. It’s no secret that music is an essential building block for developing the skills and discipline of engineers, artists, writers, and dancers. Everyone in the world benefits from the feel-good vibrations of music, and the brain uses music to learn, heal, relax, rev up, and remember. When your children study music, they develop a life-long skill that brings them and others much joy. Who knows? Your children’s musical endeavors can help them rise to fame on stage, develop music for video games, or give them a much-needed outlet to express themselves.

 

Exploring nature & science includes gardening, watching birds and animals in their habitat, and going for a hike. Exploring nature and science stimulates the minds and bodies of children in so many countless ways. See, smell, touch, taste, and hear the nature around Colorado Springs. We are so fortunate to be living in one of the most beautiful places on earth. We have mountains and plains. We have snow and sunshine. We have trees and flowers. We have birds and bears. Exploring nature develops the minds of scientists, poets, zoologists, winemakers, astronauts, musicians, biologists, inventors, and more. Who knows? Your hikes around Colorado Springs could nurture the imaginations of the next Nicola Tesla, Elon Musk, or Neil DeGrasse Tyson.

 

There are many proven studies showing that play stimulates learning. Plus, when you love what you do, it feels like play. Playful work awakens the desire to keep pursuing, keep learning, and keep growing our techniques. After at least 10,000 hours of playful pursuit of our chosen hobby or craft, we all eventually become masters of that craft and can make a comfortable living doing what we love.

Filed Under: Parents Tips Tagged With: Child Centric, Colorado Springs, Inspire Children, Pedagogy, Philosophy Of Education, Reggio, Reggio Emilia Approach, Reggio Emilia Philosophy

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CREEKSIDE KIDS
1201 W Cheyenne Rd
Colorado Springs, CO 80906
(719) 635-9111
 
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Thank you to all of your wonderful teachers! Athima loves camp every summer. And she learns so much. She will be sad that it is the end. But hope to see you next summer!
Stockinger Family
Dear Creekside Staff, Thank you so much for taking such amazing care of Grace this past year. It means so much to me knowing she was in such wonderful hands and she was so happy there with you. We wish you a wonderful summer and hope to stay in touch. Thank you for everything!
Kimnach Family
Creekside teachers, Thanks for another great year of helping our kids “spread their wings”. You are a wonderful caring group of teachers!
John
Dear Jennifer and Veronica, dear everybody at Creekside Kids! Thank you so much for being wonderful leaders, so caring and fun!
Christopher and Family
Dear Creekside, Thank you for allowing Hanna Grace to borrow books, and for taking care of  my  sweet girl!  
Gina
Veronica, Jennifer, Chris, Libby, Melinda and the team I missed. Thank you so much! We will miss the love, fun and guidance (to us both!) of the Creekside Family!
Julie and Sofia Di Gerlando
Thank you so much for everything! You guys are great with kiddos and we would recommend you to anyone. We’ll miss you and we appreciate the time Eli had here. Thanks!
The Wilson Family
Thank you for the wonderful two years at Creekside. We have always felt safe and secure and have enjoyed all the fun and educational activities. We will miss you as Nick moves on to Kindergarten.
Elizabeth, Joe and Nicholas

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Colorado Springs, CO 80906  
 
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Testimonials

Thank you for the wonderful two years at Creekside. We have always felt safe and secure and have enj… Read more
Elizabeth, Joe and Nicholas
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Dear Jennifer and Veronica, dear everybody at Creekside Kids! Thank you so much for being wonderful … Read more
Christopher and Family
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Dear Creekside, Thank you for allowing Hanna Grace to borrow books, and for taking care of  my … Read more
Gina
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Thank you so much for everything! You guys are great with kiddos and we would recommend you to anyon… Read more
The Wilson Family
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Veronica, Jennifer, Chris, Libby, Melinda and the team I missed. Thank you so much! We will miss … Read more
Julie and Sofia Di Gerlando
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Thank you to all of your wonderful teachers! Athima loves camp every summer. And she learns so much.… Read more
Stockinger Family
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Dear Creekside Staff, Thank you so much for taking such amazing care of Grace this past year. It … Read more
Kimnach Family
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Creekside teachers, Thanks for another great year of helping our kids “spread their wings”. You a… Read more
John
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