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Transitioning to Child Care

Written by Julie Bisnath, BSW RSW

Home child care providers are one of the most influential people in a child’s early life—helping to shape the developing brain and laying a strong foundation for future learning and growth. A quality home child care environment features a caregiver who is committed to the well-being and safety of the children in their care. This commitment begins during the transition phase as the caregiver works to establish a secure attachment and foster a deep sense of belonging for each child.

A secure attachment—the component of an adult-child relationship relating to the child’s safety and security—develops from a consistent, reliable, responsive, and caring relationship. It is within this secure attachment that young children learn to trust others. It also provides them with a safe place from which to explore and investigate the world. Feeling secure and having a strong sense of belonging allow children the freedom to learn and grow.

One of the most fundamental and intimate human needs is the need for connection and belonging—the feelings and experiences of being valued and of forming meaningful relationships with others. Ontario’s pedagogical document How Does Learning Happen? describes belonging as a core foundation of the framework.

“When children are strongly connected to their caregivers, they feel safe and have the confidence to play, explore, and learn about the world around them. Enabling children to develop a sense of belonging as part of a group is also a key contributor to their lifelong well-being. A sense of belonging is supported when each child’s unique spirit, individuality, and presence are valued.” How Does Learning Happen? Ontario’s Pedagogy for the Early Years, page 24

Home child care environments allow children to grow and learn within the comfort and structure of a family setting. Just as with any family, connection and relationship between the members of a home child care family are essential. A strong foundation of trust, open communication, mutual respect, and kindness between a parent and provider will allow the child to flourish.

All children are different and each child will adjust to child care in their own time and way. Factors including the child’s age, communication skills, and comfort with being left in the care of others, all contribute to how a child might react when starting child care. Here are a few general things to expect:

  • A range of emotions that might include excitement, joy, apprehension, sadness, and/or worry.
  • A possible change in behaviour and/or eating/sleeping/toileting habits.
  • Days that are easy and days that are hard.

 

We know that starting child care can be hard. With this in mind, we’ve set out to offer a range of practical suggestions and online resources for both parents and providers. Tools and tips to help ease the transition, establish a sense of belonging, and pave the way for a successful child care partnership.

Transitioning to Child Care: A Guide for Parents and Home Child Care Providers” includes information on all of the following topics:

  • Transitioning during COVID-19
  • Easing the transition–what parents can do and what providers can do
  • Napping and Breastfeeding during the transition period
  • Saying goodbye and cherishing connection
  • Transition schedules
  • Picture book suggestions
  • Transition rituals
  • Using a visual schedule
  • Creating a Family Wall
  • Extreme separation and other anxiety disorders

 

Please visit our resources page to read and/or download the full guide.

Imagine.Create.Play Resource Kits: “I Care” Home Child Care

We have created 2 lovely original resource kits designed specifically with home child care in mind.  Use these kits to:

  • welcome a new child into care
  • prepare your group for a new child
  • talk about kindness and empathy
  • celebrate differences
  • ease transitions
  • help children with separation anxiety

 

“I Care” Bear Cave Home Child Care:

This unique kit was conceptualized and created by Andrea Gingras.  She has lovingly donated hours (and hours!) of her time and her artistic talents to bring you a play set featuring the warm and welcoming environment of home child care.

“I Care” Home Child Care:

Use this kit to welcome new children to your daycare and to prepare your current group for the addition of a new friend. Help the current group to understand that a new friend might feel scared, or worried, or sad at first.  Talk about ways to be kind and caring.

Visit www.ccprn.com/shop to order your kit today! Each kit includes a copy of “The Kissing Hand” board book, a detailed resource handout, and the opportunity to create a personalized “Welcome to Daycare” booklet featuring photos of your home daycare and text of your choice.

For the Love of Sharing

Written by Julie Bisnath, BSW RSW

Sharing—such a hard concept for young children. And teenagers. And let’s face it, many adults too.  It’s one of those words that we assume has one “shared definition” but really it doesn’t.  It in fact has several definitions and depending on the situation can be a rather confusing word.

Share your toys.  Share your cookie.  Share the couch.

There’s a lot going on with that one word.  It’s no wonder that it can be confusing for children when we use the same word to mean different things.

When we say “share your toys”, what we usually mean is take turns or lend your toy for a little while.  “Share your cookie” is completely different.  That half will disappear, never to return!  “Share the couch”, is different again.  We’re asking to share the space, make room, or move over.

It helps young children to learn and understand the different meanings if we use more specific language detailing what it is that we are asking.

Semantics aside, sharing is a pretty loaded word, rife with pressure and judgement.  Why do I have to share? What if I don’t want to share? What if I don’t want to share with you in particular? If I don’t share am I a bad person? Am I selfish? How do I decide? How do I know?

Why do we expect children to share when we as adults don’t always?  Do you always share your food? Do you share items that are valuable to you? Would you trust just anyone to take care of your special things/pets/children? Would you still share something with someone who has broken your trust (someone who never returns things or has returned something damaged)? What about something that you are using—your car? Your phone?  Would you just give it up because someone else asked to use it?

I’m not sure that there are any easy answers.  What’s right for me is right for me and what’s right for you is what’s right for you. The item in question, the people involved, and the context of the situation are all relevant factors.  There are no right or wrong answers.   What I do know, is that for sharing to be meaningful, the motivation for it needs to come from within.  I love Raffi’s song for highlighting this concept “It’s mine but you can have some, with you I’d like to share it, cause if I share it with you, you’ll have some too!” Sharing because I want to feels good and is meaningful to me.

When we tell children “you need to share”, or “you’ve had the doll long enough”, or “Jo’s going to have a turn now” we are imposing the act of sharing and teaching them that sharing feels bad.  Instead of insisting on sharing we can teach our children to consider the request (or better still notice and observe: “I see that Jo has been waiting and watching you for a long time now…”) and make a decision. If they decide to share, great.  If not, that’s ok too.  Teach them to kindly and assertively let the other child know that they are not done or are not ready/willing to share. Help the other child to wait and be patient, and to accept the decision.  Distraction and redirection often work well.  In her post “It’s OK Not to Share”, author Heather Shumaker gives great examples of words to use:

Positive assertiveness
– You can play with it until you’re all done.
– Are you finished with your turn? Max says he’s not done yet.
– Did you like it when he grabbed your truck? Tell him to stop!
– Say: “I’m not done. You can have it when I’m done.”
– She can have a turn. When she’s all done, you can have a turn.
– I see Bella still has the pony. She’s still using it.
– You’ll have to wait. I can’t let you take it out of her hands.

Waiting and awareness of others
– Oh, it’s so hard to wait!
– You’re so mad. You really want to play with the pony right now!
– You can be mad, but I can’t let you take the toy.
– Will you tell Max when you’re all done?
– I see you’re not using the truck any more. Go find Ben. Remember, he’s waiting for a turn.

Sharing (space or toys) at home (or at child care) can be encouraged but does not necessarily need to be enforced or policed.    Longer turns can be allowed and the children can practice using some of the language noted above.  The more opportunities that they have to practice turn taking the better they will become at expressing themselves and regulating impulse control and emotions.

Sometimes, adults do need to guide the play.   In a public space for instance or during a group activity an adult might have to remind the children that the toys and equipment are for everyone.   Turn taking might need to be discussed ahead of time: “Today at playgroup, you can have a turn on the slide and so can all of the other children”.  Another example might be to talk about sharing toys and turn taking when hosting a playdate.  It’s ok if there are certain special toys that your child does not want to share.  Put those toys away for safe keeping only to be brought out once the playdate is done.  The same is true for taking special toys to child care.  On the one hand, if it will be hard to share the special toy then it might be best left in their cubby or backpack.  On the other hand, it is also important for children to learn that not everything is for sharing.  Discuss it with your child care provider to determine how best to proceed.

To share or not to share–it’s not easy, to say the least, and takes a lot of practice and patience.  When we model the language of sharing (positive assertiveness and waiting) we are teaching lifelong skills and increasing resiliency. When we, as adults, feel intrinsically motivated to share with others, our children will witness this kindness and learn from our example.  Best of all, when they feel motivated to share, and when they make that decision for themselves, we’ll know that it’s sincere and comes from the heart.

References:

  1. www.raffinews.com/files/music_arrangements/childrens_favorites/sharing_song.pdf
  2. www.positiveparentingsolutions.com/parenting/its-ok-not-to-share

How Your Interactions Impact the Developing Brain

Written by Julie Bisnath, BSW RSW

Did you know?

Infants are born with all of the brain cells (neurons) they’ll have for life.  What shapes and grows the brain is the amount, and speediness, of the connections (synapses) between these cells.  Picture a map—the cities and towns are already established but the best routes in between have yet to be formed.  Most routes will do the trick to get you from point A to point B but for sure some are faster, more direct, easier to navigate, etc.  The more a particular path is used the better it is and the more you travel from point A to point B the more you learn and understand the most efficient way to get to your destination.  The same is true for the brain—the first time a connection is formed between two cells it might be a bit slow but with each “journey” between cells the connection improves—it gets faster and stronger and more efficient.  Plus, over time, many more connections are formed. As with the map and roadway analogy, simple brain connections are formed first, followed by more complex pathways and circuits (highways if we follow the comparison above).   The pathways we continue to use regularly are reinforced and refined while those we no longer need are eliminated through a process called pruning.

zerotothree.org/early-development/brain-development

developingchild.harvard.edu/science/key-concepts/brain-architecture

Key Facts:

  • From birth to age 5, a child’s brain develops more than at any other time in life.
  • Starting from birth, children develop brain connections through their everyday experiences.
  • Brain connections allow us to think, move, communicate—really just about everything.
  • In the first few years of life, more than one million new neural connections (synapses) are formed every second, more than at any other time in life.
  • Neural connections are built through positive interactions with a child’s parents and caregivers and by using their senses to interact with the world.
  • The quality of a child’s experiences in the first few years of life – positive or negative – helps shape how their brain develops.
  • Early brain development has a lasting impact on a child’s ability to learn and succeed in school and life.

Home child care providers have a huge role in shaping the brain development of the young children in their care.  By providing a caring and responsive relationship and being sensitive to a child’s needs, caregivers nurture optimal brain growth—and support the formation of essential neural connections.

Building neural connections through focused back and forth interactions is called “Serve and Return”.

“Serve and return interactions shape brain architecture. When an infant or young child babbles, gestures, or cries, and an adult responds appropriately with eye contact, words, or a hug, neural connections are built and strengthened in the child’s brain that support the development of communication and social skills.” https://developingchild.harvard.edu/science/key-concepts/serve-and-return/

A child “serves” by showing interest (by looking, pointing, making a sound or expression, using words or actions, etc.) and an adult “returns” by responding with interest. Here are the 5 steps for Brain-Building Serve and Return from the Harvard Centre on the Developing Child:

1) Notice the serve and share the interest.

2) Support and encourage. Return the serve with a word, gesture, expression, or action.

3) Name it.  Label what the child is seeing, feeling, or doing.

4) Take turns back and forth.  When you return a serve, wait and give the child a chance to respond.

5) Practice endings and beginnings.  Recognize when a child is ready to end one activity and start another.  Follow their lead and maintain interest.

Watch the short video here: 5 Steps for Brain-Building Serve and Return

When you engage in regular serve and return interactions with the children in your care, you provide the positive stimulation that each brain needs for healthy growth and development.  Everyday moments can be turned into serve and return experiences—during play, while reading, enjoying a walk, sharing a meal, and even while getting ready for nap. For many adults, this type of interaction feels quite easy and intuitive.  For others, it might take some getting used to.  Either way, know that when you notice a child’s “serve” and “return” it with interest and care you are helping to develop the pathways of their “brain map”– neural connections and complex circuits that will last a lifetime.

References and Resources:

Jean Clinton, Love Builds Brains (Tall Pines Press, 2020)

https://www.caringforkids.cps.ca/handouts/pregnancy-and-babies/your_babys_brain

https://www.zerotothree.org/early-development/brain-development

https://files.firstthingsfirst.org/for-parents-and-families/brain-development

https://developingchild.harvard.edu/science/key-concepts/brain-architecture/

https://developingchild.harvard.edu/science/key-concepts/serve-and-return/

https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/

https://www.zerotothree.org/resources/1379-what-are-the-most-important-changes-in-the-brain-after-birth

5 Steps for Brain-Building Serve and Return

Thanks to the Ottawa Community Foundation for supporting our initiative “Supporting Mental Wellness in Home Child Care”.

The Ottawa Community Foundation is a public, non-profit organization created by and for the people of Ottawa. It connects donors who care with causes that matter and serves as a trusted resource for addressing issues and leveraging opportunities in the community. It attracts and manages a growing endowment, the invested earnings of which provide grants to charitable organizations.

The Foundation’s role is as neutral broker in support of all charitable causes that contribute to the community’s quality of life. With a growing profile, the Ottawa Community Foundation has built an enviable reputation for astute financial management, high-quality donor services, strategic grantmaking and innovative partnerships. For more information, visit www.ocf-fco.ca.

Imagine.Create.Play. Resource Kit Handouts

Why They're Handy to Have!

Did you know? Nearly all of our kits include a detailed digital handout to help you make the most of the kit components—saving you valuable time searching for ideas and inspiration on how to integrate the kit materials into your daily program.

We know that as you welcome children into your home each day you strive to create a nurturing environment which supports their emotional, social, and physical well-being. Your daily observations of the children guide your engagement and also help you to support the unique ways in which they express themselves.

You believe that all children are capable, competent, and curious individuals and you know that when you purchase an Imagine.Create.Play Resource Kit you are investing in the quality program that you provide for the children in your care.  As a home child care provider, you understand that by scaffolding the children’s abilities you are supporting the development of emergent skills that they will need to head into the world of school and beyond.

Here’s what providers have to say about the kit handouts:

  • The additional resource list is handy for ideas to capitalize on the children’s interest and further their developmental skills.
  • The kits come with a handout with songs and activity ideas to keep the fun going!
  • Excellent attention to detail and thoughtful inclusion on how to utilize the kits.
  • It takes the time and energy away from me having to source an idea and supplies, especially while we can’t shop for items as we usually would.
  • I like open ended materials and feel the handouts also provided great supporting material to help expand on the children’s play.
  • It helps to get ideas that are beyond what we may have done ourselves.
  • The quality is excellent, and they are unique.

Designed to be used as a quick reference or resource guide to help support the interests of the children in your care, the handouts often feature:

  • Extensive ideas for how to use the kit items
  • Information on the type of play and/or learning benefits associated with the kit
  • Suggestions for extending the play and learning—including suggestions for various play invitations and provocations
  • Discussion prompts and questions to inspire dialogue and communication
  • “At-a-glance” visual inspiration from Pinterest for art and sensory play, activities, and snack ideas all related to the kit
  • A compilation of rhymes, finger plays, and songs—often including original work created specifically for the handout
  • A book list featuring related titles/subjects
  • Printable components to use with the kit items—game sheets, simple work sheets, colouring templates, etc.
  • Condensed story favourites to share with children and to use with kit materials
  • Various online references and resources

Here are some excerpts from various Imagine.Create.Play Resource Kit handouts:

 

 

The Colour Monster:

Social-Emotional Development:

Vivid images engage children as they relate to how the monster is feeling…anger, happiness, fear, etc. Children learn that feelings have names, and the book helps them to identify those feelings by associating them with different colours. This story will provoke conversations among the children about how they are feeling and why.  Labelling and understanding emotions helps children learn to self-regulate and is key to developing empathy for others.

Read the book, bring out the peg monsters and ask the children:

  • How is the monster feeling?
  • How do you know? (Discuss what visual cues and body language help us to understand the emotions of others.)
  • I wonder why the monster is feeling happy/sad/angry/etc.? (Helps children to take the perspective of another and develops theory of mind.)
  • When do you feel happy/sad/angry/etc.?

Small World Play:

Encouraging Small World Play:

Small world play combines various elements of imaginative, dramatic, loose parts, and sensory play.  Inspired by a child’s interest, the adult can help to gather and prepare materials which are then left for the child to manipulate and explore.

In order to contain and define the play, a small world set up usually starts with some sort of base: trays, playmats, shallow bins, and shoebox lids are all great examples.

Next is to determine the setting: the beach, the woods, a pond, a farm, a city block, the ocean, a meadow, etc., the possibilities are endless!  A setting helps to differentiate small world play from more general sensory play.

Once a setting has been selected, it’s time to introduce various bits and pieces:

  • Loose Parts: blocks, glass beads, spools, buttons, wool, small cars, tracks, etc.
  • Sensory Components: sand, straw, water, shaving cream, shredded paper, etc.
  • Natural Elements: rocks, shells, wood, mulch, pinecones, greenery, etc.

The last step is to include some small people and/or animal figures.  These bring the small world play to life and really encourage language development.  Children manipulate the characters as they test out various ideas and theories through play.

Snowballs:

If You Plant a Seed:

Science Extension Ideas and Activities from Pinterest:

  • Learn about the parts of a plant and the life cycle with photos, felt shapes, and/or sequencing cards.
  • Introduce the various edible parts of a plant. For instance, we eat the roots (carrots, beets), the stem or stalk (celery, rhubarb), the leaves (spinach, cabbage), the flower (broccoli, cauliflower), the fruit (tomatoes, cucumbers), and the seeds (peas, beans).
  • Plant seeds in a clear plastic baggie or cup so that the children can easily observe the roots and sprouts. Measure and document the growth.

 

My Watering Can—original poem

I water with my watering can, every chance I get.
I know the little plants like to be a little wet.
I shower them so carefully, just a little is enough.
I’m gentle as I water, I wouldn’t want to be too rough.
I give the plants a little drink when they are parched from too much sun.
Watering with my watering can, is really so much fun.
The water, fresh and cool, seeps deeply down below.
Spreading to the roots, so the little plants will grow.
Watering makes me happy, I’m so glad to do my part.
I love my garden and the plants, both with all my heart.

Tile Monster (original game set):

Game Suggestions

  • Fill and dump: Into an empty tissue box, wipes container, or parmesan container (or something similar that has a smallish hole to present a bigger challenge than above.
  • Loose parts: Kitchen area, doll house area…wherever the child’s imagination takes hold.
  • Exploration: Place in a bin on a table and encourage the children to explore them – how high can they stack them? What can they build?
  • Group Time: Talk about colours, encourage children to name the colours, place out two with the black side up and one of another and ask them which one is “different”, count them, place out all 6 colours – review them with the children – ask them to close their eyes as you take one away – then ask them which one is missing…
  • Matching: Roll the die and encourage children to pick the tile that matches or roll the die and the Tile Monster has to eat the tile that matches

 

Six Colour Tiles—original matching game poem

Six colour tiles, waiting to play,
Along came (child’s name) who took one away.
*Repeat, counting down to one, if less than 5 children, repeat names or use fewer tiles.
One colour tile, waiting to play
I came along and took it away.
Now we each have a tile…you know this game…
Quick find something in the room with a colour just the same!
*Everyone quickly finds a matching colour object and returns to show the group.

The Very Hungry Caterpillar:

Printable Resource: Fruits with holes 1-5

Print and use for storytelling, art, math games, and more.

 

The Mystery of Metamorphosis:

Most butterfly larva harden into a chrysalis while most moth larva will build a silk cocoon around themselves.  A chrysalis can take many shapes and colours and can be translucent near the end of the transformation.  Chrysalis is the name of the butterfly pupa while a cocoon is external, made just before the moth pupates.  (https://carleton.ca/biology/cu-faq/whats-the-difference-between-a-cocoon-and-a-chrysalis-elizabeth-age-11/)

 

New Little Butterfly (original song, tune of Au Clair de la Lune)

On a sunny morning, at the break of day.
I open up my eyes, soon to find my way.
I spread out my new wings… so that they may dry,
I’m filled with such excitement; I just can’t wait to fly!
*try as an action song with the children curled up on the ground, slowly spreading their wings and flying around the room or yard.

Love Monster:

For more information, please visit our e-store at www.ccprn.com/shop where you’ll find detailed descriptions, photos, and videos highlighting our unique and engaging Imagine.Create.Play Resource Kits.

Nurturing a Gender Inclusive Environment

Written by Julie Bisnath, BSW RSW

Preface: I’ve been thinking a lot lately about gender identity and gender inclusive child care.  I’ve done a lot of reading and learning, over the last few years especially, and I’ve also been reflecting on some of my experiences working with adults and youth who have struggled with fear and guilt and shame around understanding and expressing their own gender identity.  I know that if some of these individuals had had even just one adult in their early lives who provided a safe and supportive place to explore gender it would have had a lasting impact.  To have had an adult read a book about gender diverse children, be open to the idea of using new pronouns, or speak out against traditional gender norms and stereotypes might have helped to counter the many negative messages they later internalized as feelings of shame, of not belonging, and of not being worthy.  

Today I share with you some ideas and resources to hopefully inspire you to learn more and to reflect upon your own inclusive practices.  If you have a great resource or comment to share please send it to me at [email protected]  I am learning too.  When we know better, we do better.  

Together in caring ❤                                                                                                                                                      Julie (she/her)                                                                                                                                                                                                                                              ______________________________________________________________________________________________  

It’s never too early (or too late!) to talk about gender and to promote the healthy development of gender identity and expression.  Children begin to develop a sense of their overall identity at around age 2 and need to be able to express themselves freely through their play, clothing, hair, friend, and toy choices without judgment or expectation—without having to fit into either a “girl” or “boy” pre-set check box.  Noticing a variety of gender creative behaviours in early childhood isn’t new—young children are drawn to explore and experiment through play.  This is a completely normal and healthy part of development and does not automatically imply that a child will eventually self-identify as transgender.   What has changed (and is changing) is how we as adults understand the broader concept of gender as more than the binary categories of male and female.  And more importantly, how we use that understanding to provide a safe and nurturing space for children to explore and develop their identities while we work to dismantle traditional gender stereotypes.

Still,–it’s a work in progress.  There are new and evolving ideas to learn, new words to understand, and new pronouns to use.  For some, this is already second nature, but for others it’s a steep and challenging learning curve.  What’s most meaningful, is that we make the choice to learn and grow and change—to be open to new ideas and to actively reflect upon our own beliefs, attitudes, biases, and assumptions.

Nurturing a gender inclusive environment:

Learn more: Understand and familiarize yourself with the broader concept of gender as multifaceted—often described as a diverse and/or fluid spectrum.  For many people, the sex assigned to them at birth aligns well with how they feel about themselves on the inside.  Other people might feel a partial alignment or no alignment at all.

Some useful terms–adapted and/or cited directly from genderspectrum.org and/or caringforkids.cps.ca:

Sex at birth: When children are born, the sex “male” or “female” is determined based on external genital organs. A child who has a penis is said to be male. A child who has a vulva is said to be female. In rare cases, a child is born with external genital organs that are not clearly male or female — referred to as an intersex child.  A person’s assigned sex at birth might or might not match their gender.

Gender identity: Gender identity is the deeply held, internal sense of self “who you know yourself to be”. It is important to know that gender identity often exists on a spectrum.  A person’s gender identity can be male, female, both, neither, a combination of, or something different altogether. It can also be fluid–some people have a gender or genders that change. Genderfluid people move between genders, experiencing their gender as something dynamic and changing, rather than static.

Non-binary: An umbrella term for gender identities that are not exclusively masculine or feminine.

Gender expression: This is how you express your gender to others, whether through behaviour, clothing, hairstyle, the name you choose to go by, etc. Words to describe someone’s gender expression could be “masculine,” “feminine,” “androgynous”, etc.

Transgender: When a person’s gender identity is not the same as their sex at birth, they may be referred to as “transgender” (often shortened to “trans”). For example, a child born with female genital organs may say that they identify as a boy. A child may also say that they are not a boy or a girl, but just “themselves” because they don’t want their sexual characteristics to define who they are. Indigenous people may use the term “two-spirit” to represent a person with a combination of masculine and feminine characteristics.

Gender dysphoria: Describes the level of discomfort or suffering that can exist when there is a mismatch between sex at birth and gender identity. Some transgender children experience no distress about their bodies, but others may be very uncomfortable with their sex at birth. This distress can be more obvious as puberty begins and the body starts to change.

General online resources for learning more about gender:

  • Gender Spectrum—Understanding Gender

https://genderspectrum.org/articles/understanding-gender

  • Genderbread—Breaking Through the Binary: Gender Explained Using Continuums

https://www.genderbread.org/wp-content/uploads/2017/02/Breaking-through-the-Binary-by-Sam-Killermann.pdf

Once you feel comfortable, or to help you better understand the broader context, explore some of the more in-depth articles and resources specific to gender identity and early childhood:

  • Caring for Kids—Gender identity:

https://www.caringforkids.cps.ca/handouts/behavior-and-development/gender-identity

  • Gender Spectrum—Talking to Young Children about Gender

https://genderspectrum.org/articles/talking-to-young-children

  • Gender Creative Kids—Hi Sam: Sensitizing Youth Through Play Pedagogical Guide for Elementary Schools

https://gendercreativekids.com/upload/ressources/Hi-Sam-Pedagogical-Guide_2021-01-28-160844.pdf

  • Gender Creative Kids—The You Inside Project and video “Sam’s Story”

https://gendercreativekids.com/programs/the-you-inside-project

  • Fondation Jasmin Roy—Inform Children During the Early Childhood Period on Issues Related to Gender, Gender Identity and Gender Expression.

https://fondationjasminroy.com/app/uploads/2018/09/FJRSD-Trans-Fascicule-2-En-3.pdf

  • Fondation Jasmin Roy—Social and emotional learning to help children with the process of identity affirmation + videos made for children

https://fondationjasminroy.com/en/initiative/social-and-emotional-learning-to-help-children-with-the-process-of-identity-affirmation

Create a safe space: Model inclusive language and behaviour, welcome questions, listen, try not to make assumptions. “Gender-inclusive spaces allow children to easily move between roles or materials commonly regarded as male or female without any gendered expectations or barriers.”  (https://www.naeyc.org/resources/pubs/yc/mar2019/exploring-gender-enacting-anti-bias).

  • Gender Spectrum—Easy Steps to a Gender Inclusive Classroom

https://genderspectrum.org/articles/easy-steps-to-a-gender-inclusive-classroom

  • NAEYC—Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

https://www.naeyc.org/resources/pubs/yc/mar2019/exploring-gender-enacting-anti-bias

  • Gender Diversity Glossary for Parents by Rowan Renee

https://www.rebekahgienapp.com/wp-content/uploads/2017/09/gender_diversity_glossary.pdf

  • Fondation Jasmin Roy—Social and emotional learning to help children with the process of identity affirmation

https://fondationjasminroy.com/en/initiative/social-and-emotional-learning-to-help-children-with-the-process-of-identity-affirmation/

  • The Gender Wheel

http://www.genderwheel.com/

   

Provide gender inclusive books: Children need to see themselves and others reflected in your books. Reading together creates a natural opportunity for encouraging discussion and promoting kindness.

  • Parents for Diversity: Books about Gender Identity and Expression

https://www.parentsfordiversity.com/gender-identity

  • 17 Books About Gender non-conforming and transgender kids

https://www.notimeforflashcards.com/2020/03/books-about-gender-non-conforming-and-transgender-kids.html

Challenge gender stereotypes: Speak up and openly discuss gender stereotypes–with children and with adults too.  Be kind and consistent.  Help children to develop an identity based on individual interests and strengths.

By creating and nurturing a gender inclusive environment we pave the way for an authentic sense of belonging, where we honour, support, and celebrate the engagement, expression, and well-being of all children.

Felt Board Fun

Written by Julie Bisnath, BSW RSW

Felt board resources are a great way to “re-invent” familiar songs or stories and to introduce new material or concepts.  They provide a visual component which helps to keep children interested and engaged and often extends the learning and play.

Used with a group or even with just one or two children, felt board activities can be tailored and tweaked to best suit your needs.

Just starting out? No problem! An easy way to introduce the felt board is to start when the children are already gathered and seated—perhaps while they have a snack.  This provides a natural sort of captive audience.  Pull out your felt board and let them know that you’ve got something special to show them.  Keep your felt pieces hidden away in a small bag or basket.  Start with something simple and familiar—maybe a little rhyme or poem (make sure to have the words handy if you need them).  Make a habit of using your felt board regularly with a variety of songs, finger plays, and stories.  When the children get used to seeing the felt board they will naturally wonder what sort of shapes you have in your bag.

Once you feel comfortable and confident using the felt board to tell a song or story, you can extend and expand upon the learning by introducing other concepts—colours, shapes, counting, matching, vocabulary, guessing, etc.  You can ask questions, discuss ideas, and play games.

Felt shapes can be as simple or as elaborate as you like.  You can make your own or purchase a variety of sets, ready to go (check out the mini felt kits available on our e-store!).

Here are some ideas to get you started:

  • Create a small collection of felt shapes that correspond to a set of familiar songs and pull out one shape at a time asking the children “Hmm, I wonder what song goes with this? Do you know any songs about _____?”. Examples include: Star—Twinkle Twinkle Little Star, Boat—Row Row Row Your Boat, Spider—Itsy Bitsy Spider, etc.
  • Tell a more elaborate song or story using a variety of felt shapes:
    • A farm collection for the song Old MacDonald—pull each animal out of your bag one at a time to maintain the element of surprise.
    • People, animals, and keys for an adapted version of “Good Night, Gorilla”.
    • Pair with an audio recording of a book—key felt shapes provide a great visual.
  • Use a series of 5 shapes to tell a finger rhyme or sing a song:
    • Five Little Ducks, Five Little Monkeys, etc. To make your fingerplay more elaborate, include other shapes.  For example: Five Green and Speckled Frogs—5 frogs, one log, a small bug, and one pond.
  • Use several pieces of two shapes to introduce matching, sorting, and patterning.
  • Play a guessing game—hide shapes in your bag and give clues for guessing (one shape at a time). Clues can be easy or hard depending on your group.  Once they’ve correctly guessed the shape, pull it out of your bag and tell a little rhyme to go with it. 
  • Tell a story: put a few random shapes in your bag and pull them out one at a time to tell a made-up story. Involve the children in deciding what shapes to use and invite them to help tell the story.  Don’t worry about your story making sense, silly or mixed-up stories are fun too.
  • Play a little hiding game—set up a few larger shapes and then hide a small shape underneath and have the children guess where it’s hidden. Or, if you have lots of felt sets make up a hiding game and rhyme: for example, with one mouse and a few different coloured houses you can play “Little Mouse, Little Mouse are you hiding behind the red house?”.
  • Have a large number or colour die? Include it in the fun. Have the children take turns rolling the die and then place the corresponding number/colour shape(s) on the board.
  • Use puppets to interact with the felt pieces—puppets can add a “3rd voice” to your play, talking, playing, or even eating your felt shapes.

 

Another way to extend the activity and invite expression, is to allow the children to handle the various felt pieces—to use the pieces in their own way, exploring the colour, shape, and texture, re-enacting songs and stories and making up new ones as they play.  Perfect for independent or small group exploration, felt play provides an opportunity to develop skills and enjoy many benefits:

  • Fine motor development, hand-eye coordination, manual dexterity
  • Imagination and creative thinking
  • Language and vocabulary
  • Cognitive skills including early numeracy (counting, sorting, matching, etc.), problem solving, organization, planning, memory and recall, cause and effect, etc.
  • An opportunity to share and practice turn-taking, to communicate and work together to tell a story, act out a scene, or play a simple game.
  • A lovely, soft, quiet sensory experience
  • Spatial perception and exploration
  • A way to re-enact stories and events, helping children to better understand the world around them. A time to explore emotions and think about things they have seen or heard.
  • An opportunity to learn about and practice being gentle and caring. Some felt shapes are delicate and the children can learn to care for them in a kind and careful way.
  • Connection—with you the adult, and with peers. A time to build relationships, laugh, learn, and be silly together.

 

If you’re new to felt board play, I hope you give it a try—take the time to explore and enjoy it and the children will too.  For those of you with lots of felt board experience, I hope you find a way to stretch the play in new and exciting ways.

The Magic of Storytelling

Written by Julie Bisnath, BSW RSW

Oral stories are powerful things—they can teach, entertain, evoke emotion, elicit memories, develop imagination, provoke deeper thinking, and prompt reflection.   Most importantly though, they bring us together and keep us connected.  Stories transcend time and space, have the power to evolve, and are free to give and receive.  Pretty impressive if you ask me.

Storytelling is also very natural—we do it all the time without even thinking about it—when we recount an incident or event, when we reminisce, when we tell a joke, and when we use examples to teach or reinforce a moral or value.  What’s more, is that oral storytelling—many stories existed well before the printed word—with children is universal.  And for good reason!  Oral stories are hugely important to a child’s cognitive and emotional development.

“Telling and listening to stories provides a bridge between the oral language skills of early childhood and the more formal language of print. With the ability to tell stories develops the ability to talk about things outside the here and now, to understand how we use language to express cause and effect and to talk about feelings and motivation.”

speechtherapycentres.com/tell-me-a-story/

Did you know that by the time a child is 2 ½ years old they are usually familiar with the basic structure of storytelling?  They know how to sequence basic events, understand the purpose of place and time, and can organize characters.  Amazing! But why—and to what end? Telling stories helps children solve problems and work out concerns.  Just as we might see them acting out a worry with dramatic play, children will tell stories (not necessarily to others) to help make meaning of an event or incident.  Storytelling also plays a role in how children view and understand themselves within the context of their family, and their community.

We know that children express themselves in many ways.  When we support the development and expression of communication in all of its forms, we are telling children that we see them as capable and competent.

What stories are being told here? Who are the storytellers and who are the story-listeners? Look at the connections and togetherness created during these moments.

So, what can we do to encourage storytelling in young children?

  • Have lots of conversations using rich vocabulary and a variety of concepts
  • Introduce and expose children to a wide variety of story mediums—written, oral, theatrical, etc. and story genres.
  • Encourage storytelling and story-listening all throughout the day—mealtime, bath time, naptime, in the car, out for a walk…have children narrate stories about their play and about their art. If you can, transcribe their stories or take a video.
  • Tell them stories about themselves, children love to be the central character in their own story!
  • Practice re-telling a familiar story together—based on a real event or a popular tale.
  • Use the tools of rhyme and repetition—children love hearing the same story over, and over, and over…!
  • Ask open-ended questions: Who are the people in the story? What happens next?
  • Model storytelling using various props. A felt board and felt shapes (take a look at Frosty Fun our new Winter Mini Felt Kit!), simple masks, a story apron, story stones or discs (check out our Wooden Wonder Collections!), all add to the storytelling and story-listening experience. 
  • Play with puppets—puppets no matter how simple, can provide a “third voice” (separate from the narrator and audience) adding to the dramatic interest. Puppets often have the freedom to say and do things that we might not, making them excellent teaching tools.  Simple puppets might be as easy as using your bare hands.  Other puppets might be made out of paper bags, paper and popsicle sticks, paper plates, photos, socks, fabric, etc.  These can be made by an adult or child.  More elaborate puppets can be purchased commercially.  For a unique and beautiful addition to your storytelling tools consider one of CCPRN’s handmade story puppets (Coming Soon!)—crafted to include a puppet pocket and puppet accessories, these pieces are sure to inspire.
  • Don’t forget to think about your tone of voice, volume, body language, and gestures. Using these effectively is what makes the story come alive.
  • Invite the children to enjoy a story table, story basket, or story sensory bin: Using the script from a familiar picture book, children manipulate the materials to act out and re-tell their own version of the story.
  • Try something new: cut and tell stories are fun and engaging! This one is simple yet captivating: http://drjeanandfriends.blogspot.com/2017/01/cut-and-tell-stories.html
  • Introduce reflection with occasional comments: “Hmm, I wonder how that makes him feel?”, “I was thinking about that story you told earlier…”.

 

Most importantly, listen attentively and participate actively when a child tells you a story (even if you’ve heard it 50 times before!). Enjoy the beauty and magic of the moment.

To Be Known and Cared For

Written by Julie Bisnath BSW, RSW

(Originally posted in December 2019)

When I was little, I heard this once—and it resonated so deeply, this notion—this way of being in the world. This idea that everyone is worthy of and deserves to be known and cared for.

One of the most fundamental and intimate human needs is the need for connection and belonging—the feelings and experiences of being valued and of forming meaningful relationships with others. According to Maslow, in his work describing a hierarchy of human needs, belonging is an essential and prerequisite need that must be fulfilled in order for humans to achieve a meaningful sense of self-esteem and self-actualization (McLeod, S. A. 2018. Maslow’s hierarchy of needs. www.simplypsychology.org/maslow.html).

Furthermore, and more specific to the field of early childhood education, Ontario’s pedagogical document How Does Learning Happen? describes belonging as a core foundation of the framework:

With various religious and cultural holidays being celebrated during this time of year, December provides an opportune time to reflect and consider how this sense of belonging is being nurtured within your home child care environment—not only during the holiday season but throughout the year too. Below you’ll find some questions to contemplate.

  • Do the children in your care feel connected to you and to one another? Are they excited to share the important details of their lives? Do they seek and offer comfort from other members of the group (you and/or the other children)? How does each child contribute meaningfully to the group?
  • Do your childcare families feel connected to you and to one another? How is this exemplified? Are there opportunities for children and families to make connections between home and childcare? What do you know about each family’s holiday celebrations (or lack thereof)? What are their expectations? What are your expectations? How are these communicated?
  • How do you consider varying beliefs? Maybe you and your families all celebrate the same annual holidays.  Maybe they celebrate the same holidays but in very different ways. Maybe one or more families celebrate different holidays or no holidays at all. Are there religious or cultural components? How do you know? How do you invite families to share this information? How do you learn about other holidays and celebrations?
  • Shared experiences can be a wonderful way to anchor the group and provide a sense of belonging.  Are children and families invited to share special traditions? How can you encourage meaningful connection? Which of your own special traditions do you like to share with the children and their families? How do you do this?
  • How do you embrace and respect cultural diversity? How is this modeled with the children and their families?

 

Understanding the needs of your children is also key. Perhaps you choose to not emphasize any holidays or celebrations. This time of year can be particularly overwhelming and over-stimulating for many young children. Providing a predictable and calm environment might be exactly right for the children in your care.  You can respectfully acknowledge holidays and celebrations without holiday themed art, crafts, stories, food, music, outings, etc. Letting the children talk about what’s happening at home—how and what they are celebrating, and being prepared to help the other children understand and make meaning of the fact that different families celebrate differently, is in itself nurturing a sense of belonging.

Collaborating with families as you consider how and what to celebrate with the children will build trust and confidence. Invite them to share ideas and work together to decide how best to meet the needs of the group.

Reflective practice, authentic communication, and a genuine willingness to learn about new or different holidays or traditions will create an environment where the children, and their families, feel welcome and are encouraged to be themselves. This, in turn, nurtures caring relationships and fosters feelings of belonging and being valued—of being known and cared for.

Create and Craft Christmas–Art Ideas and Inspiration

Written by Julie Bisnath, BSW RSW

I think for most of us, we know deep down that art is good.  We know that children learn from doing.  We appreciate the artistic talents of others.  We have good intentions and great ideas (thank you Pinterest!).  Where we sometimes get bogged down is in the logistics, the preparation, and most importantly, the mindset:

  • Making the commitment to offer more process oriented art.
  • Allowing the children to come and go from the “art table”.
  • Having them decide what materials to use, how to use them, how much or how little to use, and when to stop.
  • Understanding that art is not always about having a “finished piece” or “product”.
  • Knowing and preparing for the fact that there might be some mess.
  • Accepting that art ideas and interests are as subjective as the art itself.
  • Embracing the learning and creativity that comes from consistent, unstructured (not unsupervised!), access to art.

 

When we really challenge ourselves to shift our mindset and include art as a part of our children’s daily experience, we open the door for them to explore, express, innovate, create, craft, discover, wonder, imagine, question, problem-solve, enjoy, and so much more.  We build confidence, pride, and self-esteem. We instill and nurture a sense of agency, mastery, accountability, self-efficacy, and ownership.

If providing daily access to open-ended art seems difficult or unmanageable, start with changing only one or two small aspects of your usual art activity/routine.  Try to increase access to art.  Try to include new or different materials.  Think about how to arrange your time and space to be “art-friendly”.  Follow the interests of the children.  Extend books or dramatic play onto the “art table”.  Invite the children to suggest ideas.

Offer art activities often, provide variety, and modify as needed.  Follow the cues from your group.  Consider the age range of your children, their varied abilities, and their individual interests. Most importantly—is there joy? Are the children curious? Is there wonder and delight? Lead with a happy heart, be open to new experiences, and share in the learning—enjoy the opportunities and your children will too.

Many of my favourite holiday activities involve art, crafting, and creativity.   Here are a few ideas for inspiring art and supporting the artistic and creative expression of young children:

 

Ideas for Encouraging Process Art:

  • Messiness is ok and to be expected! This does not mean that the children are permitted to paint your walls or each other! Have them wear play clothes so no one has to worry or feel anxious about getting dirty.  Talk to parents ahead of time and explain the concept (and value!) of process art.  Have clean up items (towels, wipes, water, etc.) readily available.
  • Provide access to open-ended materials—paint, fabrics, water, shaving cream, glue, markers, chalk, paper, pompoms, collage items, clay or play dough, bits and bobbles, etc. You do not have to provide all of the materials at the same time! Too many options can be overwhelming.  Large amounts can also be too much—start with a little and add as needed.
  • Supervise without providing instruction. Lead by example.  Enjoy exploring and creating with the children.  Try new things.  Get messy!
  • If it’s easier—go outside! This is especially true for glitter! Or go outside just for fun and to experience process art in a different environment.
  • Introduce materials and tools found in nature: twigs, stones, leaves, grass, etc.
  • Use recycled objects: bottle caps, sponges, containers, toothbrushes, bubble wrap, etc.
  • Try to allow for long periods of time and/or have the art materials available for children to access and explore throughout the day.
  • Comment occasionally on the specifics of the process and/or ask questions: “I noticed that you are using the toothbrush to move the paint around on your paper.” “You mixed glue with paint. What happened to the colour? What does it feel like?”
  • Let the child decide when they are done and whether or not they want to keep the end result. Do they want to include their name? If so, where?

 

Ideas for Encouraging Product Art:

  • Keep the project age appropriate and set the children up for success (i.e. pre-cut any difficult shapes, pre-measure any difficult ingredients, etc. but let them do as much as they can themselves).
  • Provide several models so that the children have a guide but also know that their product does not need to look exactly like one specific model.
  • Offer choices: colour/texture of material, added ingredients (raisins or chocolate chips?), glue stick or glue pot and spreader, etc.
  • Explain the steps and do the project together (each person can do their own or it can be a combined group effort). Provide visual aids and examples of each step.
  • Help the children understand that with some projects following the steps and directions are important. Ask questions. Encourage problem solving.  Give them opportunities to learn and practice new skills.
  • Do not correct or fix their work—3 eyes and 5 legs are ok! For older children, if the product didn’t quite turn out (to THEIR expectations) that’s ok too, focus on what went well and encourage them to try again.  Learning any new skill takes perseverance and lots of practice!
  • Focus on positive outcomes: “We did it! We followed all of the steps and now we each have a duck! My duck is yellow, with one eye, and green feathers. Tell me about your duck!”

 

Examples of Christmas Process and/or Product Art

These ideas can all be modified to better suit the age of the children:

  • Marble, golf ball, or jingle bell painting (on plain or pre-cut paper to have a product)—use a tray or closed container (place the paper inside the closed container).
  • Bubble wrap prints (on plain or pre-cut paper to have a product).
  • Collage of various Christmas materials and textures (fabric, paper, old cards, ribbon, etc.).
  • Paint using evergreen branches.
  • String beads on pipe cleaners to make an ornament.
  • Provide a sensory experience and offer to make prints on paper or pre-cut shapes.
  • Use Christmas cookie cutters to stamp with paint.
  • Make and paint salt dough or clay ornaments with the children.
  • Spice art: the children apply glue and then sprinkle on spices (ginger, cinnamon, clove, etc.). Use plain paper or a pre-cut shape.
  • Paint with various tools (spray bottles, squeeze bottles, droppers, pompoms, fingers, Q-tips).
  • Provide contact paper and a variety of Christmas bits (sequins, glitter, ribbon, etc.).
  • Use the end result from process art to make a card or framed piece of art.

 

Holiday Resource Kit Reveal

Written by Julie Bisnath, BSW RSW

This year has been like no other—a rollercoaster ride of emotions—and we know that the holidays will be just as challenging.  Our goal at CCPRN is to help you spread a little cheer and happiness.

With the holiday season right around the corner, CCPRN has been busy developing new Imagine.Create.Play Resource Kits designed to make your holidays merry and bright.

Take comfort in knowing that when you support CCPRN you are supporting a locally run business with more than 40 years of delivering quality services to home child care providers and parents across the province.

With your health and safety in mind we offer:

  • Convenient online shopping
  • Contactless pick up
  • Shipping across Ontario–and beyond!

 

Here’s a look at some of our new products as well as a few seasonal favourites that we’ve restocked especially for you:

New! Personalized ICP Kit: The Gingerbread Friend

  • The Gingerbread Friend is an adapted version of the classic tale “The Gingerbread Man” by Jim Aylesworth.  Our unique version is customized upon order to include your name, the names of one or more children, and possibly pets.  Whether it’s purchased as a gift or for use at home/child care, this kit provides many opportunities to celebrate and focus on the four foundations of How Does Learning Happen? —Belonging, Well-being, Engagement, and Expression.
  • Your kit includes the personalized story, wooden story pieces (customized with your photos!) for re-enacting the story and/or creating a new adventure, your choice of Gingerbread Friend—either felt or wooden, a foam gingerbread for decorating, a resource handout and, as a bonus—the board book version of “The Gingerbread Man” (while quantities last).
  • These wooden story pieces can be gently cleaned with a lightly saturated disinfecting wipe.  As with all small/hand crafted items, children must be supervised closely when playing with these sets.
  • Kit pricing starts (includes 5 story characters) at $20 for members and $25 for non-members.  Orders must be placed by December 4th at the latest.

 

New! Wooden Santa Ornaments

  • Original art transferred onto wood…a beautiful ornament to give as a gift or enjoy for yourself. Optional custom photo added to the other side.  These are $7 for members and $9 for non-members.

New! Wooden Wonder Collections

  • Perfect as a gift or to use at home or daycare.  Inspire play-based learning with our Wooden Wonder sets.  Use to re-enact a story, tell a new story, spark imaginative play, add to a sensory bin, build vocabulary, and more.  Add Velcro to use on a felt board or magnets for the fridge.  Buy two identical sets to play a game of Memory or to practice matching and counting.  Buy two different sets to play Tic Tac Toe (i.e. Dinosaurs vs Unicorns), or to create extended stories and dramatic play opportunities.
  • Once again, these wooden discs can be gently cleaned with a lightly saturated disinfecting wipe.  As with all small/hand crafted items, children must be supervised closely when playing with these sets. Also please keep in mind COVID-19 restrictions and best practices.
  • All images credited to: Jane at Digital Artsi  www.etsy.com/ca/shop/DigitalArtsi
  • Pricing starts at $10 per set for members (or 2/$16) and $15 per set for non-members (or 2/$24).

Christmas Tree & Gingerbread Person Playscapes

  • Back by popular demand! This kit includes either a large felt Christmas tree or large gingerbread person and a multitude of decorations. We have also included a set of numbers (1-5) and some circle time songs and rhymes, making this a very versatile kit!  Can be used with the very young as well as kindergarten age children.

Christmas Tree: $20 for members and $30 for non-members

Gingerbread Person: $25 for members and $35 for non-members

Christmas Paper Die Cut Collections

  • Invite your children’s creative Christmas ideas to shine with paper die cuts of gingerbread houses, Christmas trees, candy canes, wreaths and bows, pine tree cards, Santa, reindeer, sleighs, and lots of mini accessories such as lights, stars, and candies. Enough materials for six children and comes with a list of ideas and suggestions for free play, games, puppets and more! $10 for members and $15 for non-members.

 

ICP Kit: The Mitten

  • An all-time favourite, this kit includes the board book “The Mitten” by Jan Brett and some pretty adorable wooden props including a sewn fleece mitten and “animals” to hide inside. The Mitten, a fanciful story based on a Ukrainian Folktale, is fun to read and perfect for re-enacting. $30 for members and $50 for non-members.

ICP Kit: The Snowy Day

  • This kit is based on the board book by Ezra Jack Keats. Winner of the 1963 Caldecott Medal, Keats’ story of a young boy experiencing the year’s first snowfall is a delight. The kit contains the book, 2 felt dolls with 4 different winter felt outfits (total), crochet snowflakes, snowballs, smaller felt people, and playdough mats. Great for free play, imaginative art, and circle time activities.  $41 for members and $61 for non-members.

ICP Kit: Snowballs

  • This kit is based on the board book by Lois Ehlert. This is a great book to read to a group, search for various items, and use as a springboard to design unique snowscapes. The kit contains the book, felt pieces to create your very own snowscape, play dough mats and open-ended play/art pieces. The hand-out has suggestions to help extend the play. $31 for members and $51 for non-members.

ICP Kit: Tap the Magic Tree

  • Tap the Magic Tree is an engaging and interactive book about the changing seasons and one special tree in particular. Tap, rub, jiggle, wiggle, and more to see what magic takes place. Perfect for all seasons with beautiful and brightly coloured artwork— children will love the magic and whimsy of this simple story. Your kit contains the hard cover book, 4 beautifully hand-painted wooden peg dolls each representing a season, and 4 coordinating, hand-stitched felt leaf pockets.  $37 for members and $57 for non-members.

You won’t want to miss out on these unique products, sure to inspire curiosity and delight.

Head on over to our e-store to place your order today!

Spread joy, shop local, and support CCPRN