by Chalimar Ríos
A preschool classroom is usually full of colors, scribbles, toys, children playing and sharing, but most of all. . . a lot of noise. Over the course of the school year, a teacher gets to know each of her students—their noises, voices, laughs, and cries. There is always a particular voice, a more outgoing child, one who arrives with a hug and leaves with a smile on his face. Or, there’s the child who loves to play with lots of friends, and the one who plays with many toys at the same time because fun shouldn’t have limits!
But what happens when we don’t notice the child who does not want to stand up and participate when you are singing and dancing to a song? What about the child who always looks down when he arrives or leaves the classroom? What do you do with the child who is always quiet and calm? Maybe it seems that you do not have to worry about him, but that quiet child may have a lot to say.
One of the most exciting updates to the FunShine Express curriculum this year was the additional books included in the Fireflies and Buttercups programs. The children’s books are consistently ranked highly on our customer survey as a favorite component. This year we made some changes in order to include an additional book to help you expand your classroom library!
Read more about the September books and why we selected these titles.
Each winter, the FunShine team gathers to plan the new curriculum year. At that time, we discuss customer feedback, our themes, purchasing art materials and books, and of course, any curriculum redesigns. We are regularly immersed in planning, writing, designing, and editing. When we’re busy, it’s hard to find time to discuss what we love about our work. In addition to the many new features you’ll see in our curricula this year, we wanted to share a few of our favorite components with you. Read below to learn more about why we love what we do and what makes our work exciting!
by Teresa Narey
A tenet of developmentally appropriate practice is establishing and nurturing a sense of community in your classroom or setting. This sense of community should encompass your relationships with the children, their families and caregivers, and with your colleagues.