Category Archives: Toddlers

Preschool Playdate: Fall Leaves

This theme was inspired by the First Day of Fall on 9/23/15…playdate held on 9/24/15

— Welcome song in English (emphasizes printed name recognition as Sweet Peas find their card in a line-up and place it on our Name Ledge)
— Welcome song in Spanish (reinforces names as Sweet Peas sing to their peers)
— Discussion of theme – Colorful Leaves
— Unsquiggle activity: Vowel Song
— Storytime: A Leaf Blew In
— Poem/Song before we break for Centers: Otter made up a little song about falling leaves to the tune of “London Bridge” – awesome!!

The leaf and the acorn patterns seen in the centers are from The MailBox Superbook.

STORY TIME
We started the morning by reading the highlights out of the book, Colorful Leaves, by Maria Fleming. It introduced basic biology concepts and vocabulary: photosynthesis, cholorphyll, buds, veins, roots.

We used castanets to make the sound of leaves blowing slowly, and then increased speed as the wind blew harder, and then back down to slow again as the wind passed.

After that, we read When the Leaf Blew In, by Steve Metzger.  I invited the children to make the animal sounds as we read through the barnyard adventure.

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LITERACY CENTER
Two activities here~
Pre-writing: offered a pile of construction paper leaves and acorns for the Sweet Peas to write or draw on.
Phonics: Vowel identification and matching, along with sounding out the letters.

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MATH CENTER
Reprising an activity from our Johnny Appleseed Day, I pulled out the apple number cards I had made. 1: they have leaves on them, 2: apples are harvested in the fall 🙂

Level 1: Count the apples

Level 2: Order the numbers on the back of the cards

Level 3: Play a “memory” match game with two sets of cards, and then order the numbers.

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DISCOVERY TABLE
Activity 1: Acorn hunt!! The leaves were purchased at our local Tuesday Morning store. We filled our tub with the leaves and the acorn cut-outs.  The children had to rake through the leaves to find 10 happy acorns.

Activity 2: Play dough in red, orange, and yellow today! Pounding or rolling the dough in order to use the cookie cutters, or they could press the leaves and acorns into the dough to make impressions.

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ARTS & CRAFTS ~ Make & Take
One of the topics in the Colorful Leaves book pointed out how leaves come in many different shapes.  These are some of the different shapes that I collected outside our home.  The children got to arrange them as they wanted to and then make a leaf rubbing to take home.

I saved all the leaves and pressed them between two boards and under a pile of cookbooks after the playdate.  The plan is to let them dry out and have the children observe the changes at the next session.

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Preschool Playdate: Pirate Adventure

We held a pirate-themed playdate last week in honor of “Talk like a Pirate Day” that was celebrated on September 19th.

Getting the morning started:
— Welcome song in English (emphasizes printed name recognition as Sweet Peas find their card in a line-up and place it on our Name Ledge; peers learn each other’s names)
— Welcome song in Spanish (reinforces names as Sweet Peas sing to their peers)
— Discussion of theme
— Storytime
— Unsquiggle activity
— Poem/Song before we break for Centers

I was so excited for the Sweet Peas to get into the activities that we had planned for the morning that we completely skipped over the story, the unsquiggle *and* the song last week.

We did use some bunting flags I had printed for Charger’s birthday party two years ago to introduce pirate vernacular – it was fun to hear a roomful of toddlers making their best imitation of pirate-speak!

Pirate Playdate Download

STORY TIME
How I became a Pirate is the story of a little boy who is captured by pirates and returned home as a hero.  Our family also enjoys the rhyming prose in Portside Pirates that relates a “day in the life” of a pirate crew.

Even though we skipped the read-aloud by accident in my excitement to start the centers, I did play the audiobook version of Portside Pirates that is set to music during play time.

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LITERACY CENTER
Level 1: Pre-writing activity: connecting the dotted lines to practice lines and curves

Level 2: Letter identification with the letter cards

Level 3: Identify the beginning sounds and/or reading three-letter words

GAME: “Memory” with pirate vocabulary picture cards

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Sources:
Advanced Tracing; Beginning/Ending letter sounds worksheet
http://www.homeschoolcreations.net/2014/06/pirate-theme-early-learning-printables/

Basic Tracing; Word/Letter Match
http://learncreatelove.com/pirate-week-recap/

MATH CENTER
Level 1: Add jewels to the treasure chests or count out parrots flying over the pirates

Level 2: Order the treasure cards first (1-6) and then count out the “jewels”.

Level 3: Order the parrot activity  cards first (1-15) and then count out the parrots.

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Sources:
Treasure Chest Clip Art
http://www.clipartlord.com/wp-content/uploads/2013/11/treasure-chest4.png

Parrot Counting Game
http://www.homeschoolcreations.net/2014/06/pirate-theme-early-learning-printables/

DISCOVERY TABLE
This was a prep-ahead activity.  The night before the playdate, the girls and I made these in the kitchen. There are only four ingredients: baking soda, water, gelatin, and food coloring.

We used ice cube trays that lend themselves nicely to a treasure chest shape.  Fill them half-way up with the mixture, add a treasure to the middle, and then fill to the top.

They popped out easily, and the Sweet Peas really enjoyed the experiment.  There was the initial sight and sound stimulation as the application of vinegar reacted with the baking soda.  There was a smell component with the vinegar, and then a kinesthetic component as the children dug into the goo to retrieve their treasure.

In order to add a little element of observation, we put vinegar in an empty glue container for more of a pouring effect, and also in a spray bottle.  We had two square pans; one child would use the glue bottle in one pan, the other would use the spray bottle in the other one.  Then they would switch so that they could each experience the “fast” and “slowdisolvement of the treasure chests.

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Source:
http://fun-a-day.com/pirate-science-fun-exploding-treasure-chests/

ARTS & CRAFTS ~ Make & Take
We did this in the kitchen so that any Sweet Peas who don’t like getting their hands dirty could head straight to the sink to wash up afterwards.

Set up: poured paint into a divided plate with red, tan, and black.
First, I painted the tan section in the middle so that I wouldn’t have to be neat with the center portion.  The red went on next, and the black went on last.  Several of the children commented that it tickled…I learned to warn them about that as we went along 🙂

Pictured below is the progression of the craft:
Top L: handprint from hand painted with three colors

Top R: finished sample pirate print

Bottom: Puma & Charger’s interpretation of the craft – they didn’t like the separated beard so they each took the pen we used to add detail to make the craft original and attractive to them.

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Source:
http://www.makinglearningfun.com/PirateFromHandPrint.htm

FREE PLAY:
I like to leave some time for the Sweet Peas to interact with everything we have set out without structure.  Sometimes they go back to a favorite game or activity; today it was full on pirate battle!! I set out the mats to be the “water’ and pulled in some big boxes to serve as ships.  Everyone quickly abandoned ship and used the “water” as the battlefield for an epic encounter between the green and the blue team!

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We finish our Preschool Playdate with a sharing time: each child that wants to share gets to say what (s)he enjoyed the most about the morning.  We close with a good-bye song where children are welcome to give hugs.  It helps to set a formal end to the time together so that parents have a clear reason to insist that it’s time to go if they have somewhere to be afterwards.  Otherwise, the kiddos and parents that don’t have to leave stay and play until the music teacher for our older Sweet Peas arrives.

As always, we had a fun playdate – we are blessed with an amazing SPB community to spend time with.  Stay tuned: my boys have requested a knight-themed playdate for next month!!

Preschool Playdate: Wildflowers

Playdate: May 15, 2015
Theme was chosen in honor of Wildflower Week

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— Welcome song in English (emphasizes printed name recognition as Sweet Peas find their card in a line-up and place it on our Name Ledge)
— Welcome song in Spanish (reinforces names as Sweet Peas sing to their peers)
— Discussion of theme
— Storytime
— Unsquiggle activity
— Poem/Song before we break for Centers

Most of the activities this week were inspired by print-outs or songs in The Mailbox Superbook.

STORY TIME
In lieu of a book, we used a song and a discovery activity for the children to explore the growing cycle of a flower.

We talked about the vocabulary first, and then introduced the song.  The third time through, each Sweet Pea got to play a part of the song.  One was the sun, one was the gardener watering, and the remaining children got to be flowers growing in the garden.  We took turns so that each child got to play each part.

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LITERACY CENTER
This is another printout from The Mailbox Superbook – the main point was to develop some motor skills through tracing.  I added a print element to the activity by printing out word strips for the children to cut and paste on their worksheet after tracing the flower shapes.  Crayons, scissors, glue, plus some vocabulary…WIN 🙂

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MATH CENTER
Sorting and counting…always a good math center!  The children could sort by color, type of leaf, whether the edge was smooth or rippled…and probably more ways than we tried that morning!

An advanced version of this center could be done by making tally marks to track results, and/or plotting a line graph with the results.

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DISCOVERY TABLE
This activity is the only one that came from The Toddler Calendar.  Felt sticks to itself, so the only thing I had to do was go buy it.  Aside from cutting their pattern out, I also added a print element by creating labels for all the parts of the flower.

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ARTS & CRAFTS ~ Make & Take
This activity has been bookmarked in The Mailbox Superbook since I first started using it when Puma was 3 years old.  I finally made the time to execute it! Better late than never 🙂

I used sponges from the dollar store, and cut each color into a different part of the flower.  This was again, a reinforcement of the vocabulary words of the day that centered around the theme: flower, leaf, and stem…no “roots” this time!

 

We finish our Preschool Playdate with a sharing time: each child that wants to share gets to say what (s)he enjoyed the most about the morning.  This morning, the discovery table activity and the arts & crafts activity were the big winners.

We close with a good-bye song where children are welcome to give hugs.  It helps to set a formal end to the time together so that parents that have somewhere to be afterwards have a clear reason to insist that it’s time to go – school is over!!  Otherwise, the kiddos and parents that don’t have to leave will stay and play until the music teacher for our older Sweet Peas arrives at noon.

 

Preschool Playdate: Music Day

Playdate: May 7, 2015

This playdate was inspired by a book that I wanted to read to the Sweet Peas, and I ended up going a different direction when it was storytime!

— Welcome song in English (emphasizes printed name recognition as Sweet Peas find their card in a line-up and place it on our Name Ledge)
— Welcome song in Spanish (reinforces names as Sweet Peas sing to their peers)
— Discussion of theme
— Storytime
— Unsquiggle activity
— Poem/Song before we break for Centers

Our unsquiggle activity this day was also part discovery/physical education/personal expression/confidence building.  I incorporated the hand-kites to help those who were a little shy to at least move something in rhythm to the music they were hearing.

First, I created a playlist of different genres of music, alternating between upbeat and more solemn.  We got to talk about the different countries the music and/or composer was from, as well as the different world cultures as we found the countries on the globe.  We invited each child to dance down the pink line – it was great to see their creativity and imagination.

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STORY TIME + MATH CENTER + MAKE&TAKE

I ended up using a book I had printed back when Puma was a preschooler as our story.  It let me demonstrate the math activity/play home craft I came up with for the day.  You can find the book from Enchanted Learning HERE; the ducks are free clip art from the internet printed on card stock; numbers are from a foam number pack (you can probably find them at your nearest craft or big-box store).

Charger, who was 5 at the time, did this all his own.  He cut out the ducks, glued a popsicle stick to the back of the duck, and affixed the foam numbers to his ducks.  I cut a slit in the paper plates for each of the ducks…this lets the children practice number recognition and ordering.

How we used it all together: Start the song/rhyme with a plate full of ducks.  As you count down the numbers, you pull out the duck from it’s slot.  This give the children a visual of what amount is left, as well as the written numbers as they are pulling them out.

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LITERACY CENTER
This was one of my favorite name activities of all time.  Again, the images are clip art that I found on the internet.  I will do a better job of keeping track of links for next year to save readers who want to repeat these activites some time.

First, I printed out all the music notes, and then I programed them with the letters of all the children’s names – I used silver marker for a little extra pop!  In a pinch, you could use any light-colored crayon or colored pencil.  Next, I cut them out, and placed the right letters in an envelope with their name on it.  The child had to pull out their letter notes, order them, and glue them to the stave paper I had printed for them.  Once they finished, I played their  “composition” for them on the piano.  Some of them actually had some catchy little tunes!!  Or if like Puma, they did everything on one note, I played it for them in the rhythm of the notes.  Either way, you can ask the child if they could copy what they heard with claps or with singing.

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DISCOVERY TABLE
This allows for the introduction of vocabulary, as well as the exploration of the different instruments, how they are played, and how they sound.  Some different words to use: percussion, loud, soft, raspy, ringing, clanging, metallic; as well as the names of all of the instruments: drum, xylophone, bells, maracas, tambourines, triangles.

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ARTS & CRAFTS ~ Make & Take
Along with the duck craft, we also had the Sweet Peas bring a shoe-box so that we could make a rubber-band guitar.  HERE are some instructions for a simple version of this craft.  We made it even simpler, as you can see:

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We finish our Preschool Playdate with a sharing time: each child that wants to share gets to say what (s)he enjoyed the most about the morning.  We close with a good-bye song where children are welcome to give hugs.  It helps to set a formal end to the time together so that parents have a clear reason to insist that it’s time to go if they have somewhere to be afterwards.  Otherwise, the kiddos and parents that don’t have to leave will stay and play until the music teacher for our older Sweet Peas arrives.

Preschool Playdate: Science Day

Held on April 23, 2015

The inspiration for this day was the fact that World Laboratory Day was observed on April 23, 2015.  I thought it would be fun to have the kids attend their own Science Lab and get a chance to be immersed in exploration and discovery for an hour.  I planned out this day by focusing an experiement on different aspects of science: measuring, magnets, animal kingdom, and weather.

As you will notice, most of our Sweet Peas made or contributed to the sign for their station. Puma was at the Water Cycle, Night Owl was at the magnets (I made this one before the kiddos all piped up that they wanted to make their own!), Charger did the Wind Power, and Otter contributed to the Mass sign.  It was cool to see how her lines were denser in some areas than others….she got the concept in her own toddler way!! Even our nanny got involved and ran an activity since I got carried away with the planning…once I got started, I was on a roll!

— Welcome song in English (emphasizes printed name recognition as Sweet Peas find their card in a line-up and place it on our Name Ledge)
— Welcome song in Spanish (reinforces names as Sweet Peas sing to their peers)
— Discussion of theme
— Storytime
— Unsquiggle activity
— Poem/Song before we break for Centers

 

STORY TIME
I found THIS slide show online that I printed to share with the children.  Big pictures, simple explanations, and lots of vocabulary!! Perfect for preschool!!

 

LITERACY CENTER
Here we explored the concept of feathers, fur, and scales.  It is an activity out of the Mailbox Superbook. The Sweet Peas identified the animal, and then sorted them into the correct category according to the type of skin covering the animal has.  We added a sensory component by having examples of the different kinds of skin coverings for the children to investigate and discuss.

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MATH CENTER
This center explored the mass of different items.  They measured different quantities into the scale basket, noticed whether or not the same amount of different items weighed the same,We also had them make a prediction about how much the half-full bean container and the full container of feathers would weigh, and which was greater.  This led to a conversation about how much air vs. mass were in the different things we weighed.

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DISCOVERY TABLE

TABLE 1: Magnets
Sweet Peas got to play with magnetic fishing poles to see what was and wasn’t magnetic.  Once they items were worted into two piles, we talked about the qualities of both sets.

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TABLE 2: The Water Cycle
This simple experiment using water and cotton balls allowed the Sweet Peas to physically experience how water droplets collect together to form clouds until they are too full to hold any more condensation, and then see how precipitation happens when the cloud is beyond capacity.  We introduced the words “evaporation”, “condensation”, and “precipitation”.  It was neat to see everyone at this station have lightbulb moments.IMG_5520

TABLE 3: Wind Power
The Sweet Peas got to experiement with the power of air at this station.  First they blew through the straws onto their palms to feel what they could do with their own lungs.  Then they got to experiment with blowing “wind” across our little “pond” to see how the boats moved.  They could blow along the bottom, the top, turn the sails and blow into the sails…another favorite since water and straws were involved.IMG_5519

 

ARTS & CRAFTS ~ Make & Take
First the Sweet Peas colored a coffee filter with water-soluble markers.  Then we attached the filter accordian style to a prepared-ahead popsicle stick on which Puma had a hot-glued a pipe cleaner.  We twisted it at the top and formed antennae.  Once the “butterfly” was assembled, we used water that we trapped in the straws with our fingers to stain the wings.  The Sweet Peas got to experiement with how much water they could trap, how fast the flow was, and see how the colors blended and make predictions about the new colors that might result from the color blending.  Once the “wings” dried out, they had a take-home butterfly puppet.

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We finish our Preschool Playdate with a sharing time: each child that wants to share gets to say what (s)he enjoyed the most about the morning.  There were lots of different favorites on this day…even some of the moms mentioned stations where they learned something new – that was pretty cool!

We close with a good-bye song where children are welcome to give hugs.  It helps to set a formal end to the time together so that parents have a clear reason to insist that it’s time to go if they have somewhere to be afterwards.  Otherwise, the kiddos and parents that don’t have to leave right away will stay and play until the music teacher for our older Sweet Peas arrives.

I hpe you enjoyed our tour through Science Experiement day!! My intention was to show our friends that science doesn’t have to be this daunting thing – every day things around the house can easily turn into an opportunity for discovery, and to awaken curiosity and exploration.

All My Reasons

I wrote about how extended breastfeeding looks in our family last week (HERE).  As I wrote today’s post for SPB, it occured to me that I have so many reasons why this choice has worked for us that I have never written down.  I will share five that I can think of right now.

Why do I breastfeed children long after they can ask for milk??

P.S. that is a common reason why people say they are disgusted by extended breastfeeding, “Once they can ask for it, it’s over.”  FACT CHECK: Did you stop giving your child other liquids or solids once they started speaking??? A: NO! Nobody in their right mind leaves a small child alone in the kitchen to fend for themselves simply because they can make requests. Just because your child can ask for milk does not singly disqualify them from being breastfed ever again.

It keeps us connected.
Toddlers are a force of nature to be reckoned with.  Constantly moving, constantly building new skills, and testing the limits of what they can do (or break!).  These little balls of energy can be a challenge to keep up with as they learn about the world around them and their place in it.  Breastfeeding has provided the opportunity to look them in the eye and share a moment of stillness in an otherwise crazy day.

It provides more good stuff as they age.
The older the child, the more antibodies and DHA are found in the milk.  So, as your child grows in exploration, the mother’s body naturally increases protection against all the things the child is touching and putting in their mouth.  In addition, the DHA brain-building component increases as your child’s age increases.  It continues to increase throughout the breastfeeding relationship to keep up with brain growth, which has a one-year growth spurt.  If biological breastfeeding is followed through until a child loses their milk teeth (aka baby teeth), they will receive the benefits of DHA through all the years of brain growth, which plateau between 5-7 years of age.  (True statements!! I will add some references to this section tonight when I don’t have our homeschool day looming ahead of us!)

It protects me.
The longer a woman breastfeeds, the less likely she is to develop breast cancer.  This one is huge for me since two of my aunts are breast cancer survivors.

Find the study HERE

About the study from an American Cancer Society article examining the claim that breastfeeding lowers cancer risk.  Overall, the article says that more research is needed, but I liked their concise summary of the study.:
“For every 12 months of breastfeeding (either with only 1 child, or as the total period of time for several children), the risk of breast cancer decreased by 4.3%, compared to women who did not breastfeed. Risk decreased by 3.4% for each child breastfed, compared to women who did not breastfeed.  This lower risk did not differ by women’s age, race, numbers of births, age at birth of first child, family history, or country of residence.”

Even though the American Cancer Society says that more study is needed, the fact that several studies have shown some decrease in risk is enough for me to err on the side of caution and keep breastfeeding as long as the Sweet Peas are willing to keep on nursing.

It makes me sit still.
Between homeschooling, projects, and a list to work through every day, I am my own tornado moving through the house.  Breastfeeding makes me sit down, breathe, and take a deep breath.  It forces me to respond to my Sweet Pea instead of doing “one more thing”.  Once the days of babywearing are over*, sit-breaks to breastfeed provide think-time in an otherwise busy day.  I usually practice a little meditation to settle down and be present with my Sweet Pea.

It helps me forgive them.
The constant testing, NO responses, testing.  It can be so frustrating when all you want to do is get from Point A to Point B in a straight line, and they insist on taking every detour and side-trip along the way.  The biological hormone loop that happens with breastfeeding not only makes more milk, it makes us fall in love with them a little bit more every time we put them to the breast.

There are days when this response has been the only thing to keep me sane.  I am eternally grateful that we have had this biological mechanism in play during Otter’s Reign of Toddler.  No matter how crazy the day has been, they end with me cradling her in my arms as she nurses to sleep and turns back into a sleeping angel on earth.  And me squeezing her a little tighter, and maybe shedding a tear or two as I thank God that we have survived another day.

It brings them back from the brink.
Speaking of testing boundaries and going over the edge, having the option to offer nursing when all else has failed to solve a problem has been a great boon.  Crying? Tantrums? Disappointment? Frustration?  Mommy can fix that with one cradle into the breast and a little warm milk can solve a myriad of toddler acting-out scenarios.  Is it forever? Absolutely not…yet while it works, it feels like a miracle.  LIttle by little, they start to say, “No!” and honoring that helps us to help them learn more coping mechanisms when they are ready to learn them.

So there are five of my “whys” – hopefully this will help you with words to say to the people in your life who are questioning your choice to breastfeed beyond six months or the first birthday.  Breastfeed on your terms – you will not regret doing what your instincts are telling you are best for you and baby.

*Going back to work with Puma made me an expert in breastfeeding in a carrier.  Hence, hands-free breastfeeding *and* getting things done.  I usually wind down daily use of carriers or slings on a regular basis after the second birthday simply because our children get too heavy to wear all the time.  I know plenty of families that babywear well beyond this age; just like breastfeeding, it’s a personal choice dependent on what works for the family.

 

Breastfeeding a Toddler

I posted a little bit about our choice to let our children self-wean over on our SPB blog since it’s Breastfeeding Awareness Month in the USA.  Based on one of the comments that post received on FB, I am going to write more about the “hows” of breastfeeding an older child here today.

As of today, Otter is about two months shy of her fourth birthday, and continues to show interest in nursing.  I plan to continue until she self-weans.

1.) How it works for us.
I am not breastfeeding a toddler or a preschooler as often as I did a newborn.  I want you to know that the analogy of “a dance between two people” is applicable.  Unlike ballroom dancing, in our relationship there is no set leader or follower.  Sometimes I set the boundaries, sometimes my Sweet Pea says no or demands, “now!”…all are acceptable in our breastfeeding relationship.  I encourage you to find what works for you.

It became clear to me that Otter was using breastfeeding as a way to control access to Mommy.  If she didn’t want anyone else to have my attention, then she would demand to breastfeed and would make it impossible to do anything else.  That is when we started to set some boundaries and expectations, and pretty much stick to them.

The boundaries in our relationship: I told her she was always welcome to nurse first thing in the morning, or before bedtime at night.  If she wanted to nurse during the day, she would have to wait until I could lay down with her in bed, or until we could sit in our nursing chair.  If her teeth get involved, it’s an immediate cessation of that nursing session (this does not happen more than once or twice a year).  I also told her that nursing is primarily done at home.  When we are out in public, I ask her to wait.  Occasionally, there are exception: the times that I know she is super-tired or overstimulated and nursing really *is the answer*, we will nurse.

2.) Why my husband supports it, even with a male child.
My husband became an advocate of breastfeeding as we took our first Bradley class in 2004.  I will let him share why he has, and continues to support extended breastfeeding.

Extended Brestfeeding: A father’s viewpoint. By Bruss Bowman

Krystyna and I are parents to 4 wonderful, healthy and happy children.  We committed to together to have the best, healthy pregnancies and labors for all our children.  We took Bradley method birth classes for our first two children and then became certified to teach Bradley and have helped well over a hundred couples on their own personal birth/parenting journeys.  That philosophy of healthy pregnancy/labor/parenting extends into breast feeding of our children, the health benefits of which are well documented and I support whole-heartedly for all our children and extending to those families that we have helped through Bradley as well.
I was posed the question of father’s support for extended breast feeding, that is (in my opinion) a breast feeding relationship that extends beyond 2-3 years.  It is an interesting question for me, given my support for the healthy, natural path of pregnancy, labor and breast feeding; yet a big part of me is unquestionably old school…I wasn’t dragged kicking and screaming to my first Bradley class, I went with a desire to support Krystyna to best of my ability whatever that path might be, but I certainly had a level of skepticism.  Yet my skepticism has fallen away through the years as I have learned and experienced, first hand and through our students, the undeniable benefits of the things we teach and live everyday.
So back to extended breast feeding, this was yet another challenge to my old school dogmatic thinking and I was not 100% comfortable with our family doing this.  But like so many things that came before,  through some introspection and prayer I did become comfortable with this extension, not so much of breast feeding itself but of Krystyna and my commitment to healthy, happy children and being the best parents we can be.
I will tell you that the single thing that made the difference in my decision to support extended breast feeding was the trust that I have in Krystyna as a great Mom who *always* does what she believes in her heart to be the very best things for our children.  Given that trust, her strong desire to extend her breast feeding relationship with our last two children is reason enough for me to support her parenting choices as I have done since we walked through the door of our first Bradley class.
Everyone’s parenting journey is unique to them, so ultimately you must do what is right for you as partners and parents.  Dads, if you are faced with similar circumstances, it is important to communicate and to remember the big picture of health and happiness for you and family.

 

3.) Extended breastfeeding in our family.
All of our children have been breastfed past their first birthday.  They nursed 22 months, 18 months, five years, and 3 years&counting, respectively.  The more I learned, the more committed I was to continuing the breastfeeding relationship until the child self-weaned.

Puma self-weaned, Night Owl was an emergency wean since I was pregnant with Charger and I was having a lot of contractions when I nursed.  I learned more for the next pregnancy, so I was able to nurse Charger through Otter’s pregnancy – and wow, was he excited when the rich, creamy, newborn milk came in!  You can read about that experience over at the Nursing Nurture webpage, where I shared about our breastfeeding journey. (Part 1: Breastfeeding Through Pregnancy, Part 2: Tandem Nursing)

I weaned Charger a little after his fifth birthday.  If I had heard Dr. Nils Bergman speak about the evolutionary biology of breastfeeding sooner, I would have let him nurse until he started losing his milk teeth, aka baby teeth.  Having learned that all other mammals nurse until the milk teeth fall out, I will be letting Otter nurse until she starts losing her baby teeth, or until she decides that she is finished nursing, whichever comes first.

4.) Tandem Nursing
With the help of my IBCLC and my La Leche League group leaders, I felt ready to tandem nurse.  I set the expectations of what was going to happen well before Otter was born, and I kept reassuring our then toddler that I was still going to be his mommy, and he was going to be able to get milk when we felt he needed it.

Expectations:
The baby was the baby, and she was going to nurse first when she was hungry and he wanted to nurse at the same time.  Since he was a big boy, I encouraged him that he could eat lots of neat things with his teeth; not the baby, she’s too little.  No fun for her. I also had a stack of books next to the bed that we could read together while he waited patiently.

As soon as the baby was finished nursing, he would be invited to nurse.  Or if the baby was napping, of course I would be available to him.  Little by little, that time turned into snuggle time.  By the time he was three, he was only nursing in the morning, for naps, and at bedtime.

Every once in a while, I would nurse them together. I didn’t really care for it at the time, so I didn’t do it very often.  Later as I realized our time as a tandem was ending, I regretted it.  There are so many lovely stories about children’s bonds who are nursed at the breast together.

The two of them did enjoy taking turns.  Sometimes they got possessive about which “side” was theirs, however, most of the time, it was a comedy.  One would finish and call out to the other, “Hey – it’s your turn!!” And a conversation would ensue between them about turns, sides, and which breast had more milk that day.

5.) Other places I have written about extended breastfeeding if you are interested:

Our Journey Into Tandem Nursing May 2012 intro about our chosen path

Still Tandem Nursing August 2012 update

Tandem Nursing – Extended  July 2013 update

My Take on Toddler Nursing – Today August 2013 photojournal of “gymnurstics”…thank goodness that was only a phase!

Nursing By Example: The power of peer-to-peer support

Nursing a Toddler: Benefits, and why it’s good to follow your instincts and your children’s cues

Extended Breastfeeding: the science behind why it’s beneficial

Breastfeeding & Tandem Nursing: Encouraging parents to follow the right path for their family

Now that I know people are looking for more info, I will be adding more links to the breastfeeding resource page about tandem nursing, how to deal with biting and nursing strikes, and other topics related to nursing older children.

In the meantime, I hope this gives you a clearer picture about what breastfeeding older children looks like.  It isn’t common, however, it would be nice if it was normal.

 

 

Preschool Playdate: Children’s Books

We held this playdaye on April 2, which also happened to be Children’s Books Day.  It was hard to plan for any specific theme since we invited our guests to bring theire favorite book to share.

Getting the morning off to our regular start:
— Welcome song in English (emphasizes printed name recognition as Sweet Peas find their card in a line-up and place it on our Name Ledge)
— Welcome song in Spanish (reinforces names as Sweet Peas sing to their peers)
— Discussion of theme
— Storytime
— Unsquiggle activity
— Poem/Song before we break for Centers

STORY TIME
Here are the books our guests brought to share:

  • Opposites by Sandra Boynton
  • The Hungry Caterpillar by Eric Carle
  • The Little Blue Truck by Alice Schertle, illustrated by Jill McElmurray

We alternated sharing books with unsquiggle games.

LITERACY CENTER
You can read the instructions for this center in the photo below.  I wrote the child’s name on an envelope, then put their “carrot” letters inside the envelope. They had to find their name, and then sort their letters to spell their name.

We added another component to this center by having the children separate the stuffed animals into two groups: carrot eaters and non-carrot eaters.

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MATH CENTER
This was a simple sorting center since I didn’t have a theme to guide me.  We used buttons and egg cartons for this activity.  The kiddos could sort by color and/or by shape on this one.  Another idea was for the parents to start a pattern and have the children finish the pattern.

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DISCOVERY TABLE
Another improvisation since the there was not a particular specific book/theme.  I chose containers with different size holes so that the kiddos could experiement and see what kind of “rain” would fall on the boats.

They could talk about small and large, fast and slow, sink and float.  They could also talk about the different kinds of rain: drizzle, sprinkle, rain, storm, hurricane.

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ARTS & CRAFTS ~ Make & Take
This idea and pattern came from the Toddler Calendar.  I printed the duck on white and yellow cardstock, and cut out the umbrellas from some fun Spring paper we have in our stash.  Kiddos used glue to put it all together, and then the cotton swabs to paint the rain.

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We finish our Preschool Playdate with a sharing time: each child that wants to share gets to say what (s)he enjoyed the most about the morning.  We close with a good-bye song where children are welcome to give hugs.  It helps to set a formal end to the time together so that parents have a clear reason to insist that it’s time to go if they have somewhere to be afterwards.  Otherwise, the kiddos and parents are welcome to stay and play until the music teacher for our older Sweet Peas arrives.

 

 

Preschool Playdate: Johnny Appleseed

We hosted a playdate in honor of Johnny Appleseed (née John Chapman) close to one of two “Johnny Appleseed Days” recognized in the calendar year.  One day is observed on his birthday (September 26, 1774), the other on the anniverary of his death (March 18, 1845).

How we start our playdates:
— Welcome song in English (emphasizes printed name recognition as Sweet Peas find their card in a line-up and place it on our Name Ledge)
— Welcome song in Spanish (reinforces names as Sweet Peas sing to their peers)
— Discussion of theme
— Storytime
— Unsquiggle activity
— Poem/Song before we break for Centers

STORY TIME
We have a wonderful book about Johnny Appleseed from our Sonlight readers. Unfortunately, the text is too advanced for our preschools. So I improvised! I pulled together some highlights about Johnny Appleseed that went along with the beautiful two-page illustrations that are in this book. A toddler version of Johnny Appleseed’s life was born!  Puma helped by reading out the text while I turned to the marked pages.

Johnny Appleseed: The Story of a Legend; Written and Illustrated by Will Moses

Johnny Appleseed: The Story of a Legend; Written and Illustrated by Will Moses

LITERACY CENTER
This was another week where I came up with my own idea for our letter center. Since “apple” is a common vocabulary word, I decided to work in the word and the letters that comprise the word, in addition to working in the colors of the apples the children would be tasting at the Discovery Table.  This also had a tactile sensory component – the letters were different shapes, sizes and textures.  I purposely made the two vowels with a red background to set them apart from the consonants.  (Microsoft Word for Mac; Century Gothic Font; Outline option in the Font menu)

Level 1: Sorting and Sound Identification
If the child is still working on letter recognition, they can play at this center by sorting the letters into the correct bowl.  As the letters are sorted, parents can reinforce the sound that the letter makes: “A says aah”; “E says eeh”; etc.

Level 2: Identifying Uppercase and Lowercase
The next step in this center would be to add in the concept of “uppercase” and “lowercase”, and identify them as they are sorted into the bowls.

Level 3: Spelling
For our advanced toddlers and the older siblings: the third option was to find the letters and place them in order to spell the word “apple”.  The older siblings could look at the word for 30 seconds; then turn over the card; find the right letters and place them on the table; and then check their spelling by turning the card right side up for self-correction or confirmation that they spelled the word “apple” correctly.

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MATH CENTER
This center reinforced counting concepts in English and in Spanish.  The front of the card was printed with an apple.  On the back side, I wrote out the number and the word in Spanish. I made these with an apple image I found online; fit them onto a “table” in a Word document, and printed them on cardstock. Final step was to cover them with clear contact paper so they would be more durable.

Level 1: Counting
A parent could simply take as many apples as the child could count, maybe add one more; and place the apples out on the table as they counted. Aside from teaching the order of the numbers, it reinforces 1-to-1 correspondence (more about that HERE).

Level 2: Ordering
A parent could use the reverse side, scramble the order, and have the child place them in the correct order.  Younger toddlers might need the parent to call the number out for them; more advanced kiddos could order them independently.

Level 3: Memory Game
Using two sets of cards, parents could lay them out and play a memory game with their child.  You could use as many cards as your child can remember placements.  For a toddler just learning the concept of “Memory”, maybe you would play with six cards, finding the pairs for 1-3.  With an older child, you might use the whole set of 1-6 pairs; or anything in between according the child’s interest and attention span.

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DISCOVERY TABLE
This idea was pulled from The Toddler Calendar.  Their activity included tasting raw apples, and apples cooked with cinnamon and sugar.  Since we wanted to keep it simple and avoid any possible allergies, we stuck to raw and dehydrated apples.  We offered red, yellow, and green varieties.  There were not many pieces left on the plates at the end of our playdate; and I think we even refilled the yellow and the green!

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ARTS & CRAFTS ~ Make & Take
I always enjoy using natural objects in art.  For today’s craft, I cut off the end of a carrot and pared opposite ends to form the shape of an apple.  Children could dip it in red paint or green ink to print apples on their paper.

The other neat thing to show the children was how the center of an apple has a star shape.  Some of the apples even had a six-point shape at the core! I learned something new, too!  Lastly, we pulled out the seeds, and the children had the option to glue the seeds to their art projects.

As we showd them the seeds, we talked about how those same seeds could be planted to grow into big trees, that in turn could grow more yummy apples for them to eat.

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Here is the letter on cardstock; children printed and pasted on the letter "A" to reinforce the beginning letter sound.

Here is the letter on cardstock; children printed and pasted on the letter “A” to reinforce the beginning letter sound.

We finish our Preschool Playdate with a sharing time: each child that wants to share gets to say what (s)he enjoyed the most about the morning.  We close with a good-bye song where children are welcome to give hugs.  It helps to set a formal end to the time together so that parents have a clear reason to insist that it’s time to go if they have somewhere to be afterwards.  Otherwise, the kiddos and parents that don’t have to leave stay and play until the music teacher for our older Sweet Peas arrives.

I hope you enjoyed our tour through our Johnny Appleseed Day! I think the most fun for me was watching the kiddos explore all the tastes of the different apples, and seeing them enjoy food they had never tried before.

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Preschool Playdate: Truck Day

We have several little boys that attend our playdates.  I thought it would be fun to incorporate a theme that really spoke to them.  It was equal opportunity play: the little girls enjoyed this playdate as much as the boys!

Our day started as usual:

— Welcome song in English (emphasizes printed name recognition as Sweet Peas find their card in a line-up and place it on our Name Ledge)
— Welcome song in Spanish (reinforces names as Sweet Peas sing to their peers)
— Discussion of theme
— Storytime
— Unsquiggle activity
— Poem/Song before we break for Centers

STORYTIME
TRUCKS by .The fact we have been collecting toys for ten years proved helpful in bringing this book to life.  For every vehicle pictured in the book, we had an example for the Sweet Peas to experience with their eyes and their hands.  Otter and Charger enjoyed taking turns passing them around to our guests.

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LITERACY
Inspired by an idea in The Mailbox SuperBook to use a plane and a cloud to talk about position words, I worked with an idea to make that activity fit Truck Day.  I found line drawings of a dump truck and boulders online, added eyes to the truck to animate it a little, and printed out a list of direction and position words for parents to use with their Sweet Peas as they did this activity.  You can read the instructions in the photo.  I added the section about switching roles with your Sweet Pea because I find that our own kiddos have so much fun being in the teacher role.  Added bonus: on top of their enjoyment, it reinforces the concept they just learned!

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MATH
This was an activity of my own creation.  I wanted to incorporate play with the trucks, so I came up with a shape sorting station.  I used Microsoft Word to create pages of shapes; then we laminated them and cut them out.

The Sweet Peas would take a handful of shapes out of the bucket, sort them with their parents, and then put them in the truck and deliver them to the right station.  Puma and I taped up extra shapes onto the front of our Name Ledge with the idea of making them look like buildings along a city skyline.  I don’t know if the Sweet Peas made that connection; whether they did or not, we had fun creating this math activity to fit our theme.

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DISCOVERY
A variation on the always popular Sink/Float activity.  This time, we used plastic boats and all manner of wheeled vehicles to see which ones would sink or float.

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ARTS&CRAFTS ~ Make & Take
This was an activity out of The Mailbox SuperBook that I have been wanting to do since Puma was a preschooler.  For whatever reason (mostly because I couldn’t justify the mess!) it took designating a Truck Day to make it happen.  The kiddos used different color paints and textures on the wheels to “drive” an artwork onto their paper.

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IMAGINATIVE PLAY
This play station incorporated lots of different ideas: literacy in sign identification, math in counting and sorting, and lots of play and imagination as the Sweet Peas laid out the road way, used the “car wash” and learned how to cooperate with their peers so that they could all play with the city scene together.  It was such a big hit that we kept bringing out the “City Box” in subsequent play dates.

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