January 2015 Rosana Sapir, Marlene Marcos, Carmen Labra Dear Families, Happy New Year! Children are naturally curious about animals; keeping that in mind, we will focus our attention on animals this month. This is an appropriate theme to introduce to the children because they are fascinated by the zoo and the animals that live there. During this time the children will also discover the variety of animals most people keep as pets. We will explore learning the sounds, the body coverings and care for pets as well as their movements. The children will be introduced to new occupations: the zookeeper and the veterinarian. Objective: children will become familiar with names of many zoo animals and they will discover the kinds of animals most people keep as pets. By the end of our investigations most children will be able to group and/or sort animals into their various habitats or by a common attribute (jungle, farm, ocean or animals with fur, scales, feathers, two legs, four legs…). Concepts An animal kept for pleasure is a pet. Pets need food, water, exercise and loving care. Some pets need to be groomed. Barking, meowing, squeaking, and chirping are a few pet sounds. To move pets may swim, walk, fly, hop, run or crawl. Pigs, ponies, horses, sheep, goats and cows can be pets on a farm. Body covering on animals can be fur, feathers, scales or a shell. A veterinarian is an animal doctor. Breeders and trainers also work with pets. A zoo is a place where animals are kept. People go to the zoo to look al animals. Zoo animals are housed in cages, fences, water or trees. A zookeeper takes care of zoo animals. Elephants, giraffes, monkeys, snakes, lions, zebras, camels and bears are animals typically kept in a zoo. Vocabulary Collar – a band worn around an animal’s neck. Feathers – skin covering of birds. Fur – hairy coating covering the skin of some animals. Veterinarian – an animal doctor. Whiskers – stiff hair growing around the animals nose, mouth and eyes. Cage - a home for animals. Zookeeper – a person who feeds and cares for the living at the zoo. Targeted Focus Areas ALT-REG 3, ALT-REG 6,SED 3, SED 5, LLD4, ELD 2, COG 2, COG 3, COG 6, COG 9, COG 11,PD-HLTH 1,PD-HLTH 2,PD-HLTH 9 and VPA 3. At School Some of the experiences planned for this month include: Creating a zoo book in the Art Area. Pretending to be pets and zoo animals in the Pretend Center. Listening to the story Clifford The Big Red Dog by Norman Birdwell and other stories about animals. Exploring foods that animals eat. Pet Show On Friday January 29 we will share our pets with the class. If you have a real one, you can bring it for Circle Time from 8:30 to 9:00 (an adult must be here with your pet) Your child can also bring a picture of the family pet, a stuffed animal, or a picture of a pet from a magazine. This month at school we will focus on the following letters, please send a picture or an object that begins with the letter of the week. Thank you! Week of January 4- Letter B Week of January 11- Letter E Week of January 18- Letter C Week of January 25- Letter K Home-School Connection - Share Days Friday January 8- In a paper bag bring 10 pictures from magazines of different animals. Do not glue them on a paper so we can count them together by ones and by tens. Friday January 15- Make a list of five of your favorite animals and find a word that rhymes with it, and another one that begins with the same letter. Example: CAT- MAT and CAKE MOUSE-HOUSE and MILK Friday January 22- Which one is your favorite animal? Find three facts about it and bring them to school to share with your friends. Friday January 29- PET SHOW!!!! Bring your pet to school today (from 8:30 to 9:00, with an adult) or bring a picture of your pet. If you don’t have one, you can bring a picture of the pet you would like to have one day. Important Dates to Remember School will be closed on Monday January 18 in observance of Dr. King’s Day and on Tuesday January 19 Non-Pupil Day PAC MEETING TUESDAY JANUARY 26 @ 5:45 Office of Child Development How pets benefit child development The pet program Having a pet is usually a rite of childhood. Whether it is a hermit crab or gold fish, a dog, cat or horse, children enjoy the companionship offered by animals. Did you know, however, that not only can pets be a source of warm, fuzzy entertainment, but they can offer several developmental benefits to children as well? A child's physical, social, emotional and cognitive development can all be encouraged by interaction with the family pet. Physical "Pets provide an impetus for running and practicing motor skills," says Sheryl Dickstein, Ph.D., Director of Humane Education for the ASPCA. Walking a dog or running in the yard and throwing a ball are great ways to exercise the dog as well as for children to get away from sedentary indoor activities and move around. Small motor skills can be encouraged by allowing children to scoop food and pour water into dishes, and by helping to groom them. Depending on the child's age, parental supervision is recommended for both the child's and the pet's safety. Social For children especially, pets can be wonderful social facilitators. Children are more prone to approach and interact with another child who is playing with a pet. In this way, a pet can be the bridge between a less socially outgoing child and other potential playmates. A pet itself can be a social object for children because of the nature of their relationship. "Because animals accept us for who we are, pets give some practice in a social relationship," says Dickstein. Carlie Van Willigen's five-year-old son Murphy is developmentally disabled, and until the family got a dog two years ago, his mother reports that he never really noticed his surroundings. That changed when the dog came into the house. "For a while, he didn't seem to even notice the dog, until one day he was running through the kitchen and skidded to a stop in front of the dog and started petting her. Eventually, he began throwing his ball and the dog would fetch it and he thought that was the greatest thing." Van Willigen sees their dog as one of the catalysts that helped Murphy learn that there is a world outside of himself and his own needs. Emotional Pets can facilitate various aspects of emotional development such as self-esteem and a sense of responsibility. Says Dickstein, "As kids age and take on more of the care for the pet, it helps to build self-confidence." She points out however, that it is a misunderstood fact that pets teach children responsibility. "Parents teach responsibility," explains Dickstein, "Pets just make a good vehicle for learning." The responsibility a child has for her pet needs be age appropriate. At the age of three, a child can help to fill food bowls. By five, he can begin to take on some basic grooming tasks as well as to help clean the pet's living area. As children reach the mid-elementary school aged years, they can begin walking a dog independently, and as the teen years approach, the child will most likely be able to take on the bulk of the responsibility for a house pet. Keeping pet-oriented tasks age-appropriate is not only necessary for the safety of the pet, but for the child as well -- both physically and emotionally. Cognitive As children grow, they may develop an interest in a specific type or breed of animal. Encouraging children to read about their favorite pet or to take part in obedience classes with a parent and the pet can all encourage a child's cognitive development as it sparks the desire for learning. Bringing the child along to a veterinarian appointment will give him a chance to ask questions about proper care and his pet's health. With proper supervision, allowing children to research information about their pet on the Internet is another way they can learn about the pet's special needs and unique characteristics as well as to correspond with other owners of the same type of pet. If your child's desired pet is a horse but you live in a second story apartment, encourage your child to research horses anyway. Even if they can't have the pet of their choice, the learning will be valuable to them anyway. Brining a pet into the family is not a decision that should be made lightly. It first must be a commitment by the parents, not the child, as they will ultimately be responsible for the pet's welfare. Once that commitment has been made, however, and an appropriate pet has been found for the family, the joys and benefits of the pet relationship will last for many years to come. http://www.sheknows.com/pets-and-animals/articles/2212/kids-and-pets .