Fun with Toddlers – Spring Theme

Are you looking for fun, easy, toddler-friendly activities for a preschool, story-time or fun at home with your own child? Here’s a collection of songs, crafts, and books on a spring time theme, featuring bugs, rain, and flowers.

Crafts

Paint with flowers. Use a carnation as a paint brush.

Flower Printing - Painting activities for kids and toddlers

Coffee Filter butterflies. Put out small containers of liquid watercolor, q-tips, and coffee filters. The children decorate the coffee filters. You clip them into a clothespin and add googly eyes and piper cleaner antennas if desired.

Coffee Filter Clothespin Butterflies

Plate or cup flowers: The children paint the inside of a paper cup, or paint a paper plate. Then you can cut it to make a flower shape. You could add seeds to the center.

 Spring crafts for toddlers - paper plate sunflower 

Painted flowers: Let your child paint on paper with a brush or finger paint, or dot markers, or do a spin art painting, or drip liquid watercolors on a coffee filter, or any other method of decorating paper, and then cut it into a flower shape.

easy flower craft for preschoolers  Sweet finger painting flower craft for toddlers

Cupcake paper flowers. Let kids decorate cupcake papers with any medium. Also let them decorate a big piece of paper. Then, cut a vase shape out of the paper, and assemble a collage like this.

Umbrella. Draw an umbrella shape. Give the child raindrop shaped stickers. (Or you could cut out paper raindrops to stick to contact paper…)

Printed Flowers. Cut the stalks off a bunch of celery and print with the base, or use a plastic bottle and print with the base.

celery prints, celery flowers  Flower Prints from Soda Bottles

Ladybugs. You can just start with red paper circles, or you can start with a paper plate and have the child paint it red. Then offer circle shaped stickers for the child to make ladybug spots with. Or give them a sponge paint dauber that makes circles of paint.

  

Activities

Sticky Butterfly. Cut a big butterfly shape out of Con-Tact paper. Tape it to wall with the sticky side facing out – peel off adhesive backing. Kids stick pompoms, or squares of tissue paper, or squares of construction paper to the butterfly.

Garden Sensory Bin. Fill a bin with something to represent dirt: could be potting soil, or black beans, or coconut coir fiber, or cocoa cloud dough. Give the child fake flowers to plant, trowels, and rakes.

Bug Sensory Bin. Just take out the flowers, and add in plastic bugs!

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Catching Bugs. Put out pompoms and tongs. Tell the children the pompoms are bugs, and the tongs are their bird beaks and they’re trying to catch bugs. You could also add lengths of thick cord to be “worms.”

Bop the Bug. Decorate balloons to look like bugs. Give children a fly swatter to swat the bug with.

Colander. Get real or fake flowers with sturdy slender stems. Child “plants” them in a colander.

fine motor

Play-dough garden. Put out play flowers and play-do. The child plants the flowers in the dough.

Large motor skills game. Think of a collection of spring-themed movements: “stretch tall like a sunflower”, “wriggle like a worm”, “crawl like a spider”, “spread your flower petals.” Either make a set of dice they can roll with these activities on them, or write them on cards and put the cards inside plastic eggs, or write them on paper flowers.

Spring Movement Game for preschool

Hopping Game. Make paper lily pads, or puddles, or flowers. Kids jump from one to the next.

Spring-time Songs

The Garden Song (Inch by Inch) https://www.youtube.com/watch?v=D3FkaN0HQgs
Inch by Inch, Row by Row. Gonna make this garden grow.
All it takes is a rake and a hoe and a piece of fertile ground.
Inch by Inch, Roy by Row. Someone bless these seeds I sow.
Someone warm them from below till the rain comes tumbling down.

A Little Drop of Rain Hits the Ground (Tune: If you’re happy and you know it)
First a little drop of rain hits the ground. (Tap one finger on your palm.)
Then another drop of rain hits the ground. (Tap two fingers on your palm.
Then another and another and another and another. (Tap more fingers till whole hand clapping quietly.)
And pretty soon you hear a different sound. Splash! (Clapping loudly, ending with one big dramatic clap.)

I’ll plant a little seed in the ground (Tune: I’m a little teapot)
I’ll plant a little seed in the dark, dark ground. (bend down and plant a seed on the floor)
Out comes the yellow sun, big and round. (raise your arms to make a big circle over your head)
Down comes the cool rain, soft and slow. (raise your fingers up and down to make rain)
Up comes the little seed, grow, grow, grow! (squat on the floor and rise up slowly)

Storytime Rhymes about Spring and Bugs

This is a nest for a Bluebird cup both hands
This is a hive for a Bee    fists together
This is a hole for a bunny   All Fingers touching
And this is a house for me   Finger tips together for a roof peak

 Here is a beehive. hold up fist
But, where are the bees? Hidden away, where nobody sees.
Soon, they come creeping out of the hive… lift up fingers one by one
 1,2,3,4,5 — buzzzzzzz! Buzz the bees to tickle

5 little bees, up in the trees. Busy, buzzing, bumblebees.  (wiggle 5 fingers over head)
First, they go to a flower. (open left hand flower; wiggle right fingers to it)
Then, they go to the hive.  (left fist hive; wiggle right hand fingers)
Then they make some honey.  (pat tummy)
What a busy family of 5 !   (wiggle fingers all around)

A Bee is On My Toe (Tune: Farmer in the Dell)
A bee is on my toe. A bee is on my toe.
Heigh-ho just watch me blow.
A bee is on my toe. (blow gently on toe)
repeat with on my nose, on my head, on my ear…

Round and round the garden, hops the little bunny. (hop your fingers on child’s hand)
One hop, two hops, (hopping up arm). Tickle you on the tummy. (tickle)

Springtime Books to Read

Here is a free printable handout of Spring Theme Toddler Activities you can share.

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Fun with Toddlers: Zoo or Jungle Theme

Toddlers enjoy learning about all sorts of animals, including those that can be found at a zoo, or in a jungle. Here are some fun activities about wild animals.

Songs to Sing

We’re Going to the Zoo by Raffi – YouTube

To the tune of Wheels on the Bus: “The lions at the zoo say roar roar roar, roar roar roar, roar roar roar. The lions at the zoo say roar roar roar all day long.” Repeat with any animal sound you want.

Rhymes to Say

Five Little Monkeys jumping on a bed (video of motions)
Five little monkeys jumping on the bed.
One fell off and bumped his head.
Mama called the doctor and the doctor said:
“No more monkeys jumping on the bed”.
Four little… three…

Five little monkeys (in a tree) – video
Five little monkeys sitting in a tree,
Teasing Mr. Crocodile: “You can’t catch me!”
Along comes Mr. Crocodile
As quiet as can be and…SNAP!
Four little monkeys sitting in a tree… three… two…. one
… Along comes Mr. Crocodile
As quiet as can be and SNAP! One little monkey says “Ha Ha! Missed Me!

The Funky Spunky Monkey (tune Itsy Bitsy)
The funky spunky monkey climbed up the coconut tree.
Down came a coconut and bopped him on the knee.
Out came a lion a shaking his mighty mane.
And the funky spunky monkey climbed up the tree again.  OR
The funky spunky monkey climbed up the coconut tree.
Down came a coconut and bopped him on the knee.
Along came his mama who hugged away the pain.
And the funky spunky monkey climbed up the tree again.

Alligator, Alligator
Alligator, alligator, long and green (hold out arm: 4 fingers, thumb below)
Alligator, alligator, teeth so mean (open and close fingers and thumb)
Snapping at a fly, snapping at a bee,(snap with fingers and thumb)
Snapping at a frog, but you can’t catch me! (arms slap together, then shake head)

Building Projects

Build a Zoo: Take out blocks or Duplos and toy animals. Build a zoo with your child.

Outdoor Play: Build a habitat for plastic animals with rocks, sticks, and plants.

Games / Activities

Pretend to be an Animal: Make cards or dice that have pictures of animals, or put plastic animals in a bag. The child rolls (or draws a toy from the bag). Then you both pretend to be that animal – moving like it or making the sound.

Habitat Sorting: Put out plastic animals or pictures of animals, plus pictures of habitats. Talk with them about which animals live on farms, which live in jungles, in the ocean, or in the desert.

Art Activities

Bead Snakes: Thread beads on pipe cleaners. Fold ends over. Optional: Add googly eyes.

Hoof and Paw Prints: If you have toy animals, check out their feet. Find ones who’ll make different shapes of tracks. Set out paint, paper, and animals, and make tracks. (You could also make tracks in play-dough.)

Paper Plate Snake: Decorate a plate, then cut it into a spiral snake. (see photo at top) Add eyes. 

Books to Read

Dear Zoo by Campbell. Fabulous lift the flap. “I wrote to the zoo to send me a pet…” See what they send!

Good Night, Gorillaby Rathmann. A charming wordless book about a gorilla escaping its cage.

Brown Bear, Brown Bear, What Do You See? or Polar Bear, Polar Bear What Do You Hear? by Carle. Great repeating rhyme and rhythm. Children love to predict what will be on the next page.

Giraffes Can’t Dance by Andreae. A sweet story about everyone finding their special dance.

More ideas (and source citations) at: www.pinterest.com/bcparented

Here’s a handout version of these Jungle / Zoo themed toddler activities. For more theme-based activities, check out the Fun with Toddlers series.

Weapon Play

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In our Family Inventors class one week, we had giant tinker toys for the kids to play with. A group of boys designed and built three identical “blasters”. From a tinkering / creativity perspective, I was impressed at how they had worked together to create and replicate something cool.

But once a kid builds a gun, what usually comes next? Gun play.

They were pretending to shoot them at each other, and some kids were having fun, but one child was upset about being shot at. Since weapon play only comes up about once a year in my class, I had to decide in that moment how to respond. We have two simple rules in class:

1. “Be creative, not destructive” or in simpler terms, “Make, don’t break.”

2. “It’s never OK to hurt anyone.”

They had made something creative, but they were using it in a way that was hurting someone. Rather than asking them to take apart their new inventions, I decided to

  1. Set limits – “Our friend is not having fun. It’s not OK to pretend to shoot at him if it makes him sad.”
  2. Re-direct.  I suggested target shooting. I went to draw a target on the white board, but my husband had the even better idea of drawing asteroids on the white board that the kids would “blast apart” before they could crash into the earth. He would draw, erase, re-draw and so on as they blasted asteroids to save our planet.

It was a very fun game. And it re-framed their blasters. Instead of being weapons to (pretend to) hurt other people with, they were tools used to (pretend to) destroy dangerous objects in the distance before those objects could hurt people.

I also:

3. Followed up with the parents in the class to encourage them to think about how they wanted to speak to their kids about guns and weapon play at home.

This situation encouraged me to do some more thinking and more research into the topic. Although with all research, you can find studies to support either side of a topic, it was interesting to see what had been written.

Does aggressive play and weapon play increase actual aggression?

Parents worry that if young children play aggressively or pretend to use weapons, that they will become violent adults. The research shows that just the opposite may be true.

Researchers Hart and Tannock say “If playful aggression is supported, it is highly beneficial to child development. The act of pretending to be aggressive is not equivalent to being aggressive. Role reversal, cooperation, voluntary engagement, chasing and fleeing, restrained physical contact, smiling and laughing are common characteristics of playful aggression.” (Young Children’s Play Fighting and Use of War Toys.)

In one study, researchers found that children who displayed a lot of aggressive behavior in their pretend play were less aggressive in the classroom. The pretend play allowed them to work through some ideas so they did not have to bring them in to their real interactions. Other researchers argue that: “omission of aggressive play in early childhood programmes fosters the underdevelopment of social, emotional, physical, cognitive and communicative abilities in young children.” An example of this is when kids are engaged in rough and tumble play – say wrestling. If they accidentally hurt a friend while playing, they realize the impact of their actions, and we work them through the empathy and apology, and work on healing the relationship – it gives an opportunity we might not have had if wrestling was banned.

Several researchers and authors, including Stuart Brown, Frost and Jacobs, Peter Gray, and Charlie Hoehn have noted that many violent criminals have a history of being deprived of free-play opportunities as kids. Brown’s studies of homicidal males found that being deprived of play as children was strongly associated with violent criminal activity.  (Source)

So, we know that kids need to have lots of opportunities for free play to learn a wide variety of social and emotional skills. Kids, in my experience, naturally explore weapon play and aggressive scenarios in pretend play, but it appears that doing so may reduce the likelihood they’ll be violent and aggressive for real. So, given that, how do we, as parents or teachers (who are justifiably distressed by the idea of real gun violence in our country) find an approach to weapon play that feels right to us?

Sometimes we start by understanding the kids’ perspective.

What makes gun play so fascinating? Why are kids so interested in it?

  • Guns and other weapons are perceived as powerful. Kids often feel powerless, so the idea of power is intoxicating.
  • One way that children learn about and make sense of adult experiences is to play at them. So, if they watched a cooking show, they might play at cooking. If they watch a show with guns in it, they’ll want to play with guns.
  • Guns are a way to vanquish bad guys, or monsters. (Note: some children may use magic wands or pixie dust to accomplish the same goal. In both cases, it’s about vanquishing a foe.)

Given all these motivations toward weapon play, it can be hard to successfully ban it. Often attempts to ban it make it even more appealing as the “forbidden fruit.” So, how do we work with it?

Ways to Manage Gun Play:

Ban It: This is a choice many make. I don’t ban it, but if I sense play is moving in that direction, I often provide a distraction to move play in a different direction.

Re-Direct: You can try white board target shooting like we did, or if children are shooting  actual missiles (like Nerf guns) you can set up empty cans or some other object for them to try to hit and knock over. Or think about what type of energy the guns might shoot out – Teacher Tom tells a story of children firing “love shooters” at each other.

Some parents make the rule that you can’t shoot your gun at people, only at imaginary bad guys. (I’m not a fan of this one, because I don’t like the us/them mentality that can be common in many political circles, where people who are different are assumed to be “bad guys.” But, that’s a whole other discussion….)

Talk about the power of other options Talk to children about other ways to defeat (or reform or escape) from “bad guys” or other creatures that frighten them. Absolutely at other times in my class, I talk about all sorts of other options. I just find children are much more open to hear that in other contexts than when they are hearing it as the-words-the-teacher-says-when-she-stops-us-from-playing-what-we-wanted-to-play.

Set Limits: It’s fine to limit the times and places where weapon play is allowed. Maybe it’s an outdoor only thing, or only with one particular set of friends, not at school.

If the play is making you feel uncomfortable, you can say that. “I know you guys are playing, but it made me feel sad when you said you wanted to hurt your brother. So, I want you to move to a different game.”

Ask the kids to help make the rules: In a neighborhood squirt gun battle, not everyone wanted to play. I called the kids over and asked them what they thought fair rules were. One said “Only shoot at people who are playing.” I said “How do you know if they’re playing?” “If they have a squirt gun, you can shoot them.” We all agreed that seemed fair. One child had a smart phone in his hand, and said “don’t shoot people with phones!” I had my laptop and agreed “no shooting anyone who is working with electronics, because the water would ruin them.”

That was all the rules we needed for a while, till one child blasted another in the face with a super soaker. The soaked child was upset. New rule: no shooting in the face. Then a car pulled up and kids asked if they could shoot it, and we asked the driver, who agreed. We talked about how we know cars get wet all the time and it doesn’t hurt them, so generalized our rules to say that it was fine to squirt water at any car, but FIRST they needed to make sure all the windows were rolled up so no water could get inside.

Pay attention to other’s feelings: It’s also important to teach kids to notice the impact of their play on others. How do they know if someone else wants to play the shooting game or would rather not participate? (Encourage them to use words to ask, listen to words, notice body language, etc.)

Check In: When kids are engaged in weapon play, occasionally check in and ask: “Are you all having fun? Is anyone feeling worried or scared?” If anyone feels unsafe, the game needs to change. Encourage them to self-initiate occasional check-ins with friends to be sure everyone is having fun.

Think about the toys you buy. Try  to find open ended toys that can be played with in a wide variety of ways. They will, of course, sometimes use open-ended toys to create weapons (like tinker toy blasters, or sticks as swords), but at least they are open to other types of play.

If you do buy toy weapons, you may consider choosing ones that look nothing like a real weapon. Also, do safety checks: make sure toy weapons can’t cause real harm.

Consider choosing toys that are “powerful” but don’t tie into violence: If you choose action figures of a superhero or soldier or someone who always does battle, your child is likely to play at battles with it. Think instead about how a child plays with the action figures from “Paw Patrol” who have adventures as they rescue people. Or Spider-Man who swoops in to save people by carrying them away, and webs the bad guy to the wall for the police to pick up later.

Reduce exposure to media violence. And talk about media violence with your child in ways that reinforce your family’s values. (Common Sense Media is a great resource.)

Play Fighting vs. Intent to Harm

It is important to differentiate between play fighting and serious fighting. Play fighting has no intent to harm and is enjoyed by all participants. Even when kids are truly play fighting, it’s a good idea to closely monitor it, as sometimes a child will accidentally hurt another and the harmed child may strike out in real physical anger as a response.

Serious fighting is motivated by anger and a desire to harm, and must be handled with appropriate discipline tools.

Note: If a child has a pattern of purposely hurting other children, and either seems to enjoy that, or shows no empathy or remorse, that is concerning. and you may want to consult with a professional about the situation.

Teaching Empathy and Emotional Literacy

What I have described here on how I handle weapon play is a small portion of all the things I work to teach my children and my students. This conversation takes place in a much broader context, where we work a lot on kindness, empathy, and mutual respect, and where we actively teach emotional literacy skills. These are all essential to raising children to be good, caring adults.

Talk to your children about real guns

Children do need to know about real guns. We need to talk about them. This article in Slate does a fabulous job of addressing this topic.

We also have to understand that research shows that no matter how many times we tell a child not to touch a real gun, if they see one they are likely to touch it. So, we also need to talk with other adults about how to keep real guns away from our kids. Also, check out advice from Seattle Children’s Hospital about gun safety: http://www.seattlechildrens.org/Kids-Health/Parents/First-Aid-and-Safety/Home-Sweet-Home/Gun-Safety/.

Your mileage may vary

What I have written here comes from my own experience, and I need to address the privilege of my experience. As a white parent / teacher in an upper middle class, suburban, politically liberal city, real gun violence is not present in the day to day lives of my children or my students. What I feel is appropriate to my setting may or may not be appropriate to yours.

What I write here is about play and young children. As children get older, we will talk more to them about the real harms of real weapons, and more about the impacts of their actions on others. There is much more to consider on this topic as they age.

In my own experience. I grew up in Wyoming in the 60’s and 70’s. We played with cap guns, BB guns, squirt guns, toy bow and arrows, toy swords. I loved shooting all these things at siblings and friends! Yet, as an adult, I am an extreme pacifist. I have never touched an actual gun, by conscious choice, and I advocate for strict gun control laws. My siblings and childhood friends who were raised in the same environment vary in their choices: some keep guns in the home for self-defense, some own rifles for hunting, or enjoy target shooting. Others, like me, avoid guns. But none of my family or friends are aggressors – there are no cases of gun violence or gun accidents among us.

But what’s true for my family and friends was not universally true. When I was in junior high and high school, I lost 3 or 4 classmates to guns (suicides or accidental shootings), and had a classmate at my high school who had shot and killed his abusive father.

Two of my children are now adults. When they were young, I followed the guidelines I share here about weapon play. As they got older, we talked about guns and violence. I found that having had a well-thought out, open discussion about weapon play was a first step to meaningful conversations as they got older. For me, as a parent and teacher, this works better than trying to avoid the topic by banning weapon play.

Read more on this topic:

Preschool Choice Time

choiceThe holidays are over. You’re ready to sit back and relax.

Then suddenly you start seeing ads for preschool fairs, and lectures on choosing a preschool, your parent educator tells you the discussion topic is preschool, friends ask you if you’ve decided what you’re doing next year, and other parents tell you that you need to think about it NOW before all the best places fill up.

It can be very stressful!

Let’s take a deep breath, and take a few moments to reflect on this decision-making process.

If your child will be 3 or older on September 1, then it could be a good year for you to start preschool. (But you don’t necessarily have to.) And January and February are prime time for preschool open houses, and for enrollment to begin, so now is a good time to think about it. (Though, truly, if you don’t think about it till August, you’ll still have good options.)

If your child will still be younger than 3 this September, you don’t have to make any decisions yet about their future preschool. But now is a good time to check out some of those preschool fairs, just to get some sense of what options are available in your area, when  there’s no pressure to make any firm decisions.

Check out these posts for things to think about:

First decide: Is preschool necessary? Is it something you want for your child?

If you decide you’re looking, the first thing to think about is logistics: What do you need in a preschool in terms of location, schedule, cost, and so on. What are your goals for preschool?

Then, research your options. Have you considered cooperative preschool? outdoor preschool? specialty preschools (e.g. bilingual or religious)? academic preschool or play-based learning? multi-age programs?

Then visit, or attend an open house, and ask these questions to learn more.

After you’ve done all the research with your head, narrowing it down to the list of the best three options, then listen to your heart. Which school feels best to you? Where will your child be happiest? From the science of brain development, we know that we all learn best when we feel safe and happy – our brains have a high degree of neuroplasticity and we can absorb all the teacher has to teach. In the end, it’s that happiness and preserving the love of learning that will serve our child’s educational future the best.

photo credit: JoshSchulz via photopin cc

Earthquake Preparedness

rabbits-in-a-hole-earthquake-drill-for-preschool

When looking at websites about earthquake preparedness, I found multiple references to a “Rabbits in the Hole” story to use with preschoolers for earthquake drills. I couldn’t find an official version of the story, so I wrote a little book of my own, aimed at the preschool or kindergarten age child.* It tells the story of a bunny school where the teacher tells the bunnies how to stay safe if the ground shakes. It is intended to teach essential skills in a simple, manageable way, without creating fear.

You can download and print a copy of the story for schools or childcare settings here: rabbits-in-a-hole-earthquake-drill. Here is a version for parents to read at home: rabbits-in-the-hole-for-parents

For adult reference, here are current recommendations (source) on what to do indoors:

  • DROP down onto your hands and knees (before the earthquakes knocks you down). This position protects you from falling but allows you to still move if necessary.
  • COVER your head and neck (and entire body if possible) under a sturdy table or desk.
    • If there is no shelter nearby, crawl away from windows and things that could fall on you, covering your head and neck with your arms and hands.
  • HOLD ON to your shelter (or continue covering your head and neck) until the shaking stops. Be prepared to move with your shelter if the shaking shifts it around.

What to do outdoors: Move no more than a few steps, away from trees, buildings and power lines. Then drop and cover.

If you are driving: pull over, stay in your car with your seat-belt buckled (and your child buckled in their car seat) until the shaking stops.

What NOT to do:

  • Do NOT stand in doorways. In modern buildings, the doorways are no stronger than other parts of the house. You are safer under a table.
  • Do NOT try to run outside or run around inside the building. Although it is safer to be near an interior wall, away from windows, it’s not a big enough benefit to risk running to another room during an earthquake. It’s better to drop, crawl a few feet to the safest space, cover, and hold.
  • If in bed, stay there – put a pillow over your head for protection.

* Note: This book is for children age 2 – 6. If you have a baby or young toddler, we can’t rely on them to follow instructions. In the case of an earthquake, it’s the adults’ job to keep them safe. Pick up the child in your arms, tight against your chest as  you drop and find cover for both of you. If possible, cover the child’s body with your own. (source)

There’s a lot more information on earthquakes at the Earthquake Country website.

You may also be interested in my posts on:

Teaching Kids about Northwest Native Plants

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Once a month, our Family Inventors’ Lab meets at Robinswood Park in Bellevue. We go out for a hike in the woods, and we learn about native plants, cycles of nature, insects, habitats and more.

There are plenty of benefits to spending time outdoors, including less vitamin D deficiency, better vision, higher activity. Getting to know local plants helps your child feel more at home in their world, helps them gain a sense of competency (there’s something really fun about being able to identify all the plants they see), teaches vocabulary and science, and teaches observation skills – discerning the difference between a trailing blackberry and a Himalayan blackberry teaches your child how to observe small details, a skill which is helpful in almost all their pursuits!

We have a “plant of the month” curriculum and on this page, I’ll share the materials I’ve developed, so you can use them with your family. All of the plants can be found in most of the wooded areas and parks trails in the King County area.

  • Big Leaf Maple. (PDF)  This is the second most common tree in the Pacific NW, so it’s a great ones for kids to learn because then they can find it everywhere they go. Help them count the points on the leaves – there’s always 5. (A vine maple has many more points.) It’s great to introduce kids to a big leaf in the spring, so they can watch “their” tree go through the changes from buds in the spring, to green leaves, to fall color, to winter. Also help them find helicopter seeds to drop and let spin to the ground.
  • Blackberries. (PDF)  Get to know all your blackberry types: if it trails along the ground, and has clusters of 3 leaves, it’s Trailing Blackberry, which are native to the Northwest. If there’s a big thicket of blackberries with clusters of 5 leaves, it’s the Himalayan blackberry, an invasive species. (If you have some invading your yard, look here for tips on removal.) The Evergreen Blackberry, another non-native, looks very different from the others – its alternate name “Cut-leaf blackberry” describes its unique leaves. All these plants produce plenty of tasty edible berries from July to September.
    • This handout also includes information on Stinging Nettles, so you know to watch out for them in woods. We’re blessed in this area to have few truly dangerous plants or animals in our woods, but stinging nettles can be an annoyance.
  • Douglas Fir. (PDF) Very common throughout the Pacific Northwest. Tall trees with bare trunks for much of the height of the tree, branches full of needles up higher on the tree. Rough bark.
  • Holly. (PDF) Holly can be found in all 50 states, and is common in Christmas decorations and art, so its distinctive spiny leaves and red berries (visible in winter) are recognizable to most people. Its berries are NOT edible! They can make pets and children quite sick.
  • Indian plum. (PDF) A Northwest native flowering shrub. One of the first plants to leaf out and bloom each spring. Also called osoberry for its edible (but not tasty) berries, or skunk bush for the smell of the male flowers (you have to put your nose right up to them to smell them.
  • Ivy. (PDF) English Ivy is not native – it’s an invasive noxious weed – if you have any on your property, its best to replace it with native plants. If it’s climbing your trees, be sure to remove it. Children can easily identify ivy, and you can show them how it spreads across the ground until it finds anything vertical, then it climbs as high as it can.
  • Oregon Grape. (PDF)  Oregon grape is a native plant. Adults sometimes mistake it for holly, but your child should be able to easily learn to tell them apart. The fruit is edible, but far too tart for most people’s taste – some use it in jelly.
  • Salal. (PDF)  Salal is another native plant, with glossy green leaves, which is very common throughout our woods, and in landscaping everywhere. It also produces an edible berry that some people dry to use in cakes, or use in jelly.
  • Vinca. (PDF) A non-native evergreen. The glossy green leaves and purple flowers that bloom for much of the year make this a lovely, low maintenance ground cover.
  • Western Red Cedar. (PDF) Easily distinguished from the common Douglas fir. Branches start much lower to the ground, flat sail-like needles form spray-like branches. Very small cones. Stringy bark that can be pulled off in long strips.

This free printable Plant Guide combines all the plants listed above into one guide. Although it refers to Robinswood Park, you’ll see most of these plants on almost any hiking trail in King County.

If you’re working with a young child (3 or 4 years old), you want to focus on only one plant at a time. I’ve created postcards which show pictures of just one plant per card. Hand a card to your child to carry as  you hike through the woods, and encourage them to tell you every time they find a plant that matches that card.

Once your child is familiar with many of these plants, try challenging them with a Scavenger Hunt (PDF) – This includes pictures of 14 plants to find in the woods. (For younger kids, you could also use the postcards as a scavenger hunt challenge.)

For older kids (age 6 and up), here’s a dichotomous key they can use to try to figure out what kind of plant they see. You could also use this key as a basis for a 20 questions style game on a hike. (Learn more about 20 questions and what the game teaches here.)

If you want to check out the woods at Robinswood Park, it’s an easy park to start on with young hikers. There’s over a mile of trails, so enough to explore for a little one, but you’re never far from the parking lot. Here’s a trail map, with one of our favorite trails through the woods marked out on it.

Enjoy your hikes!

Great Classes for Kids AND Parents: Parent Education & Coop Preschools

Classrooms in the Bellevue College Program

Classrooms in the Bellevue College Program – click for larger view

Are you a parent of a baby, toddler, or preschool age child? Are you looking for:

  • A place where your child can explore toys, do art, hear stories, sing songs, and make friends? (And use up some energy on a cold winter day?)
  • A fun activity to do with your child where s/he learns new skills and you get new ideas?
  • Opportunities to meet other families and build community?
  • Expert advice and research-based information about parenting and child development?
  • Support from professionals and other parents for the challenges of life with a little one?

You can find all these great opportunities in one place!

In the Seattle area, our community colleges sponsor parent education programs, including parent-child programs and cooperative preschools, which are a fabulous resource for families. For children, classes offer hands-on learning, discovery and play. For adults, they offer on-going education on all topics related to parenting, plus connections to other parents.

What is the children’s experience like?

The programs are play-based, because research shows children learn best through hands-on exploration in places where they feel safe and free to explore. Each classroom has several stations around the room, with developmentally appropriate activities to help kids build the skills they need. Children are encouraged to move around and explore at their own pace. In parent-child programs (aka “mommy and me classes”) for babies and toddlers, parents play along with their children. In coop preschools, working parents are assigned to a station. Activities vary by age, but might include:

  • Art activities: play-dough to roll, easels to paint at, markers for learning to write
  • Sensory activities: tubs of water or rice or beans to scoop, pour, stir, and run fingers through
  • Large motor: mats for tumbling, tunnels to crawl through, climbers and slides, balls to throw, dancing and movement games
  • Small motor: blocks to stack, puzzles to assemble, shape sorters to solve, beads to thread, and building toys for construction
  • Imaginary play: dress up zone for trying on new roles, dolls to care for, kitchen for “cooking”
  • Science and nature experiences: seeds to plant, tadpoles to watch, items from nature to explore
  • Snack time: a place to practice social skills and table manners and to discover new foods
stations

click for larger view

Classes also include “circle time” or “music class” where the teacher leads the class in singing songs, dancing, playing musical instruments, and reading stories. This is a chance for children to practice sitting still, listening to a teacher, and participating in a group activity, all essential skills for kindergarten readiness. Academic skill-building (reading, writing, pre-math skills) is integrated into all types of activities.

What makes these children’s programs different from other programs?

Diverse Experiences in One Familiar Setting: Most children’s programs focus on one domain of learning: dance class, art class, story time, music class, or tumbling. These programs do it all. And they do it in a known space where the child feels safe and comfortable. Some of the same toys activities reappear from week to week to provide reassurance and routine, and some new toys and activities rotate in to encourage children to explore and try new things.

Long-Term Relationships: Lots of programs run in short sessions of 4 – 6 classes. Parent ed programs run for the full school year. Seeing the same children week after week allows kids to build friendships.

Close parental involvement: Parents are always welcome in the classroom.

What are they like from the parent perspective: how do they work?

Each program works a bit differently, so check to be sure of the details, but here is the general idea:

Parent-infant Classes and Parent-Toddler Classes: Meet weekly for two hours. Every other week, the parents attend a one hour parent education session. In infant classes (for babies birth to one year old), the baby remains with the parent for parent ed. In toddler classes (for one-year-old and two-year-old toddlers), children are encouraged to play in one room with the children’s teachers and other parents while their parent attends parent ed.

Staffing and Parents’ Role: Each class is staffed by a parent educator and one or two children’s teachers. Parents provide snacks for the class on a rotating basis. Each family may bring snacks 1 – 3 times a year. Parents may also be asked to help tidy up the toys at the end of the class.

Cooperative Preschools:Three-year-olds may attend 2 or 3 days a week, four-year-olds attend 3 or 4 days a week. Typically, the parent stays with the child and works in the classroom one day per week, and the other days are “drop-off” preschool for that family. Classes may be 2 – 3 hours long.

Staffing: There is a preschool teacher, trained in early childhood education, who is responsible for planning and coordinating the children’s activities, and leading group times. A parent educator observes / consults during some class sessions, and offers a monthly parent education session plus one-on-one expert parenting advice.

Parents contribute by working in the classroom once a week. They also help with the running of the school by: providing snacks, fundraising support, helping with end-of-year cleanings, serving on the board (chair, treasurer, secretary, etc.), or as class photographer, play-dough maker, etc.

Length of program: Most classes (parent-child and coops) meet for the full school year – September through May. [Note: you may be able to enroll mid-year, if there are spaces available. Check with the programs to find out.] Some have summer programs.

What do Programs Cost?

For some programs, you pay by the month, some by the quarter, some by the year. If you look at the cost for a quarter (11 weeks) or year (33 weeks), it may look like a lot compared to other children’s activities in the community. So, to compare apples to apples, it’s best to look at it as cost-per-hour. Infant and toddler groups at our local community colleges range from $7.50 – 11.50 per hour. For comparison’s sake, here’s what a sample of other programs cost on an hourly basis:

  • Big motor activities: Gymboree $30, Gymnastics East $20, Northwest Aerials $13
  • Parent education and support: Mommy Matters $22 plus child care costs. Baby Peppers $10.
  • Art programs: Kidsquest $17 per hour. Kirkland Parks $13. Kirkland Arts Center $10.
  • Music programs: Kindermusik $22, Kirkland Parks $11. Bellevue Parks $21.

Cooperative preschools in these programs range from $7.50 – 10.00 an hour. For comparison sake:

  • Bellevue public schools, $10 per hour. Bellevue Boys & Girls Club $10. Bellevue Christian School $11. Bellevue Montessori $18. Jewish Day School $19. Villa Academy $18. Seattle Waldorf $22. Cedar Crest $24.
  • Note: most preschools have an adult/child ratio ranging from 1:6 – 1:9. At a coop, the ratio may be 1:3 or 1:4.

All the parent education programs and cooperative preschools offer scholarships to lower income families which can further reduce the cost.

What makes these programs different from other programs?

College credit and student privileges: Parent education programs are college classes, and parents receive college credit for attending. They can also receive student ID cards, which depending on the school may give access to services such as fitness center or gym access. They may also allow you to get student discounts at a wide variety of local and online businesses.

Parent Education: Experienced professional educators offer information that is current and research-based but also relevant to the day-to-day reality of parenting little ones. Topics are tailored to the age and needs of the families, but may include: daily routines, discipline, child development, early learning, nutrition, potty training, emotional intelligence, kindergarten readiness, and self-care for parents.

Individualized Advice: Parent educators and children’s teachers have the opportunity to get to know each child as an individual, and also get to know parents well. This allows them to answer questions in a highly personalized way. They can also refer on for additional services when needed.

Parent Involvement: Participating in your child’s classroom from day one encourages you to think of yourself as an active participant in your child’s learning and an advocate for them in future classrooms. You’ll know the other children and can help your child learn about them. You’ll know what happened in class, so you can later reinforce the learning. Seeing classroom activities may give you new ideas for what you can do at home to enhance your child’s development. Having the opportunity to observe other children each week helps give you a deeper understanding of child development, and seeing parents respond to their children shows you options for parenting style.

Peer Support and Long-Term Relationships: Parents meet with other parents over the course of many months, which allows for long-term connections. Working together on projects strengthens those bonds, as does the peer support gained when parents discuss and share the joys and challenges of caring for kids.

Programs offer classes for families with children from birth through age 5, so instead of having to search for new classes every month or every year, you always know where you can find a fun and educational class for you and your child.

Learn More about Programs Near You and Register Now!

Note: Classes for each school year start in September but it is best to register in spring or summer, because they do fill up!

Program Name / Website Locations * Ages Served / Programs
Bellevue College
www.bellevuecollege.edu/parented/
Bellevue, Carnation, Issaquah, Mercer Island, Renton, Sammamish, Snoqualmie Birth to 7: Parent-Child (day & eve), Coops, Inventors’ Lab (formerly Dad & Me), Art & Science Enrichment. Summer
Edmonds Community College
www.edcc.edu/pared/
Edmonds, Lake Stevens, Lynnwood, Marysville, Mill Creek, Snohomish Birth to 5: Parent-Child, Coop Preschool, Summer
Green River CC. Limited info available on their website: www.greenriver.edu/academics/areas-of-study/details/parent-child-education.htm. Auburn area, birth to age 6. Learn more by searching for: Benson Hill Coop in Kent, Tahoma Coop in Maple Valley, Covington Coop, and Darcy Read in Des Moines.
Lake WA Institute of Technologywww.lwtech.edu/parented Bothell, Kirkland, Redmond, Woodinville Birth to 5 yrs: Parent-Child and Coop Preschool
North Seattle Community Collegehttp://coops.northseattle.edu/ 12 sites in Seattle, from north of ship canal to NE 145th. Vashon. Birth to 5: Parent-Child (day and evening), Coop Preschool
Seattle Central Community College.
Links to coop websites: www.itc210.cleobrim.com/about/resources/off-campus-coops/
7 sites in Seattle: Capitol Hill, Mt. Baker, Madison Pk, Rainier Val, Queen Anne One to 5 yrs: Parent-Child and Coop Preschool; Dad’s, Summer
Shoreline Community Collegewww.shoreline.edu/parenting-education/ Shoreline, Bothell, Inglemoor (Kirkland), Woodinville Birth to 5 yrs: Parent-Child and Coop Preschool, summer, evening
South Seattle Community College https://sites.google.com/a/southseattle.edu/homelife/ or http://westseattlepreschools.org/ SCCC campus, Admiral, Alki, Arbor Heights, Lincoln Park Birth to 5 yrs: Parent-Child and Coop Preschool, Spanish

*Not all ages served at all sites. For example, most programs only have infant classes at one site.

Would you like to print this information for your reference or to share with a friend? Get the PDF here.

If you want more information right now about parenting, look in the “categories” section on the right hand column and click through to any topic that interests you (for example, you can read my posts about tantrums or potty training or choosing a preschool or find lyrics to songs your child will love.) To receive updates as I publish new articles, go to the right hand column and click on “like on Facebook.”

Note: this is an update of a post from 2014