“Do we want our toddlers to learn how to use simple math and language symbols, or do we want them to truly understand mathematical concepts, develop their higher learning skills, be deep thinkers and creative problem solvers…
Any time we interrupt what an infant or toddler might be working on to “teach” him, we discourage focus and attention span. Attempting to plant seeds of knowledge in our babies inadvertently plants seeds of doubt. How can our child believe that the activities he chooses are valuable, when we signal that we want him to do something more…or different?” (How To Help Your Baby Become A Math Genius (Or Not), Janet Lansbury)
I truly appreciate Janet Lansbury‘s work. This one being the most recent I’ve immersed myself in. What stands out to me is the difference between “using a skill” and “UNDERSTANDING a concept.” 
I remember when we paused with our second daughter–considering putting her Kindergarten at age 6, rather than as a brand new 5 (her birthday fell right at the school district’s cut-off date for entering Kindergarten.) With my husband being an elementary teacher, and me being an early child development professional, we both knew in our gut that waiting might be best. Yet we still explored…
And what our elder daughter’s Kindergarten teacher said was something to the effect of second (and third and on) children tend to SEEM ready “earlier” due to being exposed to their older sibling’s experiences. So they often knew how to USE a skill–they’ve watched and copied and been immersed in their older sibling’s experiences. But their understanding and the necessary deeper comprehension wasn’t there yet. They could recite numbers and letters, for instance, but were less likely to KNOW what those numbers and letters truly represented and meant.
It was this that gave us the go-ahead to PAUSE and give our younger daughter the time SHE needed to explore her world at her own pace.
Math. Oh there is so MUCH our little ones are learning and absorbing just as Janet speaks of! All on their own as they test, explore, touch, taste…and what an added bonus when, as we head up the stairs with them, we find ourselves counting each step. Or describing just what size portion they are getting–“I cut you 3 apple slices! One. Two. THREE!” Noticing out loud how they dumped ALL the blocks out of the box and are now plunking in 1, 2, 3, 4, 5…
When we step back and let them work those puzzle pieces in they are learning all about shape, geometry, size. When we give them a cup or two in the bath tub and they practice pouring and dumping and filling they are learning all about quantity and physics and more.
The smooshed peas added to their oatmeal? Chemistry at its best!
A ball rolling rolling rolling…and then rolling back and forth with you? Kinesthetics. Physics.
Baby studying the wheel on a toy…and discovering how to make it go round and round? Physics!
Block building? Oh so much! Numbers. Quantity. Balance. Cause and effect. Gravity! Physics, math, science science science.
The more we can respect PLAY–aka exploration, discovery, trial and error, problem solving–the more we are supporting our little one’s optimal growth. How cool is that?
Babies and toddlers and preschoolers are Scientists Extraordinaire. We just have to get out of their way and quietly observe. Engage appropriately by naming and describing what they are experiencing. Provide a rich and varied environment (and this doesn’t need to be bought toys!) Think paper bags. Boxes. Scarves. Kleenex boxes with various lids tucked inside. Spoons! Pots and pans…oh so much just around the house that adds to that rich and varied environment.
I so appreciate Janet’s work. Here’s a piece from me that may delight you “Important Ways To Play Toddler Style.”
Enjoy your day today! Let it be the brain building one for your child it can so easily be 
.
Alice
Author and Parent Coach
©2018 Alice Hanscam
Let’s (Not) Ask Google
October 6, 2021 Children and Families, Healthy relationships, Positive and Respectful Parenting, Screen Time and Technology, Story Time! Comment
I wrote this piece after viewing a television commercial of a father and child poring over a book together. The commercial was promoting the use of technology to create/enhance a warm and meaningful connection for the parent and child. Yet I believe using technology in this way takes away much more than it gives:
Child: “Daddy, how big is a blue whale?”
Dad: “I’m not sure. Let’s ask Google—how big is a blue whale?”
Google: “A blue whale is….”
Child: “Daddy, what do whales sound like?”
Dad: “I don’t know. Google, what does a whale sound like?”
Google: “Blue whales have many sounds…”
Child: “Do whales sleep?”
Dad: “Google...” (As heard and interpreted from a commercial)
You know, it is pretty fun, being able to “ask Google” or Alexis or “whomever” your technology offers up. It’s fun, even enlightening at times, finding out these answers. It can create more conversation and enjoyment in the moment. Certainly it can bring people together as they enjoy trying out this technology and even using it to expand their knowledge and maybe then using this knowledge to understand and explore even further.
And yet…here’s the deal…
When our go-to is to just get the answer,
ESPECIALLY when doing so with a child, there is so much being
missed and displaced.
Just think–as you quickly look to the fast and “right” answer, there is less conversation, less musing, less curiosity encouraged. Imagination is limited, real and lengthy problem solving challenged. There is less need for a stronger attention span, a desire to understand beyond the answer; and less opportunity to truly CONNECT.
Let’s save those quick answers as much as possible when we are exploring/reading/talking with our child. Instead, let’s:
Ask our child, “I wonder…how big do YOU suppose a blue whale is?” “Maybe as big as…a mouse? A house?” Giggles and eye-twinkles. Maybe you ask, “Can you show me how BIG a whale might be??” And down onto the floor your child goes, s-t-r-e-t-c-h-i-n-g arms and legs out as far as can be…”WOW. Now THAT is big. I bet you ARE a whale!”
Muse, “I think a whale might sound like…a DOG!” “Noooo, daddy…whales don’t sound like a DOG. I think they sound like…” And on you go back and forth, conversing, sharing, imagining, laughing, connecting. Maybe pretending to be many different animals and the play extends way beyond whales…
Be curious, “You know, I always wondered if they sleep…how do you suppose we can find out?” “Ummm…go find a whale and ask?” “Oooh…where can we find a whale?” “I know! Under my bed!” And off you two go to look under the bed, talk to the pretend whale, both snuggle and imagine you are a pair of whales taking a snooze…
Foster creativity and imagination–to let go of the “right” answer and go with creative ones that take you down a much richer, more colorful road to discovery.
Immerse your child in hands-on , sensory and language rich, relationship-based learning—use our bodies and minds and imagination to come up with what WE think. Our child’s ideas encouraged, honored, enjoyed. Such confidence in our child’s ability to learn that is communicated!
Practice problem solving—the kind that has your child digging into other resources, asking more questions, growing their competent and capable self–all so key for all things learning through life. Problem solving that takes patience, curiosity, time…the kind that strengthens us from the inside-out.
And then there is CONNECTION—true, meaningful, lovely, wonder-filled, light-hearted, curious connection. One filled with conversation and discovery. One that speaks of confidence in your child’s ability to learn…to figure things out…to ask questions and know they will be listened to. Connection that says “Your ideas are important! You can count on me to join alongside you as we work to discover together. Taking time to explore is fun! Look at all we can do together as we figure out answers…” What a way to deposit into a healthy relationship.
So leave Google and Alexis for the occasional quick answer. Let that be fun now and again. And instead–deposit richly into your child by letting their questions lead you both down a path of exploration and discovery that truly grows a healthy brain and amazing relationship. You and your child are worth the extra time this takes.
This extra time? It is what
rich and meaningful relationships are made of.
With JOY and appreciation,
Alice
Author and Parent Coach
©2017 Alice Hanscam
Ready for Kindergarten!
August 3, 2021 Ages and Stages, Children and Families, School and education, Social Emotional Comment
Have a Five or Almost Five Year Old? Or a Will Be Just Six in the Fall?
Here’s what a Ready For Kindergarten child “looks” like:
Confident. Persistent. Cooperative. Collaborative. Empathetic. Self Controlled. Problem Solver. Creative. Communicative. Curious.
And here is what it takes to GET a little one ready for school–to have that solid SOLID foundation from which all else grows:
Playing, talking, singing, and reading together
with a fully present adult.
(Thank you to Best Beginnings for the pictures that made this photo and for all the work you do to help children and families!) 
And I’ll add a few other things for that foundation upon which all else can flourish:
A parent who is intent on growing themselves to be better, stronger within, more confident and clear, able to be calm and comfortable in whatever their child throws at them (OR, acting-as-if they are as they work at strengthening just this!)…PAUSE. It really makes a relationship-building difference.
A parent who takes responsibility FOR the kind of physical and emotional environment their child grows in. And works at keeping it healthy all through the years.
A parent who takes responsibility FOR understanding child development, reaching out for help, discovering resources and all other support, knowledge, encouragement available–and then uses it.
A parent who takes responsibility FOR how they decide to think, feel, and act no matter how their child decides to do the same. And hopefully decides to do so from a respectful, kind place. Relationship-building all the way. More on this can be found here.
And now a child–with wonderful talking, singing, playing,
and reading with their special and present adult and an adult
who grows their calm, consistent, confident, responsible TO
their child selves–can more likely flourish.
And BE ready for Kindergarten and all things SCHOOL. Sometimes at age 5. Sometimes at age 6.
Check out Best Beginnings –lots of fantastic resources for parents no matter where you live.
Let the learning begin.
Alice
Author and Parent Coach
©2018 Alice Hanscam
Teaching Your Child to Read
June 15, 2020 Ages and Stages, Children and Families, School and education Comment
I had a grandparent, who is homeschooling their grandchild, ask me recently,“How do you teach a 5-year-old how to read? We read to our child a lot, which she enjoys. Do we use flash cards? Sight words? We are currently trying to get her to sound words out.”
I appreciate that this grandfather reached out. Reading is essential for learning all through life. Academically we’ve pushed down the “achievement” of reading to ages developmentally unready for this accomplishment. Here’s what I wrote to this grandparent:
I’m glad you’ve asked this question! I think your granddaughter is blessed to have grandparents so intimately involved in her life, helping her grow and learn. And your awareness of how crucial reading is and desire to be sure she IS a reader are equally blessings for her.
Reading is a developmental process and something that has not changed despite the efforts of society pushing academics down to younger ages. The fact is that age 8 is when reading typically “comes together” for a child. 3rd grade! This, of course, means at age 8 children are able to read, comprehend what they read, are able to express what they read. The whole package. And hopefully LOVE to read. This is key!
I love that you read to your granddaughter and that she enjoys it! This is the BEST thing you can be doing–sharing and enjoying books builds the love of reading which fuels her learning to read. And there is so much more you can do to build a foundation for a successful reader… 
I encourage you to immerse her in literacy–meaning lots and lots of hands on, sensory and language rich, relationship-based, whole body experiences around all things books, words, letters, sounds. What does this look like?
Ideas for you:
- Have plenty of picture (and appropriate chapter) books available to her at all times.
- Be sure to role-model reading, yourself! And talk about stories; tell stories out loud.
- Make sure she has a library card and uses it–and this may be creatively done, now with Covid-19, perhaps via playing library in your own home! Together make her a Grandparent House Library Card, and have fun creating a space in your house with a selection of books and have her practice checking them out, being responsible for them, returning them. PLAY. This is key.
- Have lots of writing material available for her to freely engage in. We liked to have paper of different sizes and colors, pens, pencils, markers, ink stamps, etc always available. We had fun creating a shoebox mailbox and envelopes to “exchange letters”–which always encourages them to write and tell stories! Sometimes via pictures and this is just as important as words. Asking her to tell you about her drawing is wonderful, and then encouraging her to put a caption under it is certainly okay–“Would you like to write what it is under the picture so daddy can read it when he comes?” Letting go of whether she wants to or not is equally important.
- Worry less about making letters or spelling words “right.” Inventive writing is the name of the game–all about her figuring out the sounds SHE hears and translating it to paper–it is amazing what they come up with! Let her freely write write write with little to no parameters. Inside-out learning! Now her thoughts can flow without the roadblock of writing things “right.”
- Engage her in cooking at the counter and together “read” labels, ingredients, recipes. “Look! Here it tells us how many eggs. I see a T…what’s the next letter look like to you? W! yes! Oh…and then there is a (you pause…she studies…) O! T-W-O…I wonder what THAT says…” Then you show her one finger, two fingers…and pretty soon she “knows” TWO! You can do this all through your day–“I see a sign with an S! Do you?” “Can you find something that starts with a BBBBB–B?” “Going on a letter hunt….” Basically–all these letters and sounds–the more they are encased in play, the more your child will learn from the inside out. Make sense? FUN! And delicious, as you cook together 🙂
- Limit all things screens–this I cannot reiterate enough.
- Encourage her to write letters to others and mail them. She may want to draw only a picture, AND she can always sign her name. Practice practice from a fun angle. No pressure–“Are you going to sign with ALL your letters or just some?”
- Sing songs. Really! Singing is a form of story telling that delights all.
- NO need for flash cards–not in terms of intentionally “teaching her.” Instead, just have them available for play. Maybe play matching games with her–have two decks and take 10 or so of same letters and play concentration (you know, flip them over so letters can’t be seen then each of you take turns turning over two to see if they match…?) Or play a game of choosing one letter, placing it on the floor and then running all over the house finding things that have that letter in their name! No need to “correct” her when she says the ball she found to put next to the letter T has a T in it. Just go with it for now. Make it a game of listening to sounds together.
- Sight words–again, that’s all about what is naturally around the house and when you are out and about. Recognizing a stop sign, exit sign, her name. Naturally memorizing a book and then reading it back to you on her own–she may not know each word, AND when kids can tell you the story through memory, this is an important building block for reading.
- Make books! Kids her age often LOVE to fold construction paper, fill with blank pages inside and (perhaps with a chosen theme? Like the letter B?) draw, write, create a story. Sometimes we put the books together and then just had them out and available to fill. Sometimes they liked to create their own–mixing up sizes of paper and kinds of paper has a way of triggering even more creativity! Teeny books, big books, rectangle books, circle books… 🙂
When reading becomes a chore, kids grow to dislike reading. My husband, an elementary teacher for over 30 years, has seen many kids come to his third grade class resisting all things reading because it had been “forced” or pushed early on–too early, too hard.
Every child has their own timeline for reading. My youngest put it all together at age 9–prior to that she’d come to a screeching halt when she didn’t know a word. Would NOT go beyond it. She was a perfectionist and it “got in her way.” So what did we do? We read more and more, helped her “over” those unknown words, and then she fell in love with these super silly animal books at age 9 and PRESTO, she no longer worried about words she didn’t know. She is now working on her doctorate in Chemistry and reading books and articles that sound like a foreign language to me.
My eldest daughter’s deal was stubborness and control–because her mom (me!) was trying to “get” her to read (age 6 and 7). I had to back off. So at age 7 as I read to her every day we made a deal–she reads the first sentence of each chapter, I read the rest. I totally let go of trying to “get her” to read any more than that…and PRESTO! She relaxed, trusted I’d keep the deal, and soon she was so lost in books we STILL can’t get her “out” of one!!!! Ha. Hence the 12 banker-sized boxes of academic and pleasure books stacked in our garage awaiting her first home and the book-cases she intends to fill. Reading is a passion of hers, as is learning.
I hope this helps and I hope it inspires you as you look to creative ways to immerse your granddaughter in all things literacy through a play-based lens. I know schools are saying “read by 5!” This frustrates many–kids, parents, teachers alike–since it adds pressure that then displaces or removes just what kids need the most. To love reading!
I encourage you to TRUST the developmental process as you enrich your granddaughter’s environment through a literacy and play lens.”
Have fun!
Dump Trucks, Back Hoes and REAL Learning
May 10, 2020 Children and Families, Healthy relationships, Noticed and Appreciated Comment
A story for you that put a smile on MY face:
Toddler, Grandfather, wagon, and All Things Construction.
I came upon them on a morning walk and paused to enjoy the wide-eyed twinkle of Mr. Toddler as he watched the dump truck go BEEP BEEP BEEP as it backed up; listened to him exclaim, “ROCK!” as a load of rock tumbled out. His JOY over All Things Construction brought me joy, as well. Contagious!
And it brought back a million memories…
…of “BACK-HOE!” being nearly the first word of my eldest. Of course, it sounded like, “BUH!” and we knew exactly what she was talking about. Usually. It sometimes referred to the dog next door, Bubba… 
…of the afternoons spent with Mr. N. and Miss L., two little ones in my care, watching the new road get put in around the block from our home. The surprise and JOY when the truck drivers honked; the total absorption in the scooping and dumping and whooshing of dirt; the “Can we walk to watch the dump trucks???” plea from both on a daily basis.
...of the hours spent in the middle of our kitchen floor with a tub of sand/rice/beans (whatever!)–contained in an inflatable pool since it was winter time and there was a lack of good digging to be had OUT-side–digging, driving our toy dump trucks, “BRRRRRRRR….DUUUUUUMP” sounds coming from whichever child was totally immersed in all things construction right there in our kitchen. Oh, and how this play led to the doll getting into the middle of it then of COURSE needing a bath, so now water was included, and all the dirt/sand/rice/peas or whatever got mixed in and now it was CEMENT to build houses or maybe a house for the baby, oh, she needs a towel and now she’s hungry…
…of my own daughters knowing the difference between a side dump, belly dump, back dump truck and often correcting ME as we spotted them on our drives to and from where-ever. Not to mention how they knew the proper names of every piece of equipment and how it took work for me to keep up with them! 
…of how I could use the “Shall we drive by the back hoes working or do you want to go see if the mountain of gravel has gotten any higher” suggestions as a way of expediting the leaving of a friend’s house or speed up the inevitable S-L-O-W process of dressing following a swim lesson. And it worked, more often than not. The excitement over checking in on various construction sites and all our stories and conversations as a result usually had my kids speeding up whatever process I was trying to move them through.
…of the hours spent OUT-side when it wasn’t mightily cold sitting atop whatever pile of topsoil there was, driving trucks, scooping dirt, making roads, DUUUMMMPPING, filling, BEEP BEEP BEEPing…and coming in all muddy, ready for a warm bath and more water play then something yummy for their tummies…
...of the tons of library books we checked out that was about All Things Trucks and the hours pored over each page, talking about how it was just like what we saw in our neighborhood, or if daddy was going to use a backhoe for OUR project, or if on our next drive in the car we can find workers up in a Cherry Picker, too! And “Oh! Are they picking REAL cherries?” And on and on…
…of how we never had to rely on devices to entertain our kids on our long or short car trips. Ever. Well, they weren’t a choice, either, for they didn’t exist :-). I’m grateful they weren’t, because if so, I, too, may have fallen into the “plug ’em in” mode to get some peace and quiet.
And I’d have missed and never known all the rich and wonderful conversation, ideas, stories, and made-up songs that inevitably emerged from watching out the car windows and spotting just about EVERY thing there was to see.
I’d have missed and never known how that would then spark my kids in regards to their play, or their library book choice, or the rehashing for daddy when he came home from work. And how we’d then sing again those made-up songs as we marched along each day…:-)
Here’s the wonderful thing about all of this–and just think, all of this came from spotting that little boy with his wagon today–the LEARNING that is happening.
REAL learning. Hands on, Sensory and Language Rich,
Relationship-based, Whole Body LEARNING.
The kind that grows brains in optimal ways. The kind that builds relationships. The kind that has children imagining, creating, thinking, processing, focusing–all things ESSENTIAL for school and wanting to learn even more. For being successful in school! And life. Oh yes, and life.
Today, be in the moment with your child. They are natural and eager observers. Learn from them. Watch and be delighted by what they notice and how it has them feeling, what it has them doing. The joyful twinkles in the toddler’s eyes with his wagon warmed my heart. JOY, incredulous-ness, AWE, and even a bit of caution as that dump truck BEEPED and DUMPED and all that rock went TUMBLING down.
And off he went pulling his wagon with his Grandpa alongside, happily marching through the puddles and winding around the big rocks, and soaking up his outdoor time. Grandpa, too. Quietly and respectfully.
Lovely.
Alice
Author and Parent Coach
©2019 Alice Hanscam
Let’s Talk Play
March 1, 2020 Children and Families, Healthy relationships, School and education, Screen Time and Technology, Social Emotional Comment
Let’s talk play. And schools. And all things essential for children to grow well and optimally, to THRIVE.
It’s increasingly discouraging and concerning that the “new norm” for schools and many parents is that our younger children–think preschool through 3rd grade–see “seat work” and screen technology as what SHOULD be what school and learning is all about.
It isn’t.
And now I’ve recently learned how school districts have embraced play to be even LESS of a part of Kindergarten. Some to the extent of declaring NO play.
We’ve seen the push of inappropriate academics into lower and lower grades–inappropriate due to its demand for younger children to sit still longer, have incredible fine-motor skills as they navigate “seat work”, be exposed to screens regularly despite the American Academy of Pediatrics (and many early child development professionals, teachers, and the like) saying NO or LESS or ONLY within a rich, hands-on learning experience. To have shorter, if any, recess.
Here’s what I’m hearing about and seeing as a result of play–hands on, sensory and language rich, whole body and relationship based experiences–being displaced and even removed from schools:
~ 5-year-old boys being labeled ADHD because they cannot sit still at length to do this seat work being asked of them. It is normal for 5-year-old boys (and many little girls, too) to be unable to sit at length–they need to move move move. And yet, because we are demanding they SIT and have also removed much of their natural explorations via play and outdoor time (recess, dramatic play “corners”, blocks, games…), they of course are even more noticeably wiggly, distracted, “mis”-behaving, being seen as a problem and now labeled ADHD. Among other things.
~ Parents now struggling even more with their children. Think trying to get your 5 or 6-year-old to sit even MORE once they are home to do the homework they are now coming home with. Frustrations. Anger. Reactivity. Relationship depleting. Not the way to grow children excited to go to school, to learn, to be curious, creative, able to problem solve, read, etal…
~ Stress, depression, “mis” behavior increasing through the years for our children. Without the foundation of healthy living and learning, environments that support the play and exploration they need, our kids experience more and more stress on their young minds and bodies. Not a way to build for future healthy teens and adults.
~ Children labeled “behind” and needing special help if they aren’t reading when they leave Kindergarten. THIS is an entire post to be written about. Especially the HOW to “get them to read.” We’ve somehow forgotten that the average age of putting it all together reading-wise is 8. We’ve somehow forgotten that immersing them in all things literature from reading to and with them, telling stories, discovering what sparks them, giving them the respect of time and lots and lots of exposure to all things literature is often “enough.” Not always, but often. We WANT our children to WANT to read! Worth taking time to do so…
~ Teachers leaving the profession due to the continual and often detrimental choices being made by administrations that demand more and more of what many know is undermining our children’s emotional, physical, and mental health. These very teachers are the ones needed to mentor the younger teachers coming in who have often never experienced what a healthy and appropriate learning environment is for children. What it actually LOOKS like.
~ “No play” also translates to a lack of the essential and top priority social emotional growth our young children need in order to have the healthy foundation to continue through school as avid learners. THIS is essential, the social emotional–the working through feelings, friendship challenges, growing empathy and compassion, feeling meaningfully connected to others. Without this? Talk about a cracked foundation from which all else is expected to grow in solid ways.
~ Curriculum standards that are asking all teachers throughout a district to be on the exact same page in math or science or reading as every other teacher of the same grade. To expect that they can be. What a way to see our children as a mechanistic being–put in “ABC” and you’ll get out “DEF” no matter what. But they aren’t. They are humans. Sometimes they come to school hungry, sad, having lost a pet or a parent or just had nightmares and didn’t sleep or have some incredibly important story to share…and teachers WANT to be able to spend time on these important-to-children things. To pause in teaching a certain lesson at a certain time and talk about loss. Or friendships. Or listen to a child tell a story about something they saw that they are just bursting to tell. Talk about REAL and meaningful learning. Totally relationship building. And often lost in the midst of current curriculum standards.
I could go on. I often think about how test scores are driving everything, and that this translates into increasing “seat work” and decreasing or eliminating what children need plenty of time to do in order to learn well…
PLAY. Explore. Tousle. Debate. Get messy. MOVE. Create. Imagine.
Immerse themselves into play that has them feeling inspired to then draw pictures, write, tell stories, share, converse.
WANT to wait and listen because their teacher has more to tell them about something they are sparked about.
“Do” math by building with blocks, Legos, puzzles, creating patterns, counting out all the seashells, beads, bits of anything.
WANT to spend at length working on a book THEY write with their “inventive writing” and pictures and verbal telling of them.
Actually “sit still” as they get immersed in a story being read…and danced to, acted out about, discussed, laughed over.
I think about how my daughters’ first grade teacher had SO much going on in her classroom that had the kids moving around constantly (just what they needed), with hands-on experiences, lots of talk and song and activity. THEN she’d have them sit for 10-20 minutes doing “seat work”–and they COULD, because this was all it was and following so much wonderful movement. And was followed by even more “get up and go”!
I think about Steve Jobs and Bill Gates and many others who excel at all things technology (which seems to be one of the reasons so much “academia” is being pushed down, for kids to be able to “keep up” with our new world)–coming from a childhood filled with PLAY and exploration. Not screens. Not “reading by age 5.”
I think a lot (probably too much, I know!). And I encourage each and every one of you to stand strong and clear in your conviction that your children need plenty of time to PLAY. To go to a school environment rich in hands on, language and sensory rich, relationship based experiences. To have every possible opportunity to be enriched from a developmentally appropriate curriculum offered in your schools.
Let your school board know what you think. Let your school district know what you want. Be proactive. Share with other parents. Find out what others are experiencing. Talk to your children’s teachers. Stand up for the health of your children, your families, our communities.
It is essential.
Thank you for listening,
Alice
Author and Parent Coach
©2018 Alice Hanscam