Young children "do" art for the experience, the exploration, the experimentation. In the "process" they discover mystery, creativity, joy, frustration.  The resulting masterpiece, whether it be a sticky glob or meritorious gallery piece, is only a result to the young child, not the reason for doing art in the first place. Art allows children to explore and discover their world. Sometimes the process is merely feeling slippery paint on the fingers, other times it is the mystery of colors blending or the surprise of seeing a realistic picture evolve when blobs were randomly placed. Art can be a great way to "get the wiggles out" or to smash a ball of clay instead of another child.

Sometimes adults unknowingly communicate to a child that the result is the most important aspect of art. Encourage discovery and process by talking with a child about his or her artwork.

• Tell me about your painting.
• What part did you like best?
• You've used many colors.
• Did you enjoy making this?
• How did the paint feel?
• The yellow looks so bright next to the purple!
• How did you make such a big design?
• I see the painting is brown. What colors did you use?

Providing interesting materials and watching what a child can do on his or her own is better than saying, "Paint a green fish in blue water." It can be far more exciting to paint on a piece of frozen paper or to paint with a feather instead of a brush, with no idea of what will happen, than to follow an adult's idea of what to paint.

Process art is a wonder to behold. Watch the children discover their capabilities and the joy of creativity.

About the Author

MaryAnn Kohl is an experienced educator and publisher who interest in creative art comes from years of teaching young children. She is the author of many award-winning books, including Preschool Art, which offers over 200 process-oriented art experiences for children ages 3-6 using materials commonly found in the home, childcare or preschool program.

Reading books aloud is the foundation of early literacy.  Reseachers have concluded that reading aloud may be the most important thing we can do to prepare toddlers and preschoolers for learning how to read and write. How you read, and what you talk about before and after reading, are just as important as what you read. Consider the following when reading books to young children:

• Read the book several times to yourself before sharing it with children. Mark the places at which you would like to pause and ask questions or explain unfamiliar words.
• Talk about the book cover. Point out the title, author, and illustrator and talk about what they do. Look at and talk about the art.
• Create a context. Share a related personal experience, look at the pictures together, or ask children to predict what might happen in the story.
• Read slowly so children can understand and enjoy the rhythm of the words and eplore the pictures. Hold the book so everyone can see it.
• Add drama to your reading by using different voices and simple props.  Don't be afraid to be silly or dramatic!
• Invite children to join in on repeating lines and phrases such as, I'll huff and I'll puff, and I'll blow your house in!
• Point to the illustrations to clarify the meaning of unfamiliar words.
• Use facial expressions, movements, and gestures to demonstrate the meaning of action words.
• Ask open-ended questions after reading to help children think about, remember, and discuss the story. Encourage them to connect the story to their lives. Remember to pause for at least 10 seconds after asking a question to give children time to think about their answer.

From Wild About Group Time: Simple Literacy Plans for Preschool.

A parachute is a wonderful resource that you can use every day!

Although you may think that a parachute is most suited for promoting physical development, it is also a great way to develop social and emotional skills.  In fact, a parachute can be used to promote active play, support imaginative play and creativity, improve listening and attention skills, develop an understanding of mathematical ideas and concepts, support communication and literacy skills, and much more. 

Thinking of Buying a Parachute?

Here are a few things to consider:

1.   To determine which size parachute to buy, divide where you are going to use it and measure the smallest of these spaces.  You will need plenty of space around the parachute this is free of obstacles and potential hazards.

2.   Look for a parachute that is made of a strong but lightweight fabric.

3.   Check that the seams of the parachute are sewn securely. They need to be strong enough to take plenty of active play.

4.   Ask if you can specify the colors when you order. If you have a child with a visual impairment, consider purchasing a parachute made with bright- or fluorescent-colored sections.

5.   Think about how you want to use the parachute. Use may influence your choice of design and size.

Parachute Play - The Basics

Sing familiar songs as you teach children how to use a parachute.  Create a new song by changing a few of the words to make it fit the activity.

What Children Learn

• To interact with others and work together toward a common goal

• To listen with enjoyment and respond to stories, songs and other music, and rhymes and poems

• To be confident about trying new activities

What to Do

• Speak the parachute flat on the floor and sit around the edge with the children. Talk about all of the things one can do with a parachute. Explain that if the children hold a section of the chute and cooperate as a group, they will be able to move the parachute up, down, and all around.
• Ask the children to take hold of the section of the parachute that is direction in front of them. Show them how to hold the material correctly bunching it into each hand for a firm grip or by grabbing a handle if the parachute has handles.
• Tell the children that on the count of three they will stand while still holding the parachute.  Count to three and then stand.
• Sing "The Wheels on the Bus Go 'Round and 'Round." While you sing the first verse of the song, move around in a circle. Sit for the next verse, and sing, "The bell on the bus goes ding, ding, ding."
• For the next verse, grip the parachute firmly, stand, and wave it from side to side as you sing, "The wipers on the bus go swish, swish, swish."
• Still holding the parachute, lie down so all the children's legs are under the parachute, as if they were fast asleep, and sing, "The babies on the bus go zzz, zzz, zzz."

• Stand and wave the parachute up and down, with the children jumping up and down. As the children jump, sing, "The children on the bus jump up and down."

• Teach the children how to "mushroom" the parachute. Tell the children to stand and hold the chute at waist height.  When everyone is set, tell them that on the cont of three they will life their arms over their heads to waft the chute high in the air and, as it billows, take one step forward, bring the parachute down behind them, and sit on the edge of the material. This will take practice, but the children will love to try it!

Another Idea...

"Here We Go 'Round the Mulberry Bush" also works well with practicing parachute skills. Sit on the floor, and during the chorus, instead of moving with the parachute, pass it around from hand to hand. Use actions that the children can do while they are seated, such as rocking side to side, touching toes, bouncing on bottoms, and so on. 

American folk songs provide a rich resource for teaching about our culture and developing social interaction between children.  Clapping, snapping, stamping, and moving in with the syncopated patterns of American folk chants, circle games, and songs helps children learn more easily in many ways. Here are some folk songs and activities you can try with your children! 

JIM ALONG JOSIE

The simple dance-song Jim Along Josie, said to be based on an old minstrel song, is widely known as a game or play-party song.

1. Hey jim along, jim along Josie,

Hey jim along, jim along Jo.

Hey jim along, jim along Josie,

Hey jim along, jim along Jo.

2. Walk jim along, jim along Josie,

Walk jim along, jim along Jo.  (Repeat)

3. Hop jim along, jim along Josie,

Hop jim along, jim along Jo.  (Repeat)

Improvisation & Rhythmic Play

Josie can have different ideas and movements other than those in the traditional text given above.

Run, jim along, jim along Josie,

Run jim along, jim along Jo. (Repeat)

Jump, jim along, jim along Josie,

Jump jim along, jim along Jo. (Repeat)

Tiptoe along, jim along Josie,

Tiptoe along, jim along Jo. (Repeat)

Crawl along, jim along, jim along Josie,

Crawl along jim along, jim along Jo. (Repeat)

Swing along, sing along, jim along Josie,

Swing along, sing along jim along Jo. (Repeat)

Roll, jim along, jim along Josie,

Roll jim along, jim along Jo. (Repeat)

OLD JOE CLARKE

Old Joe Clarke, a well-known square-dance tune, draws together groups of children and the traditional refrains lend themselves to free rhythmic play. 

Round and round, old Joe Clarke,
Round and round, I say,
Round and round, old Joe Clarke,
I haven’t got long to stay.
Old Joe Clarke he had a house,
Sixteen stories high,
Ev’ry story in that house
Was full of chicken pie.

Improvisation & Rhythmic Play

Encourage children to think of other ending verses that rhyme with "high."  Let children turn around and around.

LITTLE BIRD, LITTLE BIRD

Little bird, little bird, go through my window,
Little bird, little bird, go through my window,
Little bird, little bird, go through my window,
And buy molasses candy.

Refrain
Go through my window, my sugar lump,
Go through my window, my sugar lump,
And buy molasses candy.

Rythmic Play

This song lends itself to free rhythmic play as well as to simple game playing.  Have two children join hands and hold arms high to form an arch.  The others pass beneath, one by one.  In another variation, have All the children except one form a circle with hands joined and arms arched to form windows.  The remaining child goes in and out the windows.

FAVORITE BOOKS FOR TEACHERS

Seeger, R.C.  (1948).  American folk songs for children in home, school and nursery school.  Garden City NJ:  Doubleday & Company, Inc.

Seeger, R.C.  (1950).  Animal folk songs for children.  Garden City NJ:  Doubleday & Company, Inc.

Silberg,J,Schiller, P. The Complete Book of Rhymes, Songs, Poems, Fingerplays and Chants. Beltsville, MD: Gryphon House

RECOMMENDED WEBSITES

http://www.geocities.com/EnchantedForest/Glade/7438/

http://www.niehs.nih.gov/kids/musicchild.htm
http://www.kididdles.com/mouseum/allsongs.html
http://www.jackiesilberg.com

In March of this year, the National Governors Association and the Council of Chief State School Officers proposed a set of common core standards for early childhood education. In response, the Alliance for Children, joined by leading authorities in early childhood education such as David Elkind, Lilian Katz, and Ellen Galinsky, issued a statement that raised “grave concerns” that the standards do not support “child-initiated learning and play.”

Unfortunately, media coverage and public discussion of this issue often simplifies and polarizes the opposing positions by framing the argument as play vs. learning: Shall we allow children to play or shall we insist that they learn?

The truth is that the issue is more complex than play vs. learning. If you listen carefully to the advocates for play, you can hear that they are advocating both play and learning. We can do more than just “allow” children to play. We can support, encourage, protect, and facilitate children’s play in ways that ensure they share a rich learning experience.

One approach that supports both play and learning is Pre-K Storypath©.

In Pre-K Storypath, children’s natural desire to pretend creates opportunities for developing new knowledge and skills. During purposeful dramatic play, children develop vocabulary, solve problems, and interact socially. This focus on dramatic play increases children’s motivation and engagement.

Each Pre-K Storypath unit is based on a child-centered dramatic play scenario:

• The Restaurant
• The Post Office
• The Zoo  

Post written by Ann Gadzikowski.  Ann Gadzikowski, a graduate of the Erikson Institute, is an early childhood administrator and consultant in the Chicago area. She is the author of Story Dictation: A Guide for Early Childhood Professionals (Redleaf Press) and teaches early childhood education courses at Oakton Community College. 

"I am a Kindergarten teacher with 18 beautiful fun loving children. The community in which they live is deprived and sometimes unsafe. These children have not had many educational opportunities or had positive interactions. They operate in "survival mode." I am in desperate need of big books, a big bookstand, picture libraries, mini pocket charts and sight word materials..." (Wanda Peck, Easton Elementary, Winston-Salem, NC)

Adopt-A-Classroom invites the community into the classroom  in support of teachers  and their students.   By   adopting   a   classroom,  donors form   partnerships   with   specific   classrooms providing   financial   and   moral   support.   The result is a meaningful contribution to education in  which  donors experience the impact of their efforts and celebrate in a classroom's success.

Here's how it works: A donor selects a classroom and makes a contribution for the teacher to use and purchase much needed resources for the classroom. Donors may search for classrooms by geography, school name, teacher name or other search criteria. If a donor has no preference, Adopt-A-Classroom partners the donor with an underserved classroom in the community. Adopt-A-Classroom directs 100% of all donations earmarked for classrooms to the classroom teacher in the form of online credit. Adopt-A-Classroom takes $0 for administration. The teacher uses the credit to shop online from a network of affiliate vendors that have partnered with Adopt-A-Classroom. The teacher has full discretion to purchase resources that meet student needs and increase opportunity for classroom success. If the teacher is unable to meet classroom needs with the affiliate vendors, Adopt-A-Classroom will work with the teacher on a one-to-one basis. Adopt-A-Classroom sends each donor an "Impact Report" which details item-by-item, dollar-for-dollar what the teacher purchased with the donation.

Kaplan Early Learning Company proudly partnered with Adopt-a-Classroom several years ago as an affiliate vendor -- and now we wanted our employees to select a specific local classroom for us to "adopt."We searched among the classrooms registered with the program to narrow the options to five pre-K and Kindergarten classes in Winston-Salem that have a high percentage of students below poverty level.  We gave our employees an opportunity to read descriptions of each project and to vote for the one they found the most compelling.  Ms. Wanda Peck, a Kindergarten teacher at Easton Elementary was the overwhelming selection!

"I am in desperate need of big books, a big bookstand, picture libraries, mini pocket charts and sight word materials. Currently, my classroom library is bare. Just having big books and a stand to hold the books will add excitement to reading. I have to hold the book in my lap as I read and.... do you know what happens? The book folds up, the pages run together, you lose your place in the story. Eventually the book falls to the floor. Meanwhile the children just watch you as you struggle because no one is listening to the story. The show is much more fun to watch! The photo libraries are a series of photographs that aid children in building background knowledge. This sounds simple but imagine little ones that do," wrote Ms. Peck.

We look forward to communicating with Ms. Peck throughout the remainder of this school year to learn about the difference we have made in the lives of the students.  (See the nice thank you note we received on our Facebook page)! We also look forward to supporting the classroom in ways beyond the financial contribution, such as visiting the classroom, chaperoning field trips and other activities that we may coordinate directly with Ms. Peck.

Interested in developing a lasting and meaningful relationship with an underserved classroom in your community, your child's classroom, or even a friend in the teaching profession?  Locate a classroom to adopt here!

Does Music Make You Smarter?

Throughout history, in all cultures, music has provided the soundtrack to human life. Archaeological evidence of musical instruments such as bone flutes and drums predate agricultural tools!

Music researchers have found correlations between music making and some of the deepest workings of the human brain. Research has linked active music making with increased language discrimination and development, math ability, improved school grades, better-adjusted social behavior, and improvements in "spatial-temporal reasoning," - a cornerstone for problem solving.

To help grow a young child’s brain, music is essential. What can you do to incorporate music into the lives of your children?

With a newborn baby, we automatically know how to sing while rocking him to sleep. This natural instinct to surround a new infant with music and song is also a natural way to start building brain connections. Music affects all levels of development: social, emotional, physical, and cognitive growth.

Music brings people together and helps them interact with one another.  The same thing happens with you and your children. Play music and watch the children respond. They will move in different ways, clap their hands, and tap their feet. Singing will make a difference in their brain development.

Music has the ability to comfort and soothe us. Children will often sing to themselves for comfort. You can use music to help calm your baby, or get your toddler to relax for naptime. If a child is tired or sad, singing a song or playing lively music can change their mood.

Music and movement go together. Children naturally respond to music by moving and being active. Music helps children learn about rhythm, timing, and coordination.

In addition to being fun, The "Hokey Pokey" dance, line dancing, square dancing and all group dances help children learn: their body parts (put your right foot in, raise your hands), sense of direction (turning around, going left and right, moving back and forth), or rhythm patterns (tapping to the beat).

Toddlers and preschoolers love rhymes and songs and they teach about numbers, letters, and sounds ("ABC song", "This Old Man"). As children's brains are developing at their fastest when they are very young, with 80 percent of brain development occurring by age 3, and 90 percent by age 5, music helps with making connections in the brain.

Music is linked to improved math, memory and reading skills. When children make up their own rhymes and songs, they are developing their language skills and building the connections in the brain.

Playing in a band or orchestra helps children with social and emotional development. Learning an instrument like the recorder or violin helps with hand-eye coordination.

There is no doubt that all music matters

Research conducted by psychologist Frances Rauscher of the University of Wisconsin at Oshkosh and physicist Gordon Shaw of the University of California at Irvine specifically links the study of music to necessary brain development. They demonstrated that preschoolers who were given early exposure to complex multi-sensory stimulation -- in this case, musical key-board lessons and group choral singing -- scored higher on tests measuring spatial reasoning, a skill used later in math, science and engineering.

·    Research shows that piano students are better equipped to comprehend mathematical and scientific concepts. Neurological Research February 28, 1997

·    Young children with developed rhythm skills perform better academically in early school years. Findings of a recent study showed that there was a significant difference in the academic achievement levels of students classified according to rhythmic competency. Students who were achieving at academic expectation scored high on all rhythmic tasks, while many of those who scored lower on the rhythmic test achieved below academic expectation. Source: "The Relationship between Rhythmic Competency and Academic Performance in First Grade Children," University of Central Florida, Debby Mitchell

·    A ten-year study, tracking more than 25,000 students, shows that music-making improves test scores. Regardless of socioeconomic background, music-making students get higher marks in standardized tests than those who had no music involvement. The test scores studied were not only standardized tests, such as the SAT, but also in reading proficiency exams. Source: Dr. James Catterall, UCLA, 1997

·    Music training helps under-achievers. In Rhode Island, researchers studied eight public school first grade classes. Half of the classes became "test arts" groups, receiving ongoing music and visual arts training. In kindergarten, this group had lagged behind in scholastic performance. After seven months, the students were given a standardized test. The "test arts" group had caught up to their fellow students in reading and surpassed their classmates in math by 22 percent. In the second year of the project, the arts students widened this margin even further. Students were also evaluated on attitude and behavior. Classroom teachers noted improvement in these areas also. Source: Nature, May 23, 1996

·   Music education can be a positive force on all aspects of a child's life, particularly on their academic success. The study of music by children has been linked to higher scores on the SAT and other learning aptitude tests, and has proven to be an invaluable tool in classrooms across the country. Given the impact music can have on our children's education, we should support every effort to bring music into their classrooms." Source: U.S. Senator Jeff Bingaman (NM)

In his book Keeping Mozart in Mind by Dr. Gordon Shaw, he presents the latest scientific findings on how music affects reasoning and learning.

Dr. Shaw was world-renowned for his leadership in the music and the brain studies and discoverer of the "Mozart effect.

In the first years of life, the brain is undergoing rapid physical development. Studies show participation in music can influence that process, with ramifications that last a lifetime.

A growing body of evidence suggests that when parents and/or teachers and caregivers engage young children in music activities on a regular basis, they are helping to hardwire the children's brains for successful lifelong learning.

Sing, dance, listen, and grow your brain all at the same time!

This post was contributed by Jackie Silberg, who has an M.S. in child development.  An early childhood advocate and popular keynote speaker, Jackie received the Distinguished Alumna Award from Emporia State University, recognizing her current achievements as well as her long and prolific career. Jackie founded and directed the Jewish Community Center School of Music in Kansas City, Missouri, and worked for Channel 41 television, planning the music and performing her original music for "41 Treehouse Lane," a children's program.  She wrote and produced a television show for Time Warner called "Just Kids," which addressed children's needs and interests. Jackie has worked as a consultant with the Discovery Channel, setting up their music streaming website. She has given workshops, keynote addresses, seminars, and family concerts throughout the U.S., Canada, Australia, Germany, and in Singapore. Jackie has served as an adjunct instructor at both Emporia State University and the University of Missouri at Kansas City and lectures at Johnson County Community College. Jackie is the owner of Miss Jackie Music Company.

Books by Jackie Silberg: Games to Play with Babies , Games to Play with Toddlers, Games to Play with Two Year Olds, Revised, Reading Games for Young Children, Brain Games for Babies, Brain Games for Toddlers & Twos 

Wendy Haner, the Director of Product Sourcing & Design for Kaplan Early Learning Company, answers frequently asked questions regarding disinfecting and sanitizing items for classrooms.

What is a disinfecting solution?

A disinfecting solution may be a self-made solution or a commercial product that meets the Environmental Protection Agency’s (EPA) standards for “hospital grade” germicides (solutions that kill germs).  A self-made solution must be prepared daily and placed in a closed or labeled container.  To disinfect items such as toys and eating utensils, use a solution of one tablespoon of liquid household bleach to each gallon of water.  To disinfect surfaces such as bathrooms, crib rails, and diaper-changing tables, use one-fourth cup of regular strength liquid household bleach to each gallon of water. Use a commercial product that meets the EPA’s standards for hospital grade germicides according to label directions. Commercial products must not be toxic on surfaces likely to be mouthed by children, like crib rails and toys.

May I use a dishwasher or washer machine to sanitize items at my child-care center?

Items that may be washed in a dishwasher or the hot cycle of a washing machine do not need additional disinfecting, provided the machine runs at a temperature of 160 degrees Fahrenheit or higher for five or more minutes.   

First, a few facts;

Two-thirds of all American women are working by the time their first child is one year old, compared with only 17% four decades ago. Single-parent households, most of them headed by women, constitute a quarter of all U.S. families. Hence, finding excellent, affordable care is a major priority. These facts lend themselves to the “school-age” after school student population as well. (National Association of Child Care Resource & Referral Agencies)

Cost varies considerably when it comes to location, type of program, before school, after school or combination thereof. On site, turn- key programs can provide after school administration, supplemental teacher income, financial assistance and additional revenue streams within a safe, familiar setting for a successful, cost effective, extended day program.

                                           When I see I forget.

                                           When I hear I remember.

                                           When I do I understand.

                                                                  -Chinese Proverb

 As within the regular school day, reaching out to all “Learning Styles” is key when effectively making a difference in what your students take away from your after school curriculum efforts.  School agers are only in that program for a short time, and that doesn’t include all the necessary parental interruptions!

A balanced curriculum within your student age groups, touching on academics, enrichment and physical activities will help support monthly themes and those skills taught during the school day. Students are looking for variety and choices within a routine.  The curriculum should present opportunities to work in preferred activities involving games, imaginative play, structured clean-up, social interaction, language arts and mathematics.

Hands-on lesson plans that apply to family and community are a must whether you are putting forth your efforts within an “Interactive/Homework” structure or an “Academically, Curricular Based” program. Quality programs should emphasize learning that is fun and safe. You should feel confident in providing a seamless choice for parents in the same familiar setting that your students experience throughout the school day. Your partnership should lead to the most effective use of those after school hours when successful teaching and learning provides the springboard to a student’s success in life.

When you support a program that works with those students that participate, word travels fast through parental/teacher portals and your program will grow! 

A successful, cost effective program will help you maximize your after school instructional time while optimizing student learning.

Contributed by Alan Jones, Executive Account Manager, AlphaBEST Education, Inc.  AlphaBEST Education, Inc. designs and operates academically focused extended day programs that offer opportunities for elementary school students to learn, develop, explore, and have fun beyond the normal school day in a safe, educational environment.  Our safe, caring, child-centered programs meet the needs of families and schools. Our academically enriched extended day programs are interactive and engaging for children to promote life long learning. AlphaBEST's team of trusted educational professionals values their role in creating a well balanced atmosphere for children to build pathways to success.  To learn more visit http://www.alphabest.org. 

Over the years, I have seen many families face the dilemma of what to do for child care when their child, who has been going to the same daycare center for 4 years, will be going to elementary school.  If the center your child attends has a school-age after school program with transportation provided, it may be an easy decision but, if not, you will need to start your search for the perfect program for your child.

Start your search by asking neighbors, friends and family about which after school programs they are using and which programs they recommend. If you are new to the area, call your child’s school and they will have a list of centers where their students go. It could be local In-Home centers, Daycare centers, a local church, or they may even host a program directly in the school. Some counties have child care locator services. With your list compiled, all you need to do is find the right program.

Fortunately for you, competition in the after school market over the past few years has been a catalyst for all programs to step up their game. Programs that were once just a “Stay & Play” have had to change their ways to remain competitive. While recreation should be a component of the program, it shouldn’t necessarily be all that the children do. Family schedules are hectic, so one component to look for is homework time. With sports, boy/girl scouts, and various clubs, families have limited time together. If homework is completed in the after school program, it allows for more family time. Another component is curriculum. What curriculum do they use? Is it age-appropriate? Is it aligned with what they will be doing in the regular school day? How is it balanced with other activities? If it is a program that is housed away from the school campus, ask how the children are transported. Do the buses pick-up and drop off? Does the facility provide transportation via a van or bus? Do you even want your child being transported? Do your homework and visit each center so you can get a feel for the program. Make sure each program is clean and welcoming. How do the teachers speak to the children? What do they do on a typical day (schedule)? How long do activities last? How are different ages grouped? Do they have a current license? What kind of teacher turn-over do they have? Do they offer snacks? There are enough questions to make your head spin. How will you remember all of them? In order to simplify this process, you will need to tackle it the same way you would go about eating your average four-ton elephant, piece-by-piece. This elephant-sized task must be broken up into pieces in order for successful completion.

1. Write down all available options (In-home, daycare center, program at school, etc.
2. Write down a list of interview questions to include topics such as: health, safety and emergencies, daily schedule, hours of operation, availability, cost, learning opportunities, homework time, and teacher to student ratios… and ask for references! This step can be done over the phone or if you have time schedule a time to see the program (remember a picture is worth a thousand words!). It wouldn’t hurt to bring your child along.
3. Check those references. Not only can you get additional information from another parent’s perspective, you can also get to know the other parents at the center.
4. Ask your child for their input. After all, it is your child that will have to be there every day.

Remember that after all of your research, above everything else, you need to make sure your child is happy. But beware what you wish for. In a recent survey I administered to our families, I found one parent’s response that warmed my heart and made me laugh at the same time…

“My son is in 1st grade, and he cries and yells if I pick him up too early. He gets his homework done (most of the time) and he loves the art and free play-time. I wish it wasn't as much fun. Maybe I could get him home earlier :)”

Contributed by John Putnam, Director of Logistics, AlphaBEST Education, Inc.

AlphaBEST Education, Inc. designs and operates academically focused extended day programs that offer opportunities for elementary school students to learn, develop, explore, and have fun beyond the normal school day in a safe, educational environment.  Our safe, caring, child-centered programs meet the needs of families and schools. Our academically enriched extended day programs are interactive and engaging for children to promote life long learning. AlphaBEST's team of trusted educational professionals values their role in creating a well balanced atmosphere for children to build pathways to success.  To learn more visit http://www.alphabest.org.