Faith Development of Children

It is essential that developing faith be as intentional as are a child’s cognitive, social, emotional, and physical development. Just as these other areas of the child’s growth develop in stages, so does his or her faith. In most early childhood programs, the philosophy in the area of faith development is often based on the work of James W. Fowler. His studies and writing clearly shows that faith is developmental. A congregation is better able to respond to children and incorporate them into the life of the community when it broadens its awareness of children’s developing needs and abilities .

Implementation in an Early Childhood Setting

(1) A child’s developing faith can be influenced when they are provided a place where they feel safe and secure. The program must ensure that safe haven through the weekday preschool.

(2) Understanding that young children are concrete learners and gain more knowledge of their world through exploration than through explanation. By touching and feeling their environment they make sense of their world. Staff must be knowledgeable and they plan activities that reflect that knowledge.

(3) Through showing children both patience and praise. As we show patience children will learn to control their “wiggles”. Remember that praise must be genuine and merited. Whether in church or in school “wiggles” are normal in young children and as we are accepting and patient with young children, they grow and mature in their ability to control that impulsive behavior. The loving guidance of adults they have come to trust encourages appropriate behavior.

(4) Young children are “either-or” learners. They tend to think in terms only of “good” or “bad”. Staff respect children’s needs for positive words and images. Stories, pictures, and conversations shared with them, must use words that do not generally encourage “either-or” learning. The “worship and wonder” centers in the room provide appropriate stories and images.

(5) Children model the behaviors they see, so adults must be sure their behaviors reflect the beliefs and values consistent with our faith. Adults must be consistent in their interactions not only with the children, but also with the adults they work with. Children “watch” and “hear” all that is around them and may take it in as “the way to be”.The goal should be to have the child come to know this is God’s world and to discover his/her place in it. Also, to realize the responsibility each of us has to care for God’s world. At the school I directed and taught in we had a “worship and wonder” center in each classroom. Teachers place books, pictures, items from nature, etc. on the table in the center and help the children focus on that in relation to God’s world. They talk about how they can care for one another and often pray for each other. Children of many different ethnic and faith backgrounds learn to celebrate the differences in one another and thereby come to realize that we can all live in harmony in God’s world. He created each of us and made each of us different and unique, but all “very special in his sight”. When the children go to chapel they learn more about God’s son, Jesus, and hear stories about him and the way he wants us to live in his Father’s world.

How Children Learn Through Play

Cognitive Development Through Playing

Play almost always involves cognitive development. There are the obvious manipulative toys, puzzles and games that are specifically fostering mental activity, but by simply exploring materials around them, children can learn new concepts, such as volume, problem solving, and math skills, to name a few. Children learn how materials relate to each other, and hold a place in the world's make-up.

To illustrate, the following are some examples. A child playing outside, discovers how water turns to ice overnight in the cold, and then as the sun comes out, watches it melt as a space is cleared for his favourite plastic boat. Later he may relate this to concepts, or ask questions which will lead to a discussion about ice and water.

Furthermore, a child at the water table is learning about volume when pouring water into different shaped containers. At a block table, a child is learning to problem solve as he tries to fit a block figurine into a small space, and eventually moves one of the blocks. At the play dough table, a child is learning math concepts as she counts the balls made. Lastly, when a child is exploring new experiences and familiar material at different times of the day, his/her language use increases, and concepts are further ingrained.

Physical Development Through Play

Children gain knowledge about their bodies, and develop physically through play. Children learn about their senses and body movements. They develop not only their gross motor skills, but also their fine motor skills. Inevitably, kicking a ball or riding a bike develops muscle control and strength in a child.

In addition, play develops fine motor skills, for instance, picking up small rocks to make a walkway to the sandcastle just made, or finding some small twigs for the special pie being made in the sandbox. Children learn how wet sand feels through their fingers in comparison to dry sand. They learn how flowers smell in the spring, and how rain sounds when it hits the ground.

Social Development Through Play

Play is one of the best ingredients for social development in children, particularly drama play. Observing a child lost in his/her created world is clear evidence of the outlet play provides for children. Children, through drama play, are allowed to try on the social roles they see around them, and by doing so, begin to understand the diversity in this world. Children learn a great deal of social skills through play. They figure out ways to share, cooperate and negotiate with each other. Children playing together learn to interact, share ideas and space, and take turns with material and discussion.

Emotional Development Through Play

Children work through a great deal of feeling and emotions through play. By having the freedom to engage in lengthy, self-directed play, a child’s sense of self and confidence develops. He/she may be working out a feeling such as fear by re-enacting a particular event. A child may simply be given an opportunity to be silly and laugh and learn how good that feels.Through playing with each other, children discover how to deal with their feelings, label them and find solutions on how to deal effectively with what they are experiencing.

Providing the Time for PlayWith all these factors involved, it our responsibility as caregivers to allow children free time and space to explore and discover their environment with ease, through play. Children deserve uninterrupted time to unfold in their play in environments, which are comforting and secure, as well as stimulating and imaginative. In respect to children’s individuality, caregivers should provide a variety of materials, such as sensory tables, and types of play, such as free time along with cooperative games. The material and activities should include different levels of skill to match the individual growth and readiness of each child in a group. A responsible caregiver should be committed to encouraging, and enhancing play, not by controlling the process, but by observing, commenting, redirecting, and sometimes playing herself!

Through play, children actively learn a number of skills. Time spent playing allows children to try new experiences, and test abilities. When comfortable and secure, children orchestrate their own learning process through observing and choosing their involvement. Through hands-on learning, they can truly experience and remember facts. Lastly, by being in control of this act of learning, play fosters independence, self-direction

Reading WITH Preschoolers & Reading TO children

There is a difference between reading with preschoolers and reading to children. When you read with a child, they are actively engaged and participate in the story telling process. When you are reading to a child, they might not be active listeners, they might drift away and not pay attention to the story.

 When reading a book with your child, remember:

1. You are not a TV - Reading is an interactive activity. Talk with them, ask for their opinion.
2. Enjoy the experience - Make reading fun and enjoyable. Never make it feel like a chore.
3. Make it meaningful by choosing books your child can relate to. Characters she/he will love and cherish forever.
4. To use books as a starting point to discuss real life experiences.

When you are reading with preschoolers you are teaching them that the words on the page have a meaning and together they create a story. You are expanding their vocabulary and most importantly, you are teaching your child that they are important to you and you want to spend quality time with them.

Did you know? Children who are read to do far better in school than those who are not read to.

So you are on board with reading but not sure where to begin? Here are a few tips for getting started.

Books everywhere - Have books everywhere. In the car, bathroom, under their pillow and by their bedside. Keep books on the coffee table in the living room and on the shelves in their room. Visit your public library often.

Set a special reading time - Bedtime works well for us but you should choose the best time for you.
15 minute rule - Read for at least 15 minutes a day. Half an hour is even better. And finally:

Raise a reader by being a reader

By teaching your child the love of reading you are giving them a great gift. A gift of endless knowledge and pleasure that will enrich their lives forever.

10 ways to cope with those kicking, screaming, why-me meltdowns.

Q: When my three-year-old doesn’t get her way, she puts on a tantrum that could win her an Oscar. What is the best way to stop her meltdowns?

A: Temper tantrums are most common amongst toddlers eighteen to twenty-four months. It’s one of the reasons those years are not-so-affectionately called the Terrible Twos. Tantrums are equally as common in girls, as in boys. But older kids sometimes resort back to the tantrum stage, especially if there’s been a recent stress or change in their lives or they’ve learned they work to get their way. While you can expect your little munchkin to have an “Exorcism” or two, how you respond to the outburst will largely determine whether they decrease or increase. Here are a few tips that will help stop those annoying kid meltdowns.

Before the Tantrum:

Anticipate the Meltdown

Your best defense is to anticipate a tantrum’s onset. Don’t wait until your child is in full meltdown because once a tantrum begins, you don’t have much control. Watch for your kid’s signs that a tantrum is on its way: tension, acting antsy, a whimper. Once you learn to identify your child’s “tantrum is approaching” signs you’re in the best place to defuse it.

Distract and Redirect

The second you know a tantrum is approaching, immediately try to redirect your child’s attention: say “Let’s go get your teddy,” or “I bet you can’t jump up and touch the sky!” Or try distracting your little one: “Look at that little boy over there.” Your best bet is to try to divert his attention long enough to reroute his energy. Do know the technique doesn’t always work, but it’s worth a stab.

Use Feeling Words and Calming Methods

One of the biggest reasons toddlers use tantrums is due to frustrations. They simply don’t have the words to express their wants and needs, nor the maturity to gauge their emotions, so you’ll need to be their self-regulator at first. Try rubbing her back, holding her gently, or humming a relaxing song. Get down eye to eye, and talk in a soothing voice. Put your child’s feelings into words: “Oh, you look like you’re tired. Are you tired?” or “It looks like I have a frustrated little girl. Are you frustrated?” Pose a question that your child can answer with a yes or no nod. Your calming tone along with your “feeling talk” might just help temper a pending explosion.

Give a Warning

Depending on your child’s maturity level, try giving a warning. Use a Firm Parent Voice and give a simple stern admonishment letting your child know that his behavior won’t be tolerated: “Calm down, Jack. You know mommy doesn’t like that behavior” or “Stop that now, Kelly, or you will go to the Calm Down Chair.” A warning lets your child know that his behavior is not appropriate and if he continues there will be a consequence. With some little tykes, your stern reminder is all it takes. If you do give a warning and the poor behavior continues, you must follow through and send him off to the Thinking Chair (one minute per age of the child until calm). “Warnings” and the Calm Down Chair (or Time Out) are usually effective for children who are at least three years of age; sometimes for more mature two-years-olds but never before that age. Your child must be able to understand the concepts of a warning and consequence and possess a speaking vocabulary of more than a few phrases.

During the Tantrum:

Ignore, Ignore, Ignore

Once the tantrum starts, don’t give it any attention. No eye contact, no words, do not react. Once your child learns that her outburst “works”—that is she gets her way—she’s likely to try it again (and again and again).

Don’t Try to Reason

Forget trying to rationalize with a wailing, flailing child—it’s like trying to reason with a goldfish! Once in tantrum-mode your child is beyond understanding. Also, don’t coax, yell, or spank. It doesn’t help, and you’re lible to escalate the outburst.

Ensure Safety

Check out the surroundings. If there are sharp edges, glasses or objects that could hurt your child, move him to a “safe zone.” I would not recommend restraining a flailing child unless absolutely necessary for his safety or you’ve clearly discovered it’s the only method to calm him. Restraining usually increases an outburst (and you’re likely to be hurt). If you’re out in public, stop what you’re doing and remove your kid to secluded spot or take him home. Yes, it’s inconvenient, but he’ll learn you’re won’t tolerate inappropriate behavior.

After the Tantrum:

Don’t Stress Out

It’s over! Chances are you both are plain drained. So do whatever you need to do to regroup.

Track Your Response

Collect your thoughts, and then assess your response. Were you consistent with how you handle the outburst? “Calm consistency” is a key to ending tantrums so be mindful of how you respond to your child.

Identify Triggers

Get a calendar and keep notes. Is there a pattern as to when or where these tantrums usually occur? For instance, just before naptime because he’s tired; after day care because he’s stressed; or at noon because he’s hungry? Does your child have a tough time with change and need a warning that a transition coming? Is there anything you can do to change your child’s schedule that might help reduce his outbursts?

Bringing Nature Into the Preschool

Children love nature. It is always a great idea to include field trips in an early childhood setting that allow children to experience a natural setting. Sometimes, though, that is not always the easiest option depending on where the preschool or daycare is located, staffing and budget. Yet, whether a childcare facility is in the country or city location, nature can always be brought inside.

Create Nature Boxes

There are many seasonal activities children can experience by bringing the outside in, that must occur that day or within a week before the items begin to perish. But, there are some things from nature that can be collected and stored to bring out when needed, such as shells, bark, smooth wood, feathers, sand, and pinecones. A science discovery box is a great idea as well, which could hold such things as bird nests, bee hives, snake skin, and so on. When the boxes are full, then setting up areas that include nature throughout the preschool or daycare becomes an easier task for caregivers.

Using Nature in Art Projects

Children enjoy using natural collections for art projects. The items can be used for specific art projects or made available for children to create their own masterpieces.

Natural Discoveries for Science Displays

One of the best ways for children to experience nature when a field trip is not available is through other people's discoveries being shared. By having an actual bird's nest, for instance, young children are allowed to see, touch and perhaps even smell the amazing creation of our feathery friends. When the nature display is combined with open ended questions, books, songs and so on, young children are inevitably learning about nature.

Nature in Drama Areas

As long as the items are safe, nature can be used to help create scenes in a drama center. For example, if the staff member is setting up a camping theme with a tent, then placing real twigs, pinecones and bark around contribute to the scene and the child's imagination.

Nature Walk Collections

The best experience of all would be for a daycare or preschool to go for a nature walk and collect items for the classroom. If the group is not able to, perhaps having families bring in items from their walks, yards, gardens or trips could help collect material for the children to use. With the collection, children could create nature collages, nature mobiles or nature wreaths to name a few.

Bringing the Inside Out

If permitted, it is also fun to bring inside activities outside, for instance by painting snow and ice in the winter, or painting autumn leaves and then pressing onto the ground to view the image. Further, children can trace their shadows with large pieces of paper, or use sidewalk chalk to decorate buildings.

Learning about nature is such an important part of young children's development. Preschools and daycares should include trips to farms, local parks and other safe outdoor settings, to allow children to experience the elements of nature. But, when that is not available for various reasons, bringing nature into the childcare setting is a wonderful option.

POWER PLAY: The Good, the Bad and the Ugly

One of the most frequently heard complaints among caregivers is that young children insist on playing super hero or fighting games. Around the age of four, a perfectly sweet and wonderful group of children can transform into a miniature commando unit, arms and legs flying as they challenge anyone and everyone wandering into their territory. It's as predictable as puberty, and often just as frustrating for adults.

Why do young children play aggressive games?

Anything that children do as often and as universally as power play must have some basis in children's typical development. If children between 4- and 6-years old consistently act out dramatic play scenarios that involve power, aggression, and good vs. evil, regardless of where they live, economic status, or family background, there must be something that they all have in common that is motivating this kind of play.

Many critics of modern media blame children's aggression on the high level of violence found on television and in films. There is no doubt that violence in the media is a valid concern that needs to be addressed. But power play among children is not a modern phenomenon. Long before Power Rangers® ever hit TV screens, children were playing good guys vs. bad guys.

Although the form that the characters take changes often, there are a few basic characteristics that are common in power play.

• there are always good guys and bad guys; good vs. evil; there is no gray area, you are all one or all the other
• there is always a conflict between the two; it is the responsibility of the good guys to fight the bad guys
• control or power is always the issue - who will "win" or be in control?

What are children learning?

If we believe that children are always learning something about themselves and their
world through their play, then what can we conclude about the concepts learned in power play?
Some clues can be found if we look at other characteristics of children between the ages of
four and six.

• Typically, children at the age of four begin testing their independence, as they did
  when they were two.
• They are still quite "black and white" in their thinking and tend to categorize people in
  simple, one-dimensional ways (for example, how can my teacher also be a mother?).
• They are becoming more aware of the effect of their own actions on others and the
  need for social rules of behavior. However, it is still difficult for them to see things
  from another person's perspective.
• They are beginning to form an understanding of morality, a universal code of "right"
  and "wrong" that is beyond simply knowing which of their own actions will result in
  punishment.
• Although they are given opportunities to make more decisions than they have at
  earlier ages, they still have relatively little control over what happens to them in our
  adult world.
• The line between real and pretend is still fuzzy, particularly when it comes to threats
  to be feared.

Perhaps power play is a means for young children to grapple with these concepts. In a dramatic play situation, the children have made the rules and drawn the boundaries. Within this safe environment, they can take on adult or super-human roles and experience a feeling of control. They can feel the satisfaction of good winning over evil and of knowing that they had the ability to overcome the bad guys. The very real fear of evil is brought down to a controllable size. And in the end, the children have the ultimate power to stop the whole game, knowing it is only pretend, making the issues of good vs. evil and power much more manageable.

Where are the boundaries?

Of course, it is the responsibility of adults to provide an atmosphere in which children are physically and emotionally safe. Left unchecked, power play can become too aggressive, leading to physical harm and fear. How can caregivers allow children to work through important developmental issues and concepts while still maintaining a safe environment? Here are a few suggestions:

1. Make it very clear to children that one rule is always in force: everyone must be safe. If play will hurt anyone physically or make them feel unsafe, it must stop or be changed. You may need to write down this rule and post it for easy reference. Some caregivers even have children sign their names at the bottom to show their agreement with the rule.

2. Another good rule is that no one's feelings should be hurt during play. If you find that the same child is always playing the bad guy (possibly because he/she doesn't have
the social skills to join play as a good guy), you can use this rule to reason with the children, saying that always being the bad guy will hurt his/her feelings. Then you can suggest that they think of a good guy character that he or she could be. You may want to go so far as to say that no children can be bad guys, but that bad guys will have to be imaginary.

3. As you see a power play scenario begin, have the children take a minute to explain to you the plot and the characters. As you remind them of the basic rules, encourage them to problem-solve ways to play their game within those rules. Be supportive as you help children try to think through the ways that their play affects others.

4. Observe power play closely- both the children involved and the children close by. Children at this age are still developing self-awareness and self-control. Physically, they may not realize that their action could truly hurt someone, especially when they are immersed in a pretend role. They also may not be able to control the intensity of the feelings brought out in power play. If you sense that a child is getting too intensely angry or upset in his or her role, step in and help the child calm down and regain control.

5. Join in the play periodically. Allow the children to assign you a role and find out the plot. This will allow you the opportunity to ask questions and find out what they are thinking as they act out the story. It will also give you the chance to suggest more constructive alternatives to violence as a solution or to stretch their thinking about why people might do bad things and whether or not they can change. Use a light touch, however; children have selective hearing and will quickly tune you out if they detect a "lecture voice!"

It is possible to allow children to act out power play scenes and to still maintain your sanity!
The keys are to:

• understand the developmental aspect of power play
• recognize what children are learning
• establish reasonable, understandable limits

PRESCHOOLER DEVELOPMENT

YOU WILL LEARN:

- what to expect from preschoolers.

- that preschoolers grow and develop at their own rate.

- some activities to enjoy with preschoolers.

PRESCHOOLERS

Three and four-year-old children are often called preschoolers. Preschool children are making developmental strides and express an interest in the world around them. They want to touch, taste, smell, hear, and test things for themselves. They are eager to learn. They learn by experiencing and by doing. Preschoolers learn from their play. They are busy developing skills, using language, and struggling to gain inner control.

Preschoolers want to establish themselves as separate from their parents. They are more independent than toddlers. They can express their needs since they have greater command of language.

Fears often develop during the preschool years. Common fears include new places and experiences and separation from parents and other important people. You can expect the preschool child to test you over and over again, to use profanity and other forbidden words, and to act very silly. Preschoolers may still have trouble getting along with other children, and sharing may still be difficult. Because of their developing imaginations and rich fantasy lives, they may have trouble telling fantasy from reality. They may also talk about imaginary friends. Preschoolers need clear and
simple rules so that they know the boundaries of acceptable behavior.

Understanding their growth and development will help you guide preschoolers through this stage. This fact sheet lists some of the characteristics of preschoolers. These characteristics are listed for three main areas: physical (body), social (getting along with others) and emotional (feelings), and intellectual (thinking and language) development. Remember that all preschoolers are different and reach the various stages at different times.


PHYSICAL DEVELOPMENT

THREE-YEAR-OLD CHILDREN

- They walk on tip toes.
- They stand on one foot.
- They jump horizontally.
- They ride a tricycle.
- They build towers of 6-9 blocks.
- They catch a ball.
- They smear or daub paint. They draw or paint in vertical, horizontal, and circular motions.
- They can handle small objects (such as puzzles, pegboards, and parquetry sets).
- They grow about 3 inches taller in a year.


FOUR-YEAR-OLD CHILDREN

- They have more small muscle control. They can make representational pictures (for example, pictures of houses, people, and flowers).
- They run on tip toes.
- They hop on one foot.
- They gallop.
- They begin to skip.
- They throw a ball overhand.
- They pump themselves on a swing.
- They like unzipping, unsnapping, and unbuttoning clothes.
- They dress themselves.
- They can cut on a line with scissors.
- They like lacing their own shoes (but not tying).
- They can make designs and write crude letters.
- They are very active and aggressive in their play.


SOCIAL AND EMOTIONAL DEVELOPMENT

THREE-YEAR-OLD CHILDREN

- They enjoy dramatic play with other children.
- They begin to learn to share.
- They need to know clear and consistent rules and what the consequences for breaking them are.
- Their emotions are usually extreme and short-lived. They need to be encouraged to express their feelings with words.


FOUR-YEAR-OLD CHILDREN

- They have very active imaginations.
- They sometimes have imaginary friends.
- They can be aggressive but want friends and enjoy being with other children.
- They tend to brag and be bossy.
- They are learning to take turns and to share. Games and other activities can help preschoolers learn about taking turns.
- They enjoy pretending to be important adults (mother, father, doctor, nurse, police officer, mail carrier, etc.).
- They need to feel important and worthwhile.
- They need opportunities to feel more freedom and independence.
- They appreciate praise for their achievements.


INTELLECTUAL DEVELOPMENT

THREE-YEAR-OLD CHILDREN

- They can communicate their needs, ideas, and questions.
- Their attention span is a little longer so they can participate in group activities.
- Preschool children learn best by doing. They need a variety of activities. They need indoor and outdoor space. They need a balance between active and quiet play.


FOUR-YEAR-OLD CHILDREN

- They are very talkative.
- They enjoy serious discussions.
- They ask lots of questions, including "how" and "why" questions.
- Their language includes silly words and profanity.
- Their classification skills and reasoning ability are developing.
- They should understand some basic concepts such as number, size, weight, color, texture, distance, time, and position.


ACTIVITIES TO TRY

THREE-YEAR-OLD CHILDREN

- Preschoolers need time to climb, jump, and ride tricycles.
- Let them play with blocks of different sizes and shapes.
- Have them play with toys that have small parts (such as pegboards and puzzles).
- Teach them to dress and undress themselves.
- Have them help with household chores such as setting and clearing the table and watering plants.
- Provide housekeeping toys.
- Encourage them to count household objects as you perform household tasks (for example, count the spoons, cups, etc. as you set the table).
- Read stories to them.
- Sing songs and have them make up their own songs.
- Encourage them to dance and move to music.
- Answer their "how" and "why" questions honestly. Look for answers to preschoolers' questions in reference books with them.
- Provide paint, crayons, chalk, colored pens, collage materials, and play dough for preschoolers to use.


FOUR-YEAR-OLD CHILDREN

- Take preschoolers outside to play.
- Let them test their sense of balance by walking on a straight line, a curved line, and a low balance beam.
- Provide activities in which preschoolers sort objects (such as buttons or seeds) according to their characteristics.
- Ask them to make up stories or make up the ending for a story.
- Help them mix paint to make new colors.
- Visit places in the community that are of interest to them (for example, the fire station or the library during a story or music hour).
- Help them set up play stores, farms, or villages.
- Help them plant seeds and take care of them.
- Provide a box of dress-up clothes for a play corner. (See how the children play with these clothes. They may imitate people they know. You can learn a lot about children by watching them play.)
- Make paper bag puppets. Then have a puppet show with the children. Children often express their feelings through this type of play.
- Play simple board games with them.

Helping Children To Love Themselves And Others

You have one of the world's most important jobs. You help children feel strong, able, and loveable. Your positive, caring attitude is catching. As caregivers, your job is to encourage children to think about how people are alike and different, to ask all kinds of questions, and to find answers they can understand. Your words and attitude tell children that differences are wonderful.

From birth, children begin to learn to love themselves and others. Infants and toddlers start to see differences between people. They notice skin colors, hair colors and textures, eye shapes, and other features of race and ethnic background. Toddlers may reach out to feel each other's hair. Older 2-year-olds may stare or say things such as "What's that?"

Three-year olds figure out how to recognize boys and girls. Preschoolers are curious, too. Will skin color wash off? Eye shape and color is of great interest. Unfamiliar languages puzzle them. Even elementary-age children seem "old." Preschoolers also notice that people have different physical and mental abilities. Children often make comments that embarrass us.

By age 4, children are very much tuned in to our attitudes. They sense how we feel about them and other people. Many children grow up feeling good about who they are. "Here, let me do it," they volunteer. Most children feel comfortable being around other people, too. They are eager to have fun together. "Let's play firefighter!"

Many other young children already have negative ideas about themselves. "I can't," they say. Or you overhear them mutter, "I never do anything right." They may not know how to get along well with other children. Such children may seem quiet and shy, or they may be bullies.

Preschoolers may even believe some common biases and stereotypes about other people. They hear put-downs on TV. They see holiday decorations that poke fun. They are indeed aware of what is happening around them and between people.

How do you help children love themselves and others? First, look at your own attitudes, values, and behaviors. Then, include activities to help children appreciate each other's differences, develop a sense of fairness, and learn to stand up for themselves and others.

Mr. Rogers said, We are all different in many ways, but sometimes children are afraid to be different because they want to be like the people they love. Some children may even come to feel there's something wrong with being different. That's why grown-ups need to help children learn that being different is part of what makes them special to the people who love them.

When you help children notice and accept, in fact, celebrate differences, you pave the way to prevent prejudice and promote compassion, tolerance, and understanding