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Holiday Season Refresh

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As 2023 comes to a close, many of us may be thinking – including myself, “glad this year is over, what a difficult year it has been.” It is common to focus on the negatives of life and kids are not immune to this thought process. The hustle and bustle during this time can be challenging for Cloverbud kids and is important to keep this in mind so they can flourish and enjoy this special time. Ways to reduce holiday stress and refresh for kids is to:

  • Keep daily routines as much as possible
  • Get kids outside even if cold (dress for warmth)
  • Provide quiet time to read or rest
  • Remind them this is the season for kindness and gratitude
  • Watch overeating on sweets (provide fruit snacks or other alternatives)
  • Cut back on over-scheduling

The good news is that there are many ways for Cloverbud kids to thrive during the holiday season rather than stress. Here are some proven strategies:

  • Sends cards to active military or nursing home residents
  • Teach importance of giving, rather than focus on receiving gifts
  • Go caroling to celebrate Hanukkah, Christmas, Kwanzaa or any occasion to spread good cheer
  • Encourage experiences rather than focus on material gifts – such as going to a zoo light show, volunteering at a local food bank, or enjoying a museum
  • Visit a local animal shelter bringing play toys or treats

Thanks for the important work you do as a 4-H Cloverbud volunteer and advisor. Remember, the holidays are a special time for Cloverbud kids, and we don’t have to make it perfect for that to happen. Just by showing that you care, Cloverbud kids will make special memories and help others do the same.

Cultivate an Attitude of Gratitude All Year Long

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Gratitude is not only the greatest of virtues, but the parent of all others.
— Cicero

The Thanksgiving holiday is typically a time when we stop to give thanks for our blessings. But expressing thanks and gratitude does not need to be limited to Thanksgiving—we can help our Cloverbud members cultivate an attitude of gratitude all year long. Let’s take a look at what gratitude is, why it matters, and how to foster it.

What is Gratitude?

Perhaps the most basic definition I could find for gratitude is being “aware of and thankful for the good things that happen” (Seligman et al., 2005, p. 412). Gratitude has many facets. It may be expressed in response to something specific or tangible given by someone (such as a gift), or it can be something more general or broad (appreciation for the support of family or the beauty of nature). Although we may think of gratitude as a passing feeling or emotion, it can also be thought of as a mindset, tendency, or wider life orientation towards noticing and appreciating the positive in the world (Wood et al., 2010).

Children and Gratitude

Children’s understanding and expression of gratitude evolves over time. Gratitude does not appear to occur regularly in response to receiving benefits until middle childhood, which is between the ages of 6 and 12 (Emmons & Shelton, 2002). The themes most common in children’s expressions of thanks are generally related to their basic needs (e.g., food, clothes, shelter), families, friends, pets, school, and teachers (Gordon et al., 2004). This makes sense, because Cloverbud-age children are at a very concrete stage of their cognitive development. As a cognitive process, gratitude has (at least) two parts: (a) recognizing that a positive outcome has been achieved and (b) that this positive outcome came from an external source (Emmons & McCullough, 2003). An additional important aspect of gratitude, termed connective gratitude, is wishing to reciprocate to benefactors with something they might want or need (Freitas et al., 2022). Expressing connective gratitude is also developmental: When younger children want to return the favor, they often reciprocate with something they would like, rather than the recipient. This is because young children see things from their own point of view and have not yet learned to take another’s perspective. How gratitude is expressed may vary by culture (Freitas et al., 2022).

Expressions of gratitude should be genuine. Of course, when they are young, children need to be reminded to express gratitude. But by forcing a child to be grateful by saying thank you can potentially decrease their motivation to be grateful (Layous & Lyubomirsky, 2014). To counter this tendency, authors recommend providing choices about when, to whom, and how to express gratitude (Layous & Lyubomirsky, 2014). As children’s capacity to understand emotions and take another’s perspective develops, so will their ability to feel and express heartfelt gratitude.

Why Does It Matter?

Research shows that gratitude leads to a number of positive emotional and social outcomes. People who think about the good things in their life tend to be happier and less depressed (Allen, 2018; Brown & Wong, 2017; Layous & Lyubomirsky, 2014). Gratitude is important for forming and maintaining important relationships with the people we interact with every day (Algoe, 2012).

The benefits of gratitude come not just from being on the receiving end, but also on being the giver or doer. Recent research shows that actually expressing your gratitude to someone else may be particularly effective (Walsh et al., 2023). Not only will you feel good, but sharing appreciation with a teacher, family member, or friend will surely make their day.

Taking gratitude one step further is the idea of paying it forward, that is, assisting an unrelated third party (Chang et al., 2012). This can create a ripple effect that has a benefit to the larger community and society. For example, gratitude to nature is associated with engagement in pro-environmental behavior (Tam, 2022).

Gratitude Activities

The practice of gratitude and the benefits that come from it take time to develop. Don’t expect that doing one activity will increase gratitude on its own. It may take time for expressing gratitude to become a habit. However, research suggests that we should stick with it.

Breaking the concept of gratitude into smaller pieces may be helpful. That is, a focus on helping children understand a benefactor’s intention in helping them, the costs that come from helping, and the benefits realized by the receiver are all crucial components of learning about gratitude (Layous & Lyubomirsky, 2014).

  •  Paper Chain of Gratitude: On strips of construction paper, have members write down things they are grateful for, one per strip. Staple or tape them together in interlocking loops. They can continue to add loops to the chain and use if for a holiday decoration. This activity can be adapted to express gratitude on the leaves of a tree or the petals of a flower. Prepare the strips, leaves, or petals ahead of time to streamline the activity.
  • Gratitude Jar: The gratitude jar can be started in a meeting, with instructions to continue at home.
    1. Use a clean jar with a lid, at least 1 quart size. Jar can be decorated if desired.
    2. Think of at least one good thing that has happened each day and write each on a separate slip of paper. This “good stuff” can be something great that happened, or it can just be something more ordinary. The point is to reflect and write it down.
    3. Put the slips in the Gratitude Jar.
    4. At the end of the month (or other amount of time), you can look back through the slips and reflect and be reminded of all the “good stuff” that has happened. You may be surprised to see how the “little things” have added up.
  •  Books: As always, books are a way to introduce abstract concepts and make them more concrete.
    • The Gratitude Jar by Katrina Liu (which would pair nicely with the Gratitude Jar activity).
    • The Thankful Book by Todd Parr

You can find other gratitude-related book recommendations at Children’s Library Lady, Reading Middle Grade, and Brightly.

  • Gratitude Letter: Writing a gratitude letter ties in with the research showing that expressing your gratitude directly to someone else may be particularly effective. Writing a letter will give Clovrbuds a chance to practice their writing skills; it doesn’t need to be long or elaborate.

Teach our Cloverbuds to maintain an attitude of gratitude all year long!

References

Algoe, S. B. (2012). Find, remind, and bind: The functions of gratitude in everyday relationships. Social and Personality Psychology Compass, 6(6), 455–469. https://doi.org/10.1111/j.1751-9004.2012.00439.x

Allen, S. (2018). The science of gratitude [White paper]. Greater Good Science Center at the University of California, Berkeley. https://ggsc.berkeley.edu/images/uploads/GGSC-JTF_White_Paper-Gratitude-FINAL.pdf

Brown, J., & Wong, J. (2017, June 6). How gratitude changes you and your brain. Greater Good Magazine. The Greater Good Science Center at the University of California, Berkeley. https://greatergood.berkeley.edu/article/item/how_gratitude_changes_you_and_your_brain

Chang, Y.-P., Lin, Y.-C., & Chen, L. H. (2012). Pay it forward: Gratitude in social networks. Journal of Happiness Studies, 13, 761–781. https://doi.org/10.1007/s10902-011-9289-z

Children’s Library Lady. (2023, September 17). Sparking thankfulness and job: Picture books about gratitude to engage your students. https://childrenslibrarylady.com/best-thankfulness-and-gratitude-books/

Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389. https://doi.org/10.1037/0022-3514.84.2.377

Emmons, R. A., & Shelton, C. M. (2002). Gratitude and the science of positive psychology. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 459–471). Oxford University Press.

Freitas, L. B. L., Pahares, F., Cao, H., Liang, Y., Zhou, N., Mokrova, I. L., Lee S., Payir, A., Kiang, L., Mendonça, S. E., Merçon-Varga, E. A., O’Brien, L., & Tudge, J. R. H. (2022). How WEIRD is the development of children’s gratitude in the United States? Cross-cultural comparisons. Developmental Psychology, 58(9), 1767–1782. https://soi.org/10.1037/dev0001383

Gordon, A. K., Musher-Eizenman, D. R., Holub, S. C., & Dalrymple, J. (2004). What are children thankful for? An archival analysis of gratitude before and after the attacks of September 11. Journal Of Applied Developmental Psychology, 25(5), 541–553. https://doi.org/10.1016/j.appde v.2004.08.004

Layous, K., & Lyubomirsky, S. (2014). Benefits, mechanisms, and new directions for teaching gratitude to children. School Psychology Review, 43(2), 153–159. https://doi.org/10.1080/02796015.2014.12087441

McMurdie, D. (2023). An attitude of gratitude: 17 books that show kids what it means to be thankful.  Brightly. https://www.readbrightly.com/books-that-show-kids-what-it-means-to-be-thankful/

Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, 410–421. https://doi.org/10.1037/0003-066X.60.5.410

Tam, K.-P. (2022). Gratitude to nature: Presenting a theory of its conceptualization, measurement, and effects on pro-environmental behavior. Journal of Environmental Psychology, 79, https://doi.org/10.1016/j.jenvp.2021.101754

Umesi, A. (2023, November 16). 30 heartwarming picture books about gratitude. Reading Middle Grade. https://readingmiddlegrade.com/picture-books-about-gratitude/

Walsh, L. C., Regan, A., Twenge, J. M., & Lyubomirsky, S. (2023). What is the optimal way to give thanks? Comparing the effects of gratitude expressed privately, one-to-one via text, or publicly on social media. Affective Science, 4, 82–91. https://doi.org/10.1007/s42761-022-00150-5

Wood, A. M., Froh, J. J., & Geraghty, A. A. (2010). Gratitude and well-being: A review and theoretical integration. Clinical Psychology Review, 30(7), 890–905. https://doi.org/10.1016/j.cpr.2010.03.005

From Polliwog to Grown Up Frog

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Frogs are fascinating creatures! Here are some fun facts and activities about frogs for your Cloverbuds. There are many interesting facts about frogs, many books to read (both fiction and nonfiction), crafts to do, snacks to make and even songs to sing! Want to learn more about frogs? Let’s hop to it!

Have you ever seen what looked like little jelly eyeballs floating in the water? What could these be? They may have been frog eggs. Frogs lay their eggs in water and the eggs hatch into polliwogs, also known as tadpoles. Polliwogs live completely in the water, they have no legs yet for jumping, just a tail for swimming! As a polliwog grows, it develops legs and becomes a full-grown frog. Once it is a grown-up frog, it can live on the land.

Ribbit, ribbit, how far can you jump?!   (let’s see how far you can jump like a frog!)

Frogs are amphibians. They can live both in the water and on land. Frogs can be very small or very large. Some frogs can weigh up to 7 pounds while others are so small, they can sit on a dime. Frogs live everywhere in the world but Antarctica, and have been around as long as the dinosaurs! Where can you find frogs near you? (Ask Cloverbuds to share their ideas.) *Note: if you have a nearby location with a frog population, you might want to take your Cloverbuds on a frog adventure!

All frogs are green, right? Not true! Frogs can be yellow, red, orange, blue and even purple! What color of frog would you like to be? Check out this frog coloring page for your Cloverbuds to color as they wish. (You might show some pictures of colorful frogs).

There are many frog crafts available that are suited for the Cloverbud age level. Here is one that you can use or feel free to search for other options that your group might enjoy.

Supplies you will need for this craft:

  • Paper plates
  • Frog feet cut from green construction paper (4 per child)
  • Markers/color pencils/crayons
  • Party horns
  • Jiggly eyes
  • Glue
  • Scissors (adults may want to cut the hole so that it is the proper size.)

What to do:

Give each Cloverbud a paper plate. They will fold the plate in half. Have the Cloverbuds decorate the outside of the plate to look like a frog. Cut a hole in the center of each plate at the fold. The hole should be big enough to slide the party horn in snugly. Glue the jiggly eyes on the top side of the plate. Glue the feet on the bottom side of the plate. Insert the horn into the hole in the plate. Complete–a frog ready to catch some flies!

Would your Cloverbuds like a frog snack that will make them smile? Try the Apples Smiles recipe found in Fall Festival: A Harvest of Fun section of the Big Book of 4-H Cloverbud Activities. To make the smiles look like frogs, substitute a slice of strawberry (replacing the marshmallows) to look like a frog’s tongue. To take an extra leap, place a gummy worm so it appears to be hanging out of the frog’s mouth. Enjoy!

Your Cloverbuds might enjoy these books about frogs—How Does A Tadpole Grow? and I Don’t Want to be a Frog. 

Camp songs are always fun! Try this funny song about frogs.

LITTLE GREEN FROG

Um Ah, went the little green frog one day
Um Ah, went the little green frog
Um Ah, went the little green frog
and his eyes went Um Ah, Um Ah, Um Ah Ah
Beep, beep, went the big Mack truck one day
Squish Squash, went the little green frog
and his eyes diddn’t go Um Ah, anymore
’cause they both got eaten by a dog Woof Woof!

Gestures:
Um-Hands in and closed
Ah-Hands out and open
Beep-Pulling Mack truck horn motion
Squish-press hands together like your squishing something
Squash-Same as above

“Toad-ally” funny jokes to share with your Cloverbuds! 

What kind of music do frogs like best? (Hip hop)
Why are frogs such good basketball players? (They always make their jump shots)
Where do frogs go for breakfast? (IHOP)
What do frogs play during recess? (Hop-scotch)
What do frogs eat in the summer? (Hopsicles)

We hope that your Cloverbuds enjoy learning about frogs. A good way to end this meeting may be to ask your Cloverbuds what other animals they would like to learn about.

Sources:
annex.exploratorium.edu/frogs/mainstory/index.html
unsplash.com/s/photos/frog

 

Incorporating Apples into Fall Cloverbud Activities

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October is a perfect time to visit a local apple orchard. Last year, I took my Cloverbud to an orchard and picked at least 9 different varieties of apples. Some were good for eating. Some were good for baking. Some were good for freezing. We enjoyed trying new recipes as well as seeing the variety of apples that grow here in Ohio. Did you and your Cloverbuds know that Ohio is one of the top apple producing states in the United States?

A few fun and easy activities for Cloverbuds include

  • Tasting a variety of apples- Allow Cloverbuds to have red, green, yellow apples. Make a graph of their favorite ones to eat fresh. What words would they use to describe the taste of the apples they tried? (sour, crunchy, shiny, juicy, cold, sweet, red, bitter)
  • Try a few new recipes. Encourage the Cloverbuds, with your help, to use an apple corer or make a fruit dip to eat with their apples.
  • Read a book all about apples. There are so many wonderful books about fall. Read the book outside while the leaves are falling. A good book to start with would be “Amelia Bedelia’s First Apple Pie”.
  • Make an easy snack for a club meeting.

An easy snack for a Cloverbud club meeting would be apple pie in a cup. It is easy to set up an assembly line and allow each child to visit each station. Don’t forget to wash those hands before you start.

Apple Pie in a Cup

Ingredients needed:

  • Graham crackers
  • Ground cinnamon
  • Can of apple pie filling
  • Whipped cream
  • Cups
  • Plastic Bag
  • Spoon
  • Napkins
  1. Give each Cloverbud a plastic bag, a cup, and 2 graham crackers. Have them break apart the graham crackers and put them in the baggie. They should crush the graham crackers into small pieces. Then they will put a layer of crushed graham crackers at the bottom of their cup for their crust.
  2. You can warm up the apple pie filling in the microwave but not required. Ask each Cloverbud to put 2-3 scoops into their cup on top of the graham crackers.
  3. Put some whipped cream on top of the apple mixture. Sprinkle a little cinnamon or cinnamon sugar on top.
  4. Enjoy!

Source: adapted from https://www.theprintableprincess.com/apple-pie-in-a-cup-freebie/

Reviewing Your 4-H Cloverbud Programming

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Portrait Of Excited Elementary School Pupils On Playing Field At Break Time

As 4-H Cloverbud volunteers and educators, we are always focused on planning for the next big event. Many times, we don’t take time to review our programs. The Ohio 4-H Clovebud program several resources that help with program delivery, curriculum, goals, and tools to help with evaluation. As your 4-H season comes to an end for the year, build in time to take a closer look at your Cloverbud program. Spend time with other club volunteers discussing their activities and events. Sometimes we get so busy throughout the season, we plan activities for the “wow” factor instead of selecting the best hands-on educational activities for our Cloverbud members. Not that we can’t bring in fun age-appropriate activities, but we need to provide and teach the Ohio 4-H Cloverbud program curriculum to our Cloverbud 4-H members.

So where do you start? As you reflect on your 4-H club season, think about each one of your meetings and activities. The Cloverbud program should explore areas of healthy lifestyle, earth/environment, citizenship, plants and animals, consumerism and family science, science and technology, personal development, and community expressive arts. The primary goal of the Cloverbud program is to promote children’s healthy development—mentally, physically, socially, and emotionally. The program should be fun and positive, leader-directed, activity-based, noncompetitive, success-oriented, and group-centered for youth aged 5 and in kindergarten until they reach age 8 and in the third grade. Did the programs that you provided follow the goals of the Ohio 4-H program and did your programming create an environment for Cloverbud members to develop self-understanding (self-esteem), social interaction skills (getting along with others), decision-making skills, learning skills (learning how to learn), and mastering physical skills?

Here are a few Ohio 4-H Cloverbud Guidelines to help make sure you are on track. One of the best ways to start evaluating the program is asking yourself, where did you get your club resources? Often volunteers search online for activities instead of using Ohio 4-H resources. The Ohio 4-H program has done the hard part for you. Visit ohio4h.org/cloverbudresources for information on the 4-H Cloverbud Volunteer Guidebook, The Big Book of 4-H Cloverbud Activities, My 4-H Cloverbud Year, activities, kits, and extra materials used to support Cloverbud programming. Check with your county Ohio State University Extension Office to see if there are free resources, books, or kits for Cloverbud volunteers. 4-H Volunteers must use the Ohio 4-H Cloverbud curriculum when working with Cloverbud members. To use any lesson other than the Cloverbud curriculum, you must submit a written lesson plan for approval to your county 4-H professional.

Did you have a minimum of two youth ages 5-8 and one officially trained Cloverbud volunteer? This can be tricky especially with 4-H clubs with only a few Cloverbud age members. Sometimes it’s hard to have at least two Cloverbuds, so effective communication and planning can help get full participation. There must be a ratio of at least one 4-H volunteer for each six Cloverbud youth.

How often did you meet? Cloverbuds meet a minimum of six times throughout the operating year. The operating year will begin October 1 and end September 31. Offering more than six meetings will help your busy members meet the state requirement.

A great resource is the 4-H Cloverbud Program Foundations available online, ohio4h.org/sites/ohio4h/files/imce/Families/4H%20Cloverbud%20Program%20Foundations%202.20.15.pdf. This tool explains the 10 foundations of the Cloverbud program. Another awesome resource is the Ohio 4-H Cloverbud Program table shown below. This reference will help you be sure each one of your activities is best matched for Cloverbud-age members. This helps separate project members versus Cloverbud members, as well as explain criteria for fair, camp, and animal activities.

 

Utilizing these helpful guidelines and tools when reviewing your 4-H Cloverbud programming will help ensure that your members are receiving curriculum designed just for them. The Ohio 4-H program has developed curriculum, tools, and resources to help you enjoy your role as an Ohio 4-H Coverbud volunteer. For more information contact your county Ohio State University Extension Office or visit ohio4h.org/cloverbudresources.

Get Excited for Fall with this STEM Activity!

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STEM activities are a great way to introduce Cloverbuds to the world of Science, Technology, Engineering, and Math. By participating in hands-on STEM activities, children can learn problem- solving skills, creativity, and decision making skills.

Using the season to build activities around a theme engages Cloverbuds and connects them to real world experiences. Try this favorite Fall-themed STEM activity with your Cloverbuds at your next meeting.

Mini Pumpkin Volcano

Materials Picture of a Mini Pumpkin Volcano made with baking soda, food coloring, and vinegarNeeded:

  • Mini Pumpkin
  • Baking Soda
  • Vinegar
  • Dish soap
  • Food Coloring
  • Spoon
  • Measuring Cup
  • Tray or paper (for the mess)

What to Do:

  1. Cut the stem area of the pumpkin, keeping the opening smaller.
  2. Clean out the seeds.
  3. Place the pumpkin on the tray or paper.
  4. Add 3 to 4 spoons of baking soda to each pumpkin. Add a few drops of dish soap, and a few drops of food coloring.
  5. Pour vinegar into a bowl and have the Cloverbud use a measuring cup to pour vinegar into the pumpkin. Watch as the pumpkin erupts!

To make your pumpkin volcano even more interesting, carve the pumpkin like a jack-o-lantern and watch the eruption from different angles of the pumpkin.

Check out the Cloverbud Connections Pumpkin STEM and the Pumpkin Ideas for Autumn 4-H Cloverbud Activities blogs for more pumpkin and fall ideas to use with your Cloverbuds.

 

Pile of mini pumpkins

Sources:

https://littlebinsforlittlehands.com/mini-pumpkin-volcanos-fall-science-experiment/

https://www.kindergartenworksheetsandgames.com/pumpkin-volcano-science-experiments/

Photos from Adobe Stock

 

Fall Fun with Cloverbuds

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Autumn is here! Temperatures are getting cooler and days are getting shorter. Fall is a favorite of many families. There are so many things to enjoy about the fall, but what happens when chilly and rainy days upset your plans for a sun-filled perfect autumn day? Most of the following activities can be done inside, with warm dry clothes, still creating seasonal memories with your Cloverbuds.

Rainy Weather? Go out Anyway! In his 1973 book, “Coast to Coast”, Alfred Wainwright wrote “There’s no such thing as bad weather, only unsuitable clothing.” Sometimes, rainy days make the best days outdoors. Popular outdoor areas, like pumpkin patches, the zoo, and the parks see a reduced attendance rate on less than picture perfect days, so you’ll have smaller crowds. Places like the zoo or aquarium have interspersed buildings that can provide a quick place to duck in if the weather is especially blustery. If you’re looking for an inexpensive outdoor experience, local metro parks or your own backyard are the perfect solution. Take your Cloverbuds (be sure to tell parents in advance so they can dress their Cloverbud for the weather) on a wet weather scavenger hunt for the biggest and smallest puddle, see who can create the biggest splash, find animals tracks in the mud, or make leaf boats to float. A bonus of parks and trails is gathering fallen leaves or materials to use to make art but be sure to leave the wildflowers for others to enjoy. (Know and follow your local park guidelines. Some have policies that state the only thing you should take is pictures.) So be prepared for a little rain and a little mud. Pack that extra change of clothing, strap on those rainboots, grab the raincoat, and enjoy the wet weather!

Looking for indoor activities to use with your Cloverbuds this fall? If you have leaves available in your backyard (or collected after a hike), use them to make some amazing works of art. Leaves can be used to make a nature art frame, or used outside for games and activities. Fall wildflowers such as ironweed and goldenrod make beautiful backgrounds for your frame too.

Thinking ahead to upcoming holidays, floral arrangements or wreaths make excellent indoor activities. Using materials from the discount store and hot glue, fun fall decorations can be made with budget friendly materials. Cut the center out of a paper plate and glue leaves and pinecones around the edges for a fall look or go spooky with tissue ghosts and black construction paper handprints.

Homemade play dough never goes out of style and can be used more than once if it is stored properly. Check your spice cabinet and add cinnamon, pumpkin or apple pie spice, or nutmeg to create a fragrant hands-on fall theme play day! Be sure to tell Cloverbuds not to eat the homemade play dough.

Carve pumpkins and use the seeds to make a salty snack or dye them and use for counting, making patterns, color sorting or creating seasonal art! Learn how to dye the harvested seeds and find a list of STEAM seed activities here.

Don’t forget to check out the Great Lakes Great Apple Crunch in a few weeks to register those apple crunches for Ohio which helps celebrate October as Farm to School month. Every tasty bite counts!

Resources:

childsplayabc.wordpress.com/2021/06/06/leaf-boats-and-rafts/

honeyandlime.co/fall-leaves-wreath-craft-for-kids/

munchkinfunathome.com/arts/playdough

messylittlemonster.com/2020/10/how-to-dye-pumpkin-seeds.html

Preparing Your Cloverbud for a Successful Return to School

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This fall my oldest child, who is a newer teacher, will be welcoming a classroom of kindergarteners. I remember when I sent her off to school for the first time and the mix of emotions that comes with that milestone event. Change can be stressful for young children. When my son and a good friend started kindergarten, I was the drop off person. I ended up spending the entire morning sitting with my son’s friend because of the difficulty he had transitioning to this new environment. We reminisced about this recently as they graduated together from the same college. That first day of kindergarten was a rough one but they both made it to college graduation! This all started me thinking about what parents can do to help younger elementary children, particularly kindergarteners, have a successful school year.

PBS shares tips for parents related to change at school. One is to talk to children about their feelings when doing something new – like starting school. Sometimes these discussions with our children can point out the truth of what they are worrying about. As a parent, we may think our child is worried about making friends when really, they are worried about where the bathroom is or how they are getting home. The PBS article points out that when we do not talk about things with our children, they will use their imagination to fill in the gaps. Sometimes they will imagine the worst.

Having open discussions with your child about what to expect can help with the stress of something new. Explain what will happen, how the day will work, who else will be there. We learned early on with our son that explaining what to expect helped him deal with change. Even after the school year starts, continue to have these conversations. What is something you are excited about today? What is something that is making you nervous? Do you have any questions about anything? This open communication will help your child will allow them to know that you want to hear about the what is happening with them – both good and bad.

Sometimes when our children talk to us, it is tempting to minimize their feelings. Another tip that PBS shares is to allow your children to express their feelings. When we have empathy towards our children and listen to them, we let them know that emotions are normal. It is okay to be sad, angry, nervous and everything else that might come with navigating the school year. You can validate your child’s feelings with responses like:

  • “That sounds tough.”
  • “That is so frustrating.”
  • “If that happened to me, I would be sad, too!”

As parents, we also must remember that children cannot always name their feelings. Crying, yelling, withdrawal, acting out and regression can also be signs that something is wrong, and they need help. When my son was younger, he went through a couple weeks where he was saying not very nice things to his dad, sister, and me. At first, I thought it was that behavior that we needed to address. After some reflection, his dad and I realized that this verbal aggression was the outcome of something he was struggling with inside. Once we addressed that issue, things calmed down. It was a good lesson for me as a parent to take the time and ask questions to get to the heart of the problem.

Another great suggestion from the PBS article is to be sure that we, as parents, are aware of our own emotions. Our children are aware of our emotions and how we react can influence them. If our children see that we are not too worried about something, they will think that everything is going to be alright.

What are other practical ways that we can help children as they transition back to school? Research tells us that routines are important to children. Providing your child with predictable routines can help them feel more comfortable. Consider having regular times for meals, homework, and bedtime. Consider building fun evening routines that include time for fun and time together as a family. Make sure that your child gets a good night’s sleep.

Communicate with your child’s teacher as appropriate. Teachers see you child in a variety of situations. They can not only share with you about academic progress but also about many other parts of your child’s school experience. In elementary school, one of the questions I always asked teachers was about my children’s social growth. Did they have friends to play with on the playground or sit with at lunch? How did they interact with their peers? Your child’s teacher can be a great support.

Connecting with teachers and the school can be a great way to support your child and a way for you to meet other parents. The Centers for Disease Control suggests that “when parents participate in their child’s school activities, kids get better grades, choose healthier behaviors, and have better socials.” How can you get involved? Ask your child’s teacher how you can help in the classroom. You might be able to help a teacher prep supplies for lessons, cut out classroom decorations, or help with classroom activities. As your child gets more involved in school activities, attend those activities. Join the organizations that support your school – a PTO, Music Boosters, etc. Use your talents and interests to enhance what your child’s school offers.

Other ideas as your child goes back to school.

  • Keep transportation consistent – For kindergarteners especially, where everything is new and can be confusing, keeping transportation consistent can help them feel comfortable and confident.
  • Have a transition object – If your child is nervous about school, have something small that they can keep in their pocket or backpack to help decrease anxiety. It might be a family picture, small stuffed animal, or a favorite toy. Communicate with your child’s teacher about this object because you do not want it to become a distraction in the classroom.
  • Create a goodbye ritual – Remembering that children like routines, a goodbye ritual is a great way to consistently start the day. Have a special wave, handshake, or phrase.
  • Help them make friends – As the school year starts, consider scheduling a play date with other students in your child’s class.
  • Read books about school – Reading together as a family is a great way to build literacy. Include books about back to school. Some titles include: The Night Before Kindergarten, Llama, Llama Misses Mama, David Goes to School or Pete the Cat: Rocking in My School Shoes.

Ask open ended questions to find out about your child’s day. This allows for more conversation. I still try to practice this with my 21-year-old son. If I just ask how his day was, the answer I get “fine” and the conversation ends. Here are some examples to ask your child:

  • What did you learn today?
  • Who did you sit with at lunch?
  • What was the best thing that happened today?
  • What was the worst part of school today?
  • What was a rule that was hard to follow?

Going back to school is exciting and sometimes scary all at the same time. When we as parents, help our children with the transition back to the classroom, we can help them be successful.

References

Back to School: Ideas for Parent Involvement. (2023, August 9). Retrieved from Centers for Disease Control and Prevention. cdc.gov/healthyschools/features/B2S.htm

Dowty, A. (n.d.). Helping Your Kindergartener Adjust to School. Retrieved from Family Health Clinic. familyhconline.com/helping-your-kindergartener-adjust-to-school/

Farmer, D. (2022, January 11). Helpng Kids Handle Change at School. Retrieved from PBS Kids. pbs.org/parents/thrive/helping-kids-handle-change-at-school

 

Cloverbuds and School Lunches

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Welcome Back to School

 Welcome Back to School surrounded by several different colored pencils in bright colors

Fall is rapidly approaching and that means the beginning of school is right around the corner. This is such an exciting time for your Cloverbud! A new classroom and teacher, and an opportunity to sit with friends and enjoy lunch together.

Many parents struggle with questions about school lunches. Sometimes it’s difficult to decide what to pack. Should your Cloverbud buy lunch, or should they pack? Do you have time to pack their lunch each day? Plus, it can be difficult to come up with healthy foods they will eat. Then there’s the challenge of packing food that will taste good hours later. You need to consider food safety, food allergies, picky eaters, short lunch periods, and not wanting to waste food. All these things together can be downright overwhelming!

Buying lunches can help take some of the pressure off. When deciding on whether to pack or buy, begin with buying lunch one or two days a week when you know there will be foods your Cloverbud likes to eat. As the year goes on, your Cloverbud will see other foods and decide whether to try them or switch days to buy. This can help streamline the week, remove a few days of packing from your schedule, and allow children to try new foods for a relatively low cost.

If you’re brand new to the world of school lunches or looking to find new ideas, here are some tips to remember when deciding whether to pack your Cloverbud’s lunch.

Keep it simple! There are many new things going on and lunchtime can provide familiar comfort. Avoid foods your Cloverbud has never seen or tasted before. Now is not the time to try to be a superhero. Other students will not judge you or your child for having chips instead of celery and carrot sticks that look nice but won’t be eaten. You do not need to be a gourmet chef or spend tons of time in the kitchen to put together lunches your Cloverbud will enjoy. Ask for feedback. Did your Cloverbud have enough time to eat their lunch during their lunch period? Do they need more to eat? Was there anything that didn’t taste good?

Practice. Practice packing and eating from the lunchbox a few days before school starts. Check to see if the school prefers all disposable items in the lunchbox. Many children are focused on things other than remembering which containers to throw away or bring home.

Keep a list. To reduce decision making fatigue and to remember what foods are good, keep a physical list on the fridge. Be sure to decide on this list before school starts so shopping trips can be easier.

Food allergies. If your Cloverbud has a food allergy, discuss lunchroom set up with their school. Set-up may vary on a case-by-case basis and can change from one building to the next. Communication with the school is key.

Image of the five good groups: dairy, protein, fruits, vegetables, and grains

Image of the five good groups: dairy, protein, fruits, vegetables, and grains

Mix it up. Do your best to include food from all food groups. Short lunch periods and picky eating habits may dictate this. Do your best to provide a healthy lunch that your Cloverbud will enjoy.

Prep when you can. Some sandwiches can be made a few days in advance. Add condiments the morning of. Sides can be measured, chopped, or sorted at the beginning of the week. Involve your Cloverbud as much as possible in lunch preparation. Prepping in advance allows your Cloverbud to pick out items from each food group and to pack their own lunch.

Adjust as needed. You may have to adjust your ideas a time or two in the first few weeks. That is normal, especially when Cloverbuds find new foods they like.

There is no right or wrong way to approach a school lunch. Through trial and error, you will discover what works best for you and your Cloverbud. Remember, school is about learning, and you can learn about healthy lunches right along with your Cloverbud!

Have a great school year!

The Nature Connection: Get Your Cloverbuds Outside with Scavenger Hunts

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If you’re looking to take advantage of time to be outside during the summer months with your Cloverbuds, consider a nature scavenger hunt.

The Nature Connection

Being out in nature has positive benefits for both physical and mental health. Direct exposure to nature and the outdoors has been found to have a restorative and calming effect. It shifts focus, provides an escape, and may facilitate reflection. Although research hasn’t been able to pin down why there is such a health benefit, it could be due to an increase in physical activity. In addition, time spent in nature during childhood is associated with connectedness with nature, increased pro-environmental attitudes, and pro-environmental behaviors. However, we also know that children are spending less time outdoors than previous generations.

Scavenger Hunts: What and Why

A scavenger hunt is a game that starts with a prepared list of specific objects for participants to gather or locate. Scavenger hunts are more than just a way to keep children busy, they are a way to build critical thinking skills and have fun at the same time.

There are many reasons to consider a scavenger hunt.

  • They don’t require many supplies.
  • They can be as simple or elaborate as you want.
  • They can be played with individuals or with teams.
  • They can be customized to a variety of age groups.
  • They are adaptable to small or large groups.
  • They can be played in various ways.

Adult leaders can plan the scavenger hunt or turn it over to teen leaders to create it (given some parameters). To create a scavenger hunt, you’ll need to decide on the game parameters. Make sure to define if anything is off limits. Then follow these basic steps.

  1. Make a list of items for participants to find or things to do. A Google search will also turn up printable scavenger hunt sheets. There are some nature-related scavenger hunts to check out.
  2. Define the search area (backyard, neighborhood, park, etc.).
  3. Decide on a time limit for completion.
  4. Decide how you will complete the game: Is it finding the most items? Or is the goal for everyone to find the items and share what they found?

Scavenger Hunt Ideas

  • Items in nature: leaf, flower, feather, rock, twig, acorn, pinecone, bird’s nest, animal tracks, etc. Check out these sites for some ideas for a nature scavenger hunt.
  • Items that are a particular color or shape
  • Items that involve the senses: something smooth, something soft, something you can hear, something you can smell, etc.
  • Items to correspond to letters of the alphabet
  • Mix and match to add some challenge: a yellow flower, a smooth stone, a blue bird.
  • If you don’t want to or can’t remove items from their natural environment, take photos.

Ways to Extend the Learning

  • Mindfulness is a way to bring connection between the brain, body, and behavior. This Iowa State University activity sheet for Mindful Nature Hike Bingo provides a lesson plan for making the connection between nature and mindfulness.
  • Books are always a good way to introduce or extend the learning on a topic. This site gives suggestions for books about nature.
  • Project Learn Tree© has 12 nature walk activities, including a scavenger hunt.

Whatever you decide for your scavenger hunt, have fun doing it!

 

References

DeVille, N. V., Tomasso, L. P., Stoddard, O. P., Wilt, G. E., Horton, T. H., Wolf, K. L., Brymer, E., Kahn, P. H., Jr., & James, P. (2021). Time spent in nature is associated with increased pro-environmental attitudes and behaviors. International Journal of Environmental Research and Public Health, 18(14), Article 7498. https://doi.org/10.3390/ijerph18147498

Hartig, T., Mitchell, R., De Vries, S., & Frumkin, H. (2014). Nature and health. Annual Review of Public Health, 35, 207–228. https://doi.org/10.1146/annurev-publhealth-032013-182443

Jiminez, M. P., DeVille, N. V., Elliott, E. G., Schiff, J. E., Wilt, G. E., Hart, J. E., & James, P. (2021). Associations between nature exposure and health: A review of the evidence. International Journal of Environmental Research and Public Health, 18(9), Article 4790. https://doi.org/10.3390/ijerph18094790

Larson, L., R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stephenson, K. T., & Floyd, M. F. (2019). Outdoor time, screen time, and connection to nature: Troubling trends among rural youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/001391651880668

Masterton, W., Carver, H., Parkes, T., & Park, K. (2020). Greenspace interventions for mental health in clinical and non-clinical populations: What works, for whom, and in what circumstances? Health and Place, 64, Article 102338. https://doi.org/10.1016/j.healthplace.2020.102338

Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386. https://doi.org/10.1002/jclp.20237

 Sheldrake, R., & Reiss, M. J. (2023). Primary children’s views about appreciating, supporting, and learning about nature. Journal of Biological Education, 57(2), 401–421. https://doi.org/10.1080/00219266.2021.1909643

Tillman, S., Button, B., Coen, S. E., & Gilliland, J. A. (2019). ‘Nature makes people happy, that’s what it sort of means’: Children’s definitions and perceptions of nature in rural Northwestern Ontario. Children’s Georgraphies, 17(6), 705–718. https://doi.org/10.1080/14733285.2018.1550572

Van Heel, B. F., van den Born, R. J. G., & Aarts, N. (2023). Nature experiences in childhood as a driver of connectedness with nature and action for nature: A review. Ecopsychology. Published online March 7, 2023. https://doi.org/10.1089/eco.2022.0080