What is a CDA?

The Child Devel­op­ment Asso­ciate (CDA) cre­den­tial is the most wide­ly rec­og­nized cre­den­tial in the ear­ly child­hood edu­ca­tion field. Earn­ing your CDA con­firms to employ­ers, par­ents, and oth­ers that you under­stand and meet the high­est stan­dards in ear­ly child­hood care and education.

The nation­al CDA Cre­den­tial is award­ed by the Coun­cil for Pro­fes­sion­al Recog­ni­tion in Wash­ing­ton, D.C. and is rec­og­nized through­out the Unit­ed States and its territories.

The Coun­cil fo Pro­fes­sion­al Recog­ni­tion awards the cre­den­tial to appli­cants meet­ing a set of com­pe­ten­cy stan­dards that include top­ics such as “estab­lish­ing and main­tain­ing a safe, healthy learn­ing envi­ron­ment” and “sup­port­ing social and emo­tion­al devel­op­ment and pro­vid­ing pos­i­tive guidance.”

Care Cours­es CDA train­ing aligns with these com­pe­ten­cy stan­dards. We are one of the first recip­i­ents of the CDA’s Gold Stan­dard Train­ing Cer­ti­fi­ca­tion award, which means that our train­ing meets the Council’s rig­or­ous cri­te­ria for pro­fes­sion­al devel­op­ment, stu­dent ser­vices, and sound busi­ness practices.

Let Care Cours­es Help You Earn Your Nation­al CDA!

We have writ­ten exten­sive­ly about the CDA process. Review the fol­low­ing blogs if you’re just get­ting started:

We also rec­om­mend that you com­plete our free CDA tuto­r­i­al. This free online course tuto­r­i­al will help you under­stand the train­ing and appli­ca­tion process in detail and make sure you are ready to com­plete your for­mal child­care CDA train­ing with Care Courses. 

Once you have earned your Child Devel­op­ment Asso­ciate Cre­den­tial, you must renew it every three years. We’ve writ­ten about that as well! Look­ing to renew? Learn the steps to renew­ing your cre­den­tial on our web­site. You can com­plete your renew­al train­ing with us as well. Check out our dis­count­ed CDA renew­al train­ing sets. Thank you for reading!

We are hap­py to answer any ques­tions you have about the Child Devel­op­ment Asso­ciate Cre­den­tial. Call us at 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends at info@CareCourses.com. We’re here to help!

How do I help children who are abused and neglected?

Many care­givers won­der how to sup­port abused and neglect­ed chil­dren. Care Cours­es offers a child care train­ing course that can help ear­ly child­hood pro­fes­sion­als iden­ti­fy and sup­port abused and neglect­ed children.

This blog will focus on a few ideas from our course, Child Abuse and Neglect: A Caregiver’s Guide to Adverse Child­hood Experiences.

Every day in the Unit­ed States 1,875 chil­dren are abused and neglected.

At an ear­ly edu­ca­tion con­fer­ence in the Mid­west, a Head Start teacher con­fid­ed that of 18 chil­dren in her class, two-thirds of them have already expe­ri­enced some form of phys­i­cal or sex­u­al child abuse in their short lives.

As care­givers, it is our respon­si­bil­i­ty to act in the best inter­ests of the chil­dren in our care.

In our course, Child Abuse and Neglect: A Caregiver’s Guide to Adverse Child­hood Expe­ri­ences, we dis­cuss many ways to sup­port chil­dren who have been abused.

Some of these ways include the pow­er of nature to heal, the impor­tance of pro­vid­ing a sta­ble, secure, con­sis­tent, lov­ing envi­ron­ment for chil­dren while they are in our care, and pos­i­tive ways of talk­ing to abused and neglect­ed children.

We sug­gest:

  • Being avail­able for plen­ty of one-on-one time with the child, and
  • When the child wants to talk with you, give the child your undi­vid­ed attention.

We also suggest:

  • Teach­ing chil­dren self pro­tec­tion strategies,
  • Giv­ing chil­dren choic­es when­ev­er pos­si­ble because mak­ing choic­es helps chil­dren feel powerful.

In our Care Course, Child Abuse and Neglect: A Caregiver’s Guide to Adverse Child­hood Expe­ri­ences, we dis­cuss a vari­ety of ways to sup­port abused and neglect­ed chil­dren. We’ve touched on just a few of them in this blog. 

Please let us know how we can be of addi­tion­al assis­tance! Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

How can I protect children from the sun?

Care­givers often won­der what the prop­er pro­ce­dure is for keep­ing chil­dren pro­tect­ed from the sun’s harm­ful rays.  At Care Cours­es, our course Sun Safe­ty tells you what you need to know about how you can pro­tect your chil­dren form the sun.

All chil­dren need pro­tec­tion from the sun and this blog will give you some help­ful tips and infor­ma­tion to keep chil­dren safe while play­ing out­doors. The infor­ma­tion pro­vid­ed comes direct­ly from the course itself!

Although not all chil­dren burn eas­i­ly when exposed to the sun, peo­ple of all skin types can devel­op many dif­fer­ent mal­adies from too much unpro­tect­ed expo­sure to the sun’s rays.

By fol­low­ing a few sim­ple guide­lines to pro­tect our­selves from harm­ful UV rays, both chil­dren and adults can safe­ly enjoy out­door activities.

Guidelines for protecting children from the sun:

  • Sched­ul­ing out­door activ­i­ties to avoid the time of the day when the sun’s UV rays are most intense.
  • Mak­ing sure chil­dren are well hydrat­ed before engag­ing in out­door phys­i­cal activ­i­ty in warm weather.
  • Mak­ing sure that chil­dren wear pro­tec­tive cloth­ing, hats, and sun­glass­es when play­ing in the sun.
  • Using sun­screen as part of your sun-pro­tec­tion plan.
  • Stay­ing in the shade when­ev­er possible.
  • Avoid­ing reflec­tive surfaces.

Fol­low­ing these sug­ges­tions will help make sure that the chil­dren in your care stay safe and avoid the harm­ful impacts of too much sun exposure. 

While sun­light ben­e­fits us phys­i­cal­ly, behav­ioral­ly, and emo­tion­al­ly, it can also be dan­ger­ous. Pro­tect­ing chil­dren from the sun’s UV radi­a­tion, and teach­ing them life-long sun-safe habits, will allow them to safe­ly take advan­tage of every­thing the out­doors has to offer. Read more about this sub­ject in our blog on the Top Five Mis­con­cep­tions about Sun-Safe­ty.

Please let us know how we can be of addi­tion­al assis­tance! Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

How do Preschoolers Make Friends?

The social devel­op­ment of preschool­ers is very impor­tant to par­ents and child care providers alike.  Care­tak­ers want to make sure that their preschool­ers devel­op social­ly and emo­tion­al­ly, learn to coop­er­ate with adults and chil­dren, and make friends.

Fos­ter­ing pro-social behav­ior in preschool is a key com­po­nent to help­ing chil­dren become social­ly com­pe­tent. In our Care Course Preschool­ers in Child Care, we look at many dif­fer­ent aspects of child­hood development.

Today we’ll take a look at social and emo­tion­al devel­op­ment in preschool and how young chil­dren learn to make friends.

Preschool­ers do a great deal of play learn­ing, and so it isn’t sur­pris­ing that they learn social skills through their play. Preschool-age chil­dren tend to take part in two types of play. In the ear­ly years of preschool, chil­dren tend to pre­fer nonso­cial play. Though they are play­ing near or along­side oth­er chil­dren, they do not inter­act. Social play devel­ops in the lat­er preschool years, though it does not replace nonso­cial play. In all aspects of play, even inde­pen­dent and nonso­cial play, is enhanced by the pres­ence of oth­er chil­dren. You can watch chil­dren move through the stages, learn­ing and devel­op­ing their social skills and friend­ships as they go.

As chil­dren devel­op, so too do their social skills.

As three-year-olds, chil­dren begin to see sit­u­a­tions from anoth­er person’s point of view. Most Threes can play coop­er­a­tive­ly, at least for short peri­ods of time.

Friends only become more impor­tant by age four, when chil­dren are bet­ter able to take turns and share.

By the age of five, chil­dren have devel­oped enough social com­pe­tence to get along very well with friends. Five year olds are even more skilled in social inter­ac­tion, and have a great need to make friends.

Child­hood friends are an impor­tant part of the ear­ly child­hood expe­ri­ence. Through these friends and play­mates, preschool­ers learn a great deal about them­selves and the world around them. They learn to com­mu­ni­cate and to coop­er­ate, to resolve con­flicts and to con­trol their reactions.

In Preschool­ers in Child Care you will learn more about the social devel­op­ment of preschool­ers and how to devel­op proso­cial behav­ior. You will find games, strate­gies, and com­mu­ni­ca­tion tips to guide chil­dren along the social devel­op­ment process, and much more! If you are inter­est­ed in this course, or in find­ing a sim­i­lar Course­book, you can find all of our Care Cours­es list­ed on our web­site.

Please let us know how we can be of addi­tion­al assis­tance! Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

Fun Activities for Toddlers

Today’s blog will dis­cuss a few fun activ­i­ties you can plan for toddlers. 

At Care Cours­es we have many cours­es specif­i­cal­ly about car­ing for tod­dlers and the var­i­ous activ­i­ties to cater to their spe­cif­ic devel­op­men­tal needs. Today we are going to focus on some ideas from our course, Days with Tod­dlers: Cur­ricu­lum Plan­ning for Ages 12–36 Months.

Play dough

Play dough is a won­der­ful teach­ing tool for tod­dlers. Chil­dren start by pok­ing and pinch­ing the clay­like sub­stance and even­tu­al­ly start to try and mold it into var­i­ous shapes. For an even more excit­ing and hands-on les­son, you can make your own home­made play dough with the fol­low­ing recipe:

You will need

  • 1 cup flour
  • ½ cup salt
  • 2 tea­spoons cream of tartar
  • 1 table­spoon veg­etable oil
  • 1 cup water
  • Food col­or­ing or dry tem­pera (option­al)

Steps

  1. Mix ingre­di­ents together
  2. Cook for three min­utes stir­ring con­stant­ly in a non­stick saucepan
  3. Oil your hands and knead until smooth
  4. Store the play dough in a zip-lock plas­tic bag in the refrig­er­a­tor – the dough will keep indefinitely

Movement activities

Tod­dlers also need a vari­ety of move­ment activ­i­ties to devel­op large motor con­trol, mus­cle strength, motor plan­ning, and coor­di­na­tion. Talk to tod­dlers as they prac­tice the fol­low­ing motor activities:

  • Crawl­ing
  • Cruis­ing and walking
  • Rid­ing
  • Danc­ing
  • Rock­ing
  • Climb­ing
  • Jump­ing
  • Rolling, throw­ing, and kicking

Want to learn about even more fun activ­i­ties for tod­dlers? Enroll in our course, Days with Tod­dlers: Cur­ricu­lum Plan­ning for Ages 12–36 Months! After tak­ing this course, you will learn about the nature of a devel­op­men­tal­ly appro­pri­ate cur­ricu­lum for tod­dlers, your role in tod­dlers’ learn­ing, and the impor­tance of the indoor and out­door learn­ing space in a tod­dler cur­ricu­lum. This course is offered in both our course­book (with online com­po­nent) and our ful­ly online for­mat. Click here to learn more about Care Cours­es’ train­ing for­mats.

Topics covered in Days with Toddlers:

  • The nature and pur­pose of a devel­op­men­tal­ly appro­pri­ate tod­dler curriculum
  • Tod­dlers’ mile­stones of phys­i­cal, cog­ni­tive, lan­guage, and social–emotional development
  • Your role in tod­dlers’ learning
  • The role of indoor and out­door learn­ing space in a tod­dler curriculum
  • Cur­ricu­lum strate­gies for sup­port­ing the devel­op­ment of tod­dlers’ gross and fine motor, cog­ni­tive, lan­guage, and social-emo­tion­al skills
  • Strate­gies to pre­vent and respond to biting
  • How to sup­port tod­dlers through transitions
  • Devel­op­ing a tod­dler cur­ricu­lum that strength­ens tod­dlers’ self-care skills

Thank you for read­ing. Please let us know how we can be of addi­tion­al assis­tance! Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

Washing Hands in Child Care

Every­one needs to wash their hands, espe­cial­ly care­givers who come in con­tact with chil­dren and the chil­dren them­selves! Since we can­not avoid expo­sure to germs, we must do our best to pre­vent spread­ing dis­eases by wash­ing our hands often and cor­rect­ly in child care settings.

Our 5 clock hour (0.5 CEU) child­care course San­i­ta­tion for Dis­ease Pre­ven­tion in Ear­ly Child­hood Pro­grams is writ­ten for all types of child­care facil­i­ties (includ­ing fam­i­ly homes). In this cousre, we dis­cuss how to pro­vide a clean, san­i­tary envi­ron­ment to pro­tect chil­dren’s health and the health of the child care providers. 

One of the many things you can do to keep your child­care facil­i­ty safe an healthy is to wash your hands. Fre­quent and thor­ough hand wash­ing can dras­ti­cal­ly reduce the spread of dis­eases between staff and chil­dren and can pro­tect the younger chil­dren who have weak­er, less devel­oped immune systems.

How­ev­er, many of us do not spend enough time wash­ing our hands and do not put much thought into this crit­i­cal area of our lives! Even we were suprised by how long experts rec­om­mend that you should wash your hands to safe­ly remove bac­te­ria, dirt and germs. 

Here are some tips for thorough and safe hand washing in child care for you and for the children:

  1. Wet hands under run­ning water. Hot water is not nec­es­sary. Data actu­al­ly show that warm or hot water does not remove more bac­te­ria than cool water. 
  2. Use liq­uid soap from a dis­penser. Soap bars har­bor bacteria.
  3. Lath­er both hands well and scrub them vig­or­ous­ly for at least 20 sec­onds. (This is about the time it takes to sing hap­py birth­day twice.)
  4. Scrub all parts of both hands. This includes thumbs, wrists, the areas between fin­gers, around cuti­cles, under fin­ger­nails, and the back of your hands.
  5. Rinse hands thor­ough­ly under run­ning water.
  6. Let water drain from wrists to fingers.
  7. Dry both hands with an auto­mat­ic dry­er or a new sin­gle-use towel.
  8. For hand-held faucets, turn off the water using a dis­pos­able tow­el instead of bare hands to avoid recon­t­a­m­i­na­tion of clean hands.

Wash­cloth hand wash­ing is accept­able for chil­dren under the age of two years and for chil­dren with spe­cial needs who are not capa­ble of wash­ing their own hands. Use a soapy wash­cloth and warm water. Use an indi­vid­ual wash­cloth and tow­el for each child, and use each wash­cloth and tow­el only one time between launderings.

Sometimes children resist hand washing 

…occa­sion­al­ly quite vig­or­ous­ly. How­ev­er, hand wash­ing is extreme­ly impor­tant to insur­ing a child’s con­tin­ued health and well­be­ing and is not negotiable.

A child care provider should approach hand wish­ing in a firm, but kind man­ner. You should nev­er pun­ish or threat­en to pun­ish a child who resists hand wash­ing. Sim­ply make it clear in a pos­i­tive way that everyone’s hands must be washed at cer­tain spec­i­fied times, like after out­door play­time, after toi­let­ing, etc.  Mod­el­ing good hand wash­ing prac­tices will also pro­mote healthy life-long practices.

In San­i­ta­tion for Dis­ease Pre­ven­tion in Ear­ly Child­hood Pro­grams, we cov­er how to pro­mote a healthy and clean envi­ron­ment for chil­dren in all child­hood facil­i­ties. We’ve touched on healthy hand wash­ing in this blog. 

Do you want to learn more about health and safe­ty for young chil­dren? Check out our blog on how to pro­tect chil­dren from the sun while play­ing out­side or take our course Man­ag­ing Health and Safe­ty in Child Care for a com­pre­hen­sive review of health and safe­ty in childcare. 

Please let us know how we can be of addi­tion­al assis­tance! Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

10 Ways to Handle Biting in Child Care

In this blog we will focus on 10 ways that you as an ear­ly child­hood pro­fes­sion­al can han­dle bit­ing inci­dents in your child care setting.

Child care providers often won­der how to cope with chil­dren who bite one anoth­er. At Care Cours­es, we under­stand that bit­ing can be a chal­leng­ing sit­u­a­tion in any child care setting. 

Want to learn more? We offer Bit­ing Hurts, a 2‑clock-hour train­ing course that cov­ers the rea­sons why young chil­dren bite, strate­gies to pre­vent bit­ing, appro­pri­ate ways to inter­vene in bit­ing inci­dents, and how to talk to par­ents about biting.

When a child is bitten:

  1. Give atten­tion and com­fort Give atten­tion and com­fort first to the child who has been bit­ten. Mod­el empa­thy for the vic­tim and avoid reward­ing the biter with imme­di­ate adult atten­tion. Biters ages two and old­er can assist in com­fort­ing the victim.
  2. Nev­er indi­cate – by words, body, lan­guage, or oth­er actions – that you think the bit­ing is fun­ny or a game.
  3. Calm­ly remove the biter. Emo­tion­al respons­es rein­force bit­ing behavior.
  4. Nev­er bite a child back (or have anoth­er child do so) either as a pun­ish­ment or to show how it feels.
  5. State sim­ply, firm­ly, and calm­ly, “No! Bit­ing hurts,” and avoid lectures.
  6. Nev­er emo­tion­al­ly aban­don a child who bites by with­hold­ing love or com­fort. Caus­ing a child to feel reject­ed or scorned does noth­ing to teach appro­pri­ate behav­ior. Express dis­ap­proval of bit­ing, not the child.
  7. Nev­er respond to a child who bites with phys­i­cal or ver­bal aggres­sion. Mod­el respect­ful, appro­pri­ate lan­guage and behav­ior at all times. Nev­er behave toward chil­dren in ways that are not appro­pri­ate for them to imitate.
  8. Help chil­dren learn expres­sive com­mu­ni­ca­tions skills. Mod­el appro­pri­ate ways to inter­act with oth­ers, nego­ti­ate dis­agree­ments, and resolve conflict.
  9. Use spe­cif­ic pos­i­tive lan­guage to teach chil­dren what they should do: “Touch gen­tly. It hurts when you bite.” Rather than “Don’t bite.”
  10. Assure a child who bites that you have con­fi­dence they will learn appro­pri­ate behaviors!

Final­ly, make sure you noti­fy the par­ents of both the biter and the vic­tim and tell them what you are doing to stay on top of it.

By fol­low­ing these steps you can help alle­vi­ate or short­en a bit­ing “cri­sis.” These tips will help you han­dle bit­ing inci­dents when they occur in your child care setting.

Want to learn more? The our Care Course, Bit­ing Hurts,

Care Courses Support

Please con­tact us and let us know how we can be of addi­tion­al assis­tance! Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

How do I Help Children with Changes in Routine?

Even the slight­est change to a child’s dai­ly rou­tine can have dras­tic effects on their mood and abil­i­ty to nav­i­gate their day. As child care providers, it’s often up to you to help the chil­dren in your care han­dle any changes that their dai­ly rou­tines may expe­ri­ence. It is up to you to help chil­dren with changes in rou­tine and help chil­dren do so with min­i­mal upset or frustration.

Our 4 clock hour (0.4 CEU) course Cre­at­ing Sched­ules and Rou­tines dis­cuss­es the impor­tance of a child’s dai­ly rou­tine. In par­tic­u­lar, this course dis­cuss­es how to help chil­dren adjust to changes in routine. 

Here are some tips on how to help young children manage changes in routine:

  • Have a good under­stand­ing of indi­vid­ual children’s needs and abil­i­ties to han­dle change.
  • Lim­it the num­ber of changes that are intro­duced at any one time. 
  • Pre­pare chil­dren for changes before changes occur. This is also an excel­lent oppor­tu­ni­ty to include par­ents as an addi­tion­al lay­er of sup­port for the child.

Even though all young chil­dren ben­e­fit from a con­sis­tent and pre­dictable dai­ly rou­tine, there are some chil­dren who are more adapt­able by nature. Chil­dren who are not as adapt­able need expo­sure to new expe­ri­ences, but do their best when faced with one small change at a time. Repeat­ed expo­sure to the same new sit­u­a­tion, with­out pres­sure to adapt, is usu­al­ly the best way to approach this. While expos­ing the child to the new sit­u­a­tion, talk with the child and dis­cuss sim­i­lar­i­ties between the old rou­tine and the new rou­tine to help them adjust to the change. 

Routines: Circle Time

Anoth­er way to help chil­dren adapt to var­i­ous changes in rou­tine is to cre­ate a sched­ule that is eas­i­ly fol­lowed and kept to. Cir­cle time is a great activ­i­ty to start and end your day. 

In the morn­ing, cir­cle time can give chil­dren time to adjust and say hel­lo to each oth­er. It is a time for them to learn what they’ll be explor­ing that day. Then at the end of the day, chil­dren and care­givers can come togeth­er in a cir­cle once the room has been tidied and cleaned. This rou­tine is a great way to help chil­dren tran­si­tion between your pro­gram and their home. Read our blog our blog on How to Have a Suc­cess­ful Cir­cle Time to learn more!

To find out more about the impor­tance of sched­ul­ing your day and to find out more about keep­ing to a spe­cif­ic rou­tine, check out Cre­at­ing Sched­ules and Rou­tines on our web­site. Thank you for reading!

Please let us know how we can be of addi­tion­al assis­tance. Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

Why is fitness important for young children?

Care­givers often won­der why fit­ness is so impor­tant for young chil­dren’s devel­op­ment. At Care Cours­es, we offer sev­er­al cours­es hav­ing to do with the sub­ject. This blog will look at a few con­cepts from our course, Fun and Fit­ness: Address­ing Child­hood Obe­si­ty.

The increased rate of child­hood obe­si­ty in recent years has been found to have a direct cor­re­la­tion to the increased rate of seri­ous med­ical con­di­tions as a child and lat­er in life. These med­ical con­di­tions include dia­betes, high blood pres­sure, high cho­les­terol, asth­ma, arthri­tis, and poor health over­all. These con­di­tions are pre­ventable with the prop­er diet and phys­i­cal exer­cise that comes nat­u­ral­ly with being an active child.

It is your respon­si­bil­i­ty as care­givers and teach­ers to offer chil­dren only healthy foods. This means no soda, no fast food, and no heav­i­ly processed snacks. Get­ting the par­ents involved eat­ing healthy will go a long way to mod­el the prop­er eat­ing habits.

Phys­i­cal activ­i­ties should come nat­u­ral­ly to chil­dren of all ages. Unfor­tu­nate­ly, it’s far too easy to have chil­dren watch a movie or tele­vi­sion show and play on a phone or com­put­er to keep them occupied.

It your respon­si­bil­i­ty as a child care provider to ensure that chil­dren stay active by pro­vid­ing many oppor­tu­ni­ties for them to move and be active, both indoors and out­doors, every day. We have blogs on both out­door play activ­i­ties (includ­ing a free course on out­door play!) and indoor play activ­i­ties.

Infants like to bat or kick dan­gling objects as well as reach­ing or crawl­ing toward an object. Roll balls with them or even let them slap a shal­low con­tain­er of water while seat­ed on your lap.

Tod­dlers can have a bit more struc­ture with their phys­i­cal activ­i­ties, such as throw­ing or kick­ing a ball and run­ning around. Chil­dren of this age also like to dance to music as well.

Preschool­ers ben­e­fit from sev­er­al hours of phys­i­cal activ­i­ty each day. This also starts to include games such as hop­scotch and obsta­cle paths.

Look­ing for more ideas and activ­i­ties to keep your kids mov­ing? Take our 2 clock hour (0.2 CEU) course Fun and Fit­ness: Address­ing Child­hood Obe­si­ty and learn the ben­e­fits of phys­i­cal activ­i­ty and prop­er diet. Thank you for reading! 

Please let us know how we can be of addi­tion­al assis­tance! Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

Winter Crafts for Kids

Look­ing for a fun win­ter­time craft to do with the chil­dren in your care?  Try this pop­si­cle stick snowflake done by one of our train­ing coach­es when she was in preschool! 

You will need:

Four pop­si­cle sticks for each child in your care
White, blue, or grey paint Glue (both a liq­uid and a clear glue stick)
Glit­ter

Prep:

Days before (or the night before) you plan to make the snowflakes, paint the front of the pop­si­cle sticks whichev­er snowflake col­or you chose. If you have chil­dren in your care who are old enough to han­dle the paint­ing task, then you can save this step for the day you make the snowflakes. 

What to do:

1. Dis­trib­ute pop­si­cle sticks to the children.

2. Instruct each child to put a dot of glue in the cen­ter of one pop­si­cle stick, and place anoth­er on top in a criss-cross shape (like an “x”). Have them hold it there for 15 sec­onds – keep in mind they’re the “One-Alli­ga­tor-Two-Alli­ga­tor-Three-Alli­ga­tor” seconds. 

3. Next, instruct the child to put a dot of glue on the cen­ter of the top pop­si­cle stick. Then, have them place their next pop­si­cle stick in a hor­i­zon­tal line down the cen­ter (like this “l”). Have them hold the stick in place for anoth­er 15 seconds. 

4. Next, have the child place anoth­er glue dot in the cen­ter of the top pop­si­cle stick. The last pop­si­cle stick will go across length­wise (“—“). Have them hold it all togeth­er for anoth­er 15 seconds.

5. Once every­thing is glued, have the chil­dren brush the vis­i­ble sticks with the clear glue stick and while the glue is still wet, sprin­kle the snowflakes with the glitter. 

6. Allow them to dry com­plete­ly and write each child’s name and the year on the back of each snowflake. 

All done! How did this win­ter craft go for the kids in your care? Share below!

Look­ing for more win­ter craft for kids? Take one of our cours­es on play to learn many more craft ideas and activ­i­ties you can do with chil­dren. Look­ing for oth­er ideas to do indoors with chil­dren dur­ing the win­ter? Check out our blog: Indoor Activ­i­ties For Kids.

Please let us know how we can be of addi­tion­al assis­tance! Call us: 1–800-685‑7610, Mon­day through Fri­day, 9–5 ET, or email us days, evenings and week­ends: info@CareCourses.com. We’re here to help!

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