WELCOME TO THE POCATELLO ELC NEWS PAGE

12/24-1/1/13: ELC closed for winter break

Winter break: The ELC is closed from 12/24/12-1/1/13. We reopen on January 2. From January 2 through January 11, we will provide care for those on 9- and 12-month contracts only. If you have an academic contract and need care during that time, stop by the front desk to check for availability, as not all of our rooms will be open.

Campbell Soup Labels: We participate in the “Labels for Education” program, so save those labels and bring them in! All we need is the UPC code, not the whole label. Thank you!

Lead Providers for Spring Semester:

Age	Room #	Provider
Infants	1	Kyrsten Perschon
	2	Melissa Aguilar
	3	Angie Genera
Toddlers	6	Jamie Walquist
	7	Amanda Lammers
	8	Debra Hughes
Twos	9	Chelcy Goodnight
	10	Lindsen Jensen
	11	Brenda Myers
Threes/Fours	20	Karen Vaughn
	29	Misty Sheets
Fours	27	JaNae Kunzler
	28	Shannon Koplin
School Age Care	24/26	Wenda Kaler

ICCP Recipients: Remember to fill out a Monthly Dependent Care Charge form every semester and every time you change your schedule.

Fundraiser: The ELC has a year ‘round, online fundraiser to raise funds for garden projects. Go to www.reneesgarden.com and choose from the wide selection of seeds for heirloom and gourmet vegetables, cottage garden flowers and culinary herbs, special seed collections and great kitchen garden cookbooks. There are also a number of great recipes posted on the site. At check out, just enter the code FR678A in the coupon code box on the checkout page so that the ELC will get 25% credit. Funds will be used for ELC garden projects.

Some web sites that may be of interest to you: www.idahostars.org , www.idahoaeyc.org, www.childrenandnature.org, www.InfantToddler.idaho.gov, http://www.challengingbehavior.org, http://www.iwpr.org/initiatives/student-parent-success-initiative/student-parent-success-initiative, www.vanderbilt.edu/csefel , http://www.collaboration.me.uk/Idaho_Stars.php, www.MyPlate.gov/

Guidelines for “Helping Children Deal with News

Violence”

Diane Levin, Ph.D.

1. PROTECT CHILDREN, ESPECIALLY YOUNG CHILDREN, AS MUCH AS POSSIBLE FROM EXPOSURE

TO NEWS VIOLENCE AND FROM HEARING ADULTS TALK ABOUT IT. While it's rarely possible to

protect them fully from news violence, having safety & security predominate is still vital for healthy development.

2. TRUSTED ADULTS HAVE A VITAL ROLE TO PLAY HELPING CHILDREN SORT OUT WHAT THEY

SEE & HEAR & FEEL SAFE. When exposed to violence children need trusted adults to help them safely work

out their ideas, often over an extended period of time. How you react plays a big role in determining how they

think & feel & what they learn.

3. BASE WHAT YOU SAY ON THE AGE, UNDERSTANDINGS & CONCERNS OF THE CHILDREN.

· YOUNG CHILDREN WON’T UNDERSTAND VIOLENCE AS ADULTS DO. When they see or hear about

something scary, they often relate it to themselves and worry about their own safety. They tend to focus on one

thing at a time and the most salient aspects of what they see. Because they don't have logical causal thinking,

it's hard to figure out the logic of what happened and why, or sort out what's pretend and real. They relate what

they hear to what they already know which leads to misunderstandings. "Mommy works in a skyscraper; it can

blow up too!" or “Planes in the war carry bombs; so planes I see in the sky carry bombs too!”

· OLDER CHILDREN BEGIN TO THINK ABOUT WHAT UNDERLIES AN EVENT AND POSSIBLE REAL

WORLD IMPLICATIONS. They use more accurate language and make logical causal connections, but still

don't understand all the meanings and can develop misunderstandings and fears. Find out the meanings

behind their language and base your responses on what they seem to know and be asking.

4. START BY FINDING OUT WHAT CHILDREN KNOW. If a child raises the issue, ask, "What have you

heard about that?" You can start a conversation with, "Have you heard anything about a plane crash [or

bombs]? What did you hear?”

5. ANSWER QUESTIONS AND CLEAR UP MISCONCEPTIONS THAT WORRY OR CONFUSE. You don't

need to provide the full story. Just tell children what they seem to want to know. Don't worry about giving "right

answers" or if children have ideas that don’t agree with yours. You can help children learn to distinguish real from

pretend violence. You can calmly voice your feelings and concerns.

6. SUPPORT CHILDREN'S EFFORTS TO USE PLAY, ART, AND WRITING TO WORK OUT AN

UNDERSTANDING OF SCARY THINGS THEY SEE AND HEAR. It’s normal for children to do this in an

ongoing way; it helps them work out ideas and feelings; it shows you what they know and worry about. Openended

(versus highly-structured) play materials—blocks, airplanes, emergency vehicles, miniature people, a

doctor’s kit, markers and paper—help children with this.

7. BE ON THE LOOKOUT FOR SIGNS OF STRESS. Changes in behavior such as increased aggression or

withdrawal, difficulty separating or sleeping, or troubles with transition are all signs that additional supports

are needed. Protecting children from violent media images, maintaining routines, providing reassurance &

extra hugs can help children regain equilibrium.

8. HELP CHILDREN LEARN ALTERNATIVES TO THE HARMFUL LESSONS THEY MAY BE LEARNING

ABOUT VIOLENCE AND PREJUDICE. Talk about non-violent ways to solve conflicts in their own lives. Help

them look at different points of view in conflicts. Point to positive experiences with people different from

themselves. Try to complicate their thinking rather than tell them how to think.

9. DISCUSS WHAT ADULTS ARE DOING TO MAKE THE SITUATION BETTER AND WHAT CHILDREN

CAN DO TO HELP. Children can feel secure when they see adults working to keep the world safe. And taking

meaningful action steps themselves also helps children feel more in control.

10. TALK WITH OTHER ADULTS. Work together to support each other’s efforts to create a safe environment

for children. This includes agreeing to protect children from unnecessary exposure to violence. Talking together

can also help adults meet their own personal needs.

Wheelock College, Boston, MA (617-879-2167; dlevin@wheelock.edu)