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Monday, October 2, 2017

Fine motor skills -is she ready

Fine motor skills are also very important muscles that must be developed starting from infancy . Movements of the body is controlled by the cerebullum ,a section of the brain . It is critical that your baby is using those fine muscles ,in the fingers,wrist ,eyes and the mouth .
  • We recommend that your baby has things to hold,grab ,tug, pull 
  • Your baby should not be sucking a pacifier after 10 months 
  • Your baby should be giving small snacks that she can pick up and put in her mouth and begin chewing  around 7 months (small solids)
  • The baby should be introduced to a cup ,along with her bottle or sippy cup and a straw
  • The baby should have access to writing tools they love to scribble starting at 16 months 
  • You also need to play children music because the words are clear and it allows the baby to sing along with the song
  • You must speak with your baby in whole sentences example : it the baby is pointing to an object  instead of just giving it to her - you would say do you want your blue cup ? You are giving your baby receptive language  which is helping to develop the speech area of the brain. 
  • There are certain toys your baby should have that will help with these skills
You can visit our site at www.sabreeeducationservices.net

Monday, September 25, 2017

Food security -Will there be enough food for our babies when they grow up

We though this article has some great information that we all need to take a look at . Many times we get so busy that we are not able to look at other things . Please feel free to share .

The Human Carnage From Billionaires Trying to Carve Up the Planet to Build Their Empires Is Astounding

From Yemen to Haiti and everywhere in between, the poorest citizens are punished for unknown crimes.
Humanitarian food for poor children in refugee camp
Photo Credit: Zurijeta/Shutterstock
Raoul Peck, the Haitian filmmaker, opens his new film – Der Junge Karl Marx (2017) – in the forests of Prussia. Peasants gather fallen wood. They look cold and hungry. We hear horses in the distance. The guards and the aristocrats are near. They have come to claim the right to everything in the forest. The peasants run. But they have no energy. They fall. The whips and lances of the aristocrats and the guards strike them. Some of the peasants die. Even fallen wood is not allowed to them.
Young Karl Marx, sitting in Cologne in 1842, is dismayed at the violence against the German peasants. The peasants, he wrote, know the punishment. They are being beaten, even killed. But what they do not know is the crime. For what crime are they being punished?
Peck is clever to open his film with this dilemma, for it is the question that every sensitive person should ask today. What is the crime for which the world’s poor are being punished? Poverty and war produce refugees of hunger and bombardment, but they are denied mobility, denied any exit from their predicament. They know the punishment that they face: starvation, death and indignity. This they know. What they do not know is their crime. What have they done to deserve this?
The Dominican-American writer Junot Diaz visited Haiti after the devastating earthquake of 2010. In a memorable essay titled ‘Apocalypse’, Junot Diaz noted that Haiti warned us of the new ‘zombie stage of capitalism, where entire nations are being rendered through economic alchemy into not-quite alive. In the old days, a zombie was a figure whose life and work had been captured by magical means. Old zombies were expected to work around the clock with no relief. The new zombie cannot expect work of any kind – the new zombie just waits around to die’.
And the new zombie cannot be allowed to forage for food or to seek shelter or medicine. The new zombie, truly, must just wait to die. This is the punishment. But what is the crime?
**
Last week, off the coast of war-torn Yemen, smugglers pushed a boat into the turbulent sea and ‘deliberately drowned’ fifty people. The phrase ‘deliberately drowned’ comes from the staff of the International Organization of Migration (IOM), the UN’s migration relief agency. IOM teams that walked the beaches of Shabwa (Yemen) found a shallow grave that held 29 of these people - 12 Ethiopian men, 12 Ethiopian women and 5 Somali men. Others were lost at sea. The boat originally carried 180 people. The rest reached the shore by great fortune. What was striking about the IOM’s investigation is that the average age of the migrants on this boat was 16 - young people from Somalia and Ethiopia whose countries have been destroyed by economic collapse and war lordism, by the War on Terror and capitalist over fishing.
Silent catastrophe driven by drought, climate change and economic insecurity wracks Somalia. The situation is so dire that the UN’s humanitarian relief agency - OCHA - notes that there are currently 3.2 million on the verge of famine. There is little emergency food assistance available. Already 102,263 people have been treated for Severe Acute Malnutrition (SAM) - a fifty per cent increase since 2016. Exit for the people is simply not available inside Somalia, where political conflict has been unending since the 1990s when the famine of 1991 took the lives of 200,000 people.
The UN Refugees Agency points out that from November 2016 to the end of May 2017, about 739,000 people have been displaced by the drought inside Somalia. More than 480,000 of these drought refugees are under the age of 18. No wonder the average age on the boat to Yemen was 16. Stunningly, 195,000 of these drought refugees are under the age of 5.
The flow of refugees from the Horn of Africa into Yemen is unabated. Last year - despite Saudi Arabia’s brutal war on Yemen that has destroyed that country - 111,500 people crossed from Africa to Yemen’s shores. Many of them are young, desperate to come to the Gulf states in search of miserable employment. Many do not make it, including 42 Somali migrants whose boat was scuttled by a Saudi jet last March.
**
Emblematic in the current war against migrants is the Wall that the US President Donald Trump pledges to build on the US-Mexico border. Data from the US Customs and Border Protection as well as the IOM show that there has been a drastic drop in migration over this border between 2000 and the present. In 2000, 1.6 million migrants were stopped by the US agencies, who only stopped 400,000 people in 2016. But, during this period, deaths on the border remain static: 380 in 2000 to 322 in 2016. Already in the first few months of 2017, the IOM found 239 migrants died in the crossing.  Last month, at least ten people suffocated to death in a truck that was parked in a San Antonio (Texas) parking lot.
The people who attempt to cross the US-Mexico border are not - typically - Mexican but from Central America. The three countries that dispatch a large number of migrants northwards are Guatemala, Honduras and El Salvador. The most common public explanation for the refugee migration is that these countries are torn by gang warfare fueled by the illegal drug trade. This is of course the case, but it is not the root of the crisis. The causes should be found in the collapse of agriculture in these countries - driven largely by climate change induced drought and flash floods, extreme heat and forest fires.
In 2003, in Brazil, the government led by Luiz InĂ¡cio Lula de Silva of the Worker’s Party (PT) initiated the Fome Zero (Zero Hunger) program. Fome Hunger provided food for children in low-income areas, pushed for the creation of sustainable irrigation systems in food farming, educated the citizenry about nutrition and provided input support for family farms. Local family farms supplied enriching food to local schools. Fome Hunger not only improved nutrition, it also encouraged small farmers. Within a decade, Brazil’s child mortality rate dropped by 13 per cent, while twenty million people saw their income levels rise above the poverty line.
What Lula’s government did was not replicated around the world - as even the World Bank had felt should be done. The policies of the PT have been slowly reversed by the new government. No-one is talking about Zero Hunger on a global scale. Why feed zombies when they are merely waiting around to die?
Squeezed between the end of livelihood and the refusal to allow migration, the world’s poor experience punishment for a crime that is unknown. What did they do to deserve their fate? Why are they being punished when they have not committed a crime?
Vijay Prashad is professor of international studies at Trinity College in Hartford, Connecticut. He is the author of 18 books, including Arab Spring, Libyan Winter (AK Press, 2012), The Poorer Nations: A Possible History of the Global South (Verso, 2013) and The Death of a Nation and the Future of the Arab Revolution (University of California Press, 2016). His columns appear at AlterNet every Wednesday.
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Monday, September 11, 2017

Gross motor skills - Are you ready for pre-kay

  • Gross motor skills refers to the child's ability to walk up and down the stairs one foot behind the other while holding on the rail and without fear.
  • The child should be able to kick a ball and not tumble down
  • The child should be able to throw and catch a ball 
  • The child should be able to run and keep up with her peers on the play ground
  • The child should be able to feed her self
These skills should be given during the infant/toddler years when the brain is growing the most  . The research shows that a child's brain is 85%  developed by age three .The experiences that are given before 3 years old can make a big difference when the child gets to school.

Monday, August 28, 2017

Parent support -Baby and Wee classes

The class is small and intimate allowing the opportunity for you to play with your baby. Observe how your baby interacts with the various toys in the environment and other infants and toddlers. Give them to opportunity to explore their curiosity. The age the classes focus on are birth - 3 years old, the most critical stages (by age 3 the brain is 85% the size of the adult brain).

The class will meet twice (2x) a month. You could register for all 8 sessions $375 (save $25) or register for individual sessions ($50 each) per family

Here are the sessions: 

*Attachment & relationships
*Activities at different milestones
*Brain development in infancy
*Age appropriate books
*Infants explore and discover
*Language development
*Using found materials (also known as repurpose items) 
*Temperament 

We look forward to meeting you and your baby. Click here to register

The classes are led by Daseta Gray, MEd., President, Sabree Education Services. She is a certified teacher,  certified infant toddler specialist, early chilhood education consulant, former child care teacher, Director. She became passionate about infant toddler development after studying to become a certified Infant-Toddler Specialist thru PITC. She facilitates these classes with her daughter Reeshemah Brightley who holds a Masters degree in Early Childhood Education.



Thank you
Reeshemah
--





Reeshemah Brightley, MEd early childhood education
917-721-3648

Monday, August 21, 2017

What is implicit bias

 It is important to know of the different conversations that are happening in the early childhood field.
Also known as implicit social cognition, implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.  These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control.  Residing deep in the subconscious, these biases are different from known biases that individuals may choose to conceal for the purposes of social and/or political correctness.  Rather, implicit biases are not accessible through introspection.
The implicit associations we harbor in our subconscious cause us to have feelings and attitudes about other people based on characteristics such as race, ethnicity, age, and appearance.  These associations develop over the course of a lifetime beginning at a very early age through exposure to direct and indirect messages.  In addition to early life experiences, the media and news programming are often-cited origins of implicit associations.(source   http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/)


http://ziglercenter.yale.edu/publications/Preschool%20Implicit%20Bias%20Policy%20Brief_final_9_26_276766_5379.pdf






Saturday, August 19, 2017

Is she ready for pre-k

research has shown that many children get a formal learning space but they have not been prepared for the space .What do we mean when we say your 3 year old is not ready for formal learning ? Three year old should be playing if the child is in an age appropriate setting . Regardless of the setting there are certain skills that a 3 year old should have :here are a few :
  • Child should be able to was her hands by  putting soap on her hands ,rubbing them together and also washing the back of her hand .She should be able to dry her hands.
  • She should be able to dress her self ,with the ability to put her dress over her head 
  • She should be able to put her shoes on her feet 
  • She should be verbal with the ability to say I need to use the bath room
  • She should be able to ask for help when frustrated 
  • She should be able to play alone because she is not able to share as yet 
  • She should have some empathy 
When children are given the opportunity to develop these  skills they begin to develop self-esteem and self-confidence .


Monday, August 14, 2017

Critical Thinking-observation

Last week Friday Ajani's uncle picked him up from camp when  he came home he had a yahoo chocolate drink. Nana look uncle John bought me a drink but mommy say I should not have it . John asked why you did not tell me ? Because I tricked you smiling.
This child is 4yrs and 10months . His language skills and his comprehension skills are very good because he totally understands how language works and he is using it  . He is also  developing his critical thinking skills and his memory skills . He fully understands that his mother does not want him to drink chocolate milk but  has decided that he wants it anyway.

Now that we know how is brain is wired we need to work on teaching him to develop trust and to be honest . We also have to explain why he should not drink that milk.
We would like to here your thoughts. send us an email  dasetagray@gmail.com



Daseta Gray, M.Ed, Certified Infant/Toddler Specialist
Sabree Education Services
347-524-4178