Page under Construction
Husky House has been serving families of the Happy Valley Community (and beyond) for over 30 years. Apart from the physical and emotional safety of the children in our care, our primary goals are inclusion and social-emotional learning.
Listed below are additional reading and resources to explain and expand on our beliefs and approach. Resources have been categorized to align with our Mission Statement for ease:
Listed below are additional reading and resources to explain and expand on our beliefs and approach. Resources have been categorized to align with our Mission Statement for ease:
husky House
OPTIMISTIC SCHOOL CULTURE & INTENTIONAL ENVIRONMENTS
We believe that just about any activity children do inside can be done outside. Research has shown the The 5 Benefits of Outdoor Play from Heart-Mind Online.
| The Environment: Your Teaching Partner from Montana Inclusion Services and Coordination Project |
INCLUSION & CULTURAL AWARENESS
Children naturally notice similarities and differences. We are conscious of where we as adults put our attention. How we address holidays in our program is yet another way we are able to model for children. It is an opportunity for remembering that one of our goals is to foster inclusiveness as we help children in their social & emotional development. Children interpret our values and what we deem important from what we choose to offer, share and highlight.
When building our program, we consider how we include holidays and fun days in our programs in a way that is inclusive and respectful to all children and families. For this reason, we do not emphasize or celebrate religious or “mainstream” holidays. Instead, we allow children's interests and personal experiences to guide our curriculum. Our effort is to support inclusivity while encouraging children’s natural ability to look at their world through a positive and curious lens.
Louise Derman-Sparks is a leader in anti-bias education. We highly recommend her books and this brief blog on Anti-bias Education & Holidays she wrote for the National Association for the Education of Young Children (NAEYC).
When building our program, we consider how we include holidays and fun days in our programs in a way that is inclusive and respectful to all children and families. For this reason, we do not emphasize or celebrate religious or “mainstream” holidays. Instead, we allow children's interests and personal experiences to guide our curriculum. Our effort is to support inclusivity while encouraging children’s natural ability to look at their world through a positive and curious lens.
Louise Derman-Sparks is a leader in anti-bias education. We highly recommend her books and this brief blog on Anti-bias Education & Holidays she wrote for the National Association for the Education of Young Children (NAEYC).
| Asking Questions that Support Children's Understanding about Diversity from NAEYC |
| Inclusion & Holidays |
LIFELONG LEARNERS & CONTINUOUS IMPROVEMENT
individual Growth of the whole child
DEVELOPMENTALLY APPROPRIATE PRACTICES (DAP)
| Summary of the Seven Developmental Needs |
POSITIVE BEHAVIOR GUIDANCE
This article written by Carla Shalaby for Educational Leadership Magazine, Classroom Management as a Curriculum of Care explains our approach to behavior guidance.
| Evidence on the Effectiveness of the Guidance Approach compiled by Louise Porter, PhD |
| Seeing the Child Behind the Behavior |
| 10 Ways to Increase Positive Behavior |
Connection and Collaboration
COMMUNITY BUILDING
We work intentionally to build a sense of community, fostering peer relationships across grades. We facilitate morning meetings where we practice mindfulness and set group agreements. We offer yoga to slow down and collaborative art or games throughout the day. We find that children forming connections with other children not of their expected friend-group (ages, grades, gender, interests) gives the whole group a strong feeling of support and collegiality. In that environment, when a child is struggling, they have not only trusted adults but a variety of peers they can reach out to for advice, comfort, and care.
A significant foundation of group cohesion is the forming of group agreements. Unlike rules which are often top-down, group agreements are guidelines and principles that originate from members of the group and are adopted by consensus (not vote). For more about Group Agreement please read this brief post about Setting Group Agreements With Youth from Heart-Mind Online.
A significant foundation of group cohesion is the forming of group agreements. Unlike rules which are often top-down, group agreements are guidelines and principles that originate from members of the group and are adopted by consensus (not vote). For more about Group Agreement please read this brief post about Setting Group Agreements With Youth from Heart-Mind Online.
COMMUNICATION
We strive for positive phrasing (avoiding "don't," "no," stop," etc.) in a positive tone at all times.
| Teach Me What to Do Instead |
| A Truth About Listening |
COLLEGIALITY
We strive to foster a sense of cooperation amongst staff, peer groups and between children and adults. While there may sometimes be game-play and competition, we try to stress the importance of improvement rather than "winning." This article from Alfie Kohn, "Is Competition Ever Appropriate in a Cooperative Classroom?" provides several points as to how competition can be hindering children and many of the perceived values of competition can be better met.
NURTURE THE DEVELOPMENT
PLAY BASED LEARNING
| Why Play Matters by Rae Pica |
| Sitting Does Not Equal Learning by Rae Pica |
ACKNOWLEDGEMENT AND VALIDATION OF FEELINGS
CHOICE BASED AND OPEN-ENDED ACTIVITIES
This article, What We Can Learn from Froebel’s Kindergartens by Francis Wardle, clearly outlines what we at Husky House believe and wish for all children. Developmentally, the stage of "early childhood" goes up to age 8. In Finland, a global leader in education, children don't enter formal instruction until age 7. We strive to provide the kind of learning experience that children developmentally need.
| Why We Don't Use Worksheets by Rae Pica |
ENCOURAGEMENT VS. PRAISE
Five Reasons to Stop Saying "Good Job" by Alfie Kohn
RESPONSIBLE
SELF-MANAGEMENT & EMOTIONAL REGULATION
SELF-MANAGEMENT & COGNITIVE REGULATION
RESPONSIBLE DECISION MAKING
INDEPENDENT
SELF-AWARENESS & IDENTITY
AGENCY
RESILIENCE
CREATIVE
SELF-EXPRESSION
CREATIVE THINKING
Please read The Creativity Edge from Heart-Mind Online and The Gift of Boredom from John Spencer for Educational Leadership.
THOUGHTFUL
SOCIAL AWARENESS & RELATIONSHIP SKILLS
SOCIAL SKILLS
Citizens
PUBLIC SPIRIT & CITIZENSHIP
ALTRUISM
Children's brains are hard-wired to want to help. This intrinsic desire is a precursor to larger ideas like empathy and philanthropy. We help foster not only social-responsibility but many aspects of learning through service-learning projects. Children are encouraged to engage with their community and world with intention and purpose.
An oldie (1996) but well worth it. Please watch this video of Alfie Kohn on Oprah. If you haven't checked out his books, articles, or blog, they are all insightful, helpful, and based on research and behavior science.
|
3855 Happy Valley Rd. Lafayette, CA 94549
Lic. #073401984 Tax ID: 68-0430189 Hours of Operation: Monday - Friday 7:30 A.M. - 6:00 P.M. Phone: (925) 283-7100 | Fax: (925) 283-7104 Email: officestaff@huskyhouseforkids.org Our space is a nut-free facility |
Children Growing Together
|