•   For younger children, having them dig holes and look for worms and bugs is a great sensory adventure.

• Pull the weeds around the house and show the children the roots of the plants.

• Visit a nursery with your child and let them help pick out things to plant.

• Plant fruit and vegetables in a garden, showing them where these foods come from.

• For younger children you will need to plant the flowers for them, but preschoolers will be able to transplant the flowers in the ground or pots themselves.

• Discuss with your children about the different insects and animals that may come visit the garden, (bees, butterflies, bunnies) and what they may be doing at the garden.

• Have each child have their own watering can to water the plants, so they can be "big helpers."

• If you do not have a green thumb yourself, you can purchase potted plants and keep them in the house.

 http://family-fun.kaboose.com/gardening-ages-stages.html   

"You have brains in your head.   

You have feet in your shoes.   

You can steer yourself in any direction you choose.   

You're on your own. And you know what you know.   

You are the guy who'll decide where to go."   

 -Dr. Suess 

QUALITY RATING SYSTEM

These standards measure three areas of child care that make a difference in the quality of care your child receives:

• from the staff employed by the center,
• in the environment your child attends every day, and in
• the way the facility is operated.

As a facility moves from STAR 1 to STAR 4, the requirements in these areas increase. The information below gives examples of the requirements each facility must meet at each STAR level.

 

• A full DPW Child Care Certificate of Compliance or Registration for a year
• A plan to increase early care and education professional development and training for the staff
• Increased staff communication via team meetings
• A completed self-assessment on quality items in the environment

• Director and staff must receive at least three to six hours more annual professional development and training than DPW regulations require.
• One-third of the staff completed or are enrolled in credentials or degrees.
• Learning materials such as books, blocks, puzzles, music, and art supplies are available for some of the day.
• The facility has a budget and provides at least one benefit to staff.
• Some involvement of parents in the program.
• A plan to address needs found in a standardized self-assessment of the program.

• Even more professional development and training hours than STAR 2 requires.
• Half of the staff completed or are enrolled in credentials or degrees.
• Learning materials are available for a large part of the day.
• Literacy activities, including reading to children, story telling, and encouraging written and verbal communication take place often during the day.
• Increased parental involvement
• Written policies and procedures
• Implementation of a financial system, increased staff compensation, and benefits

• Even more professional development and training hours than STAR 3 requires.
• Two-thirds of the staff completed or are enrolled in credentials or degrees.
• Activities designed to encourage communication, both written and verbal, occur naturally in the day.
• Parental and community resources are used effectively in the delivery of quality child care.
• Business, organizational, and staff compensation practices are maximized.
• A review of the facility by a nationally recognized environmental rating scale that indicates a high-quality score

http://www.pakeys.org