Pet week!

This week the children enjoyed learning about different pet animals. The children had the experience to see and touch different pets. They had lots fun chasing dogs, and watching Chacho the bird. During creativity, the children made a turtle, bird, and cat using different materials and techniques. During circle time, the children learned new songs like BINGO, KITTY, and they loved jumping like frogs. In physical development, the children learned to use drum sticks and follow different patterns of rhythm. They also practiced their balance in the beams, and practiced their different abilities in the obstacle course. On Friday, we celebrated Jorge’s birthday! The children sang happy birthday and enjoyed yummy cupcakes.

This weeks vocabulary words are: Pet Week: Dog, puppies, Cat, kittens, Bird, Frog, Fish, Turtle, Rabbit, Hamster

Next week’s vocabulary words are: Introduce Summer: Sun, Sand, Sea, Fun at the Beach, Sunglasses, Sunscreen, Shovel & Pail, Castle, Snorkeling, Swimsuit, Surfing

June 2014 Newsletter

It is already our last newsletter for this school year! We are looking forward to finishing with the theme “Fun in the Sun.” The kids will have a chance to get familiar with beach-related vocabulary before summer vacations are here.

  • Last day of school for students and pajama day: Friday, June 13
  • Parent-teacher conferences scheduled for June 16-17, between 8:00am and 12:00pm

Theme: Summer Fun   Main Topics: Vacations on the Beach

Vocabulary: sandcastle, surfing, swimming, beach, sand, shovel, pail, sandals, bike, trike, skates, gear, waves, sunscreen, sunglasses, swimming pool, towel, swimsuit, beach ball

Language Patterns: I can, I can´t, May I…, this, these, that, those.

Books: The Little Mermaid, Sea Creatures, Where Are You Going?, Baby Beluga, Snappy Numbers, Donald Duck at the Beach, Bananas in Pajamas, The Magic Fish

Concepts: Near/Far, Deep/Shallow, Here/There, Wet/Dry

Action Verbs: Swim, Swing, Travel, Fly, Play

Colors: Yellow and Blue, review all

Math Skills: Identifying numbers 1-10, Rote counting 1-30

Science discoveries: Exploring sand and water tables

Fine Motor Skills: Pouring liquids, drinking water from cups

Physical Development: Team games: relay races, throwing/catching and bouncing balls

Fine Arts Skills: Model ocean life using sand, clay and paper.

Music: We’re Gonna Have Some Fun Today, Under the Sea, Henry the Octopus, Baby Beluga, Rainbow of Colors

Drama: Role play beach activities

Value of the month: Fairness

Parent Teacher Conferences Tigers: June 16 & 17

Birthdays:     Santiago Duran….June 6

Emiliano Leal…….June 28

Rocco de la Pena…..July 9

  • This year’s 6 week Disney Summer Days Camp will begin on Monday, June 23rd. We look forward to having a great time!
  •  Also, the 2014-2015 school year will be starting classes on Monday, August 25.

Thank you for entrusting your children to us. We all feel extremely blessed to work with them and to be part of your family’s life.

Have a wonderful summer!


“Learning is a treasure that will follow its owner everywhere.”

-Chinese proverb

May Week 4

Big Bears were so enthusiastic with sea animals that we kept talking about them. But we also saw domestic pets such as a dog, puppy, cat and kitten, bird, frog, turtle, rabbit and hamster. They enjoyed each one!

Big Bears were very happy to be able to see some pets. Romina brought a bird named Chacho and shared it with them. They also saw different kinds of dogs that other classroom were so kind to shared with us. Emile also shared his dog with our class… they loved it!!

Next week we will introduce Summer theme.They will be expose to different activities that are done and things used during this season. We learned a new song for this time of the year!

Summer time

Tune Mary had a little lamb

Summer is the time to play,

time to play,time to play

Summer is the time to play,

Enjoy those sunny days!

Have a nice and safe weekend.

June 2014 Newsletter

Theme: Summer Fun

Main Topics: Vacations on the Beach

Vocabulary: sandcastle, surfing, swimming, beach, sand, shovel, pail, sandals, bike, trike, skates, gear, waves, sunscreen, sunglasses, swimming pool, towel, swimsuit, beach ball

Language Patterns: May I, Show me, Please help, Buckle up

Books: The Little Mermaid, Finding Nemo, The Magic Fish, Sea Creatures, Baby Beluga

Concepts: Here, There, This, That, These, Those

Action Verbs: Swim, Swing, Travel, Fly, Play

Colors: Yellow and Blue, review all

Math Skills: Identifying numbers 1-15, Rote counting 1-31

Science discoveries: Discovering water: wet/dry, float/sink, melting ice

Fine Motor Skills: Pouring liquids, drinking water from cups

Physical Development:

Fun group games, such as The Mulberry Bush, Tag, Lobo Lobito…

Fine Arts Skills: Model ocean life using sand, clay and paper.

Music: We’re Gonna Have Some Fun Today, Under the Sea, Beyond the Sea, Once I Caught a Fish

Drama: Role play beach activities

Value of the month: Fairness

Birthdays: Emile June 24



Pet Week

Our Terrific Tigers group had a fun time during this pet week . Most of them were familiarized with the vocabulary words seen over the week. We were happy to have some nice visitors: Emiliano had  Cuca, his dog in school, Rocco had Chucho his bird sing for us, and Regina invited Frida, her dog to play with us! The kids got really excited being able to actually see the pets!

We had Marianne as our Super Kid, since she celebrated her birthday with us at school.

Next week we will start talking about summer and all activities and vocabulary words related to this wonderful and warm season ( sand, sun, sea, sunglasses, sunscreen, shovel, pail, castle, snorkeling, swimsuit, surfing)

We hope you have a wonderful weekend!

Toilet Learning

Pediatricians are asked frequently about the timing and method for toilet learning. As with many behavioral issues, there are no concrete answers to such questions. Reaching this developmental milestone can be difficult for both the child and parents. To help facilitate the toilet learning process, physicians should inform parents about the ‘child-oriented’ approach before the process starts, and they should be prepared to offer anticipatory guidance to parents as the child learns toileting skills.

The age at which parents initiate a child’s toilet learning and the age at which it is considered appropriate for a child to be toilet trained have changed over the years. The relatively ‘laissez-faire’ approach to toilet learning taken at the beginning of the 1900s was replaced by the the more rigid ‘parent-centered’ approach of the 1920s and 1930s. These approaches were subsequently rejected in favor of the child-oriented approach advocated by Spock and Brazelton, which has become the mainstay of advice provided by physicians. This shift in approach has made it acceptable for children to achieve this developmental milestone at a later age.

Important cultural differences exist between the methods used to toilet train a child. Most children in western countries achieve bladder and bowel control between 24 and 48 months of age. Girls tend to achieve this control at a slightly younger age than boys. The average time from the initiation of toilet learning to the attainment of independent toileting varies from three to six months. The attainment of bladder control does not always coincide with the achievement of bowel control, and night time urinary continence may coincide with daytime continence or occur several months or years later. The toileting process encompasses a great deal of heterogeneity, and there is no specific age at which toilet learning should begin.

Assessing a child’s readiness for toilet learning
Toilet learning readiness should not be dictated by a child’s chronological age. Rather, as the child-oriented approach advocates, a child must be physiologically and psychologically ready to begin the process. Parents should be prepared to devote attention and patience to the task on a daily basis for several months.

For the child, physiological readiness precedes psychological readiness. By the time a child reaches 18 months of age, reflex sphincter control has matured and myelination of extrapyramidal tracts has occurred; both processes are necessary for bowel and bladder control. These processes cannot be accelerated. Psychological maturation, however, is not necessarily achieved in concordance with physiological maturation.

When assessing a child’s readiness for toilet learning, the physician must consider motor, language and social milestones, as well as the child’s demeanor and relationship with his or her parents. A checklist of a child’s toilet learning readiness is in Table 1.

Child-oriented toilet learning techniques
Parental expectations about toilet learning should be assessed by the physician at the child’s first-year visit. This is an opportunity to provide anticipatory guidance because most parents underestimate the time required to complete the process. The child-oriented approach (explained below) should be discussed at subsequent visits, with the physician emphasizing that the age for toilet learning should be flexible. When the child is about 18 months of age, the toilet learning readiness of the child and parents can be assessed, keeping in mind cultural differences. Parents and all caregivers should be ready to initiate toilet learning by ensuring that time is set aside for the process and that the arrangements are suitable for the entire family. The toilet learning process should not be initiated at a stressful time in the child’s life (eg, after a move or after the birth of a new sibling), and parents should be prepared emotionally for the inevitable accidents that will occur before the process is completed. Parents should be encouraged to follow their child’s cues to progress from one stage to the next, as outlined in Table 2. Further visits to the doctor can be used to assess progress while providing a forum to discuss issues that may arise.

Table 1: Signs of a child’s toilet learning readiness
• Able to walk to the potty chair (or adapted toilet seat)
• Stable while sitting on the potty (or adapted toilet seat)
• Able to remain dry for several hours
• Receptive language skills allow the child to follow simple (one- and two-step) commands
• Expressive language skills permit the child to communicate the need to use the potty (or adapted toilet seat) with words or reproducible gestures
• Desire to please based on positive relationship with caregivers
• Desire for independence, and control of bladder and bowel function

A potty chair is recommended rather than a toilet during the early stages because children feel more secure and stable on the potty. The potty also provides the best biomechanical position for the child.

Initially, the child is encouraged to sit fully dressed on the potty. Next, the toddler is encouraged to sit on the potty after a wet or soiled diaper has been removed. It may be helpful to place the soiled diaper in the potty to demonstrate its function. At a later date, the child can be led to the potty several times a day and encouraged to sit on it for a few minutes without wearing a diaper. Finally, the child is encouraged to develop a routine of sitting on the potty at specific times in the day (eg, after waking in the morning, after meals or snacks, and before naps and bedtime). Using this method, the child may gain control of bladder and bowel function in a few weeks.

TABLE 2: How parents can facilitate a child’s toilet learning
Decide on the vocabulary to use. Ensure the potty chair and position are easily accessible. Allow the child to watch his or her parents use the toilet.
If a regular toilet is used, use a toilet seat adapter and a foot stool.
Encourage the child to tell a parent when he or she needs to void. Give praise upon success, even if the child tells the parent after the fact. Learn the child’s behavioral cues when he or she is about to void.
Encourage the child with praise. Do not expect immediate results; expect accidents. Avoid punishment and/or negative reinforcement.
Ensure the cooperation of all caregivers to provide a consistent approach.
After repeated successes, suggest the use of cotton underwear or training pants. Make this a special moment.
The child needs to be praised whenever he or she expresses an interest in sitting on the potty. Positive reinforcement may be used with this approach, but material rewards should be discouraged. Stickers and charts are in order, yet encouragement and support are more appropriate reinforcement techniques.
Once the child has used the potty successfully for one week or more, he or she may be ready to try training pants or cotton underpants. Accidents are inevitable however, and parents need to be supportive and patient. A child who has experienced a series of accidents soon after trying training pants or cotton underpants should be allowed to return to diapers without shame or punishment.
At times, children may be reluctant to pass stool in a potty or the toilet, particularly if they do not have good support for their feet. At this time, it is imperative that they be allowed to continue having bowel movements in a diaper to prevent the development of constipation and, consequently, painful bowel movements, which will further delay the toilet learning process.

Toileting refusal
Organic causes of failure in toilet learning are not common. The most likely explanation for failure is that the child is not ready. If the child is not ready, parents’ attempts to toilet train him or her will be futile. Parents should be advised not to engage in ‘toileting battles’, which damage the parent-child relationship and the child’s self-image, and may hinder progress in acquiring toileting skills.
If a child expresses toileting refusal, a one- to three-month break from training is suggested. This allows trust and cooperation to be re-established between parent and child. After this break, most children are ready to begin training. However, if repeated attempts are unsuccessful or if the child is older than four years, a referral to a general pediatrician or to a developmental pediatrician may be required. The referral may be necessary to explore aspects of the parent-child relationship and to rule out physical and/or neurodevelopmental abnormalities.
Constipation may complicate toilet learning readiness. A child may associate bowel movements with pain and, therefore, try to avoid the experience as much as possible. Dietary changes are the first step in alleviating this problem, and the use of stool softeners or laxatives may also be considered. A more complete review of the treatment of constipation is beyond the scope of this statement.

Children with special needs
Identifying the best time for toilet learning for the child with special needs is as important as it is for his or her peers. Although the stages of toilet readiness are identical for all children, the demands of the child with special needs require the pediatrician to ascertain the degree to which the child is hampered in toileting (eg, by social and adaptive delays and/or by medications) and when the parents are prepared to begin the toilet learning process. A comprehensive study of this important topic is recommended for physicians involved in the care of children with special needs.

The process of toilet learning has changed significantly over the years and within different cultures. In western culture, a child-centered approach, where the timing and methodology of toilet learning is individualized as much as possible, is recommended.

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Sea Animals

This week was fun! The kids had a chance to learn about animals that live under the sea. They know vocabulary such as: octopus, shark, crab, whale, dolphin, fish, jellyfish, sea horse, star fish, crab, lobster, mermaid, treasure chest and coral. During art we made a fish  and they liked this activity very much! We also played with toys of sea animal creatures and it was interesting to see how much they remembered the names of these creatures! As a group, we made a big puzzle on the floor with sea creature pictures. They were really excited about participating!

We had Angela as our Super Kid on Wednesday, and she was very happy to share cupcakes with her friends. Her mommy and grandmother brought them to them to school for her special celebration.

Our End of the Year Program, “Jamming with Greg & Steve” was  huge success! The kids had been practicing for several weeks, and they were ready to show off their movements! It’s nice to see how they will react to all the people watching them on the day of the festival. Everything turned out really well but the most important thing is that our students had a really good time and felt special  dancing for you.

Next week we will have our pet week. If you wish to bring your pet to school, please feel free to do so! Emiliano’s mom will bring “Cuca” his dog! We are excited about seeing her on Monday.

Have a very nice weekend!


Disney Summer Days



We are looking forward to a fun-filled summer this year. Toddler Tree will be offering six weeks of Summer Camp, from  June 23rd through August 1st,  for children ages 2 to 8, planning activities based on Disney movies and characters. Kids will be grouped by age level and will rotate through centers for active music, storytelling and dramatization, creative arts and crafts, circle time, gym, snack and outdoor play. Our schedule will be from 9:00 am to 12:00 pm.


Currently enrolled Toddler Tree families have a special discount and brothers and sisters receive additional discounts, too. If you are interested in a space for your child(ren), please e-mail us ( or call 8356-8344.

Zoo Animals

This week the children enjoyed reviewing zoo animals.Most students can already name some of the animals. During creativity we recycled materials to make an elephant and a crocodile, using different techniques. The kids loved singing and dancing during circle time “Going to the Zoo” and “Do the Monkey”. The children sang while using animal hats, animal masks and plush toys. The children have been practicing hard for the spring festival during our physical development class. They’ve been learning new moves and songs and are happy to be performing for you next Friday. During storytime, the children loved “The lady with the Alligator Purse”, “Brown Bear” and “Good Night gorilla”. Butterflies have been learning to print their name during our morning routine, too. Some of them already recognize their written name!

This week’s vocabulary words were:
crocodile, elephant, tiger, kangaroo, bear, rhinoceros,

Next week’s vocabulary words are: Dog, puppies, cat, kittens, bird, frog, fish, turtle, rabbit, and hamster.

Next Friday is our spring festival. Be sure to mark your calendars!
Thank you so much for your kind gestures on teachers day! We had a great day!

Jungle and Zoo Animals

This has been our second week of learning about and reviewing  jungle animals which can be also be found in the zoo. We learned about crocodiles, snakes, hippopotamus, kangaroos, bears, and rhinoceros.

We had a general review of all the zoo animals seen during the last two weeks, and it was amazing to see that they really learned about their characteristics and each of their names! They really enjoyed role playing these animals, and pretending to be like them, making their sounds!

Once again, thank-you for all the lovely gestures towards us on Teacher’s  Day. You and your kids really make us feel special!

We have also been practicing very much for our up coming festival next week! (Friday, May 23rd)

Next week we will start talking about different kinds of animals: sea animals!

We hope you enjoy your weekend with your family!