Celebrate Pollinators with Kids

June is pollinator month in Colorado, and you can learn more about these critical critters (bees, hummingbirds, moths, butterflies, wasps, beetles, and more!) at Save Our Pollinators Day tomorrow from 9:00 AM to 3:00 PM at the Jefferson County Courts Administration Building (100 Jefferson Parkway, Golden CO). 

A bee covered in pollen

A bee covered in pollen

When most people (especially children) think of bees, they think of honeybees. Did you know honeybees aren't native to North America? While a welcome immigrant to this continent (honeybees were brought over in the 1600's to make honey), we have hundreds of native species of bees and pollinators who also need our care and appreciation. As most bees are not aggressive (and only lady bees have stingers), it's important to teach our children to appreciate these garden friends, without whom we wouldn't have 70% of the produce we eat. If you're having a healthy snack right now, thank a bee!

We're serious - let's thank the bees! First, get to know some of the bees that are native to Colorado. These include: metallic green bees, sweat bees, cuckoo bees, wool carder bees, leaf cutter bees, mason bees, carpenter bees, squash bees, digger bees, bumblebees, mining bees, and so many more! Each prefers a different kind of nest, with some, like the squash bee, burrowing beneath squash blossoms, and others, like the leaf cutter bee, making nests out of cut-up leaves to secure in a safe spot, like a hole in a wood post. 

A shallow dish with rocks and water provides a safe place for bees and butterflies to land take a drink

A shallow dish with rocks and water provides a safe place for bees and butterflies to land take a drink

Only 12% of Colorado’s bees like to live in a colony in a hive (known as social bees). The majority of Colorado bees are solitary, and would love to find an inviting bee house waiting for them in your yard (or a bare patch of dirt to dig in, or an old log they can burrow into - there are so many options for providing bees with a safe habitat).

You can help thank bees and celebrate pollinators with your children by making your home and/or yard pollinator-friendly through habitats and flowers. A green lawn without flowers is like a desert to a bee - no food, water, or place to rest in sight. Here are a few ways you can make a flower buffet and rest stop for busy bees with your own little busy bees:

 

Plant these flowers as suggested by the Denver Botanic Gardens’ Sonya Anderson, via The Denver Post

Spring: Crocus, tulips, snowdrops, hellebores, lenten roses, poppies, crab apples, serviceberries, false forget-me-nots (also known as brunnera), creeping Oregon grape, sweet alyssum, snapdragons, blue flax, pasque flower, mock oranges, currents, gooseberries, columbines, and bachelor buttons.

Summer: Salvia, lavender, catmint, yarrow, yucca, bee balm, black-eyed Susans, penstemon, snapdragons, verbena, coreopsis, echinacea, milkweed, agastache, blanketflower, gayfeathers, rabbit brush, button bush, and herbs like fennel, dill, oregano, and parsley which support both the immature and adult forms of butterflies (let them go to flower for the nectar).

Fall: Asters. autumn sages, Mexican sages, and goldenrods.

While we love bees, let's not forget our other pollinating friends, like hummingbirds! There are 11 species of hummingbirds that arrive in Colorado in April and will stay till September, drinking nectar and pollinating our plants while they're here. Plants that hummingbirds love include:

  • Flowers with red blossoms and a tubular shape. But they also feed on pink, orange, peach and purple flowers.
  • Bee balm 
  • California fuchsia
  •  Lobelia
  • Catmint
  • Columbine
  • Delphinium 
  • Firecracker penstemon 
  • Garden phlox 
  • Honeysuckle 
  • Indian paintbrush 
  • Maltese cross 
  • Pineleaf penstemon 
  • Salvia
  • Spider flower
  • Sunset hyssop 

(via Beauty of Birds). Remember if you put out a feeder for hummingbirds to keep it disinfected and clean. Dirty hummingbird feeders can cause an infection in hummingbirds that leads to starvation and death. 

A bee house that can be purchased at a bee supply store or built at home. Each tunnel has cocoons for leaf cutter bee eggs. The Plexiglas cover lets children peak at the progress the momma bees have made in laying their eggs and taking care of their young! When these eggs hatch, they'll fly out into your garden looking for food from flowers. (Image via The Bees Waggle)

A bee house that can be purchased at a bee supply store or built at home. Each tunnel has cocoons for leaf cutter bee eggs. The Plexiglas cover lets children peak at the progress the momma bees have made in laying their eggs and taking care of their young! When these eggs hatch, they'll fly out into your garden looking for food from flowers. (Image via The Bees Waggle)

Switching Hats: Teacher to Parent

By Amanda Brunning, TLC Preschool Teacher & Parent

TLC Infant Lead Teacher Debbie Van Thuyne with a friend

TLC Infant Lead Teacher Debbie Van Thuyne with a friend

I have been working with and teaching children with special needs and their families for the past eight years. I have been through many emotional roller coasters with parents and have been a part of many conversations where parents just needed to vent and I was happy to listen. I tried to be as much help as I could, but before becoming a parent myself, my view was limited and I couldn't say that I knew what it was like to parent a child with a disability full time.

Teachers in early childhood have kids from four to eight hours a day before they go home and we're off duty. We work with the children in a controlled setting and on a consistent schedule. We have extensive training and on-hand tools that we can draw from and utilize when a child is having a hard time. Life outside the classroom - with families, in public places - is very different and far more unpredictable than classroom life. As a teacher, I have preparation and immediate assistance for handling trying situations and behavior on top of my primary job of helping teach children educational skills and positive social behaviors,  but when a person becomes a parent, there's very little preparation for the next 18+ years of caring for and raising children of any ability. Children don't come with handbooks, and parents have to learn as they go.
 
My husband and I had been going through the adoption process for several years, and nine months ago we were matched and placed with a 7-month-old little boy with Down syndrome. I would love to say - with all of my experience and degree in early childhood and special education - that I was prepared. In truth, I did not feel prepared at all. I knew that this beautiful little boy would need pediatric therapies and that TLC would be the perfect away-from-home-home for him when I went back to work, and that the therapists would work with him both at our house and in the TLC infant nursery, and that was a huge relief when I felt overwhelmed. I was so thankful for all the help from my co-workers in getting his therapies and early interventions in place and for helping the process of transitioning our son into our home go as smoothly as possible.

After he arrived, every day was a new experience and a new visit to a new doctor. In the first few months of having our little boy we saw so many different doctors and with each doctor we felt overwhelmed at what this new doctor could say or what that visit could bring. His therapist became my go-to when I was unsure what advice to take, what direction to go, or when I was trying to figure out if something going on with him was normal for his diagnosis, or when I needed guidance on what I needed to do to help him grow and develop. His infant teacher at TLC is my other go-to when I have a parenting/infant question, and I no doubt ask her a million questions a day. Debbie (the TLC infant teacher) has also listened to me vent about everything from difficulties getting him to sleep to doctors appointments that we came away with no answers or nerves about surgery. These people have become part of our support system and we are so thankful for them. In stepping into the role of parent of a child with special needs, I'm finally getting to walk in the shoes of the parents of kiddos I've worked with throughout the years, and I feel even more connected to them and struggles that come with parenting young children.
 
Switching hats to the parent roll has opened my eyes to so much of what families with children with special needs can be going through. I hope that my new roll as this beautiful little boy's mommy can help me grow as a teacher and better support the children and families better that come into my classroom.

Through all the struggles, the late nights, spit ups, and parade of questions, I wouldn't change a thing, and I'm so grateful to my TLC support group.
 

Putting Toys Away: Tips for Fostering Language While Keeping Your House Clean(ish)

By Grace LeVasseur, TLC Speech Language Pathologist

TLC student Daphne has fun with a combination of toys and cardboard boxes at home.

TLC student Daphne has fun with a combination of toys and cardboard boxes at home.

I love picking out the perfect toy for a play session. Finding a motivating toy for a child can spark engagement to help best instruct specific speech and language skills. However, as a mom of a toddler, I know the reality of caring for these toys and the constant picking up and putting away of books, dolls, puzzles, play food, and more. Is there a way to balance exposing your child to developmentally appropriate toys/play while also keeping a clean house?

Maybe not all the time. However, given the steps below, language skills like attention, following directions, categorization, requesting, and pretend play can be fostered even during clean up. 

Step 1: Dump toys on the floor (pick a corner!) and sort. Why? Embrace the mess! What is your child drawn to out of all those toys? Which ones need to go? 

Language learning opportunity: categorization/following directions: Have your child assist you in the sorting/organizing their toys. You can do this simply and increase difficulty. 

•    "Find a book!"
•    "Grab all the books!"
•    "Put the books on the shelf"
•    "Put the books on the shelf and the animals in the basket"
•    "Put the big books on the shelf and the little books in the box"

 
 

Step 2: Put those toys in containers or reclosable bags. Why? Putting toys in their assigned groups helps a child make associations. For example, if a child pulls out "pretend foods," their experience with each fruit and vegetable reaffirms the multitude of specific "foods" within that category. 

Language learning opportunity: requesting: Is your child showing interest in the zipped up bag full of blocks? Let him/her ask to open the bag! You can do this simply and increase difficulty.

•    "I see you want to play with the blocks!"
•    "You are <insert here the action your child is taking to show you she is requesting such as reaching, pointing, nodding head, or even saying "open!">"
•    Incorporate a "script" to repeatedly use every time you open an item
o    "Knock knock, open!"
o    "zzziiiippppppp, open!"
o    "Is it stuck? Oh, you need help, 'help please! Open!'"
•    Additionally, while having a clear container creates an opportunity to label the contents inside, a colored/blocked container allows for a child to guess what's inside. 

 
 

Step 3: Put half of those containers away in another room. Why? This helps your child focus on the toys available, removes clutter (less cleaning for you), and makes for a more interesting toy after they've been out of sight for a while. 

Language learning opportunity: Attention/following directions. Is your child all done playing blocks? Using "first, then" language can help transition between activities and/or increase the time spent on the activity. 
•    "Are you all done playing blocks?"
•    (no)
•    "Oh, you still want to play with blocks! Let's stack up up up" <Voila 2 more minutes of play!>
•    "Are you all done playing blocks?"
•    (yes)
•    "Oh! First, we put the blocks in the box, then we can eat our snack!"

Step 4: Use what you've got around and outside the house. Why? This is a free and functional way to optimize vocabulary development with household items and role play of daily routines. 

Language learning opportunity: pretend play. Not using that cardboard box lying next to the recycling? Can it be transformed into a house? A kitchen?
•    Play Peek a boo! around the pretend house going in and out, flapping the doors open and shut
•    Act out daily routines: pretend to eat, sleep, wipe the floor, etc.
•    Extend these routines to include other toys: feed the doll, put the teddy bear to sleep, clean up the kitty's spilled milk, etc. 

I'll confess, I'm actually not a neat freak. To be honest, my living room is usually messy... However, considering from time to time that cleaning can also be an opportunity for play and interaction, making "putting toys away" that much more fun and meaningful for you and your child. 

Gardening with Preschool Children

By Jen Willette, TLC Preschool Teacher

Have you ever wondered how to involve your child in gardening? Involving children in the gardening and growing process can be exciting for both you and them (even if the initial thought strikes the fear of randomly dug holes, plucked seedlings, and mud - mud everywhere - in you). In addition to teaching botany, biology, ecology, the life cycle, and the deliciousness of a fresh veggie picked from the garden, gardening also teaches children many skills, from problem solving, to planning and implementation, to patience, and finally how to appreciate and enjoy the satisfaction of hard work, a job well done, and the final product: delicious, nutritious vegetables. Here are a few simple ways to get your children involved gardening:

1.    Soil preparation: Children love to dig in the dirt! Invest in some quality child-size gardening tools and dig in the garden with your child to prepare the soil for seeds or seedlings. Removing the old and preparing the bed for new will help children learn about the season of spring and ecology of soil, and that in order to grow, we sometimes have to remove the old stuff! This can be done even with young two year olds.

2.    Go seed and plant shopping with your children. Allowing them investment in this process will make gardening more concrete for them. Try to choose plants that mature quickly, along with those that take longer to mature. An example of this would be radishes (28 days) to pumpkins (90-100 days). Let your child pick a few seed packets that they can take ownership of from selecting, to planting, to caring for and harvesting. If your child is very young, seed packets make excellent rattles they love to shake as you shop.

3.    Planting is fun, however, it is one of the shortest processes of gardening. Talking about what plants need to grow and get bigger at this time helps children understand more about why we do certain things, like adding compost and making mounds for melons. Teaching children how good soil, water, sun, and air that can move around helps plants grow will help the children see that all living things need different things to grow. 

 
 


4.    Watering! Who doesn’t love to play in the water on a hot summer day? Giving the plants a good soak on a hot day is important. Sometimes you can even see the difference in five minutes from a droopy plant to a happy plant, creating a great moment to talk to kids about the plant's response.

5.    Bugs, Bugs, Bugs! Make it a point to look for different types of insects and living things in your garden. On a good day, you could spot a ladybug, spider, robin, and a snake all lounging about in your garden. All of these are important to the health of your garden and make it exciting to have a scavenger hunt to search for something new. Ladybugs, spiders, and robins all eat "bad" bugs that can chew away at your plants, and snakes help keep your garden clear of rodents and other small critters that would otherwise enjoy chewing on your carefully cultivated plants.

6.    Weeding: I would love to say that children like to weed, but lets be honest…they don’t. Save yourself some frustration and do most of this yourself. Showing kids that weeds (plants we do not want) will also grow with the plants that we do want is a good skill for them to learn. Children who did not know the difference have pulled many plants that were meant to survive. To help cut down on weeding, you can implement companion planting techniques and teach kids about how some plants help each other grow better. For example, planting certain herbs around and between vegetables both helps the vegetables grow and suppresses weeds. Bonus: you have more fresh herbs to use in the kitchen!

7.    Harvest time: This is often the most enjoyable part of gardening for children; seeing what their seeds turned into brings great satisfaction. Harvest your produce with your child and point out things that you notice: the root system, the size of the leaves, how many fruits the plant produced. 

Gardening is not a guaranteed success. It is often a trial and error and the same is true of gardening with little people. The most important thing is involving them and allowing them to have some investment in the garden. Learning the value of hard work is a skill that will be useful for the rest of their lives. Most of all, have fun and enjoy the time with your kids.
 

Exploring Science with Preschoolers

By Kathy Porter Peden, TLC Teaching Assistant

I love watching children learn about the world around them. They are such eager explorers and anyone who has spent more than a few minutes with a preschooler knows they are full of questions and curiosity.  

Sometimes, as teachers or parents, we are reluctant to dive into science topics and activities with our young kids, but I encourage you to give science with preschoolers a try. Here are four common fears with teaching young children science, and tips on addressing and overcoming those fears for a fun and engaging activity:

1.    "Science is intimidating.  I don’t know much about the subject my child or class is interested in."

  • You don’t have to be an expert in astrophysics before you start talking about space and stars with your children. You can teach them a vital life lesson by admitting you don’t know all the answers but you’d like to learn something new.
  • The children’s section of the local library has great beginner science books. Many have just a few words and great pictures.
  • You can find some great information and some really good videos on the internet bu make sure to screen these before sharing with your children. Not everyone has the same standards for what a child should see.

2.     "It seems too complex for young children."

  • Children grasp way more than we give them credit for. Think of all the amazing learning they have done in a few short years! Even if they don’t understand all the intricacies of a subject, having fun exploring it now will likely leave the door open to add to their understanding in the future.
  • Preschoolers LOVE big words. Science is chock full of impressive vocabulary. You can teach them one or two big words relating to the current topic and give simple definitions. Give them the opportunity to discuss and use the words several times and you will see their pride as they talk to others using that vocabulary. Recent “big words” in our class have been: nocturnal, echolocation, translucent, opaque, condensation, evaporation, and precipitation. 

3.    "It might not work right. I tried before and it was a flop."
  

  • Well, yes, that does happen. Things don’t always go the way we expect but even failures can be learning opportunities. Talk with the children about their ideas. “Why do you think it didn’t work?” “What should we do differently next time?” “Do we want to try this again to try something else?”
  • Try not to impose your own expectations on their exploration.  If you hear yourself saying, “That won’t work. Do it this way,” you might need to back off and let them do their own research. Last year I had one of those moments when my little students wanted to plant a huge mango seed along with all the lettuce and pansies we were starting for our garden. My first reaction was to explain that mangoes do NOT grow well in Colorado but looking at their eager faces, we stuffed it into a jar of dirt. They watered it and watched for weeks.  I was just ready to throw it away, assuming it was just a moldy mess when I saw a big green shoot was erupting from the ground. We transplanted it into a real pot and it’s a sturdy little mango tree these days. Every time I see that tree-let I am reminded that sometimes following a child’s curiosity can land you in a beautiful place.  

4.    "It might be messy."

  • Well, yes.  There is that.  You can take that into account and minimize the mess.  Do the messiest stuff outside.  Use a drop cloth or work in a dish tub or on a cookie sheet.  Keep towels handy.  Encourage the kids to wear their lab coats (paint smocks)

As you explore science with your children remember to:

Keep it safe.  Make sure your materials are safe for impulsive and fast moving little people.  Supervise closely.

Keep it fun.  Exploration and discovery and laughter are fun.  Memorization drills are NOT fun.

Invite the wonder.  Model asking questions and pondering the things your children ask about.

"I wonder why…?"

"I wonder what would happen if …?"

"I wonder how that works…?"

I hope you have fun exploring the world and seeing it through the wondering eyes of the preschoolers in your life.
 

Tips for Feeding a Picky Eater

IMG_0751.JPG

Children can be tougher critics than Michelin inspectors at meal time, making it difficult to figure out how to get necessary nutrients off their plates and into their tummies. Chronic pickiness becomes even more concerning when worrying whether your child is a typical picky eater or has a selective eating disorder. Some signs to look for to help determine if your child is more than just a picky eater include:

  • A restricted range of foods willingly eaten (usually less than 20).
  • Crying when presented with new foods as opposed to simply pushing the food around or away.
  • Refusing groups of foods with similar characteristics (no soft textures, no vegetables, etc.)
  • Never eating with the family and/or always having a separate meal.

If you suspect your child’s picky eating goes beyond what’s healthy for a varied, balanced diet, and your child isn’t showing signs of growing out of their pickiness, a pediatric therapist can help. Therapists, like those at TLC, can help children learn to tolerate new textures and tastes in food, help decrease a child’s anxiety at mealtime, address physical hindrances to eating safely, and more.

Wherever your child lands on the spectrum of pickiness, here are a few tips to help your child better enjoy mealtime, embark on new food adventures, and ingest more nutrition from a wider variety of foods:

  • Keep meals and snacks on a schedule. Kids will be more likely to try new foods if they’re hungry and know the mealtime routine. Set daily times for three meals and two snacks, so your child will learn to anticipate when food is coming, and how long they’ll have to wait if they choose not to eat what’s on their plate.
     
  • Let children feed themselves. Children like the independence of being able to feed themselves, and can better self-monitor their portion sizes and when they’re full. If there are multiple offerings on the plate, the child can also have the power to choose what items on the plate they wish to eat.
     
  • Wait. This one may be the hardest on the list. If you push the child to eat, they’ll resist. If you make a show trying to encourage the child to eat, they’ll not eat to keep the show going. If you applaud and reward when they do eat, they’ll learn that delaying eating merits praise. So the best thing to do? Set the food down, and wait for the child to show interest (or not) on their own.
     
  • Don’t allow old standbys to be an equal option to new foods. When plating, add a mix of new and favorite foods (while keeping a balance of protein, veggies, fruits, and high-fiber starches in each meal), while keeping the serving size of an old favorite small enough that won’t be enough to fill up on and ignore the new food. The more new foods you introduce to your child early on, the less picky they’re likely to be when they’re older, so keep those new foods in rotation.
     
  • Put dinosaurs on the table. Or a book. Or a small toy. My daughter likes to alternate between eating her food and dancing rubber dinosaurs across the table. This helps keep her happy when she wants to take a break from eating. She’s also been known to use the dinosaur’s tail to stab the food like a fork.
     
  • Let kids be involved. Whether it’s standing at the counter with you and “cutting” up a banana while you cook or letting them choose from two options what they’d like to eat, having a child involved in the meal selection and preparation process increases their investment in mealtime, and thus their engagement.
     
  • Tell a story before or along with the meal about the meal. Children are wired for stories, and incorporating the meal prep process, the eating process, and how the food nourishes the body into a story can help get kids excited to eat their food.
     
  • Make meal time play time. Let a child touch, poke, smash, and explore new foods. Helping a child get used to new foods is the first step towards taking a bite. Encourage play by letting children roll peas across a table, build with carrot sticks, mold rice into shapes, make faces on their plate, and more. Help your child associate meals with joy.
     
  • Let your child determine when they’re finished. Even if you don’t think your child has had enough to eat, respect their communication of “finished,” whether its verbal, a head shake, sign language, or another signal.
     
  • Feed each other. Allow your child to give you a bite of food (or three), then see if they’ll let you give them one.
     
  • Sneak the vegetables in from time to time. My toddler never turns down a banana zucchini muffin.
     
  • Start early, be patient, and model healthy eating habits. It takes repeated exposure to some new foods for a child to begin to tolerate, and even like, that food. Present new foods often as soon as your child is eating solids, be patient if they refuse to try the food and don’t force them to eat it, and model eating it for them (with gusto).

It may try your patience, but for the typical picky eater, repeated exposure and working to make meal time enjoyable will pay off as a child grows and their palate expands. If your child continues to insist on an extremely limited diet, demonstrates continued extreme resistance toward new foods, isn’t getting the proper nutrition or is failing to gain adequate weight, it may be time to get some help. Talk to your pediatrician and schedule a consultation with a pediatric therapist.

Here’s wishing many licked-clean plates in your child’s future!
 

Finding Calm through Yoga

By Mia Girard, TLC Occupational Therapist & YogaKids Instructor

During my routine Monday morning yoga class, I was reminded that my favorite part of practice is savasana. To me, this final pose is like a delicious dessert, something to savor at the end of a really yummy meal. I found myself lying there thinking about springtime, change, and new beginnings, and wishing I could recruit and share this fantastic, relaxed, connected, and organized feeling whenever I so desire!  The spring is a time of year full of transitions for myself, my family and also the kids that I work with at the TLC Learning Center.  Savasana, such a nourishing, sweet, soul-satisfying pose, helps me feel as though I can take on anything that life dishes my way! 

Finding Peace in a Busy Schedule

So then, after class, I began to think about how I can accomplish this task, using yoga like the YogaKids pledge reminds us: “anytime, anywhere to calm myself, energize myself, and make myself feel better.” I am reminded of my most difficult time of day, the after-work pre-dinner time frame when I am running low on patience, life gets briefly super busy, and my sensory system is most sensitive and fragile. Doesn’t it seem like everyone needs a bit of you then? To help with homework, answer the phone, cook dinner, pick up a something at the store, go through the mail, see who is at the door, answer a text message, etc.? Sometimes I feel as though if one more person needs my attention I am either going to run for the hills or cry like a baby. Not a very pretty picture, is it?  As an occupational therapist I am more aware than most of my sensory system; what calms and soothes it when I am frenzied, what alerts it when I am drowsy, and what disturbs it and sends me into a fight or flight response. Most of the time I have enough wits about me to remember my strategies: take a break for a minute or two, spritz myself in a calming essential oil mist, do some alternate nostril breathing, a forward fold, a sun salutation or two. While I might not be able to enjoy savasana at this time there are other yoga poses and tools that I can access to find the serenity within me. I have ways to regroup and re-enter my world with a refreshed mind, an open heart, and a calmer sensory system.  

Sharing Calming Choices with Children

Not all children are able to do this. In fact, many are not. One of my favorite things about YogaKids is that it gives us the opportunity to teach children about the art of self-regulation – the ability to calm or energize to meet the demands of the environment at that moment. More and more often children need strategies to learn how to calm and center themselves. While we adults may have developed many strategies without even being aware of them, children benefit from learning strategies from us! So maybe in my kitchen in the evenings, I can more openly share that I am about to enter into a fight or flight response, and communicate with my family what I am doing when I start my ‘Finger Flowers’ deep breathing and why it helps me! Maybe I create a spot on my fridge or wall for pictures or hand-written sticky notes of my favorite calming choices to remind myself and empower my family to build upon and use them!  

So put on your detective spectacles over the course of a day or so and see what your children do to calm themselves. Do they rock in a rocking chair, chew gum, take a bath, swing on the swing set, ask for a hug? From their choices, see what you can glean to enrich the sensory opportunities they are seeking and expand upon them. For example, if they like rocking chairs think of yoga poses that involve rocking like Rocking Horse or Rock ‘n Roll. Do you own a child-sized rocking chair, and might this be a perfect gift at a birthday? If they self-regulate through the use of their mouth, consider if deep breathing through Take 5, Finger Flowers, or Polar Bear Pose might be good choices for them. If they like the warmth and feel of being in a bath, try offering them a 2-3 pound heated and scented rice pack as a strategy to calm. In your time with your child, notice what helps him or her to settle down.  Share these observations with your child so that you have encouraged the ability to self-regulate within AND outside of the coziness of your home.  Empower children to develop for themselves the art of self-regulation!

Finger Flowers

Welcome to TLC's 61st Year Serving Children!

TLC preschooler Oliver paints in Ms. Jen's classroom.

TLC preschooler Oliver paints in Ms. Jen's classroom.

Welcome to 2017 at the TLC Learning Center!  We're a little late on the new year's welcome, but we've been busy growing (we have a new toddler classroom and full or nearly-full preschool classrooms and infant nursery) and learning. Whenever you arrive, we're glad you're here!

For over 60 years, TLC’s mission has been to provide, in a fiscally responsible manner, comprehensive early childhood education and therapeutic services to assist each child in reaching his or her highest potential. For this first blog in 2017, I am very pleased to announce that TLC Learning Center will finish our fiscal year 2016 with a positive net ordinary income bottom line! This is a huge accomplishment and only happens when you have a strategy-minded board of directors, focused and competent leadership, dedicated teachers and therapists, and a supportive community. Because of the success of our two fundraisers (2nd annual Kentucky Derby Party and 35th annual Christmas Tree Festival), full classrooms and caseloads, excellent turnout for Colorado Gives Day, and public and private foundations awarding us with much needed resources, along with conservative spending and operations, we were able to achieve a positive bottom line for the first time since we moved into our new facility in 2005.

We have lofty goals for 2017, but we need your help.  Here are the top 10 things you can do to support TLC Learning Center:

1.     Mark your calendar now and plan to attend the 3rd annual TLC Kentucky Derby Party Saturday, May 6th at Schlagel Farms.
2.    Contribute to TLC through your company’s matching gift program, or sign-up to support TLC on a monthly basis at ColoradoGives.org (you can also contact us at 303-776-7417 to set up a monthly gift, as we can only accept one-time gifts on our website at this time).
3.    Commit now to sponsoring a tree at the 36th Annual TLC Learning Center Christmas Tree festival using this form.
4.    Refer a friend to TLC for any child eight weeks to six years old and that family will get 50% off their first month of tuition. See our flyer for more information.
5.    Have your employer call TLC Learning Center and become a corporate partner and all employees will get 10% off tuition!
6.    Connect a new business that is moving to town with TLC Learning Center and help them become a part of the TLC community as an event sponsor or financial supporter.
7.    Invite me to come speak at your Rotary club, church mission’s committee, or civic group.
8.    Donate a monetary gift or item to our classrooms or pediatric therapy rooms. Visit our supply wish list to see what we're most in need of right now.
9.    Contact us with information about family foundations, community grants, or other philanthropic opportunities to share the mission of TLC Learning Center.
10.    Be an advocate for all children in our community and partner with TLC as we ensure every child is able reach his or her highest potential.  
Thank you for your support and feel free to come visit us anytime!  

A Scary Story by TLC Alum Hunter

Hunter is a TLC alum who received pediatric therapy services from age two to 12. Hunter's mom reports that he's doing great in school and recently wrote a Halloween story he was very proud of. We're proud of the story and of Hunter, so thought we'd share it with you!

Scary Story

John can see the old, abandoned lighthouse from his bedroom window. One night, the lantern in the lighthouse flicks on, and begins rotating. In front of the light, walks a shadowy figure…spooky. Is it the old lighthouse keeper, the one who disappeared years ago? John is so spooked that he yells for his parents. His dad comes into the room and John points at the lighthouse. “Look at the lighthouse!” he screams.

His dad turns on the bedroom light and looks out the window. The lighthouse is dark and the light isn’t spinning anymore. “What are you pointing at?” his dad asks.

John looks at the lighthouse, but there’s nothing there. “There was a really creepy ghost. He had a really creepy cloak on,” John says.

“Calm down. It’s nothing. Go back to sleep,” dad says, but John can still feel the creepiness as dad leaves the room and shuts out the light.
John doesn’t go back to sleep. He is worried the lights on the lighthouse will come back on again and he keeps thinking he sees a ghost near his window. He thinks the doors might open automatically. 

Something hits his window and the window glass shatters. John screams. Dad comes running back into the room. 

“What happened here?” he asks, but before John can answer a creepy shadow passes by the broken window. Dad reaches to turn on the lights but they don’t come on. 

John, shivering in fear, just points at the window.

Dad stays in the room with John until 3 in the morning when the power comes back on. The lights turn on, and the water in the sinks in the bathroom and kitchen starts running. 

“Why is the water running?” Dad asks. He tries to shut off the water but it won’t shut off, so the house starts flooding. Dad grabs John and starts to run outside. After three minutes, the water stops. The floor is wet but they go back in the house to clean things up. The clean up takes a long time, and by the time they’re done, John has to go to school.

At school, all of John’s friends are talking about the power being out. At all of their houses on the same street, glass shattered, power went out, and flooding happened. 

“It can’t be a coincidence,” John says.

After school, John and his friends are talking in the hallway and trying to figure out the mystery. John tells them what he saw at the lighthouse, so they decide to investigate. They reach the lighthouse but they notice something is wrong. There is a fence around the lighthouse when there never was one before. The friends decide to climb over the fence. Once they are inside the fence, they hear a bell ring, and the fence becomes electrified. They are completely surrounded. After five minutes, the bell goes off again and the fence is not electrified. They think they have five minutes to get over the fence. They go as fast as they can. As they are running away from the lighthouse, they hear a ghostly voice say, “Get out of here and leave me alone!”

The friends decide that’s a good idea, so they never go back to the lighthouse again.

TLC kiddos have fun with Executive Director Matt Eldred on Halloween last year. Kids are welcome to bring their costumes on Monday, October 31st, for a TLC Costume Parade.

TLC kiddos have fun with Executive Director Matt Eldred on Halloween last year. Kids are welcome to bring their costumes on Monday, October 31st, for a TLC Costume Parade.