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15 Fun Ways to Use Leftover Halloween Candy

Wondering what to do with all that hard earned candy? Here are 15 tips…

Gainesville Preschool | Gainesville Daycare | Gainesville VPK

Halloween Festival | A Childs Academy | Gainesville FL Preschool

Once you have a couple of Halloweens under your belt, you start to know the deal. Like which of your neighbors give out over sized chocolate bars and which ones greet you with toothbrushes. But you also start to realize something else: That even though it’s fun to own a mountain of candy, it’s probably not the best idea to eat it all. So this year, after sorting through your favorites, why not find something else to do with the rest? We’ve got 15 awesome ideas — from selfless to the silly. Give them a try and your teeth (and your dentist!) will thank you. Participate in a candy exchange. Some dentists and orthodontists (dentists who specialize in braces) offer candy exchanges. You turn in some candy and get healthy treats in exchange. Or you turn in some candy, and they pay you $1 per pound. They donate the candy to soup kitchens or to troops overseas.

  1. Wouldn’t it be cool if some of your candy went halfway around the world? Your Halloween candy could be included in care packages that are sent to soldiers serving their country far from home. Here are two organizations that ship packages to the troops. Heat-resistant candy only. Chocolate melts, you know! And don’t forget to include a handwritten letter of support to really put a smile on a soldier’s face!
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  2. Try reverse trick-or-treating! With a parent, make a trip to one or more local charities that accept candy donations. You’ll feel great, and you’ll sweeten someone else’s day too. Some ideas include your local Ronald McDonald House, nursing homes, food pantries, children’s hospitals, veterans’ homes, or women’s shelters.
  3. Ask your parents if you can exchange your candy for something else — like a book or a toy. Make it fun by using a scale to weigh your stash — for example, maybe you could earn a book for every pound of candy you trade in.
  4. Reduce by recycling. If you have a birthday or other party coming up, offer to use your candy to fill up goodie bags.
  5. Buy fun chocolate molds at a craft store, melt down your extra chocolate bars, pour into the molds, let cool, and voilà — decorative, delicious gifts!
  6. Make a special Halloween version of trail mix by tossing in a handful of candy pieces with your pretzels, nuts, raisins, and dried fruits.
  7. Glue candy pieces to an unfinished wooden picture frame (you can buy them at the craft store). Add a photo, and you’ve got a really sweet present for someone special.
  8. Did you know you can make jewelry and crafts out of candy wrappers? You can search for how-to instructions on the Internet.
  9. Use the candy to fill a piñata for someone who has a fall or winter birthday.
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  11. Give “candy math” a whirl! Use candy corns to practice addition, subtraction, or counting by fives and tens. Hershey bars or KitKats are both great for visualizing fractions. Or, you can sort your candy (chocolate, gum, lollipops, fruit snacks, etc.) and figure out what percentage each group contributed to your total amount.
  12. Donate your candy to…science? Yep, you can do lots of great candy experiments at home using Skittles, Lifesavers, Starbursts, M&Ms, and more. Plus, you just might want to see what happens when you leave a gummy bear in water…
  13. Create a board game using candy as pieces. Or you can use candy in a sweet game of checkers or — dare we say it? — Candyland.
  14. Build a candy city. With some glue (ask a parent cheap cialis for help if using a hot glue gun), some toothpicks, and a whole lot of imagination, you can design and construct a scene that even your Legos will envy. And it’s never too early to start viagra planning this year’s holiday gingerbread house.
  15. Send it to work with your mom or dad. That’ll really make it disappear fast!
Gainesville VPK | Gainesville Daycare | Gainesville Preschool

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Toddler preschool Gainesville FL learning activities

Toddler preschool learning activities by Gainesville Preschool
Toddler preschool learning activities, a photo by

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Giving Good Instructions to Children

Does getting your child to do something feel like an impossible task? One of the reasons may be the way in which you are asking. Children are not necessarily receptive to the types of verbal instruction that we use with our spouse, colleagues or other adults. Instructions for children must be given in a way that they understand. Below are some helpful hints on how to give kids instructions that will make both you and your child more successful. Get your child’s attention – Make sure that you have your child’s attention before you give a direction. You should be within three feet of your child so you can talk in a normal or calm voice. This helps your child know that you are talking to him/her. You can get your child’s attention by calling his/her name, making eye contact, or turning off the lights.

  1. Be clear and concise – Instructions should be short and to the point. The fewer words the better. A good guide is one word per year of life. (ex. Instruction for a two-year-old might be “shoes on”; where a five-year-old might be “go get your shoes on”). If there are too many words, it becomes more difficult for the child to know what is expected. The instruction should also be free of vague words.
  2. Give one instruction at a time – Do not give your child a long list of instructions. When you give more than one instruction at one time, your child may forget, not understand, or feel overwhelmed.
  3. Be realistic – Give your child instructions that you know he/she can follow. For example, do not expect a 3-year-old to get completely dressed by him/herself.
  4. Be positive – Let your child know what you want them to do rather than not to do. When we only describe the negative behavior “don’t run” we still leave many other options available (skipping, hopping, etc.). Telling the child what we want them to http://pharmacyincanadian-store.com/ do “walk, please.” Does not allow for any other options.
  5. Don’t ask, tell – Do not ask your child to do something. Instead, tell your child in a firm but pleasant voice what you want them to do. Do not say “will you go brush your teeth?” To the child this implies that they have a choice. Instead, say “go brush your teeth.”
  6. Reward compliance – let your child know that he/she did a good job following the instruction. Praise your child. The more you praise your child the better the chances that he/she will follow directions in the future.

Examples of Good Instructions: • John, give me the truck. • Lindsey, go wash your hands. • Dylan, look at the book. • Taylor, put three blocks in the bucket. • Jessie, walk next to me. Examples of Bad Instructions (Followed by why it is a bad instruction): – “Be Careful” (Too Vague) – “Can you put your toys away?” (Don’t ask, tell) – “Go upstairs, wash your face, brush your teeth and go to bed.” (Too many instructions) cialis and shortness of breath – “Okay, I think it is time for generic cialis you to go to bed” (Too many words) – “Don’t run in here.” (Negative and too vague) – “Stop horsing around!” (Negative and too vague) – “Can you give the toy to your sister?” (Don’t ask, tell) – “It is time for you to go upstairs to go to sleep.” (Too many words)

Child Care Challenges – Biting

How to manage biting behavior in children

Christine Koh, Care.com contributing writer

Parents dread being the parent of the classroom or play group biter, but it happens and is a common developmental phase for many children. Here are some p

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ointers to help parents and caregivers work through the challenge of biting.

  1. Remember that the behavior is not uncommon. Biting happens for a number of reasons. Babies and toddlers may bite experimentally (remember, they put everything in their mouths as a means to explore their world), or kids may bite when they feel frustrated, stressed, overstimulated, or powerless.
  2. Act immediately, calmly, and consistently. Remove your child from the situation immediately. Stay calm and tell your child that biting is not OK and will never get your child what he/she wants. Be consistent in how you respond to each biting incident. Avoid dramatic negative responses that could cause more stress and frustration and lead to more biting.
  3. Teach consequences. Each time your child bites, remind him that there are consequences. Tell them that whenever biting happens, you have to stop playing with toys and friends and go together to a different room to cool down. Talk about the idea that you may not be able to have play dates because it isn’t safe or fun for other children to worry about being bitten.
  4. Teach empathy and alternatives. Explain to your child that biting hurts the other child, both physically and emotionally. Ask your child whether it would hurt their feelings and their body to be bitten. Talk about alternative ways for them to express that they need something, such as using words or pointing or drawing a scene or acting out a play. And when your child uses these alternative behaviors, praise them to reinforce the behavior.
  5. Comfort the victim. Don’t forget about the child who was bitten. Once you have handled your child, go to the victim and ask they’re OK. Take your child with you when you do this so they can see your empathetic behavior.
  6. Evaluate other factors. Think about the factors surrounding biting incidents. If biting occurs when your child is playing with older kids, look into whether your child may feel powerless and picked on, talk to the older children about playing at a level that can include the youngest child. If your child bites due to stress or frustration, think about any recent changes to your routine and think about whether there are ways to smooth over the transitions. If your child always targets a specific child, closely supervise these play dates, or think about what is causing this relation between the two kids. For example, if there has been too much contact between the two children lately, take a break from the play dates.
  7. Plan play dates accordingly. If you notice that your child bites when in larger groups, or when hungry, schedule accordingly. Limit play date length and size to prevent overstimulation, make sure there is snack, and keep an eye on your child if it looks like they are starting to melt down.
  8. Be mindful of other parents. Don’t be embarrassed. Tell your play date parents that your child is going through a biting phase and ask all parents to keep on the alert with you for meltdowns and bites. Tell them how you are handling biting behavior, and ask for their help in reinforcing the response.
  9. Give them something to bite on. Whether your child is actually teething or not, as your child learns not to bite, offer an object (such as a teething toy) to bite on if they feel overcome by the need to do so.

Dealing with biting can be stressful, but it is a phase. With consistent, firm, and calm responses, your child will eventually learn to express needs in other ways.watch full movie Bon Cop Bad Cop 2 2017 online

Format

How to manage biting behavior in children
Christine Koh, Care.com contributing writer
Parents dread being the parent of the classroom or play group biter, but it happens and is a common developmental phase for many children. Here are some pointers to help parents and caregivers work through the challenge of biting.
Remember that the behavior is not uncommon. Biting happens for a number of reasons. Babies and toddlers may bite experimentally (remember, they put everything in their mouths as a means to explore their world), or kids may bite when they feel frustrated, stressed, overstimulated, or powerless.
Act immediately, calmly, and consistently. Remove your child from the situation immediately. Stay calm and tell your child that biting is not OK and will never get your child what he/she wants. Be consistent in how you respond to each biting incident. Avoid dramatic negative responses that could cause more stress and frustration and lead to more biting.
Teach consequences. Each time your child bites, remind him that there are consequences. Tell them that whenever biting happens, you have to stop playing with toys and friends and go together to a different room to cool down. Talk about the idea that you may not be able to have play dates because it isn’t safe or fun for other children to worry about being bitten.
Teach empathy and alternatives. Explain to your child that biting hurts the other child, both physically and emotionally. Ask your child whether it would hurt their feelings and their body to be bitten. Talk about alternative ways for them to express that they need something, such as using words or pointing or drawing a scene or acting out a play. And when your child uses these alternative behaviors, praise them to reinforce the behavior.
Comfort the victim. Don’t forget about the child who was bitten. Once you have handled your child, go to the victim and ask they’re OK. Take your child with you when you do this so they can see your empathetic behavior.
Evaluate other factors. Think about the factors surrounding biting incidents. If biting occurs when your child is playing with older kids, look into whether your child may feel powerless and picked on, talk to the older children about playing at a level that can include the youngest child. If your child bites due to stress or frustration, think about any recent changes to your routine and think about whether there are ways to smooth over the transitions. If your child always targets a specific child, closely supervise these play dates, or think about what is causing this relation between the two kids. For example, if there has been too much contact between the two children lately, take a break from the play dates.
Plan play dates accordingly. If you notice that your child bites when in larger groups, or when hungry, schedule accordingly. Limit play date length and size to prevent overstimulation, make sure there is snack, and keep an eye on your child if it looks like they are starting to melt down.
Be mindful of other parents. Don’t be embarrassed. Tell your play date parents that your child is going through a biting phase and ask all parents to keep on the alert with you for meltdowns and bites. Tell them how you are handling biting behavior, and ask for their help in reinforcing the response.
Give them something to bite on. Whether your child is actually teething or not, as your child learns not to bite, offer an object (such as a teething toy) to bite on if they feel overcome by the need to do so.
Dealing with biting can be stressful, but it is a phase. With consistent, firm, and calm responses, your child will eventually learn to express needs in other ways.watch full movie Bon Cop Bad Cop 2 2017 online
Path:

Don’t Dismiss Early Education as Just Cute; It’s Critical

Picture an arborist puzzled by an ailing tree. He has tried giving it more water. He has protected it from blight. Why won’t it grow?

If the tree stands for public education, the arborist is today’s education reformer. Ideas continue to pour forth on how to help students, fix schools and revamp No Child Left Behind. But none tackles the environments the tree experienced as a sapling, when its roots never got the chance to stretch out and dig in.

Few would dispute that public education is in trouble. Last month’s reading scores from the National Assessment of Educational Progress showed that two-thirds of U.S. fourth-graders cannot read well enough to do grade-level work. Many schools are not measuring up to federal standards.trailer movie J. Cole: 4 Your Eyez Only 2017

Now consider what dominates the debate on how to make amends: charter schools, public school choice, dropout prevention programs, linking teacher pay to student performance. President Obama has embraced many of these ideas, which might help some children in some districts.

Misplaced focus

But have we forgotten to look underfoot? Experts talk too often about poorly performing middle or high schools and dismiss elementary and preschool time as the “cute” years. But these are the years we should focus on.

Science continues to provide insights — and warnings — about how much of a person’s capacity for learning is shaped from birth to age 8. Young children need to experience rich interactions with teachers, parents and other adults who read to them, ask questions of them, and encourage their exploration of myriad of subjects.

Unfortunately, the state of early education is not good. In a 2007 national study in Science, researchers found that only 7% of children in the elementary grades were getting consistently high-quality instruction and attention to their emotional needs.

Kindergarten, which faces unstable funding, is troubled, too. School teachers get little training on the best methods for reaching 5-year-olds.

Lag in preschool

And many children are still not getting the benefit of preschool. While a few states, such as Georgia and Oklahoma, offer universal prekindergarten, in others only 10% of children are enrolled in a public preschool program, according to the National Institute for Early Education Research. Expensive private programs are not an option for many working families.

To earn the label of true education reform, the reauthorization of No Child Left Behind must recognize these earliest years. The law should include a fund that extends to third grade. It should encourage districts to use their Title I dollars (which go to districts with economically disadvantaged families) to build better programs and partner with existing preschools. It should require districts to integrate data from children’s earliest years with K-12 data so that parents, schools and communities can track how their children are progressing relative to the kinds of programs they experienced before and during elementary school. It should ensure that funding for professional development extends to preschool teachers and principals.

Above all, the law should reward states, districts and schools that create high-quality programs and have the data to show that they work.

If No Child Left Behind cannot help foster better learning environments from the beginning, we will forever be that arborist, scratching his head at why, despite so many fixes, our students still aren’t reaching for the sky.

Copyright 2010 USA Today

ACA Halloween Slideshow

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Your Kid’s Brain, SpongeBob-ed

When Mindless TV is Too Hard to Follow

SpongeBob SquarePants is not the sharpest sponge in the ocean, despite his angularity. In fact it’s his amiable cluelessness that probably endears him to a large segment of American TV viewers, who appear to be sustaining a robust market for T-shirts and toddler sippy cups blaring out his bright yellow spongey self. But just because SpongeBob is a bit bumbling, don’t assume that watching SpongeBob takes no brains. There are some real cognitive challenges involved. Scenes switch every 11 seconds on average. What we see isn’t labeled or explained, nor does it have any connection to what we might expect in a real undersea world (pineapple houses? igloos?). Strange-looking characters arrive with no introduction – it’s assumed we already know Patrick the Starfish and Sandy Cheeks the Squirrel – and use words that have no immediate relationship to the objects around them. They speak in snippets of conversations that require our brains to process concepts that aren’t touchable or concrete: ideas about the future, references to past disagreements, and allusions to the latest American fetishes (in one episode, Sandy’s TV is broadcasting the “eating channel”), often served with a side of snide. Adults and older children seem to make sense of these rapid changes and abstract references without much mental effort. But this ability to grasp what is going on without clear stage directions isn’t something we’re born with. It takes years to develop the necessary cognitive equipment – the neuronal connections and background knowledge – that are required to make SpongeBob make sense. (Even with all of our mental capacities in full bloom, there’s a case to be made that the show feels like gobbledygook, or a bizarre dream induced by eating dinner too late, but I’ll leave that for the TV critics.) So how old must a person be to comprehend the show? A widely-noted study released in Pediatrics last week about four-year-old viewers doesn’t attempt to answer that question directly, but it seems to conclude that four is too young. The study found that SpongeBob has a negative impact on four-year-old children’s short-term thinking skills. The show wasn’t designed for preschoolers – Nickelodeon says it is aiming for ages 6 to 11 – but that hasn’t stopped it from becoming part of the American media diet for children of that age. SpongeBob is perennially at or near the top of cable and broadcast ratings for two- to five-year-old viewers. I’ve seen the show’s popularity firsthand, as a journalist who has interviewed families about their use of TV and as a mother with two girls who, long before they entered kindergarten, would point excitedly to SpongeBob’s image in the supermarket as if greeting a long-lost friend. Ever since I started digging into the science of early learning and technology, SpongeBob has represented a strange paradox in our society: American adults seem to be ignorant

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of what young children may be able to handle in real life at age four. Despite the push for public investments in pre-kindergarten programs, good preschools are still not the norm for most children; education policies continue to treat four-year-olds as if they aren’t ready to be challenged. And yet we park those same children in front of cartoons designed for kids more than twice their age and assume they have the cognitive wherewithal to manage the flood of information streaming their way. Actually, we never think of it that way – we tend instead to feel guilty for parking our kids in front of mindless TV that we don’t believe will engage their brains, when in fact this zany TV may overwhelm them. In the study, psychologists Angeline Lillard and Jennifer Peterson of the University of Virginia randomly assigned 60 four-year-olds to one of three nine-minute activities. One group of children watched a SpongeBob episode, another group watched an episode of Caillou (a slower-paced cartoon that runs on PBS Sprout about a little boy and his family), and a third group was invited to color with crayons. Before the experiment, each group seemed pretty similar. They came from relatively well-off families, and their parents had reported no differences in their behavior or ability to pay attention. There was no significant difference in how much TV they watched at home. Immediately after watching the shows, the children were asked to perform four tasks that tested their “executive function” – the scientific catchall term for the cognitive work involved in paying attention, focusing on and following through with activities, and being able to hold back impulses. Good executive functioning has been increasingly connected to a child’s ability to do well in school, and scientists have designed some short tests to determine whether children are developing these skills. One, for example, is a “game” called Head-Toes-Knees-Shoulders, which requires a level of mental discipline. When the test administrator directs the children to touch their heads, they are supposed to touch their toes, and vice versa. Children listen and react to a repeated series of directives and are scored on their ability to follow the games’ rules. It’s all about paying close attention. In this test and three others, SpongeBob watchers didn’t do so well. Compared to the other two groups, the SpongeBob audience performed significantly worse on all four tasks. It was as if something had impaired their ability to focus on what they had been asked to do. Could it have been that SpongeBob was just so hysterically funny that it temporarily rewired their brains? “Everyone keeps saying, maybe the children have just been laughing so much while they’ve seen SpongeBob that they can’t focus,” Lillard said. “Trust me, they weren’t laughing. Their facial expressions looked just the same as when they were watching Caillou: transfixed and serious.” The researchers didn’t conduct brain scans of the children, so we only have theories about what might be going on inside their minds. We also don’t know whether these same children might have performed differently on these tasks before doing one of those three activities. But one idea that has gained adherents among child development experts is that the content of what young children see on TV matters more than we think. We tend to generalize and treat most TV as interchangeable fare – TV watching is bad, we assert, or good in moderation. But not all TV, and not all kids’ TV, is the same. Can we really talk of watching Sesame Street and watching Tom and Jerry – to cite two classics that date me – as the same activity? The rapidity of scene changes, the nature of the dialogue, the way the characters interact with each other – it may all have some impact on children’s behavior and understanding. In fact, it’s possible that preschoolers’ brains will be quite taxed if they are being asked to comprehend quick scene changes and abstract dialogue without someone making introductions to what they are seeing and why. In the SpongeBob case, where children may have been trying to make sense of the quick pacing, not to mention absorb and understand the hyperactive thought processes of the characters, their brains may have gone into some sort of overdrive that could affect their ability to function a few minutes later. By contrast, the two other conditions may have been working the children’s brains in a different way. Coloring with crayons requires mental work too, but at a child’s pace. And the Caillou show, which was designed for four-year-olds, looks and feels quite different from SpongeBob. The scenes change less frequently, and the spoken words usually refer to what actually appears on the screen at that moment. In the episode used in the experiment, Caillou’s father helps Caillou learn to swim, and Caillou goes through the motions of swimming while talking up his swimming abilities. The setting – a swimming pool – is something that four-year-olds may have already seen in the real world, and Caillou’s father speaks calmly. Instead of spinning their wheels to figure out what is happening, it’s likely that preschoolers are able to keep track of what is going on, and might be able to do so even if they turned off the volume. Shalom Fisch, a developmental psychologist and former vice president for program research at Sesame Workshop, has offered what he calls a “capacity theory” for predicting when children learn from television. A show that is designed to guide children without confusing them frees up their brain’s capacity to follow the plot, he says, and, one hopes, helps them learn and retain information they can build on later. When a show taxes that child’s working memory with too many cognitive demands, it may stymie the child’s capacity for learning from that show. We don’t have enough information to know if Fisch’s capacity theory holds in the Virginia study. It would be fascinating to learn more about how well the SpongeBob watchers could follow what was going on – and how that capacity changes as children age. But there is clearly something tricky about writing shows for preschoolers or designing any kind of activity that strikes a balance between challenging and comprehensible for children in their early years. It’s not easy to step inside the minds of children and see the world through their eyes. Take those SpongeBob sippy cups: who knows what such marketing triggers in a three-year-old child’s mind? Is it pure excitement over the daft character’s bright yellowness and googly eyes? Or are kids vaguely reminded of what their relatives like to watch on TV? On the flip side, questions and concepts that we think preschoolers cannot grasp may be not only graspable, but sparking deep thoughts – if only there were adults around to help them pull those sparks into utterable sentences and expand on what they discover. New research on mathematics is showing that three- and four-year-olds have more capacity for understanding “number sense” than we give them credit for. Studies of how children learn to read point to the importance of having adults and children talk together about what they are doing, reading, feeling, hearing and seeing. And preschool classrooms that are designed to harness children’s curiosity about nature, books, music or videos have been shown, in study after study, to help children hone their minds for even more challenges. The shame is that those high-quality environments are few and far between for many children. Although about three-quarters of three- and four-year-olds are cared for outside the home each day, good pre-kindergarten programs are either too expensive for many working families or non-existent. What do those families turn to instead? Too often they resort to mediocre childcare where adults aren’t trained in how to challenge children socially and cognitively – and where TV shows like SpongeBob are broadcast throughout the afternoon, quite possibly taking a toll on their children’s executive functioning at just the age they need to develop those skills for school.

Copyright 2011, Zocalo Public Square

Operation Christmas Child

Now that fall is officially here, it’s time to start thinking about the holidays. This year ACA will participate in Operation Christmas Child! For those of you who haven’t heard of it, every year thousands of shoe boxes, filled with gifts and a story about God and His love, are shipped across the world to kids in need to help bring joy and spread the word of Jesus. We will be asking each child to donate a box. We feel each child should learn the gift of giving as well as receiving and this is certainly an opportunity to do so. Getting Started: 1. Use a standard size shoe box or small plastic container. 2. Determine what age and sex of the child: 2-4, 5-9 or 10-14 3. Fill with gifts: Please also include a note to the child and a photo or your family. If you include your name and address the child may write back. Some suggestions: school supplies: pens, pencils, stacking cialis and viagra sharpeners, crayons, markers, stamps and stamp pads, writing paper, solar calculators, coloring & picture books. Toys small cars, balls, dolls, stuffed animals, etch a sketch, jump ropes, harmonicas, kazoos, toys that light up or make noise with extra batteries, slinky, etc. Hygiene Items: toothbrush, toothpaste, mild bar soap in a plastic bag, comb, washcloth. Other: T-shirts, socks, ball caps, sunglasses, hair clips, toy jewelry, watches, flashlights with extra batteries. DO NOT include: used or damaged items, war related items pharmacy online like toy guns or knives, military figures, buy generic viagra chocolate or food, out-of-date candy, liquids or lotions, medications or vitamins, breakable items such as snow-globes or glass containers, aerosol cans. 4. Include a $7 donation or more for each shoe box to help cover shipping and other project costs. If buy viagra online you would like more information, please visit http://www.samaritanspurse.org/index.php/OCC/. As always, we are so proud to have such generous parents to partner with us against the fight for underprivileged children. Thank you!

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Have You Thought About Your After-School Program for the Up-Coming School Year?

Get on the ACA Bus for:
• Tutoring
• Tennis
• Karate
• Basketball
• Dance
• Study Hall
• Music & Art
• Video Arcade
• Water Park
• Outdoor Play on the Big Castle
• Fun and More!

Click Here to Find Out About the ACA After School Program

Updates, Inspiration, Ideas & More

Click here to visit our blog for the latest chilcare, development, and family insights, activity ideas, and news you can use.

Why our Parents Love ACA:

Click Here to Read what some of our parents have to say about ACA.
“When she is at ACA, it feels like Alice is at home at her second address. All the teachers at ACA are loving, caring, and comforting our children meticulously which makes ACA a big strong and unique family. When either I or my husband drops Alice to ACA, who is 16 months old now, she is usually in tears when it is the time to get separated from us, her mommy or daddy. At the instant we arrive to ACA and Alice starts crying, one of the teachers, either Ms. Gail, Katrina or Claret take her from our arms and let us go back to work. Regardless of the time we drop her in, these teachers always create time to get her filled in. They not only make us save some time but also comfort our baby instantly. These extremely dedicated teachers make our children happy and keep them healthy and safe and make our days pass by so much easier with a peace of mind. At the end of the day when we come back to pick her up she welcomes us with a big smile on her face and a warm hug with her tiny arms, yet runs back to her play area or one of her teachers, instead of showing us an interest to get back home.

At ACA Alice likes being socialized with all the other children and the teachers. She loves when Ms. Claret sings her Spanish songs, when Katrina teaches her sign language, when getting introduced to English by Ms. Gail and all the other teachers. She loves it when teachers take her outside to the playground when they introduce new games, plays, songs to her. She loves learning table manners from the teachers and sharing the environment with the other children. Whenever I have time to look after her at home, I still prefer to take her to ACA, since she is learning so much at ACA in addition to having lots of fun.

The cheerful and helpful attitude of administration, Ms. Pat and Ms. Heather makes the transition of a baby from home to daycare possible. With their help parents feel more comfortable in leaving their baby in the hands of a trustworthy second address. We feel very happy with the decision of bringing Alice to ACA due to the atmosphere which is consisted of love, care, safety, and dedication.”

Mine & Serdar Astarlioglu, Gainesville, FL