TRAINING COURSE

Celebrating the Holidays

In early childhood centers, we know that the celebration of holidays can be a meaningful and fun experience for children, teachers, and parents.  Celebrating holidays is a reflection of families' cultural and ethnic diversity.  We believe that any center-wide celebration should be inclusive, strengthening our school community, and bringing us together to promote belonging and friendship.  Therefore, all staff, children, and families should have the opportunity to be included in all activities in the center and the purpose shall be to create and support connections.

Because you want to respect the cultures and traditions that they bring to your program, and at the same time include everyone in center-wide celebrations, ask each parent to let your child's teacher know if there is a special answer to any of the following questions in regards to their family.

• What would you like us to know about your family celebrations/traditions?
• Are there special days that you'd like us to be aware of?
• Is there any special way our program can be involved in your celebration?
• Is there anything about your culture or family you are worried we might not understand?
• Is there anything in the celebration of others in which you would not want to be involved?

The NAEYC Stand on Celebrating Holidays in Early Childhood Programs

Holiday celebrations can be wonderful opportunities for children to learn about the traditions and values that are cherished parts of people's lives.  But, many early childhood professionals wonder what holidays to celebrate in the program or classroom and how to respect the cultures represented by all children.  Many parents, too, wonder why programs celebrate specific holidays or why they discourage any celebration at all.

NAEYC believes that decisions about what holidays to celebrate are best made together by teachers, parents, and children.  Families and staff are more comfortable when both have expressed their views and understand how a decision has been reached.  The important thing for all to remember is that when planning holiday activities, the rules of good practice continue to apply:

• Are the activities meaningful to the children?
• Are their needs and interests being met?
• Is the activity a valuable use of children's time?

Teachers may survey families at the beginning of the year to determine what holidays to celebrate.  They may even ask the children to create their own holiday to help them learn the concepts that underlie such valued traditions. In any case, holiday celebrations are just one way for programs and families to work together to create developmentally and culturally appropriate learning experiences.

Here are some signs of good practice in celebrating holidays:

• Parents and teachers ask themselves why children should learn about this holiday.  Is it developmentally appropriate for those in the group?  Why is it important to specific children and families?
• Activities are connected to specific children and families in the group.  This helps children understand holiday activities in the context of people's daily lives.  Children should have the chance to explore the meaning and significance of each holiday.
• Children are encouraged to share feelings and information about the holidays they celebrate.  This will help them make the distinction between learning about another person's holiday rituals and celebrating one's own holidays.  Children may participate as "guests" in holiday activities that are not part of their own cultures.
• Every group represented in the classroom is honored (both children and staff).  This does not mean that every holiday of every group must be celebrated...classrooms would be celebrating all the time!  It does mean that once families and programs have decided on what holidays to celebrate, none should be treated as if they are "unusual."  Children should recognize that everyone's holidays are culturally significant and meaningful.
• Activities demonstrate the fact that not everyone in the same ethnic group celebrates holidays in the same way.  Families may provide examples of their own unique traditions.
• Curriculum demonstrates respect for everyone's customs.  If children are observing different holidays at the same time, the values and traditions of each child's culture should be acknowledged.
• Parents and teachers work together to plan strategies for children whose family's beliefs do not permit participation in holiday celebrations.  Families should take part in creating satisfactory alternatives for the child within the classroom.
• Focus on meaningful ways to celebrate holidays without spending money.  Families may find certain holidays stressful due to the amount of commercialization and the media pressure to buy gifts.  Teachers can help by showing children that homemade costumes and gifts are very special, and celebrating can be joyful without gifts.

Pumpkins, Turkeys and Reindeer:
Introduction to Celebrating Holidays in The Classroom

What comes to mind when you think back to your early childhood about Halloween, Thanksgiving, Christmas and the winter holidays?  For many of us, there are fond memories of costume parades, art projects of turkey shapes and pilgrim hats (that all looked the same), and perhaps even a visit to your school by Santa Claus.  We may smile and remember how exciting it was.  For others, it was a time of fear (scary Halloween masks and being too shy to parade in front of strangers) and isolation ("I am the only one who doesn't't believe or celebrate.  I must be strange.") or, even feelings of loneliness ("No one shares or acknowledges my traditions."). What others were celebrating in school and what the teacher was teaching was not what we did at home.

Since the early 1980s, many early childhood teachers have been re-thinking how we celebrate holidays with young children and discussing the implications of going from one holiday theme to the next as the guiding force in their curriculum planning.  Unfortunately, the companies that design curriculum materials for teachers (bulletin board cutouts, worksheets, ideas for songs and art projects) encourage this by selling numerous items to facilitate this process.  Greeting card manufacturers also participate in the "holiday craze," putting out displays sometimes three months prior to the holiday's actual date!

Every School Does It Differently

In some schools, teachers have re-examined how holiday times will be handled. There are no two schools that handle this issue the same way, which is appropriate as no two schools are alike in the families they serve or in the teachers who work there.  Discussions about how to celebrate holidays can be heated, depending on how strongly adults feel about celebrations in general and what it might mean to them personally.

It helps to ask the questions:

• Why are we doing this?
• Is it for the benefit of the children or mostly for the adults?

Other questions to think about include:

• How do we handle family differences without making one seem better or more important than another?
• How do we introduce cultures in a historically accurate way?
• How do we teach another culture or religion that we are unfamiliar with so that it will not be misinterpreted?

There is no one right way to answer these questions.

Some early childhood programs have decided to use the seasons as a theme and leave the celebration of holiday traditions for the home.  For example, autumn suggests studying its many smells, tastes, colors and textures, as well as the things we're thankful for.  In wintertime, classes might celebrate underlying values that all cultures find meaningful, such as caring for one another and sharing.  These are concepts that fit right in to the development of the whole child.  Whatever the decision is, it needs to be a thoughtful one, one that is constantly evolving and is always being evaluated, just like any other aspect of the curriculum.

Developmental Issues Are Important

There are also some developmental issues that make "teaching" holidays in the traditional way inappropriate for very young children.  First, there is the issue of time as a concept.  Most children struggle with understanding what time of day their parents pick them up or what it means that they will go see their grandparents "this weekend."  Understanding what will happen in three months or that we are celebrating something that occurred 200 years ago is beyond their comprehension.  Second, children in this stage of development are primarily learning about themselves--their feelings, their families, their interactions with others, their creativity--as well as constructing knowledge about how things work. Spending a great deal of time celebrating events or rituals that are not a part of their intimate world is often not meaningful to young children.  One school has chosen to celebrate a variety of "life events" throughout the year, such as: a party when a new sibling is born or when a child grows taller.  They also have different everyday themes such as "beach party in the winter," "pajama day," or "backward day."

Today's Diverse Society

Louise Derman-Sparks' book Anti-Bias Curriculum: Tools for Empowering Young Children, discusses the responsibility of teachers to create experiences that are meaningful and sensitive to all genders, races and cultures.  She states: "If children are to grow up with the attitudes, knowledge and skills necessary for effective living in a complex, diverse world, early childhood programs must actively change the impact of bias on children's development."  Is teaching holidays a way for children to learn about other cultures?  Derman-Sparks points out that if holidays, with their traditions, foods and activities, are the only thing we teach children about other cultures, we aren't really communicating a true picture of that culture.  The ideal is to incorporate aspects of those other cultures throughout the day and the year, not just on one holiday.

Parents of young children can facilitate a positive approach to learning about others by examining their own understanding and knowledge of different cultures. Checking out books from the library, opening discussions and having shared experiences with others helps us learn and translate that knowledge to our children.  Being an active participant in your child's classroom (spending time reading a story, doing a special cooking activity, talking with the teachers) would also be a way for you to share your family's traditions in a meaningful way to children.  Thoughtful parents and teachers will continue to examine the appropriateness of holiday activities and the messages we send when we choose to do celebrations in the classrooms.  We hope to discover the best way to celebrate holidays with young children, keeping in mind their developmental needs and the growing diversity of the larger society.

Christmas Celebrations World Over

Caroling, feasting, and gift giving along with the prayers and wishes - Christmas is celebrated with high spirits all over the world.  Though the mode of celebration, the dates and the traditions vary, the main spirit remains the same everywhere.  For instance, the Christmas flower.  If poinsettia is a Christmas flower here in United States, it is white rose in the British Isles.  If gifts here and in Britain are given on Christmas, it is done on New Year in France and many other countries.  While most of us celebrate it as a festive season spreading over a week, for some it is a month long festival that starts with the Advent on Sunday next to November 26 and ends on January 6 with the feast of Epiphany. 

The next few pages will go over the holidays are celebrated around the world.

Christmas in Mexico

Several weeks before Christmas, elaborately decorated market stalls or puestos are set up in the plazas of every town and city.  Some people travel for days from remote areas to get to these markets.  The puestos offer crafts of every conceivable kind, foods such as cheese, bananas, nuts, and cookies, and flowers such as orchids and poinsettias. 

The poinsettia is native to Mexico and is believed to have first been used in connection with Christmas in the 17th century when Mexican Franciscans included the flowers in their Christmas celebration.  There is a legend connected with the flower.  A little boy named Pablo was walking to the church in his village to visit the Nativity scene, when he realized he had nothing to offer the Christ Child.  He saw some green branches growing along the roadside and gathered them up.  Other children scoffed, but when he laid them by the manger, a brilliant red star-shaped flower appeared on each branch.

The main Christmas celebration in Mexico is called las posadas, which refers to processions reenacting Joseph and Mary's search for a place to stay in Bethlehem.  The processions begin nine days before Christmas because the original journey from Nazareth to Bethlehem took nine days.  Friends and family members divide themselves into two groups - pilgrims and innkeepers. The pilgrims travel from house to house asking for a shelter and are refused at each until they finally reach the house where an alter and Nativity scene have been set up.  Here the pilgrims are admitted with great rejoicing, a traditional prayer is spoken, and the party begins.  Food and drink are served and then children take turns trying to break open the pinata.

Christmas in Iraq

On Christmas Eve, Iraqi Christian families gather together and one of the children read about the birth of Jesus while other family members hold lighted candles.  After the reading, a bonfire of thorn bushes is let and everyone sings.  If the thorns burn to ashes, good luck will be granted for the coming year.  When the fire dies, each person jumps over the ashes three times and makes a wish.

On Christmas Day, another bonfire is lit in the churchyard.  The bishop, carrying a figure of the Baby Jesus leads the service.  Afterwards, he blesses one person with a touch.  That person touches the person next to him or her and the touch is passed around until all present have felt the "touch of peace."

Christmas in Russia

St. Nicholas is especially popular in Russia.  The legend is that the 11th-century Prince Vladimir traveled to Constantinople to be baptized, and returned with stories of miracles performed by St. Nicholas of Myra.  Since then, many Eastern Orthodox Churches have been named for the saint, and to this day, Nicholas is one of the most common names for Russian boys.  The feast of St. Nicholas (December 6) was observed for many centuries, but after the communist revolution, the celebration of the feast was suppressed.  During the communist years St. Nicholas was transformed into Grandfather Frost.

Other religious traditions were suppressed during the communist era. Before the revolution, a figure called Babushkas would bring gifts for the children.  Like Italy's La Befana, the story is that Babushkas failed to give food and shelter to the three wise men during their journey to visit the Christ Child.  According to tradition, she still roams the countryside searching for the Christ Child and visiting the homes of children during the Christmas season.  Babushkas never completely disappeared, and now in the post-communist era, has returned openly.  Christmas trees were also banned by the Communist regime, but people continued to trim their "New Year's" trees.

Most Christian Russians belong to the Eastern Orthodox Church, and it is customary to fast until after the first church service on Christmas Eve. Christmas Eve dinner is meatless but festive.  The most important ingredient is a special porridge called kutya.  It is made of wheat berries or other grains, which symbolize hope and immortality, and honey and poppy seeds, which ensure happiness, success, and untroubled rest.  A ceremony involving the blessing of the home is frequently observed.  A priest visits the home accompanied by boys carrying vessels of holy water, and a little water is sprinkled in each room.  The kutya is eaten from a common dish to symbolize unity.

Christmas in China

Although Christianity is unsanctioned in China, there are an estimated 10 million baptized Christians forming about 1 per cent of the population.  These people celebrate the birth of Jesus at Christmas time.  They are influenced more by their own tradition than their Western counterparts.  Over the past few years the popularity of midnight mass has grown so swiftly that most Catholic churches cannot hold the numbers.  Some who celebrate Christmas in China do so after having spent time in Japan where the holiday is becoming a booming business.  The small percentage of Chinese who do so, erect artificial trees in their upscale apartments decorated with spangles form southern China's export zone.  Christmas trees are called "trees of light" and are also decorated with paper chains, paper flowers, and paper lanterns. Children hang up muslin stockings in hopes that Dun Che Lao Ren (China's Santa) will fill them with presents.  Stores have men dressed as Santa Claus handing out candy and waitresses with Santa hats.  The booming commercialism, which has spread outward from Beijing, has been called a Chinese phenomenon.  It started out as a friendly gesture or business ploy aimed at Christian visitors.

A festival of peace and renewal known as Ta Chiu is celebrated in Hong Kong. Taoists summon their gods and ghosts.  People make offerings to their patron saints.  Festivities close with the reading of the names of every person who lives in the area.  The names are then listed, attached to a paper horse, and burned in hopes that they will rise to heaven.

Merry Christmas In Many Languages

Wish Merry Christmas in...
African	Rehus-Beal-Ledeats
Albanian	Gezur Krislinjden
Arabic	Idah Saidan Wa Sanah Jadidah
Argentine	Feliz Navidad
Armenian	Shenoraavor Nor Dari yev Pari Gaghand
Basque	Zorionak eta Urte Berri On!
Bengali	Shubho Barodin
Bohemian	Vesele Vanoce
Brazilian	Boas Festas e Feliz Ano Novo
Bulgarian	Tchestita Koleda; Tchestito Rojdestvo Hristovo
Catalan	Bon Nadal i un Bon Any Nou
Chile	Feliz Navidad
Chinese (Cantonese)	Gun Tso Sun Tan'Gung Haw Sun
Corsican	Pace e salute
Croatian	Sretan Bozic
Czech	Prejeme Vam Vesele Vanoce a stastny Novy Rok
Danish	Glaedelig Jul
Dutch	Vrolijk Kerstfeest en een Gelukkig Nieuwjaar
Egyptian	Colo sana wintom tiebeen
English	Merry Christmas & Happy New Year
Eskimo	Jutdlime pivdluarit ukiortame pivdluaritlo
Estonian	Rõõmsaid Jõulupühi
Finish	Hyvää Joulua or Hauskaa Joulua
Flemish	Zalig Kerstfeest en Gelukkig nieuw jaar
French	Joyeux Noël et Bonne Année
Gaelic	Nollaig chridheil agus Bliadhna mhath ur
German	Froehliche Weihnachten und ein gluckliches Neues Jahr
Greek	Kala Christougenna Kieftihismenos O Kenourios Chronos
Hawaiian	Mele Kalikimaka & Hauoli Makahiki Hou
Hebrew	Mo'adim Lesimkha. Shana Tova
Hindi	Shubh Naya Baras
Hungarian	Kellemes Karacsonyiunnepeket & Boldog Új Évet
Icelandic	Gledileg Jol og Farsaelt Komandi ar
Indonesian	Selamat Hari Natal
Iraqi	Idah Saidan Wa Sanah Jadidah
Irish	Nollaig Shona Dhuit
Italian	Buon Natale e Felice Anno Nuovo
Japanese	Shinnen omedeto. Kurisumasu Omedeto
Korean	Sung Tan Chuk Ha
Latin	Natale hilare et Annum Nuovo
Latvian	Prieci'gus Ziemsve'tkus un Laimi'gu Jauno Gadu
Lithuanian	Linksmu Kaledu
Macedonian	Streken Bozhik
Malayalam	Puthuvalsara Aashamsakal
Maltese	Nixtieklek Milied tajjeb u is-sena t-tabja
Mandarin	Kung His Hsin Nien bing Chu Shen Tan
Maori	Meri Kirihimete
Marathi	Shub Naya Varsh
Mongolian	Zul saryn bolon shine ony mend devshuulye
Norwegian	God Jul og Godt Nyttår
Oriya	Sukhamaya christmass ebang khusibhara naba barsa
Papua New Guinea	Bikpela hamamas blong dispela Krismas na Nupela yia i go long yu
Philippines	Maligayang Pasco at Manigong Bagong Taon
Poland	Wesolych Swiat Bozego Narodzenia
Portuguese	Boas Festas e um feliz Ano Novo
Punjabi	Nave sal di mubaraka
Pushto	Christmas Aao Ne-way Kaal Mo Mobarak Sha
Rumanian	Sarbatori vesele
Russian	Pozdrevlyayu s prazdnikom Rozhdestva is Novim Godom
Samoan	La Maunia Le Kilisimasi Ma Le Tausaga Fou
Sardinian	Bonu nadale e prosperu annu nou
Scots-Gaelic	Nollaig chridheil huibh
Serbian	Hristos se rodi
Singhalese	Subha nath thalak Vewa. Subha Aluth Awrudhak Vewa
Slovak	ciid wanaagsan iyo sanad cusub oo fiican
Somalis	Vesele Vianoce. A stastlivy Novy Rok
Spanish	Feliz Navidad y Próspero Año Nuevo
Swedish	God Jul och Gott Nytt År
Sudanese	Wilujeng Natal Sareng Warsa Enggal
Tamil	Nathar Puthu Varuda Valthukkal
Thai	Suksan Wan Christmas lae Sawadee Pee Mai
Turkish	Noeliniz Ve Yeni Yiliniz Kutlu Olsun
Ukrainian	Veseloho Vam Rizdva i Shchastlyvoho Novoho Roku
Urdu	Naya Saal Mubarak Ho
Vanina	Bon Natale a Tutti
Vietnamese	Chuc Mung Giang Sinh - Chuc Mung Tan Nien
Welsh	Nadolig LLawen a Blwyddyn Newydd Dda

History Of Hanukkah

The holiday originated when Judah the Maccabee and his followers reclaimed the temple in the village of Modi'in from Syrian King Antiochus IV.  The temple was cleansed and prepared for rededication.  The Hebrew word "Hanukkah" means "dedication."  When the sacred temple Menorah (candelabra) was relit, there was only enough sacred oil to burn for one day.  Yet, according to tradition, the oil miraculously lasted eight days until more purified oil could be found.

A lesser-known story from the Apocrypha tells of the beautiful widow Judith who plied enemy Assyrian General Holofernes with cheese and wine until he fell into a drunken stupor.  Judith beheaded the general in his sleep, and his soldiers fled in fear, thus saving her people from the Assyrians.  This story is the subject of much renowned artwork.

In remembrance, a candle is lit each of the eight days of Hanukkah.  Children receive gifts of gelt (in remembrance of the coins minted by the new independent Maccabee state) or money and play games of dreidel (a spinning four-sided top). The tradition of receiving a gift on each of the eight days of Hanukkah is fairly recent.  Since Christians exchange gifts at Christmas, Jews have come to exchange gifts other than coins at Hanukkah, which comes at the same time of the year.

You will also see this holiday spelled Chanukkah and perhaps even Hannukah due to different translations and customs.

Symbolic Foods

The traditional foods consumed during the Hanukkah holiday are symbolic of the events being celebrated.  Most are fried in oil, symbolic of the oil that lasted eight days.  Others contain cheese to celebrate Judith's victory.  Loukoumades are deep-fried puffs dipped in honey or sugar to represent the cakes the Maccabees ate, along with Soofganiyot (also Sufganiyot) and zelebi.  Pancakes are a traditional dish, serving as a reminder of the food hurriedly prepared for the Maccabees as they went into battle, along with the oil they are fried in as a reminder of the miraculous oil.

Latkes were originally symbolic of the cheesecakes served by the widow Judith, and later evolved to the potato/vegetable fried latkes most known today.  Many cheese and dairy dishes are consumed in memory of brave Judith.

A newer tradition in the United States is the baking of butter cookies or pretzels in the shape of Hanukkah symbols while relating the stories.  Children delight in helping and learn as they create, too.

About the Menorah

To Jews and non-Jews alike, the menorah, or Hanukkiya, is the most recognizable symbol of Hanukkah.  It's usually a nine-branch candelabrum whose candles are lit by a "Shamash" or service candle, which then takes its own place at the center of the menorah.  The menorah itself is placed in a window or anywhere it can be seen by passers-by.  Lighting the Menorah on the first night of Hanukkah, a single candle (or oil wick) is lit on the far right side of the menorah.  A candle is added, from right to left, each night, and the newest candle is always lit first.  Ideally, the candles should be lit as soon as stars become visible in the night sky, but they can be lit late into the night.  While the candles are being lit and the blessing given, the whole family and any guests gather to witness the ceremony; everyone is encouraged to participate.  By the eighth night, with all eight candles lit, the menorah makes a spectacular sight.  And as they did the previous evenings, the candles will continue to shine until they burn themselves out.

History and the Thoughts Behind Kwanzaa

It is worthwhile to learn about the festivals we celebrate, and learning about Kwanzaa is all the more important, as it was created with a specific purpose, of protecting our Cultures and Traditions.  So read on, and let others read, about our popular festival of Kwanzaa.

Kwanzaa, an African-American celebration of cultural reaffirmation, is one of the fastest-growing holidays in the history of the world.  It took root 30 years ago, when graduate student Maulana Karenga, disturbed by the 1965 riots in Los Angeles' Watts area, decided that African-Americans needed an annual event to celebrate their differences rather than the melting pot.  Not a religious holiday, Kwanzaa is, rather, a seven-day celebration that begins on Dec. 26 and continues through Jan. 1. 

Kwanzaa is a spiritual, festive and joyous celebration of the oneness and goodness of life, which claims no ties with any religion.  It has definite principles, practices and symbols, which are geared to the social and spiritual needs of African-Americans.  The reinforcing gestures are designed to strengthen our collective self-concept as a people, honor our past, critically evaluate our present and commit ourselves to a fuller, more productive future. 

Kwanzaa, which means "first fruits of the harvest" in the African language Kiswahili, has gained tremendous acceptance.  Since it's founding in 1966 by Dr. Maulana Karenga, Kwanzaa has come to be observed by more than 15 million people worldwide, as reported by the New York Times.  Celebrated from December 26th to January 1st, it is based on Nguzo Saba (seven guiding principles), one for each day of the observance:

Umoja (OO-MO-JAH) Unity stresses the importance of togetherness for the family and the community, which is reflected in the African saying, "I am We," or "I am because We are."

Kujichagulia (KOO-GEE-CHA-GOO-LEE-YAH) Self-Determination requires that we define our common interests and make decisions that are in the best interest of our family and community.

Ujima (OO-GEE-MAH) Collective Work and Responsibility reminds us of our obligation to the past, present and future, and that we have a role to play in the community, society, and world.

Ujamaa (OO-JAH-MAH) Cooperative economics emphasizes our collective economic strength and encourages us to meet common needs through mutual support.

Nia (NEE-YAH) Purpose encourages us to look within ourselves and to set personal goals that are beneficial to the community.

Kuumba (KOO-OOM-BAH) Creativity makes use of our creative energies to build and maintain a strong and vibrant community.

Teaching Children About Giving

America is an extremely "giving" nation.  It has been a part of our national character to volunteer or give service to those less fortunate than ourselves or to support political and religious causes in which we believe.

You can teach your children to continue this tradition by making volunteering a part of your family's together time.  Particularly during the holiday season, the "giving of ourselves"--our time, our thoughtfulness, our joy--tells our children that the essence of celebrating in all faiths is what we give to others.

Activities to Encourage and Teach Giving

The Gift of Time

Not all families feel that they can donate money to worthy causes or even that giving money is the most effective way to help individuals or organizations.  Sometimes, a more personal commitment of time to help those in need can be a meaningful way to teach children to be less selfish and to be more grateful.  Help your child to see that one does not always have to be paid in order to do a service for others.  Kindness and unselfishness can be nurtured in children through example and encouragement.

*TRY THIS: Volunteer at a local charity, church, or soup kitchen and explain to your child how important it is to give back something of what we have been given.  Help children to think of their own volunteer projects--making craft items or toys for a hospital or church charity, doing yard work for an elderly neighbor, cleaning up a vacant lot near your home, or volunteering to watch and care for someone else's pet while s/he is on vacation.  Work at a soup kitchen, church, or civic organization during the holidays or regularly. As a family, volunteer to be bell-ringers for the Salvation Army during the holidays.

"Pass-It-On" Field Trip

If you donate to a charity such as United Way or World Vision, discuss with your child the importance of sharing and supporting those who have experienced the tragedies of war, famine, and natural disasters.  Even young children can understand the idea of the "Golden Rule"--that we help others because we realize how grateful we would be to receive such help in similar circumstances.

*TRY THIS:  When a child outgrows clothing and shoes, let them help pack their used items with other family clothes or household goods that are no longer needed, and take a family trip to Goodwill or Salvation Army.  Ask the workers there to explain to your children what happens to the clothing and other household items and why it is important that the community support these organizations. 

Share the Joy

Children exhibit much natural joy and affection.  Nowhere are those lovely, youthful qualities more appreciated than at nursing homes. 

*TRY THIS:  If you already have friends or relatives at nursing homes, it is natural to take your children with you to visit and bring comfort to those living there.  If your children are learning piano or other instruments, they can play for the residents.  Not only will they find a willing audience for their hard work in learning their instruments, they will also experience the simple joy of bringing happiness to others through donation of a little time and effort.

Reading is Caring

Visit a nursing home.  Children can read books to residents—you can find a number of excellent books about relationships between young children and older friends.

"Nudging" Questions

Lectures on caring, politeness, kindness, and so on rarely accomplish what parents intend--changes in behavior.  A simple question repeated each day over a period of time can accomplish much in the way of letting your child know what you value without lecturing. 

*TRY THIS:  Ask your child a question at dinner or when s/he comes home from school, a question such as, "Who were you especially nice to today?" or "Did you help anyone today?"  At first, the question may seem strange to the child.  If there is no response or the child says, "No one," just move on to discussion of the day's events or the task at hand.  Don't make a big deal of it.  Ask again the next day.  Soon the child will begin to notice their own kind deeds or find ways to be more helpful or kind.

Reading and Discussing Children's Books

There are a number of children's books that depict story characters giving, being unselfish, and showing compassion.  Reading these books together and discussing the themes can help children understand your values and beliefs. 

• Christmas is a Time of Giving by Joan Walsh Anglund. (P) A much loved classic with Anglund's well-known and beautiful illustrations. Amazon.com 
• The Gift by Aliana Brodmann. (P) Delightful story of a little girl's tender-hearted, unselfish gift at Hanukkah.
• Imani's Gift at Kwanzaa by Denise Burden-Patmon. (P) The Kwanzaa celebration begins on December 26 and lasts for seven days. During Kwanzaa, African Americans remember their ancestors and celebrate the values that hold their communities together.

Holiday Activities for the Classroom

Winter Numberland

Winter Bulletin Board Idea

Winter Waltz

Winter Time Poem

by Mary Ryer

Sock Snowmen

Seasonal Attendance Chart

Winter Clothes

Winter Clothes Mobile

Winter Snow Recipe

Winter Wonderland

Five Little Snowmen

Winter Song

Snowman Matching Game

Parent Involvement: "Winterfest"

Snack: Winter Snowman

Science: "Ice Block Designs"

Language: Sticker Matching Lotto Games

Language: Snowy Day Activity and Song

Language: What Should I Wear?

Winter Scenes in Southern Climates

Songs for Winter

Art Activity: Puff Paint Snow

Snowball Soap

Cooking: Popcorn Snowmen

Science Activity:  A Melting Snowman

Literacy and Art:  Snowy Day Picture

Science: Melting Experiment #1

Science:  Melting Experiment #2