Dear Parent-Toddler Families,

It really is hard to believe that we only have three more classes left before the end of the school year… but the classroom calendar says that it’s May, so it must be the truth! 

For us “Tots” teachers, this really feels like a special time of year, that place where we’ve hit the “sweet spot” of our group. Kids are familiar and comfortable with our routines, with the ever-changing makeup of our classroom and the gym, with us as guiding adults, and with one another. They are able to anticipate what’s coming next and draw on past experiences to inform whatever it currently is that they’re trying to tackle - something new and unexpected at the sand table; a chance encounter with a peer in the playhouse; or any of the numerous “big moments” that come up during our short times together on Monday mornings. Have you seen it? These kids are working so hard! 

Over the past couple of weeks we’ve been sharing a new song at our group times on the rug and before we prepare to say goodbye in the gym. It’s similar to our “Little Fish” song, but instead of a fish, it’s a kid - *these* kids…

“When I was a little kid, a little kid, a little kid

When I was a little kid, 1 year old

Ha-Ha this-a-way

Ha-Ha that-a-way

Ha-Ha this-a-way

Then, oh then…

When I was a bigger kid, a bigger kid, a bigger kid

When I was a bigger kid, 2 years old

Ha-Ha this-a-way

Ha-Ha that-a-way

Ha-Ha this-a-way

Then, oh then…

When I was the biggest kid, the biggest kid, the biggest kid

When I was the biggest kid, 3 years old…”

Of course, your children are going to get bigger and bigger, and their school experiences are just getting started. In the context of our Parent-Toddler class though, they really are the biggest kids, whether they’ve already crossed the 3 year old threshold or not. This is the way that we’ll remember them, and our experience together… a group who started out so little and did so much growing and learning, as individuals and as a cohort. What a delight it has been for us to observe and help facilitate. 

Over the next few weeks we will gently and subtly address the impending end of our group, doing our best to help kids prepare for the transition. Transitions like this can feel hard to discuss because of many factors, not the least of which are our own adult emotions we may be feeling! We want to give kids the right amount of information without bombarding them with too many details that they are not going to be able to process, and most importantly, we want to be honest. Yes, it will feel sad. Yes, there will be a lot of things we’re going to miss about this experience. We also have so much that we’re looking forward to, and we know the same is true for all of you and your families - summer camps and vacations, family time together, and also, “what’s next?” We look forward to seeing some of our familiar Tots faces next school year back at Park West, and we are so excited for the families that have made plans elsewhere. We’re so glad you’ve been with us and it is a deep honor to be able to play our role in your child’s development as a learner. We’re not done yet! The next three weeks will be packed with explorations at the sand and water tables, sharing songs and stories on the rug, passing the bowls and pitchers to each other during snack time, and some fast and furious gym play. 

Let’s enjoy these next few weeks together, shall we? We’re excited to hear about what’s next for each of you, but we also want to try our best to be in the moment and savor this last little bit of time. As teachers we do this every year and it’s always a tender time preparing to let go, and so we have to draw on our past experience too! 

All the best,

Byl and Kristin

Boundary Setting and Consent

At our staff meeting last week we discussed a recent document released by the Chicago Public Health Department that focuses on boundary setting and consent for children of all ages including those in their early childhood years. We found that the language and approach described in the document reflects the way we communicate and work with students at Park West. We thought it would be informative and helpful to share the document with you. Please find it here.

For children enrolled in our Parent-Toddler classes, we recognize that this is likely their first experience in a school environment, and possibly their first time that they are navigating a situation with this level of structure and the presence of similarly aged peers outside of their family. With the security of a present parent or caregiver, we want children to feel safe with teachers, and we also want to provide students with the tools to make their own environment a safe and comfortable one for themselves by setting boundaries and advocating for themselves. Teaching children the words they can use when they want another kid's action to stop, whether it’s a classmate taking a toy, offering a hug or hitting, is one way we help students advocate for themselves and set boundaries with others. We might say to a child You can say No or Stop if you don’t like what ______ is doing. Being at such an early stage of their language development, sometimes children aren’t ready to use those words on their own. In those situations, a teacher can help in a variety of ways depending on what actually happened including modeling the language and saying the words for the child.

Teachers can also help seek consent from a child during play. It looks like ______ wants to put their car on the road you built. Is that ok? Or It looks like ______ wants to touch the sparkles on your shirt. Can they do that? We also prompt kids who are seeking the interaction to do the asking as well. You can ask _____ if you can put your car on the road they built. Throughout these back and forths, we hope to normalize setting boundaries as well as giving children the tools for how to do it.

As teachers we are mindful of the power differential between us and the students we teach. We want children to feel as safe as possible and to be able to practice as much autonomy as they are able. When a child needs to use the bathroom, for example, we have a number of questions we may ask a child: Do you need help? A child may let us know what kind of help they need in the bathroom, and if they don’t, we’ll ask. Do you want me to help pull your pants down? If they don’t respond, and they don’t pull their own pants down, we’ll let them know we will help. It looks like you need help with your pants. I can help you. We want to make sure children know what to anticipate from an adult and give them opportunities to voice what they need from us.

We also pay attention to what comforts children. There are some children who do respond well to a hug if they’re missing a parent or if they got a bump or hurt in some way. There are also children who just need a quiet moment to recover and don’t want physical comfort. We take note of those children and make sure they have a book to look at if they’re sad or a quiet spot to sit until they feel better.

If there are times, and there are, when a teacher needs to help a child stop an action after asking them to stop, we will let that child know I’m going to help you now and remove them from the situation. Again, it’s helping children anticipate a teacher’s behavior in our effort to both keep that child safe as well as those around them, depending on the circumstance. 

Our main goal is to help children begin to understand how to set boundaries with others and seek consent as well. In the Parent-Toddler classes, we look for opportunities to introduce these ideas in ways that are simple and age appropriate. It’s a first step in building a foundation for these children’s ability to communicate clearly as a means of self-advocacy. 

We were reassured by the approach taken by the Chicago Public Health Department. We hope you have a chance to take a look at the document they released this month as this is an important topic for families to address with children throughout their lives.

Oobleck!

Upcoming Snack Calendar:

Hi Tots 2 Families!

 At Park West we give a lot of thought to sensory play, and how important it is for preschoolers. This type of play stimulates learning through exploration, curiosity, problem solving and creativity. Nerve connections in the brain are built through sensory play and language and motor skills are strengthened.

Recently we introduced a new sensory mixture, Oobleck, in our classroom. What is Oobleck? Well, it is a simple mixture of water and cornstarch. Is it solid? Is it a liquid? It actually behaves as both!

Other familiar substances, like water, change states from solid to liquids to gasses by changing temperature. But Oobleck is a pressure dependent mixture. Oobleck changes states from a solid to a liquid by changing the pressure placed upon it. Applying pressure on the mixture of Oobleck increases its viscosity (thickness). A quick tap on the surface of Oobleck will feel hard and wet. The pressure from a finger pushes the cornstarch particles together. But, if you slowly slide your finger into the mixture, through the water, the corn starch particles have time to move out of the way, creating a smooth liquidy path. This pressure (created through a child’s hands playing) physically changes the Oobleck from a solid to a liquid.

Back and forth, fingers and hands poke, drag, squeeze and drip. It can be soothing, almost meditative, to some children, who want to spend all of playtime with their hands moving around, exploring the different states of this mysterious mixture. For others, it can seem a bit disconcerting. Is it slimy? Will it get on my clothes? Will it come off of my hands easily? And while teachers don’t ever insist that a child play with Oobleck, we do try and model how wonderful it can be. And we always have plenty of towels for cleaning! Feel free to make some Oobleck at home. Just mix equal parts water and cornstarch in a container that allows enough room for a child to move their hands around freely. At school we placed some starfish in the trays, along with some small scoops and other tools.

 We’ll see you at the sensory table!

 Warmly,

Kristin & Byl

Branching Out

Upcoming Snack Calendar:

We would like to take a minute to thank all the parents and caregivers for making this year such a wonderful experience so far. We hope that you have enjoyed your time with your child, or if you’re not able to attend, that your child has enjoyed their time at school with their caregiver.

Tots class is a very unique school experience for parents. Schooling undoubtedly will play a major part in the lives of your children. In the toddler program, parents and caregivers have a chance to see the very beginning of it, right there along with their child. What a long and winding road ahead, and what a wonderful chance to be there from the start! If you’ve been in class recently, you may have noticed, as we have, that your children are beginning to get much more comfortable at school. They are internalizing our schedule, knowing that when the music comes on that means it is clean up time, pouring their own water,  even carrying their dishes over to the bin. Can you believe it all!?  They may try new activities more readily. They may have developed a diverse routine, “water table, then easel, block rug, then babies.” Maybe you have heard your toddler talk about school during the week, about their “favorite” stuffed animal, or heard them wonder what will be in the sand table next class. As your children become more comfortable in class they may begin to leave you behind while you finish a conversation with another parent or caregiver. They may not want you to hover, or help them with the glue, and they may begin to seek out a special someone to play beside. You may also notice that even while they run to the next activity with confidence, and happily leave you behind, they will often come back to find you, sometimes with a degree of desperation. They are branching out, yes. But they still may need a hand to hold, or a leg to cling to for safety, to recharge and feel back at home. Having a caregiver close by allows a child to feel safe and secure while they are off exploring new and uncharted waters.

Messy Play

Click below to download the Tots 2 Snack Calendar for easier viewing alongside your personal calendar:

Add to Calendar

Happy New Year!

Hope you are all doing well!  We wanted to pass along a few reminders and notes on what's going on in our classroom.

• Monday, 1/16 - No School, Dr. Martin Luther King Day

We also wanted to share with you some information about how we choose what to put out in the classroom each week. You've likely noticed that we always have a few areas set up for sensory play (the water table and the sand table) and also will frequently include a messier sensory activity at an additional table in the classroom.  Why messy play?  Believe it or not, it's not just so you don't have to clean up at home!  Messy sensory play also provides whole body developmental opportunities for your kids:

• Physical Development - squishing, squeezing and spreading materials of varying textures, weight, and viscosity encourages fine motor development and provides important feedback to children's developing muscles and to their sensory systems.

• Language Development - describing what you see in messy play can help children's language development.  Hearing the words slippery, sticky, stretchy while experiencing them physically, gives a different understanding than simply hearing these words without context. Think about all the wonderful conversations that are sparked through sitting at a table, playing with dough!

• Cognitive Development - messy play is early science!  Kids learn about cause and effect as well as how different materials react in different ways to the same stimulus.

On top of this, messy play is fun!  For various reasons, many toddlers and preschoolers these days have less experience with messy play than children in earlier generations.  Your kids might need some coaxing, and it may take several times before they are ready to dive into messy play.  That's ok!  Just because they aren't interested in it yet, doesn't mean they'll never be interested in it.

If you'd like to try some messy play at home, we're including a few recipes below.

And a quick thank you for the holiday cards and gifts! We feel incredibly grateful to have you and your children in our lives.

We look forward to seeing you on Monday, January 23rd!

Kristin and Byl

 “All learning starts as a sensory experience. Playing with [playdoh, silly putty, etc..] or anything, is how we begin to understand and appreciate it. The lessons we learn may not lead to new innovations or inventions, but the act of allowing the world to enter us through our senses, to process those sensations, to make connections between other sensations both past and in the future is where learning begins.” 

Tom Hobson

Playdough

2 cups flour

2 cups water

2 tablespoons vegetable oil

1 tablespoon cream of tartar

1 cup salt

1 teaspoon cinnamon (optional)

Food Coloring

Combine dry ingredients in large saucepan. Add wet ingredients (including food coloring) and mix over low heat, until you get the consistency of dough. This will take awhile. Take the hot dough out of the pan and knead for about 10 minutes until smooth. I would do this for about 5 minutes until the dough cools down a bit and then let your child help. Even if the dough initially feels a little sticky when you take it out of the pan, it will become smoother with the kneading. This dough will last a really long time if sealed in an airtight container. 

Silly Putty

Combine 2 parts white Elmer’s glue with 1 part liquid starch. Stir, mix, and knead until you've reached the desired consistency. This mixing part can take a long time!  If your silly putty is too sticky, add more liquid starch. If it's too slippery, add more glue.  When finished, you can put the putty in a ziplock bag and it will last a long time. You can also add food coloring during the mixing stage of this recipe if you'd like your silly putty to be colored.  

Oobleck

Combine 1 ½ cups cornstarch with 1 cup water.  If you’d like to, you can also add 3 tablespoons tempera paint.  Mix until desired consistency is reached - you may need to add slightly more cornstarch or water.  Remember, the cool thing about oobleck is that depending on the amount of pressure you apply to it, it will act either like a solid (more pressure) or liquid (less pressure).

Dear Tots 2 Families,

We hope you enjoyed your Thanksgiving break! It’s hard to believe that the end of 2022 is nearly upon us. We are so happy that you have been a part of our program this year, and we could not be more pleased with the ways in which our little group is coming together. While this time of year can be hectic to say the least, we hope that you and your family will find some quiet moments too, for reflection on the year that’s passed, but also just to enjoy one another’s company. 

When making plans for Tots class, we think of it as an opportunity for you (or whichever trusted member of your care team) to interact with your child, when your own child can be your only focus, and a time for your child to truly have you to her/his own self. We like to think of our Monday mornings together as a time for your child to be your guide, and to offer you a glimpse into the things that they find interesting, thought provoking, and meaningful. Whether this be a long session scooping sand, constructing roadways in the gym, or just cuddling with a favorite stuffed animal, they are actively seeking out the things that resonate with them. Sharing those things with a beloved adult and receiving encouragement and positive feedback helps to make the experience even more significant. 

While the beginning of our class was just a couple of months ago, when you think back to those beginning days it is easy to realize how far all of the children have come - how successfully they have met challenges and the many discoveries they have made. Our goal is for them to feel that school is their place to be, and for them to carry this feeling with them as they progress through nursery school and beyond. Here at Park West we see children as competent individuals working hard to figure out the world around them. Tots class is a chance to let them show you, in some measure, how they navigate in that world. With your gentle support, they are building a foundation for growing into confident learners. 

Over the next few months of our class we will continue to provide familiar activities mixed with things that may feel new and novel to your child. These will consist of different kinds of sensory materials (we hope folks have enjoyed the messy but fun shaving cream trays over the past few weeks!), new gym set-ups, slightly longer group times with new stories and songs, and more. Our aim is to provide consistency that will allow your child to continue to develop their relationship with familiar activities and materials, as well as novelty not just for its own sake, but as an opportunity to provide your child with fun and exciting new challenges which we know that they are equipped for. We sincerely hope that your family group is enjoying Tots class as much as we are!

Just some light housekeeping… thank you so much for being prudent around phone use during class. While we framed our explanation largely around the idea of not wanting your child to feel interrupted during their playtime, we also feel that for adults, our class is a good opportunity to be engaged and present, and resist the myriad distractions we all face from all of this available technology. We greatly appreciate your cooperation with this.

Please double check and make a note of your week to bring snack - this information is available on the Parent Portal of our school website. If you are unsure of how to access this please reach out to the office for assistance. Please remember that if you miss your week it is not the end of the world, but it is our hope that making plans for which snack to bring can be a nice bonding activity between you and your child. The list of allowable snack items is also available on the website. We will also try to do our best to be cognizant of whose turn is coming up so that we can help out with a friendly reminder.

Again, we are having such a nice time with all of you and we are so happy for everyone’s participation in the group this year. As always, please do not hesitate to reach out if you have any questions about your child/family’s experience at school. Enjoy the rest of the year and we look forward to making more memories in 2023!

Warmly,

Kristin & Byl

Tots 2 Facilitators

Dear Parent-Toddler 2 Families,

We hope you enjoyed your Thanksgiving break! It’s hard to believe that the end of 2022 is nearly upon us. We are so happy that you have been a part of our program this year, and we could not be more pleased with the ways in which our little group is coming together. While this time of year can be hectic to say the least, we hope that you and your family will find some quiet moments too, for reflection on the year that’s passed, but also just to enjoy one another’s company. 

When making plans for Parent-Toddler class, we think of it as an opportunity for you (or whichever trusted member of your care team) to interact with your child, when your own child can be your only focus, and a time for your child to truly have you to her/his own self. We like to think of our Monday mornings together as a time for your child to be your guide, and to offer you a glimpse into the things that they find interesting, thought provoking, and meaningful. Whether this be a long session scooping sand, constructing roadways in the gym, or just cuddling with a favorite stuffed animal, they are actively seeking out the things that resonate with them. Sharing those things with a beloved adult and receiving encouragement and positive feedback helps to make the experience even more significant. 

While the beginning of our class was just a couple of months ago, when you think back to those beginning days it is easy to realize how far all of the children have come - how successfully they have met challenges and the many discoveries they have made. Our goal is for them to feel that school is their place to be, and for them to carry this feeling with them as they progress through nursery school and beyond. Here at Park West we see children as competent individuals working hard to figure out the world around them. Parent-Toddler class is a chance to let them show you, in some measure, how they navigate in that world. With your gentle support, they are building a foundation for growing into confident learners. 

Over the next few months of our class we will continue to provide familiar activities mixed with things that may feel new and novel to your child. These will consist of different kinds of sensory materials (we hope folks have enjoyed the messy but fun shaving cream trays over the past few weeks!), new gym set-ups, slightly longer group times with new stories and songs, and more. Our aim is to provide consistency that will allow your child to continue to develop their relationship with familiar activities and materials, as well as novelty not just for its own sake, but as an opportunity to provide your child with fun and exciting new challenges which we know that they are equipped for. We sincerely hope that your family group is enjoying Parent-Toddler class as much as we are!

Just some light housekeeping… thank you so much for being prudent around phone use during class. While we framed our explanation largely around the idea of not wanting your child to feel interrupted during their playtime, we also feel that for adults, our class is a good opportunity to be engaged and present, and resist the myriad distractions we all face from all of this available technology. We greatly appreciate your cooperation with this.

Please double check and make a note of your week to bring snack - this information is available on the Parent Portal of our school website. If you are unsure of how to access this please reach out to the office for assistance. Please remember that if you miss your week it is not the end of the world, but it is our hope that making plans for which snack to bring can be a nice bonding activity between you and your child. The list of allowable snack items is also available on the website here. We will also try to do our best to be cognizant of whose turn is coming up so that we can help out with a friendly reminder.

Again, we are having such a nice time with all of you and we are so happy for everyone’s participation in the group this year. As always, please do not hesitate to reach out if you have any questions about your child/family’s experience at school. Enjoy the rest of the year and we look forward to making more memories in 2023!

Warmly,

Kristin & Byl

Parent-Toddler 2 Facilitators

Sharing, Taking Turns, and Protection of Work

We’ve heard of kids who have said, I know about sharing. That’s when my mom takes my toy and gives it to my brother! In our desire to encourage young children to share, sometimes we use adult ideas of fairness and niceties that don’t make sense or feel very good to children. If another child paints on your child’s painting, you might be inclined to say, It’s ok! We can all share. But, think about how you would feel if your work was interrupted by another person who changed what you were doing. You would rightly be offended, and your child has the same right to protect their work from others’ interruptions.

Intentions are good. We want our children to be able to share materials, play together, and consider others’ feelings as they work cooperatively. We share those goals, too, but at Park West we take a different approach. We use a system we like to call Protection of Work. We try to protect children’s work while instituting a system for turn-taking that ultimately helps kids manage this on their own.

So, what to do when your child is the one so badly wanting that turn? First, language can help a lot. We encourage kids to ask for a turn. In the beginning, this means teachers are saying all the words, but this modeling gives kids an idea of what they can say: Can I have a turn? Are you done? Now the first child can decide if they are finished with the toy or not. If a child grabs a toy from another child, teachers may say: Look! She is using that truck right now. She was holding it. Let's ask her to tell us when she is done. Then we will go ahead and talk to the child who is using it. These exchanges enable everyone to see just how this process works. A way to support kids during these kinds of exchanges is to help the asking child find something to do while the first child finishes their turn. We also make sure to follow through when the first child is finished. Do you remember who wanted a turn? Let’s tell her it’s her turn, now. 

Sometimes teachers do need to help move the turns along, especially if the first child has been using a coveted toy for a very long time. We will remind the first child that their classmate is waiting, or help the classmate ask again, and express that it feels like a long time to wait for a turn. Ultimately we want children to start to consider other children’s points of view and get the idea that this system works, whether they are the one desirous of a turn or the person trying to execute their idea before relinquishing the toy to a classmate. 

Sometimes teachers might adjust the approach, depending on the kids involved, the materials, and the particular situation. Everybody might want a turn with a new toy in the classroom, so teachers might help orchestrate shorter turns until the frenzy dies down. At some point, we might use a sign up sheet to help track all the kids who are waiting. At other times, a child may need a little more time to finish their turn, even if it means the child waiting has to wait until the next school day. What’s important to us is that these different approaches all can further the trust that everyone who wants a turn will get a chance and that there are people — parents, teachers, friends — who agree to this same process and will help facilitate it.

Materials like magna tiles usually have enough pieces for several children to play at the same time, but if one child is using all of the pieces we might point out, “You’re using all of them, and there are none for Alex to use. Which ones could she use?” Sometimes, Alex’s desires are specific so we might ask her, Which ones did you want? Then we’d help Alex ask for those. She may just need two more squares to finish the sides of her house. If the first child really resists, we might have to say something like, Can you give some to Alex, or should I help you? Children who experience this Protection of Work tend to relax when they realize that there is a system in place that works, whether they are the person wanting a turn or the person having the turn. After learning how to ask for turns, take a turn and let somebody know when you’re finished or not, children are freed up to use the materials. Once they know that they can ask for a turn, children begin to use the technique with kids in their families or in other venues. Parents can help siblings implement the strategy, even with toddlers who don’t really understand or have the words yet. Baby is using that right now. Let’s tell him you want a turn, and then wait until he’s done or I see Baby trying to grab that. It looks like he wants a turn. Can you tell him you’re using it? I’ll help him find something else to do, but let’s be sure to give him a turn when you’re finished.

When children get to the point when they are motivated to share materials with another child, it’s because the drive to be together helps them override their desire to have all the turns or keep all the materials to themselves. 

When we help kids ask each other for turns, honor their right to work with materials until they’re finished, and follow through consistently, children feel empowered to manage turn-taking and sharing in a way that is effective, that makes sense, and that feels good to them.

THANK YOU for being a part of our group!

Dear Parent-Toddler 2 families,

We now have four Parent-Toddler class meetings under our belts, and we’d say it seems to be going pretty well! It has been such a pleasure to have all of you with us and to begin the process of getting to know your kiddos. We appreciate your (and especially your child’s) patience as we have worked on learning and remembering names (“Hi Astrid! I mean Sloane! I mean… Astrid?”), fine tuning our schedule, navigating teacher absences, and getting settled into this year’s program. Our Monday mornings together have really been a lovely way to start each week.

We wonder how things are feeling on your end? Any new situation, particularly your child’s first school experience, can involve a lot of big emotions (for all parties involved!) We want to assure you that no matter what, there is no right or wrong way for you and your child to be doing the Parent-Toddler class. The most important thing is that your child feels safe and supported in our classroom, and with that you are all doing a remarkable job.

Here are some common Tots scenarios that we have observed in Parent-Toddler groups from years gone by, that may feel familiar to you as well:

1. My child is unsettled during the group time and makes a lot of noise during the story! 

2. My child got upset when another child took a toy that they wanted, or felt reluctant to share something that another child wanted to use. 

3. My child doesn’t seem completely engaged in any one play area but moves quickly from one activity to the next without really “settling into” anything.

4. My child only wants to be close to me and doesn’t seem interested in connecting with the teachers or the other children.

5. It was our week to bring snack and we completely forgot!!!

As teachers with a few years of Parent-Toddler class under our belts, we want to reassure you that these are completely normal, expected experiences. Our hope for you is that you will not feel too much pressure for your child or for yourselves, as individual parents and as a larger family/care unit, to do things the “right” way at Parent-Toddler class. In fact, you don’t need to worry because you already are doing it the right way! The point of this class is for your child to get a glimpse into what school is all about, in a comfortable and low-stakes environment, i.e. a short day in which they are not expected to separate from their parent or familiar caregiver. This is a brand new experience, and a BIG one, and all we are expecting from your child is for them to take it all in and begin discovering what it is that they really enjoy about school - the things that they really connect with. This takes practice, and it takes trial and error! At times it can seem messy and it is not always cute. Even when school is fun, it can also feel overwhelming, and we are always conscious of the fact that your child is taking a fantastic leap of faith in taking all of this on. Letting your child lead the way, offering comfort and encouragement, and maintaining a calm and pleasant demeanor in a small, noisy, sometimes slightly chaotic classroom - those are the “right” ways to do Parent-Toddler class, and you all are absolutely doing it. We see the work you’re putting in, and we thank you.

As the school year goes on, your child will continue to provide you and us with information on how they are processing this experience. Parent-Teacher conferences are not a part of Parent-Toddler class, but we always welcome you to reach out to us if you have any questions about your child’s experience at school. Conversations in the classroom or the gym are generally very quick by necessity, but please do not hesitate to reach out to us via email if you have any more specific questions about your child’s experience. 

Just a reminder that Park West Coop will be closed next Monday, October 10, to observe Indigenous People’s Day. Our next class meeting will be Monday, October 17. We look forward to seeing you! 

Warmly, 

Byl and Kristin