home | activites | what's new | FAQ | calendar | location | contact us | photos | links

Moving to a new location

New Studies from Connection for Children


Moving to a new location

Yes you heard us right Kaihani family child care has moved from its old location to a new one. Thanks to the support from our fabulous parents, those are the one who made this move possible. Our new place has 4 rooms, kitchen, living room, dining room and a very big yard. It has lots of sunshine and ocean breeze, which has enough space for kids to play and have more fun,The house is 7500 sq ft, We hope with moving to the new place would be able to increase the capacity and provide care for some of our kids which have been waiting for a long time. Thanks again to our dear parents.

Comments and feed backs.


The Value of Play

Curiosity. Self-esteem. Language. Problem-solving. Cooperation. Endurance. These are a few of the many types of learning involved in play. Through play children explore their world, discover how to get along with others, test their skills and muscles, and try out new ideas. Play is the natural way for young children to learn.

Children need time to interact with peers. When engaging in play, they develop linguistically, socially, emotionally, cognitively, and physically. They learn by being active participants who explore, experiment, and inquire about their environment. Children learn through the “hands-on” experiences of play. Observing a child at play gives adults a view into the child’s world. One of the best things a caregiver or parent can do is facilitate and participate in play, without becoming intrusive. By carefully observing children at play, adults can read children’s cues and respond accordingly.

While playing “Grandma Chad ’s Thanksgiving Dinner”, four year old Chad presides over the activity in the dramatic play area. Dressed in a skirt, high heels, and apron, he announces, “It’s almost done” as he checks the microwave. “I’m hungry” exclaims Jonathon, who wears a man’s suit. Other children act out their roles; one toddler even plays the family dog. Their teacher, Ms. Erin, notes their cooperation and allows the children to practice the rituals of their own homes, experience power and authority, and take turns directing the “show,” without interruption. Yuritzy is building a tower with big blocks. It reaches over her head now, so she climbs on a chair to add another block. Ms. Leticia watches, requesting her to wait. She asks the children playing with trucks nearby to put on the hard hats from the dramatic play area. Yuritzy builds her tower higher; seemingly to the sky. At clean-up time, Ms. Leticia asks the group if the block tower can stay. They agree and the teacher takes a photo of the small proud girl and her tower. Megan has been watching the boys play with blocks for most of the week, creeping closer day by day. Aware of her interest, Ms. Kathy sits down with the boys; talking, placing an occasional block, following the children’s lead. Megan sits beside her teacher. The ice finally broken, Megan plays with blocks every day for the next week. Ms. Kathy monitors the block area, frequently at first, then less often.

Children have been busy digging a moat in the sandbox. The water will surround the climbing structure. Mr. Tyrone brings over the water hose. The children take off their shoes, lining them by the fence. As water cascades into the river, Mr. Tyrone brings over some blocks for a dam. More children emerge from the classroom with craft stick boats. Mr. Tyrone fades to the background; listening, observing, noting the growing vocabulary of the children. Each of these teachers is skilled at observation and facilitation. They understand a child’s need for power, authority, risk, and self control. These teachers know when to join in, when to hold back, when to help, and when to just watch. They know the value of play.

Back to Top

Learning About Play

The fun is in the doing

There are many types of play, all of which are valuable for growing children. Knowing thedifferent ways children engage in play can help caregivers and parents observe andinterpret more accurately what children are doing.

Sometimes children like to play alone, independently of other children. This is called Solitary Play. Children may work on puzzles, read books, draw pictures, ride bikes, or chew on teething rings.

At times children play independently but nearby other children, using similar kinds of play materials. Two children playing in the sandbox, one building roads and the other baking pies, are occupied in Parallel Play. The children do not try to influence or modify each other’s activities, they play beside each other rather than with each other.

As children’s play becomes more complex, they join together in Associative Play. Children talk about what they are doing, exchange play materials, follow each other as everyone engages in a similar type of play activity.

When children play together in a group that is organized toward a common goal they are engaging in Cooperative Play. While playing house, involved in a board game, creating theater, each child is dependent on the other group members. Children can spend hours in cooperative play, which frequently takes the form of pretend or dramatic play.

Some of our play is more or less structured; following the rules of a game, acting out a favorite story, or perfecting a dance step. However often the most fun, and the best learning experience for children, occurs when children choose what they want to do in free or self-directed play.

Another Research

Increasingly, researchers report that enriched and stimulating environments contribute significantly to healthy brain development.Marian Diamond (Diamond & Hopson 1998) and her research team at UC, Berkeley, identified particular conditions that help to create an enriched environment.

Many of these are found in play, including:

  • Opportunities for children to choose and modify activities
  • Positive emotional support
  • Stimulation of all senses
  • An atmosphere free of stress and full of pleasurable activities
  • Developmentally appropriate activities
  • Ample opportunities for social interactions
  • Opportunities for children to choose and modify activities
  • Opportunities for children to actively participate rather than passively observe

Back to Top


What Children Learn As They Play


A wide variety of learning opportunities are available to our children outdoors. They learn the healthy habit of physical activity. They learn about plants and animals (zoology and botany). They learn to appreciate nature.In the “Life Lab” the children learn about horticulture. They learn about plant science. They discuss weather and the relationships between seasons, climate, and plant and animal life.

On the playground, they practice using both large and small muscle groups. They practice balancing skills and social skills. They learn to challenge themselves in a safe environment, gaining confidence in their abilities.

When they play hop-scotch they practice math skills like counting, sequencing and shapes.

When they toss and catch a ball, they practice their hand-eye coordination and learn about the physics of trajectories and gravity.

When they ride bikes they learn civics (rules of the road) and physics (acceleration and braking). In the sandbox they learn about construction and measurement.

That’s what children do when they play outside.


Children practice many skills in the Library and Language Arts areas. Listening, monitoring their activity and voice levels, along with predicting outcomes and sequencing, are all important developmental tasks that occur in these areas. In addition, logical-mathematical skills are reinforced.

Children learn about the world around them, including cultures, values, and community.

As adults facilitate open-ended discussions with children, many quality reading and language experiences flourish.

When we include music in this area, children have a special opportunity. Researchers believe that music, which contains elements of both creativity and mathematics, stimulates left and right-brain activity simultaneously.

That’s what children do when they play in the library and language arts areas.!


When children build with blocks and manipulatives, they utilize large and small muscle groups. They practice social skills of teamwork and cooperation.

Blocks and manipulatives teach children about math skills including measurement, shapes, fractions, geometry, balance, and symmetry.

In addition, Children use their imaginations to creatively construct things that represent a wide variety of objects, real or imaginary, historical or futuristic, simple or complex.

home | activites | what's new | FAQ | calendar | location | contact us | photos | links