Twenty years ago research showed that reading scores declined as children’s television viewing increased beyond an hour and a half a day (Jim Trelease, The Read Aloud Handbook). Jane Healy , PhD, wrote Failure to Connect, a book about how computers affect our children’s minds, and Endangered Minds, a book that conveys the relationship between language, learning, and brain development, then explains why television viewing and lifestyles sabotage language acquisition, thinking, and personal success.
Currently, the American Academy of Pediatrics states “no screen time before the age of two.” It may be tempting to put your infant or toddler in front of the television, especially to watch shows created just for children under age two. But the American Academy of Pediatrics says: Don't do it! These early years are crucial in a child's development. The Academy is concerned about the impact of television programming intended for children younger than age two and how it could affect your child's development. The benefits of parent-child interactions are proven. Under age two, talking, singing, reading, listening to music or playing are far more important to a child's development than any TV show or video.
Additionally, last year, lawyers threatened a class-action lawsuit for unfair and deceptive practices unless Disney agreed to refund the full purchase price to all who bought Baby Einstein videos since 2004. “The Walt Disney Company’s entire Baby Einstein marketing regime is based on express and implied claims that their videos are educational and beneficial for early childhood development,” a letter from the lawyers said, calling those claims “false because research shows that television viewing is potentially harmful for very young children.” The letter cited estimates from The Washington Post and Business Week that Baby Einstein controlled 90 percent of the baby media market, and sold $200 million worth of products annually.
The letter also described studies showing that television exposure at ages 1 through 3 is associated with attention problems at age 7. In response, the Baby Einstein Company will refund $15.99 for up to four “Baby Einstein” DVDs per household, bought between June 5, 2004, and Sept. 5, 2009, and returned to the company.
Now, there is the PEACH Project. Lead author Dr Angie Page from the University of Bristol’s Centre for Exercise, Nutrition and Health Sciences said: “Whilst low levels of screen viewing may not be problematic, we cannot rely on physical activity to 'compensate' for long hours of screen viewing.“Watching TV or playing computer games for more than two hours a day is related to greater psychological difficulties irrespective of how active children are.” The authors of the report, published in the November edition of the American journal Pediatrics, conclude that limiting children’s screen time may be important for ensuring children’s future health and well-being.
Turn off the television, videos, and computer and read or go out and play!!
Friday, October 22, 2010
Friday, October 15, 2010
The Case for Whole Grains
Forty percent of daily calories consumed by U.S. children ages 2 to 18 are devoid of nutrients and high in fat and sugar. J. Am. Dietetic Assoc.
Research reported at the American Institute for Cancer Research (AICR) International Conference on Food, Nutrition and Cancer, by Rui Hai Liu, M.D., Ph.D., and his colleagues at Cornell University shows that whole grains, such as buckwheat, contain many powerful phytonutrients whose activity has gone unrecognized because research methods have overlooked them.
A grain of whole wheat consists of three parts-its endosperm (starch), bran and germ. When wheat-or any whole grain-is refined, its bran and germ are removed. Although these two parts make up only 15-17% of the grain's weight, they contain 83% of its phenolics. Phenolics are powerful antioxidants that work in multiple ways to prevent disease and are one major class of phytonutrients that have been widely studied. Dr. Liu says his recent findings on the antioxidant content of whole grains reinforce the message that a variety of foods should be for eaten good health. "Different plant foods have different phytochemicals," he said. "These substances go to different organs, tissues and cells, where they perform different functions. What your body needs to ward off disease is this synergistic effect - this teamwork - that is produced by eating a wide variety of plant foods, including whole grains."
Research reported at the American Institute for Cancer Research (AICR) International Conference on Food, Nutrition and Cancer, by Rui Hai Liu, M.D., Ph.D., and his colleagues at Cornell University shows that whole grains, such as buckwheat, contain many powerful phytonutrients whose activity has gone unrecognized because research methods have overlooked them.
A grain of whole wheat consists of three parts-its endosperm (starch), bran and germ. When wheat-or any whole grain-is refined, its bran and germ are removed. Although these two parts make up only 15-17% of the grain's weight, they contain 83% of its phenolics. Phenolics are powerful antioxidants that work in multiple ways to prevent disease and are one major class of phytonutrients that have been widely studied. Dr. Liu says his recent findings on the antioxidant content of whole grains reinforce the message that a variety of foods should be for eaten good health. "Different plant foods have different phytochemicals," he said. "These substances go to different organs, tissues and cells, where they perform different functions. What your body needs to ward off disease is this synergistic effect - this teamwork - that is produced by eating a wide variety of plant foods, including whole grains."
Sunday, September 26, 2010
What's in our Food?
On ABC News, I saw a story on childhood cancer that said the rate of pediatric cancer has risen 30% in the last twenty years. Not comforting news for parents or for those of us who work with and love children. Then I came across an article by the Daily Beast. The Daily Beast consulted national food-safety experts to find out which ingredients, hormones, and additives found in pantries across the U.S. are the worst for consumers. I have summarized the list below.
Here is the list:
Aspartame, Artificial Sweeteners "I wouldn't touch that stuff with a ten foot pole," says Rick North, project director for the Campaign for Safe Food.
BHA, BHT "preservatives in products like soups, cereals, oils and crackers that may cause allergic reactions and neuro-toxic effects, including hyperactivity," says Deanna Minich, a clinical nutritionist.
Food Coloring (marker for a really inferior product)
Gluten “Due to improved testing methods and greater awareness, people are finding they can be ‘gluten intolerant' without having celiac disease. Various reasons for this rise may include changing strains of wheat through genetic modification, impaired immunity, or simply the sheer number of products that contain it and the frequency with which they are eaten—or a combination of any of these factors," says Minich.
rBGH recent research has shown conclusively that the levels of a hormone called "insulin-like growth factor-1" (IFG-1) are elevated in dairy products produced from cows treated with rBGH. Canadian and European regulators have found that the FDA completely failed to consider a study that showed how the increased IGF-1 in rBGH milk could survive digestion and make its way into the intestines and blood stream of consumers. These findings are significant because numerous studies now demonstrate that IGF-1 is an important factor in the growth of cancers of the breast, prostate and colon. The Center for Food Safety
Ractopamine This is the stuff they're shooting into pigs to make them grow faster right at the end of their life before they're slaughtered so that when they're slaughtered it hasn't even had any time at all to work through the pig's system and excrete it, so it's just a disaster," North says. "160 countries have banned the use of this but not the U.S."
High-Fructose Corn Syrup "We're just getting too much sugar in our foods. For years, manufacturers have been taking fat out of foods and putting sugar in," says Minich.
Nitrates, Nitrites "Nitrites are added to hot dogs and cured meats in order to preserve that red color so they don't turn grey, but when you consume [them] they form nitrosamines, which cause cancer...Studies have shown that kids exposed to nitrites have higher rates of brain cancer and leukemia and adults have higher rates of brain cancer," says David Steinman.
Potassium Bromate Used to increase the "fluffiness" of bread products, Potassium Bromate is a known carcinogen that's banned in other countries, and requires a warning label in products sold in California. "The FDA should ban bromate immediately," said Dr. Michael F. Jacobson, the executive director of the Center for Science in the Public Interest in 1999.
Sulfites "preservatives found in fruits (especially grapes and wines, dried fruits) that may cause allergic reactions like respiratory difficulty, headache, nausea, and digestive complaints," says Minich.
White Flour "White flour has typically been refined and chemically bleached with peroxides or chlorine to the point where it needs to be enriched or have synthetic nutrients added back to it. The problem is that it doesn't get close to resembling its natural state—full of vitamins, minerals, and fiber. Foods containing predominantly white flour may raise blood sugar and make your body work harder to metabolize it due to its high-glycemic index," says Minich.
Here is the list:
Aspartame, Artificial Sweeteners "I wouldn't touch that stuff with a ten foot pole," says Rick North, project director for the Campaign for Safe Food.
BHA, BHT "preservatives in products like soups, cereals, oils and crackers that may cause allergic reactions and neuro-toxic effects, including hyperactivity," says Deanna Minich, a clinical nutritionist.
Food Coloring (marker for a really inferior product)
Gluten “Due to improved testing methods and greater awareness, people are finding they can be ‘gluten intolerant' without having celiac disease. Various reasons for this rise may include changing strains of wheat through genetic modification, impaired immunity, or simply the sheer number of products that contain it and the frequency with which they are eaten—or a combination of any of these factors," says Minich.
rBGH recent research has shown conclusively that the levels of a hormone called "insulin-like growth factor-1" (IFG-1) are elevated in dairy products produced from cows treated with rBGH. Canadian and European regulators have found that the FDA completely failed to consider a study that showed how the increased IGF-1 in rBGH milk could survive digestion and make its way into the intestines and blood stream of consumers. These findings are significant because numerous studies now demonstrate that IGF-1 is an important factor in the growth of cancers of the breast, prostate and colon. The Center for Food Safety
Ractopamine This is the stuff they're shooting into pigs to make them grow faster right at the end of their life before they're slaughtered so that when they're slaughtered it hasn't even had any time at all to work through the pig's system and excrete it, so it's just a disaster," North says. "160 countries have banned the use of this but not the U.S."
High-Fructose Corn Syrup "We're just getting too much sugar in our foods. For years, manufacturers have been taking fat out of foods and putting sugar in," says Minich.
Nitrates, Nitrites "Nitrites are added to hot dogs and cured meats in order to preserve that red color so they don't turn grey, but when you consume [them] they form nitrosamines, which cause cancer...Studies have shown that kids exposed to nitrites have higher rates of brain cancer and leukemia and adults have higher rates of brain cancer," says David Steinman.
Potassium Bromate Used to increase the "fluffiness" of bread products, Potassium Bromate is a known carcinogen that's banned in other countries, and requires a warning label in products sold in California. "The FDA should ban bromate immediately," said Dr. Michael F. Jacobson, the executive director of the Center for Science in the Public Interest in 1999.
Sulfites "preservatives found in fruits (especially grapes and wines, dried fruits) that may cause allergic reactions like respiratory difficulty, headache, nausea, and digestive complaints," says Minich.
White Flour "White flour has typically been refined and chemically bleached with peroxides or chlorine to the point where it needs to be enriched or have synthetic nutrients added back to it. The problem is that it doesn't get close to resembling its natural state—full of vitamins, minerals, and fiber. Foods containing predominantly white flour may raise blood sugar and make your body work harder to metabolize it due to its high-glycemic index," says Minich.
Thursday, August 5, 2010
Infants Learn Water Survival Skills
On July 9, 2009, my great- niece drowned in a backyard swimming pool. The grief the family experienced is still palpable, so when I saw Infant Swimming Resource (ISR) on a local television station, I knew I had to share it. This program is a must do for parents with children 6 months to six years of age. It teaches children self-rescue skills and aquatic problem solving skills. Accidental drowning is the leading cause of death for children 1-4 years of age. Visit www.infantswim.com for more information.
Sunday, July 25, 2010
Saving Your Baby's Umbilical Cord Blood
Cord blood is a noncontroversial source of stem cells, yet 99% of this lifesavings resource is thrown away. Private cord-blood banks, which are for-profit, aggressively advertise their services to pregnant women. The cost is high. Initial processing can run $2,000 and yearly fees to store the cord- blood are $125 per year. The cord-blood can only be used for the donor’s family.
Public cord-blood banks, which are non-profit, make their cord blood available to anyone who is a close enough match. There are only 19 public banks in the U.S. and until recently, women could only donate at one of the 175 affiliated hospitals. That has changed. Time reported in the July 25, 2010 issue that there is a Public Kit Donation Project. Mom-to-be can request a kit for free and their doctors are trained for free. The cord-blood is collected and sent to the bank within 48 Hours.
It costs the moms nothing to donate the cord blood. The cost of collection is borne by the government and the participating banks. When matches are made, the banks are paid by recipients’ insurance companies.
Cord blood is already being used in therapy regimens for patients with cancer, sickle-cell anemia, marrow failure and genetic diseases that call for transplants. Now there is an another options to give the gift of life in addition to organ donation.
Public cord-blood banks, which are non-profit, make their cord blood available to anyone who is a close enough match. There are only 19 public banks in the U.S. and until recently, women could only donate at one of the 175 affiliated hospitals. That has changed. Time reported in the July 25, 2010 issue that there is a Public Kit Donation Project. Mom-to-be can request a kit for free and their doctors are trained for free. The cord-blood is collected and sent to the bank within 48 Hours.
It costs the moms nothing to donate the cord blood. The cost of collection is borne by the government and the participating banks. When matches are made, the banks are paid by recipients’ insurance companies.
Cord blood is already being used in therapy regimens for patients with cancer, sickle-cell anemia, marrow failure and genetic diseases that call for transplants. Now there is an another options to give the gift of life in addition to organ donation.
Saturday, July 24, 2010
Children and Cancer
Because of their small size and rapid growth, babies and children are more vulnerable to pollutants. The President’s Cancer Panel published a report on May 6, 2010 on the risk of cancer from chemicals and other substances in the environment.
The panel’s top ten recommendations follow.
1. Drink filtered tap water.
2. Store food and water in glass, stainless steel, or BPA and phthalate free containers.
3. Minimize children’s and pregnant women’s exposure to carcinogens and endocrine disrupting chemicals. Chemicals that are known human endocrine disruptors include diethylstilbesterol (the drug DES), dioxin, PCBs, DDT, and some other pesticides. Many chemicals, particularly pesticides and plasticizers, are suspected endocrine disruptors based on limited animal studies.
4. Choose fruits and vegetables grown without pesticides or chemical fertilizers (organic). Wash all fruits and vegetables to remove residues.
5. Choose free-range meat that has not been exposed to antibiotics or growth hormones.
6. Minimize consumption of processed, charred, or well done meats.
7. Turn off all lights and electrical devices when not in use.
8. Drive a fuel efficient car, walk, bike, or use public transportation.
9. Check home radon levels.
10. Reduce radiation exposure from cell phones and medical tests, and avoid UV overexposure.
The panel’s top ten recommendations follow.
1. Drink filtered tap water.
2. Store food and water in glass, stainless steel, or BPA and phthalate free containers.
3. Minimize children’s and pregnant women’s exposure to carcinogens and endocrine disrupting chemicals. Chemicals that are known human endocrine disruptors include diethylstilbesterol (the drug DES), dioxin, PCBs, DDT, and some other pesticides. Many chemicals, particularly pesticides and plasticizers, are suspected endocrine disruptors based on limited animal studies.
4. Choose fruits and vegetables grown without pesticides or chemical fertilizers (organic). Wash all fruits and vegetables to remove residues.
5. Choose free-range meat that has not been exposed to antibiotics or growth hormones.
6. Minimize consumption of processed, charred, or well done meats.
7. Turn off all lights and electrical devices when not in use.
8. Drive a fuel efficient car, walk, bike, or use public transportation.
9. Check home radon levels.
10. Reduce radiation exposure from cell phones and medical tests, and avoid UV overexposure.
Thursday, July 1, 2010
Summer Routines
Dear Nanette,
Preschool and soccer are done, summer is just starting, and already there seems to be chaos in the household. I feel like I’m going in five directions at once, but nothing seems to be accomplished. Please help me.
Disorganized Mom
Dear Disorganized,
Even summer needs structure. Children from birth through age six thrive on order and routines so it is important to have routines even in the summer. Personally, I function better with some structure, and I know that time disappears when I don’t have it.
Some routines should be retained throughout the year. Bedtimes and mealtimes are good examples, but summer routines can be in larger chunks. Rather than a daily schedule, you may opt for a weekly schedule. For example, one day is for the pool, one day for a field trip to a museum, one day for play dates, one day for the library, one day to meet dad or grandma for lunch, etc.
Summer rituals can be different too. You may want to start the day working in the garden and follow that with a cool drink on the patio. You may want to take a walk before lunch and look for different flowers blooming. Perhaps you have a park close by where you could take the children to play or bird watch. Many communities sponsor activities like concerts in the park. My granddaughters come over every week to go to concerts in the park. They have looked forward to it all year.
Sunday evening could be planning the week ahead, and the children can be involved. When you plan ahead and write it down, you have a road map for the week. The children will look forward to the activities, and you won’t be left at the last minute thinking, “What can we do today?”
Enjoy the places you go!
Preschool and soccer are done, summer is just starting, and already there seems to be chaos in the household. I feel like I’m going in five directions at once, but nothing seems to be accomplished. Please help me.
Disorganized Mom
Dear Disorganized,
Even summer needs structure. Children from birth through age six thrive on order and routines so it is important to have routines even in the summer. Personally, I function better with some structure, and I know that time disappears when I don’t have it.
Some routines should be retained throughout the year. Bedtimes and mealtimes are good examples, but summer routines can be in larger chunks. Rather than a daily schedule, you may opt for a weekly schedule. For example, one day is for the pool, one day for a field trip to a museum, one day for play dates, one day for the library, one day to meet dad or grandma for lunch, etc.
Summer rituals can be different too. You may want to start the day working in the garden and follow that with a cool drink on the patio. You may want to take a walk before lunch and look for different flowers blooming. Perhaps you have a park close by where you could take the children to play or bird watch. Many communities sponsor activities like concerts in the park. My granddaughters come over every week to go to concerts in the park. They have looked forward to it all year.
Sunday evening could be planning the week ahead, and the children can be involved. When you plan ahead and write it down, you have a road map for the week. The children will look forward to the activities, and you won’t be left at the last minute thinking, “What can we do today?”
Enjoy the places you go!
Sunday, June 20, 2010
Mealtime Behavior
Dear Nanette,
My 3 ½ year old won’t stay in his chair during dinner. He is constantly getting up and running around. My husband is becoming frustrated and dinner isn’t the peaceful, family time we envisioned. Can you help us?
Frustrated parents
Dear Frustrated,
Research has shown that family dinners are important for children so your goal of peaceful, family time is important, but it will take work, consistency, and patience to make it a reality. Here are the steps to achieve your goal.
1. It is important that children have a comfortable seat at the table. A booster seat is important because it brings children to the proper height at the table. Think about the way you would feel if your chin only reached the table top. It has the added feature of a belt that is fastened to keep the child safe and in their seat during meals and snacks.
2. Whether it is snack or a meal, the same procedures must be applied consistently.
3. The child should always have an adult seating with them at the table while the new behavior is established.
4. Turn off the television and make the eating area a toy free zone.
5. Before the meal starts, tell the child that everyone remains seated at the table during meal or snack time and that the meal or snack is done when a person leaves the table whether or not food is finished. Saturday morning is a good time to initiate the new routine because that allows the whole weekend to practice.
6. Establish a routine for leaving the table. Children may ask to be excused or indicate they are done eating, and the adult gives permission for the child to leave.
7. Children take their plate to the kitchen as part of the clean up process. This helps reinforce that the meal is done.
8. If your child says he is done before you think he has eaten enough, remind him of the time of the next meal or snack. If he insists he is done, allow him to clean up his space. Wait until the next meal time even if he insists he is starving. He won’t starve, and you can remove yourself from the situation by setting a timer for the next meal.
9. Use affirmations (descriptive language) not rewards. “I see you sat for the whole meal, remembered to ask to be excused, and cleaned your place!” You want to avoid, “If you eat dinner, you can have dessert.”
10. At the next meal, remind your child that when he gets up, the meal is over.
11. Be sure to engage your child in the conversation during meals, and allow enough time for all to eat leisurely. Talk about the food and the way it was made or the ingredients.
12. Be a good role model. Sit down whenever you eat. It is a powerful message to be eating a cereal bar as you are walking out the door.
Depending upon the nature of the child and the length of time that the old behavior has been occurring, it can take three to thirty days to establish a new behavior, and remember that each time there is a lapse, you start over. Be consistent and persistent and soon you will have a peaceful, family mealtime.
Bon Appétit,
Nanette
My 3 ½ year old won’t stay in his chair during dinner. He is constantly getting up and running around. My husband is becoming frustrated and dinner isn’t the peaceful, family time we envisioned. Can you help us?
Frustrated parents
Dear Frustrated,
Research has shown that family dinners are important for children so your goal of peaceful, family time is important, but it will take work, consistency, and patience to make it a reality. Here are the steps to achieve your goal.
1. It is important that children have a comfortable seat at the table. A booster seat is important because it brings children to the proper height at the table. Think about the way you would feel if your chin only reached the table top. It has the added feature of a belt that is fastened to keep the child safe and in their seat during meals and snacks.
2. Whether it is snack or a meal, the same procedures must be applied consistently.
3. The child should always have an adult seating with them at the table while the new behavior is established.
4. Turn off the television and make the eating area a toy free zone.
5. Before the meal starts, tell the child that everyone remains seated at the table during meal or snack time and that the meal or snack is done when a person leaves the table whether or not food is finished. Saturday morning is a good time to initiate the new routine because that allows the whole weekend to practice.
6. Establish a routine for leaving the table. Children may ask to be excused or indicate they are done eating, and the adult gives permission for the child to leave.
7. Children take their plate to the kitchen as part of the clean up process. This helps reinforce that the meal is done.
8. If your child says he is done before you think he has eaten enough, remind him of the time of the next meal or snack. If he insists he is done, allow him to clean up his space. Wait until the next meal time even if he insists he is starving. He won’t starve, and you can remove yourself from the situation by setting a timer for the next meal.
9. Use affirmations (descriptive language) not rewards. “I see you sat for the whole meal, remembered to ask to be excused, and cleaned your place!” You want to avoid, “If you eat dinner, you can have dessert.”
10. At the next meal, remind your child that when he gets up, the meal is over.
11. Be sure to engage your child in the conversation during meals, and allow enough time for all to eat leisurely. Talk about the food and the way it was made or the ingredients.
12. Be a good role model. Sit down whenever you eat. It is a powerful message to be eating a cereal bar as you are walking out the door.
Depending upon the nature of the child and the length of time that the old behavior has been occurring, it can take three to thirty days to establish a new behavior, and remember that each time there is a lapse, you start over. Be consistent and persistent and soon you will have a peaceful, family mealtime.
Bon Appétit,
Nanette
Monday, May 31, 2010
Monday, May 17, 2010
The Importance of Sleep
Children are over stimulated, overscheduled, and sleep deficient, but according to the National Sleep Foundation, 90 percent of American parents think their child is receiving enough sleep. It has been documented that children receive about one hour less sleep per night than they did 30 years ago. There are many reasons for lost sleep.
Overscheduling of activities, lax bedtimes, television, and guilt by parents who arrive home after dark and want time with their children are reluctant to set limits about bedtime. Using new technological and statistical tools, sleep scientists have been able to isolate and measure this impact of lost sleep.
Children’s brains are a work in progress until the age of 21, and most of that work is done while a child is asleep. This lost hour has an exponential impact on children that it doesn’t have on adults. Some scientists theorize that sleep deficiencies during the formative years can cause permanent changes in a child’s brain structure. Sleep disorders can impair a child’s IQ by as much as seven points which is the same as lead exposure.
Every sleep study done shows a connection between sleep and school grades. With the benefit of functional MRI scans, researchers are beginning to understand exactly the way sleep loss impairs a child’s brain. Tired children can’t remember what they just learned because neurons lose their plasticity rendering them incapable of forming the synaptic connections necessary to encode a memory.
Sleep loss debilitates the body’s ability to extract glucose from the blood stream causing children to become inattentive in class. One part of the brain suffers more than the rest. It is the prefrontal cortex, which is responsible for executive function. Among executive functions are the orchestration of thoughts to fulfill a goal, the prediction of outcomes, and perceiving the consequences of actions.
So give your child’s brain a jump start and put them to bed early. If you need to wake your child in the morning, your child is not receiving adequate sleep.
Overscheduling of activities, lax bedtimes, television, and guilt by parents who arrive home after dark and want time with their children are reluctant to set limits about bedtime. Using new technological and statistical tools, sleep scientists have been able to isolate and measure this impact of lost sleep.
Children’s brains are a work in progress until the age of 21, and most of that work is done while a child is asleep. This lost hour has an exponential impact on children that it doesn’t have on adults. Some scientists theorize that sleep deficiencies during the formative years can cause permanent changes in a child’s brain structure. Sleep disorders can impair a child’s IQ by as much as seven points which is the same as lead exposure.
Every sleep study done shows a connection between sleep and school grades. With the benefit of functional MRI scans, researchers are beginning to understand exactly the way sleep loss impairs a child’s brain. Tired children can’t remember what they just learned because neurons lose their plasticity rendering them incapable of forming the synaptic connections necessary to encode a memory.
Sleep loss debilitates the body’s ability to extract glucose from the blood stream causing children to become inattentive in class. One part of the brain suffers more than the rest. It is the prefrontal cortex, which is responsible for executive function. Among executive functions are the orchestration of thoughts to fulfill a goal, the prediction of outcomes, and perceiving the consequences of actions.
So give your child’s brain a jump start and put them to bed early. If you need to wake your child in the morning, your child is not receiving adequate sleep.
Wednesday, April 28, 2010
Hitting
Q.:Now that the children are outdoors more, I notice that my child is hitting other children. I tell her we don’t hit and that it hurts, but it hasn’t stopped her. What’s next?
A.:Children learn conflict resolution the same way they learn to eat, talk, or dress. They need practice and a facilitator – the adult. Children up to the age of four don’t know how to solve problems so they may hit or bite, especially if they are tired, hungry, or over stimulated. Children need to know what to do rather than what not to do.
Be descriptive, give your child appropriate choices, and use positive language when you see her hit. “Suzy, I saw you hit Jimmy. Use words to solve your problem. You could say, ‘Jimmy, I had the ball. Please give it back, or Jimmy, if you want the ball, please ask me for it.’ Which do you want to say to Jimmy?” Notice all the words are positive, she has a choice of what to say, and she has the opportunity to practice a new behavior. Before going on the next adventure, remind her how to handle problems. “Remember to use your words when you have a problem, and if you can’t solve it with words, please ask for help.”
Children learn by example, so be sure that you never hit your child. Keep your child away from aggressive and over stimulating situations including those viewed on a screen. With practice, your child will become a peace keeper.
A.:Children learn conflict resolution the same way they learn to eat, talk, or dress. They need practice and a facilitator – the adult. Children up to the age of four don’t know how to solve problems so they may hit or bite, especially if they are tired, hungry, or over stimulated. Children need to know what to do rather than what not to do.
Be descriptive, give your child appropriate choices, and use positive language when you see her hit. “Suzy, I saw you hit Jimmy. Use words to solve your problem. You could say, ‘Jimmy, I had the ball. Please give it back, or Jimmy, if you want the ball, please ask me for it.’ Which do you want to say to Jimmy?” Notice all the words are positive, she has a choice of what to say, and she has the opportunity to practice a new behavior. Before going on the next adventure, remind her how to handle problems. “Remember to use your words when you have a problem, and if you can’t solve it with words, please ask for help.”
Children learn by example, so be sure that you never hit your child. Keep your child away from aggressive and over stimulating situations including those viewed on a screen. With practice, your child will become a peace keeper.
Monday, April 26, 2010
Transitioning to Preschool
Question:My child has never been to school before. How to I prepare him for his first preschool experience.
Answer:
Your child should have an opportunity to visit the school before his first day. If possible, take pictures of your child at the school and the teachers. You can put these photos in a small album that your child can look through whenever he wishes. The school should have some type of orientation for new children. There are as many ways to do this as there are schools. Some children come for a one-on-one visit, some schools have a day for new children, some schools phase new children in over several days. Ask your child’s school what their process is.
Ask your child’s teacher what your child can expect on the first day. You can share that with your child. Use positive statements when talking to your child and keep it simple. “You teacher is Miss Sally. She said you will sing songs, have snack, and play outside. You’ll meet some new children. It will be a great adventure.” Avoid statements that plant negative seeds such as, “Don’t worry. I’ll come back.” Let your child know when school will begin about a week before. Young children can often relate to “sleeps.” Five more sleeps until you go to school. Be sure your child has a good night of sleep before school. If you have to wake your child, he’s not receiving enough sleep. Let your child know that you will not be staying with him but that you will come back at pick up time.
It is best if your child can leave you rather than you leave the child. If a school has “drop off” service, use it. Make your good- bye short, a quick hug, kiss, and cheery “Good-bye.” You may want to give your child a picture of you or the family to keep with him. If your child is crying when you leave, be sure to be a few minutes early for pick up to avoid the chance that he may be the last one picked up.
Give your child about two weeks to adjust to the new routine. Always be cheery and upbeat about school.
Answer:
Your child should have an opportunity to visit the school before his first day. If possible, take pictures of your child at the school and the teachers. You can put these photos in a small album that your child can look through whenever he wishes. The school should have some type of orientation for new children. There are as many ways to do this as there are schools. Some children come for a one-on-one visit, some schools have a day for new children, some schools phase new children in over several days. Ask your child’s school what their process is.
Ask your child’s teacher what your child can expect on the first day. You can share that with your child. Use positive statements when talking to your child and keep it simple. “You teacher is Miss Sally. She said you will sing songs, have snack, and play outside. You’ll meet some new children. It will be a great adventure.” Avoid statements that plant negative seeds such as, “Don’t worry. I’ll come back.” Let your child know when school will begin about a week before. Young children can often relate to “sleeps.” Five more sleeps until you go to school. Be sure your child has a good night of sleep before school. If you have to wake your child, he’s not receiving enough sleep. Let your child know that you will not be staying with him but that you will come back at pick up time.
It is best if your child can leave you rather than you leave the child. If a school has “drop off” service, use it. Make your good- bye short, a quick hug, kiss, and cheery “Good-bye.” You may want to give your child a picture of you or the family to keep with him. If your child is crying when you leave, be sure to be a few minutes early for pick up to avoid the chance that he may be the last one picked up.
Give your child about two weeks to adjust to the new routine. Always be cheery and upbeat about school.
Thursday, April 22, 2010
the Trouble with Cereal
A study from Yale University shows that there are 19 brands of cereals that are marketed directly to children through the Internet and television. Yale researchers also found that the most heavily advertised brands are also the least healthy. Cereals that target children have 85% more sugar, 65% less fiber, and 60% more sodium than cereals for adults. Many of the child-targeted cereal also have artificial food dyes.
With one third of American children overweight or obese, unhealthy cereals targeted at children are a concern.
The ten worst cereals of the most heavily advertised brands:
Cinnamon Toast Crunch
Honey Nut Cheerios
Lucky Charms
Cocoa Puffs
Trix
Frosted Flakes
Fruity or Cocoa Pebbles
Reese’s Puffs
Corn Pops
Froot Loops
Froot Loops is 41% sugar. Let’s go back to whole, fresh foods for breakfast ditch the sugar!
With one third of American children overweight or obese, unhealthy cereals targeted at children are a concern.
The ten worst cereals of the most heavily advertised brands:
Cinnamon Toast Crunch
Honey Nut Cheerios
Lucky Charms
Cocoa Puffs
Trix
Frosted Flakes
Fruity or Cocoa Pebbles
Reese’s Puffs
Corn Pops
Froot Loops
Froot Loops is 41% sugar. Let’s go back to whole, fresh foods for breakfast ditch the sugar!
Friday, April 16, 2010
The threat of Plastic
Americans, especially our children, are under siege. The U.S. produces or imports 42 billion pounds of industrial chemicals per day. Those chemicals find their way from products into to the environment and eventually in living things. The CDC has found traces of 212 environmental chemicals in Americans. This includes toxic metals like arsenic and cadmium, pesticides, flame retardants, and rocket fuel (perchlorate).
Our health and our children’s future are threatened by the potentially serious impact on our health by even small amounts of toxins like bisphenol A (BPA) and phthalates, which are key ingredients in modern plastics. They may disrupt the endocrine system leading to developmental problems. Rising rates of obesity, diabetes autism, attention-hyperactivity disorder could have chemical connections. There is an understanding emerging that children are highly susceptible to environmental hazards.
Why are children more susceptible than adults?
1. Children ages 1 through 5 eat three to four times more per unit of body weight than the average adult.
2. Infants and children drink more than 2½ times as much water as adults on a percentage-of-body weight basis.
3. A resting infant’s air intake is twice that of an adult, and a baby’s surface-to-volume ratio of skin to weight is 2 ½ times greater per unit of body mass compared to that of an adult.
This means that children have an exposure to environmental toxins at greater levels than adults.
The Toxic Substances Control Act (TSCA) has been a failure. The burden of proving chemicals dangerous falls almost entirely on the government while citizens and regulators are denied information about how substances are made and what their effects are because of industry confidentiality built into the TSCA. The Environmental Protection Agency has lacked the power to ban even a dangerous carcinogen like asbestos.
If we look at BPA, we see that it is a synthetic estrogen, and plastics with BPA can break down when they’re washed, heated, or stressed which allows the chemical to leach into food and water and then enter the body. BPA has been found in 93% of Americans over the age of six. Higher levels of phthalates have been linked to earlier breast development in girls which is a possible risk factor for breast cancer and are suspect in the rise of hypospadias (a deformity of the urethra in boys). A recent study by Shana Swan of the Center for Reproductive Epidemiology at the University of Rochester found that women that had higher levels of phthalates during pregnancy were more likely to have children with behavioral problems.
A fatal flaw in testing is that only one chemical in a body is tested at a time. The reality is that we encounter several chemicals in combination, which might react differently.
What can parents do to protect their children?
1. Use glass, ceramic, and stainless steel for storing food. It’s the safest way to protect against chemicals.
2. Never use or buy products (food, personal care, or cleaning items) in plastics number 3, 6, or 7. See description at end.
3. Plastics numbered 1, 2, 4 or 5 may be used for storage of food that contains no fat and is cold.
4. Never use plastic to reheat food and never reheat with plastic covers or plastic wrap.
5. Contact New Jersey Senator Frank Lautenberg and Illinois Representative Bobby Rush to express your support of their pending updates to the TSCA.
Let’s protect our children.
Plastic number 3 – PVC may contain phthalates which can pass into food, water, and cosmetics. The chemicals also can emit gas from curtains or pipes and can be breathed in.
Plastic number 6 – Polystyrene, a toxic chemical, leaks into contents and is not biodegradable.
Plastic number 7 – Polycarbonate can contain BPA which can leach into food and water.
Bibliography
Goode, Caron B. EdD. Raising Intuitive Children. New Jersey: New Page Books, 2009
Our health and our children’s future are threatened by the potentially serious impact on our health by even small amounts of toxins like bisphenol A (BPA) and phthalates, which are key ingredients in modern plastics. They may disrupt the endocrine system leading to developmental problems. Rising rates of obesity, diabetes autism, attention-hyperactivity disorder could have chemical connections. There is an understanding emerging that children are highly susceptible to environmental hazards.
Why are children more susceptible than adults?
1. Children ages 1 through 5 eat three to four times more per unit of body weight than the average adult.
2. Infants and children drink more than 2½ times as much water as adults on a percentage-of-body weight basis.
3. A resting infant’s air intake is twice that of an adult, and a baby’s surface-to-volume ratio of skin to weight is 2 ½ times greater per unit of body mass compared to that of an adult.
This means that children have an exposure to environmental toxins at greater levels than adults.
The Toxic Substances Control Act (TSCA) has been a failure. The burden of proving chemicals dangerous falls almost entirely on the government while citizens and regulators are denied information about how substances are made and what their effects are because of industry confidentiality built into the TSCA. The Environmental Protection Agency has lacked the power to ban even a dangerous carcinogen like asbestos.
If we look at BPA, we see that it is a synthetic estrogen, and plastics with BPA can break down when they’re washed, heated, or stressed which allows the chemical to leach into food and water and then enter the body. BPA has been found in 93% of Americans over the age of six. Higher levels of phthalates have been linked to earlier breast development in girls which is a possible risk factor for breast cancer and are suspect in the rise of hypospadias (a deformity of the urethra in boys). A recent study by Shana Swan of the Center for Reproductive Epidemiology at the University of Rochester found that women that had higher levels of phthalates during pregnancy were more likely to have children with behavioral problems.
A fatal flaw in testing is that only one chemical in a body is tested at a time. The reality is that we encounter several chemicals in combination, which might react differently.
What can parents do to protect their children?
1. Use glass, ceramic, and stainless steel for storing food. It’s the safest way to protect against chemicals.
2. Never use or buy products (food, personal care, or cleaning items) in plastics number 3, 6, or 7. See description at end.
3. Plastics numbered 1, 2, 4 or 5 may be used for storage of food that contains no fat and is cold.
4. Never use plastic to reheat food and never reheat with plastic covers or plastic wrap.
5. Contact New Jersey Senator Frank Lautenberg and Illinois Representative Bobby Rush to express your support of their pending updates to the TSCA.
Let’s protect our children.
Plastic number 3 – PVC may contain phthalates which can pass into food, water, and cosmetics. The chemicals also can emit gas from curtains or pipes and can be breathed in.
Plastic number 6 – Polystyrene, a toxic chemical, leaks into contents and is not biodegradable.
Plastic number 7 – Polycarbonate can contain BPA which can leach into food and water.
Bibliography
Goode, Caron B. EdD. Raising Intuitive Children. New Jersey: New Page Books, 2009
Wednesday, March 31, 2010
Ages and Stages-Twelve through Eighteen
The work of the child at this stage is to:
To continue on the road of independence
To integrate sexuality into identity
To develop emotional separation from family
To take on more responsibility within the family
To be responsible for own needs, feelings, and behaviors as they go out into world
To develop moral thinking
To participate in family rituals and celebrations
To disagree and still beloved
To emerge as a separate, independent person with own identity and values within the context of the family
At this stage, children repeat the being and doing the tasks of infancy and childhood.
At the onset of puberty:
Sometimes they are independent and sometimes want to be cared for.
They explore new areas without being concerned with standards or finishing.
At fourteen, the revisit tasks of a two-year old, independent thinking:
They are reasonable and competent with intermittent rebellious outbursts.
At the ages fourteen through seventeen, they revisit the ages of the three to five-year old, identity and power.
They ask questions, “Why? and “How come?”
They work out new role identity with same sex and with opposite sex with both peers and adults.
They work on solving complex problems.
At ages sixteen through eighteen, they revisit the tasks of the six to twelve-year olds, structure.
They practice being adult and responsible with sudden short travels to rule-testing behaviors.
They may break rules as part of separation from parent.
It is the work of the caregivers:
Continue loving and offering safety and protection. Insist that the adolescent do regular household chores, participate in family ritual and celebrations. Expect the adolescent to support the physical, emotional, and social welfare of the family. Monitor adolescent’s friends and activities. Confront unacceptable behavior. Be clear about alcohol and drug use, and sexual behavior. Accept all of the adolescent’s feelings and talk about them non-judgmentally. Identify and support the ways the adolescent is becoming independent. Encourage growing independence and accept the identity that the adolescent is forming, which may be different from parents’ expectations or dreams for him or her.
What caregivers need to avoid:
Failing to insist adolescent does chores and does them for him or her
Protecting from consequences
Rigid rules or no limits, unequal enforcement, or refusing to renegotiate
Teasing about sexuality interests, fantasies, dreams, appearance or friends
Allowing adolescent to be exclusively with friends and excluding family
Allowing freedom without accountability
Keeping adolescent dependent
Providing too much stuff without adolescent’s effort to contribute or be responsible
Failure to monitor adolescent’s recreational activities
Neglecting to expect thinking and problem solving behavior
To continue on the road of independence
To integrate sexuality into identity
To develop emotional separation from family
To take on more responsibility within the family
To be responsible for own needs, feelings, and behaviors as they go out into world
To develop moral thinking
To participate in family rituals and celebrations
To disagree and still beloved
To emerge as a separate, independent person with own identity and values within the context of the family
At this stage, children repeat the being and doing the tasks of infancy and childhood.
At the onset of puberty:
Sometimes they are independent and sometimes want to be cared for.
They explore new areas without being concerned with standards or finishing.
At fourteen, the revisit tasks of a two-year old, independent thinking:
They are reasonable and competent with intermittent rebellious outbursts.
At the ages fourteen through seventeen, they revisit the ages of the three to five-year old, identity and power.
They ask questions, “Why? and “How come?”
They work out new role identity with same sex and with opposite sex with both peers and adults.
They work on solving complex problems.
At ages sixteen through eighteen, they revisit the tasks of the six to twelve-year olds, structure.
They practice being adult and responsible with sudden short travels to rule-testing behaviors.
They may break rules as part of separation from parent.
It is the work of the caregivers:
Continue loving and offering safety and protection. Insist that the adolescent do regular household chores, participate in family ritual and celebrations. Expect the adolescent to support the physical, emotional, and social welfare of the family. Monitor adolescent’s friends and activities. Confront unacceptable behavior. Be clear about alcohol and drug use, and sexual behavior. Accept all of the adolescent’s feelings and talk about them non-judgmentally. Identify and support the ways the adolescent is becoming independent. Encourage growing independence and accept the identity that the adolescent is forming, which may be different from parents’ expectations or dreams for him or her.
What caregivers need to avoid:
Failing to insist adolescent does chores and does them for him or her
Protecting from consequences
Rigid rules or no limits, unequal enforcement, or refusing to renegotiate
Teasing about sexuality interests, fantasies, dreams, appearance or friends
Allowing adolescent to be exclusively with friends and excluding family
Allowing freedom without accountability
Keeping adolescent dependent
Providing too much stuff without adolescent’s effort to contribute or be responsible
Failure to monitor adolescent’s recreational activities
Neglecting to expect thinking and problem solving behavior
Wednesday, March 10, 2010
Ages and Stages –Six Years to Twelve Years
The work of the child at this stage is to:
To learn to cooperate
To identify with same sex
To take on more responsibility within the family
To learn about family values
To disagree and still beloved
To learn the difference between wants and needs
To experience consequences
To test ideas and values
To learn about other’s values and ideas
The children at this plane of development are moving from the concrete to the abstract, they are moving toward the age of reason (complete at 10), they use their imagination, and they are intensely interested in right versus wrong (moral justice). Children at this age begin to use their imagination to think about cause and effect and to reflect on the consequences of previous behavior. They are very interested in right, wrong, and fairness. They want to test limits and argue their point of view. By using their imagination, they can reflect ways their behavior or choices affect others. They compare themselves to others
The work of the caregivers:
Caregivers need to delineate responsibility for themselves and the child. They need to be a reliable source of information for the child. Caregivers must set and enforce limits, and they must be sure tot have the child be an active participant in the family by helping with family chores and contributing to the decision making process. They need to listen respectfully to the child’s ideas and be accepting of their opinions while explaining their views about values, beliefs, and right and wrong. They need to teach by example the way to disagree fairly.
What caregivers need to avoid:
Fail to place limits on screen and electronic time
Expectations of perfection
Rigid rules or no limits
Allow child to believe they are first
Giving child whatever is asked for
Fail to allow children to be unhappy or experience failure
Filling child’s time with activities so there is no free time to imagine and explore
Fail to let child experience consequences
http://www.oaktrails.org/
To learn to cooperate
To identify with same sex
To take on more responsibility within the family
To learn about family values
To disagree and still beloved
To learn the difference between wants and needs
To experience consequences
To test ideas and values
To learn about other’s values and ideas
The children at this plane of development are moving from the concrete to the abstract, they are moving toward the age of reason (complete at 10), they use their imagination, and they are intensely interested in right versus wrong (moral justice). Children at this age begin to use their imagination to think about cause and effect and to reflect on the consequences of previous behavior. They are very interested in right, wrong, and fairness. They want to test limits and argue their point of view. By using their imagination, they can reflect ways their behavior or choices affect others. They compare themselves to others
The work of the caregivers:
Caregivers need to delineate responsibility for themselves and the child. They need to be a reliable source of information for the child. Caregivers must set and enforce limits, and they must be sure tot have the child be an active participant in the family by helping with family chores and contributing to the decision making process. They need to listen respectfully to the child’s ideas and be accepting of their opinions while explaining their views about values, beliefs, and right and wrong. They need to teach by example the way to disagree fairly.
What caregivers need to avoid:
Fail to place limits on screen and electronic time
Expectations of perfection
Rigid rules or no limits
Allow child to believe they are first
Giving child whatever is asked for
Fail to allow children to be unhappy or experience failure
Filling child’s time with activities so there is no free time to imagine and explore
Fail to let child experience consequences
http://www.oaktrails.org/
Saturday, February 27, 2010
Ages and Stages – Three Years to Six Years
The work of the child at this stage is to:
To learn that others don’t think like they do
To learn about the world
To learn that behavior has consequences
To separate fantasy from reality
To learn socially acceptable behavior
To become a member of a community (family, school, etc)
The children in this age group are still in the first plane of development, but at this point learning becomes conscious. Between and four children learn that others are not thinking what they are thinking. Because they think that you are thinking what they are thinking, children are not lying. They think everyone has the same thoughts. Children with older siblings learn this closer to three. Only children or the oldest sibling learns this closer to four. Children at this stage start cooperative play. Children at this age engage in fantasy play and may take on roles. They also become interested in games. They also are curious about sex roles, and they practice behavior for sex role identification.
The work of the caregivers:
Caregivers can help the child identify their place in the family by having the child do tasks that assist the family. Provide information about the world and correct misinformation. Support your child’s exploration of the world. Set limits and be consistent. Be clear about responsibility. Be clear about the separation between fantasy and reality. Respond calmly and truthfully to child’s interest in the body.
What caregivers need to avoid:
Not requiring participation in family life (chores)
Teasing child about fantasy roles
Arguing with the child about who is right or wrong
Not answering questions accurately
Being inconsistent
Being rigid and not listening to the child
Thinking for the child
Being responsible for things that are the child’s responsibility
http://www.oaktrails.org/
To learn that others don’t think like they do
To learn about the world
To learn that behavior has consequences
To separate fantasy from reality
To learn socially acceptable behavior
To become a member of a community (family, school, etc)
The children in this age group are still in the first plane of development, but at this point learning becomes conscious. Between and four children learn that others are not thinking what they are thinking. Because they think that you are thinking what they are thinking, children are not lying. They think everyone has the same thoughts. Children with older siblings learn this closer to three. Only children or the oldest sibling learns this closer to four. Children at this stage start cooperative play. Children at this age engage in fantasy play and may take on roles. They also become interested in games. They also are curious about sex roles, and they practice behavior for sex role identification.
The work of the caregivers:
Caregivers can help the child identify their place in the family by having the child do tasks that assist the family. Provide information about the world and correct misinformation. Support your child’s exploration of the world. Set limits and be consistent. Be clear about responsibility. Be clear about the separation between fantasy and reality. Respond calmly and truthfully to child’s interest in the body.
What caregivers need to avoid:
Not requiring participation in family life (chores)
Teasing child about fantasy roles
Arguing with the child about who is right or wrong
Not answering questions accurately
Being inconsistent
Being rigid and not listening to the child
Thinking for the child
Being responsible for things that are the child’s responsibility
http://www.oaktrails.org/
Thursday, February 25, 2010
Ages and Stages – Eighteen months to Three Years
The work of the child at this stage is to:
To start the process of thinking
To test authority
To test cause and effect
To express feelings
To begin to follow directions
To begin to imitate adults work
To begin to learn they are separate physically
To refine gross motor and fine motor skills
The sense of order is very high at this stage. It is also the sensitive period for language. At eighteen months children have a vocabulary of 50 words. By the age of three, children should be speaking in sentences of at least five to six words. Children begin parallel play in this stage. “No’ is a favorite word, and tantrums may appear. Cause and effect thinking begins to emerge.
The work of the caregivers:
Language is important at this stage. Speak clearly and slowly using correct grammar so as to provide an exemplary to the child. Use complete sentences and manners when speaking to the child and others. Give the child outdoor time to run, jump, and climb. Allow the child to walk rather than ride in a stroller. Give them the words for new things. Give them the words to speak kindly. Encourage them to use words to express themselves rather than hitting or having a tantrum. Give the child appropriate choices. Teach them how to be a helper in the home. For example, they can match socks, then fold them, and put them away. Start doing simple cooking projects. Help the child to become independent by buying simple cloths that the child can put on and take off by him or herself. Put children’s things on low shelves so they can reach frequently needed things by themselves without asking for help. Give the child responsibility and be clear about it. Set limits and be firm about them. Celebrate their successes.
What caregivers need to avoid:
Doing for the child what the child can do for him or herself
Teasing (bullying) the child, for example, calling them a cry baby when they cry
Not having limits or not enforcing them
Giving the child too many toys that they are unable to put them away
Not answering the child with accurate information
Confusing reality with pretend
Allowing child to be center of universe
Having low expectations for the child
To start the process of thinking
To test authority
To test cause and effect
To express feelings
To begin to follow directions
To begin to imitate adults work
To begin to learn they are separate physically
To refine gross motor and fine motor skills
The sense of order is very high at this stage. It is also the sensitive period for language. At eighteen months children have a vocabulary of 50 words. By the age of three, children should be speaking in sentences of at least five to six words. Children begin parallel play in this stage. “No’ is a favorite word, and tantrums may appear. Cause and effect thinking begins to emerge.
The work of the caregivers:
Language is important at this stage. Speak clearly and slowly using correct grammar so as to provide an exemplary to the child. Use complete sentences and manners when speaking to the child and others. Give the child outdoor time to run, jump, and climb. Allow the child to walk rather than ride in a stroller. Give them the words for new things. Give them the words to speak kindly. Encourage them to use words to express themselves rather than hitting or having a tantrum. Give the child appropriate choices. Teach them how to be a helper in the home. For example, they can match socks, then fold them, and put them away. Start doing simple cooking projects. Help the child to become independent by buying simple cloths that the child can put on and take off by him or herself. Put children’s things on low shelves so they can reach frequently needed things by themselves without asking for help. Give the child responsibility and be clear about it. Set limits and be firm about them. Celebrate their successes.
What caregivers need to avoid:
Doing for the child what the child can do for him or herself
Teasing (bullying) the child, for example, calling them a cry baby when they cry
Not having limits or not enforcing them
Giving the child too many toys that they are unable to put them away
Not answering the child with accurate information
Confusing reality with pretend
Allowing child to be center of universe
Having low expectations for the child
Tuesday, February 23, 2010
Ages and Stages – Six to Eighteen months
The work of the child at this stage is to:
To explore their environment
To use their senses in exploration
To get help when needed
To take the initiative
The child uses all senses to explore but tasting is the favorite. Babies of this age are very curious so they need a safe, free environment to explore. The baby starts to play Patty-cake and Peek-a-boo. Children start using words and will have about fifty by 18 months, mostly nouns. Second children learn language differently and will have inflection and rhythm of language and then plug words into sentence form. Children will walk at this age and start climbing.
The work of the caregivers:
Caregivers need to provide a safe environment for the child to explore at will. For unsafe activities, the caregiver needs to redirect and use positive words, e.g. “We pet the cat gently like this” instead of “don’t hit the cat.” Provide the child with sensory experiences such as a variety of music, water play, paint. Use proper grammar as you would if talking to an adult. “I see you are looking in the mirror” not Mommy sees Jane looking in the mirror.” Notice what activities evoke concentration in the child. Allow the child to work at things unassisted. Use descriptive phrases e.g. “You did it” “You put the blocks together.”
What caregivers need to avoid:
Doesn’t allow the child to struggle e.g. to reach a toy
Over-stimulating the child with too many sights, sounds, and toys
Punishment
Rewards
Praise
Restricts mobility
Unrealistic expectations
To explore their environment
To use their senses in exploration
To get help when needed
To take the initiative
The child uses all senses to explore but tasting is the favorite. Babies of this age are very curious so they need a safe, free environment to explore. The baby starts to play Patty-cake and Peek-a-boo. Children start using words and will have about fifty by 18 months, mostly nouns. Second children learn language differently and will have inflection and rhythm of language and then plug words into sentence form. Children will walk at this age and start climbing.
The work of the caregivers:
Caregivers need to provide a safe environment for the child to explore at will. For unsafe activities, the caregiver needs to redirect and use positive words, e.g. “We pet the cat gently like this” instead of “don’t hit the cat.” Provide the child with sensory experiences such as a variety of music, water play, paint. Use proper grammar as you would if talking to an adult. “I see you are looking in the mirror” not Mommy sees Jane looking in the mirror.” Notice what activities evoke concentration in the child. Allow the child to work at things unassisted. Use descriptive phrases e.g. “You did it” “You put the blocks together.”
What caregivers need to avoid:
Doesn’t allow the child to struggle e.g. to reach a toy
Over-stimulating the child with too many sights, sounds, and toys
Punishment
Rewards
Praise
Restricts mobility
Unrealistic expectations
Monday, February 22, 2010
Ages and Stages - Birth to six months
This week we will explore the ages and stages of children through the teen years. I will list the typical jobs of the child and the corresponding behaviors along with appropriate caregiver behavior and behaviors to avoid.
The first plane of development is birth through age six. This plane is based in the concrete. Children have not reached the age of reason. From birth to age three there is unconscious learning and making order out of chaos.
The work of the child at this stage is to:
To make needs known usually by crying out
To be accepting of touch and nurture
To bond emotionally and to trust adult caregivers
Children at this stage cry, cuddle, make lots of sounds starting with cooing and then babbling, look at faces especially the eyes and mouth, and imitate. Babies as young as two days old watch the movement of the caregiver’s mouth.
The work of the caregivers:
Caregivers need to provide consistent, reliable, and loving care. They need to respond to the baby’s calls and meet the baby’s needs, Look and hold the baby while feeding. Talk to the baby, look at the baby when talking, and imitate the baby’s sounds. Sing to the baby. Touch the baby (baby massage is great). Be there in the present moment.
What caregivers need to avoid:
Feeding before baby signals or as an automatic response to any cry the baby makes
Over-stimulating the baby with too many sights, sounds, and toys
Punishment
Angry, rigid responses
Unhealthy environment
Hovering
Unresponsive to baby’s needs
Unsafe environment
Being negative (don’t, no)
The first plane of development is birth through age six. This plane is based in the concrete. Children have not reached the age of reason. From birth to age three there is unconscious learning and making order out of chaos.
The work of the child at this stage is to:
To make needs known usually by crying out
To be accepting of touch and nurture
To bond emotionally and to trust adult caregivers
Children at this stage cry, cuddle, make lots of sounds starting with cooing and then babbling, look at faces especially the eyes and mouth, and imitate. Babies as young as two days old watch the movement of the caregiver’s mouth.
The work of the caregivers:
Caregivers need to provide consistent, reliable, and loving care. They need to respond to the baby’s calls and meet the baby’s needs, Look and hold the baby while feeding. Talk to the baby, look at the baby when talking, and imitate the baby’s sounds. Sing to the baby. Touch the baby (baby massage is great). Be there in the present moment.
What caregivers need to avoid:
Feeding before baby signals or as an automatic response to any cry the baby makes
Over-stimulating the baby with too many sights, sounds, and toys
Punishment
Angry, rigid responses
Unhealthy environment
Hovering
Unresponsive to baby’s needs
Unsafe environment
Being negative (don’t, no)
Thursday, February 18, 2010
A Home Environment That Supports Independence
Babies and children are observers, and the more opportunities they have to observe their environment, which includes people and things as well as the interactions, the more quickly they will assimilate their culture and become socialized. Babies and children need movement, language, independence, order, love, and discipline. With these as a basis, babies and children will be able to practice the actions and interactions that they have observed. The need for independence begins at home.
Just as children have a prepared environment at school, they should also have a prepared environment at home. Rolling toys and soft balls that only move a short distance give babies and young toddlers a challenge to move forward. When you give them a safe place to move, it allows them to explore freely without restrictions. A stool, sturdy low table, or sofa is excellent for enabling children to practice walking while holding on to something. Small walker wagons provide the opportunity for children to pull up and practice walking at will. Push and pull toys are fun for the new walker.
Once a child is walking confidently, it is always better for them to walk than be pushed around in a stroller. Walks may take longer, but the goal of a walk is to see all the wonderful things that surround them and to have the time to stop and examine anything they find of interest. Visiting the park gives them a chance to climb and jump in an appropriate space. Tricycles and scooters are wonderful additions as children’s motor skills progress. Children should have access to music so they may dance when they wish.
Children need to learn spoken language. Infants watch with great attention the mouths of those around them when they speak. Babies start to imitate mouth movements as early as two days old. Research has shown that babies imitate the inflection of their language when they cry. They will make sounds, cooing, and then start to babble. All on their own they will construct language. Babies’ brains are fully functional at birth. They are hardwired to learn. Babies acquire receptive language long before they expressive language. Motherese is a great help to understanding language, and it helps isolate sounds so later the babies can replicate the sounds. Motherese is not the same as baby talk which pronounces words incorrectly, but rather a higher pitched voice with an intonation that is melodic and singsongy. Speech slows and vowels are elongated. Words are repeated, most frequently nouns, and isolated. Sentences are shorter and simpler. They are repeated with slight variation.
To foster independence as children approach preschool age, clothes should be hung in the lower half of the closet. Place a limited number of seasonally appropriate items for the child to access. Items may also be placed in the lower drawers of a dresser. Have a hamper for the child to place dirty clothes. Show the child how to fold or hang clean clothes and put them away.
Children should have clothes that are easy to put on beginning with shirts that pull over the head, Velcro shoes, and elastic-waist pants. As coordination develops, clothes can become more complicated. Children’s choices in clothing are personal taste and don’t need to be corrected. Clothing coordination is not the important issue; inner pride and self-confidence are.
A child’s dishes should be in a low cabinet with easy access for the child. Spoons and forks can be kept in a container next to the bowls, plates, and glasses. Dishes should not be plastic. Corelle dishes work well. Children enjoy heavy objects and objects that are like those the adults use. The use of plastic allows the child to be inattentive to what they are doing and this includes Sippy cups. A small child sized bucket and mop along with a sponge should be readily available for the child to wipe up any mishaps.
Children love to participate in the daily life of the home. Cooking, baking, and cleaning are wonderful activities that children love to do when they have small child-sized tools available. Children also love working outdoors. Raking, shoveling, weeding, and planting are a few activities that children enjoy, and there are child sized tools for these activities.
The adult is part of the child’s environment. From the adult the child receives material things and help. The child also takes from the adult what is necessary for self-construction. It is the child who loves the adult.
Is it possible to over nurture, over indulge, and over permit? Love can be defined as a profound respect for another. Love is not doing for the child what the child can do for him or herself. The child wants and craves independence. Creating dependence is a need of the adult ego. Our role as an adult from the moment a child is born is to allow the child to proceed forward with his or her self-construction on the way to becoming a fully functioning human being within society.
When children are given too much stuff, it hampers their ability to develop concentration and attention. A few well chosen toys that can be used in a variety of ways will serve children better. Limiting choices allows children to see the individual choices, and they do not become overwhelmed. Display the choices on a shelf that is easily accessible to your child without adult help. Avoid plastic. Wooden toys are more expensive and sometimes difficult to find, but they are durable and will last. If you have several items, only put a few out. Toys can be rotated as necessary. A good set of maple blocks is a great investment. They are open-ended and can be used by a wide age range.
There is no freedom without limits. Discipline is positive, it redirects, and it offers choices whenever possible or appropriate. Discipline is not punishment, rewards, or praise nor is it something we do to a child. The goal of discipline is for children to develop their own internal wisdom regarding choices they are making. When evaluating young children’s behavior, adults need to look at three things. Is it safe, is it polite, and is it respectful? Young children do not have the theory of the mind. They don’t understand that others aren’t thinking what they think. They also are concrete thinkers and don’t reach the age of reason until around ten years of age. Simply put, children under the age of four don’t lie. They think you’re thinking exactly what they are thinking. When looking at children’s behavior from age four and on, adults can gradually add two things. Is it legal and is it moral?
Create a home that supports your child's development and your child will be well on his or her wroad to independence.
http://www.oaktrails.org/
Just as children have a prepared environment at school, they should also have a prepared environment at home. Rolling toys and soft balls that only move a short distance give babies and young toddlers a challenge to move forward. When you give them a safe place to move, it allows them to explore freely without restrictions. A stool, sturdy low table, or sofa is excellent for enabling children to practice walking while holding on to something. Small walker wagons provide the opportunity for children to pull up and practice walking at will. Push and pull toys are fun for the new walker.
Once a child is walking confidently, it is always better for them to walk than be pushed around in a stroller. Walks may take longer, but the goal of a walk is to see all the wonderful things that surround them and to have the time to stop and examine anything they find of interest. Visiting the park gives them a chance to climb and jump in an appropriate space. Tricycles and scooters are wonderful additions as children’s motor skills progress. Children should have access to music so they may dance when they wish.
Children need to learn spoken language. Infants watch with great attention the mouths of those around them when they speak. Babies start to imitate mouth movements as early as two days old. Research has shown that babies imitate the inflection of their language when they cry. They will make sounds, cooing, and then start to babble. All on their own they will construct language. Babies’ brains are fully functional at birth. They are hardwired to learn. Babies acquire receptive language long before they expressive language. Motherese is a great help to understanding language, and it helps isolate sounds so later the babies can replicate the sounds. Motherese is not the same as baby talk which pronounces words incorrectly, but rather a higher pitched voice with an intonation that is melodic and singsongy. Speech slows and vowels are elongated. Words are repeated, most frequently nouns, and isolated. Sentences are shorter and simpler. They are repeated with slight variation.
To foster independence as children approach preschool age, clothes should be hung in the lower half of the closet. Place a limited number of seasonally appropriate items for the child to access. Items may also be placed in the lower drawers of a dresser. Have a hamper for the child to place dirty clothes. Show the child how to fold or hang clean clothes and put them away.
Children should have clothes that are easy to put on beginning with shirts that pull over the head, Velcro shoes, and elastic-waist pants. As coordination develops, clothes can become more complicated. Children’s choices in clothing are personal taste and don’t need to be corrected. Clothing coordination is not the important issue; inner pride and self-confidence are.
A child’s dishes should be in a low cabinet with easy access for the child. Spoons and forks can be kept in a container next to the bowls, plates, and glasses. Dishes should not be plastic. Corelle dishes work well. Children enjoy heavy objects and objects that are like those the adults use. The use of plastic allows the child to be inattentive to what they are doing and this includes Sippy cups. A small child sized bucket and mop along with a sponge should be readily available for the child to wipe up any mishaps.
Children love to participate in the daily life of the home. Cooking, baking, and cleaning are wonderful activities that children love to do when they have small child-sized tools available. Children also love working outdoors. Raking, shoveling, weeding, and planting are a few activities that children enjoy, and there are child sized tools for these activities.
The adult is part of the child’s environment. From the adult the child receives material things and help. The child also takes from the adult what is necessary for self-construction. It is the child who loves the adult.
Is it possible to over nurture, over indulge, and over permit? Love can be defined as a profound respect for another. Love is not doing for the child what the child can do for him or herself. The child wants and craves independence. Creating dependence is a need of the adult ego. Our role as an adult from the moment a child is born is to allow the child to proceed forward with his or her self-construction on the way to becoming a fully functioning human being within society.
When children are given too much stuff, it hampers their ability to develop concentration and attention. A few well chosen toys that can be used in a variety of ways will serve children better. Limiting choices allows children to see the individual choices, and they do not become overwhelmed. Display the choices on a shelf that is easily accessible to your child without adult help. Avoid plastic. Wooden toys are more expensive and sometimes difficult to find, but they are durable and will last. If you have several items, only put a few out. Toys can be rotated as necessary. A good set of maple blocks is a great investment. They are open-ended and can be used by a wide age range.
There is no freedom without limits. Discipline is positive, it redirects, and it offers choices whenever possible or appropriate. Discipline is not punishment, rewards, or praise nor is it something we do to a child. The goal of discipline is for children to develop their own internal wisdom regarding choices they are making. When evaluating young children’s behavior, adults need to look at three things. Is it safe, is it polite, and is it respectful? Young children do not have the theory of the mind. They don’t understand that others aren’t thinking what they think. They also are concrete thinkers and don’t reach the age of reason until around ten years of age. Simply put, children under the age of four don’t lie. They think you’re thinking exactly what they are thinking. When looking at children’s behavior from age four and on, adults can gradually add two things. Is it legal and is it moral?
Create a home that supports your child's development and your child will be well on his or her wroad to independence.
http://www.oaktrails.org/
Wednesday, February 17, 2010
Words That Develop Internal Motivation
Children have internal motivation when they are born. They are hardwired to master tasks and learn. Children are driven to better themselves without any external rewards, but adults often find it hard to believe. Adults often begin rewards and praise as a way of motivating children, but a reward or praise is the flip side of a punishment. If you eat dinner, you may have snack (a reward). If you don’t eat dinner, you will not have snack (a punishment). The result is the same only one is called a reward, but if a child doesn’t receive the reward then the result is the same as if you had only stated it as a punishment.
Adults also set up competitive environments. Who will be the first one to finish dinner? Who’s the fastest? A better choice is Can you dress faster than you did yesterday? This helps a child focus on his or her work and progress.
Praise is a reward because it is something that comes from outside the child. Children learn to walk. Even when they fall and hurt themselves, they get back up and try again. It doesn’t mean we can’t celebrate their successes with them, but the language is different. You must be proud of your hard work. You did it. These statements are descriptive and focus on the doer, the child, and not on the adult who is giving approval.
Here are some examples.
Internal Motivation and message. You did it (descriptive). You must be proud of yourself (descriptive). I see you used many colors (descriptive). See how quickly you can get ready (progress). You worked a long time on that project (descriptive). I'll teach you how to do it (confidence). With practice, you'll improve (confidence).
External Motivation and message. Good job (praise). I'm proud of you (praise). It's a beautiful picture (praise). See if you can be the first to get ready (competition). You did a great job (praise). I'll do that for you (condescending). I'll give you candy if you do better (reward).
So, when your child comes to you and asks, "Do you like what I did?," ask them, "Do you like what you did?"
http://www.oaktrails.org/
Adults also set up competitive environments. Who will be the first one to finish dinner? Who’s the fastest? A better choice is Can you dress faster than you did yesterday? This helps a child focus on his or her work and progress.
Praise is a reward because it is something that comes from outside the child. Children learn to walk. Even when they fall and hurt themselves, they get back up and try again. It doesn’t mean we can’t celebrate their successes with them, but the language is different. You must be proud of your hard work. You did it. These statements are descriptive and focus on the doer, the child, and not on the adult who is giving approval.
Here are some examples.
Internal Motivation and message. You did it (descriptive). You must be proud of yourself (descriptive). I see you used many colors (descriptive). See how quickly you can get ready (progress). You worked a long time on that project (descriptive). I'll teach you how to do it (confidence). With practice, you'll improve (confidence).
External Motivation and message. Good job (praise). I'm proud of you (praise). It's a beautiful picture (praise). See if you can be the first to get ready (competition). You did a great job (praise). I'll do that for you (condescending). I'll give you candy if you do better (reward).
So, when your child comes to you and asks, "Do you like what I did?," ask them, "Do you like what you did?"
http://www.oaktrails.org/
Tuesday, February 16, 2010
Identifying and Setting Limits
Q. My three year old son keeps jumping on the furniture. I tell him “no,” that it’s not safe, and that’s not the way we treat our furniture but it doesn’t work. I’ve even tried time outs. What else can I do?
A. You have a great start because you have identified safety and respect as limits. Now you need the words and actions to implement the limits.
Decide ways and places that you can allow your child to express his need to jump. Tell your child about the way and place that he may jump. The next time he jumps on the furniture use positive words to tell him what he may do. “The couch is for sitting. You may jump in the special place I showed you. You may go there to jump.” You may need to be more proactive the first few times until the new behavior is established. “Can you go by yourself or do you need help?” If he ignores you, kindly and gently pick him up and say, “I see you need help.” Take him to the jumping place, and allow him space and time to digest the event. The fewer the words used the better.
Be consistent and follow through the same way every time while the new behavior is established.
A. You have a great start because you have identified safety and respect as limits. Now you need the words and actions to implement the limits.
Decide ways and places that you can allow your child to express his need to jump. Tell your child about the way and place that he may jump. The next time he jumps on the furniture use positive words to tell him what he may do. “The couch is for sitting. You may jump in the special place I showed you. You may go there to jump.” You may need to be more proactive the first few times until the new behavior is established. “Can you go by yourself or do you need help?” If he ignores you, kindly and gently pick him up and say, “I see you need help.” Take him to the jumping place, and allow him space and time to digest the event. The fewer the words used the better.
Be consistent and follow through the same way every time while the new behavior is established.
Monday, February 15, 2010
Setting Limits
Setting limits before they’re needed is the best thing parents can do. If parents understand and agree upon values then deciding on limits becomes much easier. Parents have many more years experience than a child has, and they should not be afraid to define limits for their children.
When can she where nail polish, when can she have her ears pierced, when can she wear makeup, when can he start dating, when can he have friends in the car when he is driving? These questions are a few examples of the myriad of questions parents will face.
It is easier when children know beforehand what the limits are. It won’t stop them from asking to go beyond the limits, and maybe even being very upset, but children feel safer when they know that adults are being responsible parents. Good questions to ponder when setting limits are, “Is it safe, it respectful, is it legal, is it moral, and does it fit our family values?”
Within parent groups* it’s good to be the first parent to define limits. Often parents are intimidated because “other” parents allow things that they are not comfortable allowing. The first parent to speak out becomes the leader, and other parents who might have been more lax without such a leader may be more comfortable with more well defined limits. Being the first to speak out also allows you to set the trend. It’s more challenging when someone else sets the trend, and you have to go against it.
You also set a good example for your children when you are not afraid to speak out for yourself. It makes it much easier for your child to speak out. Imagine a group of teenagers hanging out together. One of them suggests smoking marijuana. If your teenager knows your values and his or her limits and has seen the effectiveness of speaking out first, he or she will know that it’s easier to be the first to say, “No, I’m not interested. It’s not safe, and there are health issues.” It makes it easier for the other teenagers to say “no” since they’re not the first. Imagine the challenge if everyone else says “yes” and you are the last one. He or she can still say “no” but it will be much more difficult.
“There is no freedom without limits.” “With freedom comes responsibility.” Maria Montessori
http://www.oaktrails.org/
*A parent group is a group of parents that have something in common. You may belong to several parent groups. If your child plays sports, the parents of teammates would be a parent group. A neighborhood parent group, a school parent group, friends’ parent group, children’s friends parent group are a few examples.
When can she where nail polish, when can she have her ears pierced, when can she wear makeup, when can he start dating, when can he have friends in the car when he is driving? These questions are a few examples of the myriad of questions parents will face.
It is easier when children know beforehand what the limits are. It won’t stop them from asking to go beyond the limits, and maybe even being very upset, but children feel safer when they know that adults are being responsible parents. Good questions to ponder when setting limits are, “Is it safe, it respectful, is it legal, is it moral, and does it fit our family values?”
Within parent groups* it’s good to be the first parent to define limits. Often parents are intimidated because “other” parents allow things that they are not comfortable allowing. The first parent to speak out becomes the leader, and other parents who might have been more lax without such a leader may be more comfortable with more well defined limits. Being the first to speak out also allows you to set the trend. It’s more challenging when someone else sets the trend, and you have to go against it.
You also set a good example for your children when you are not afraid to speak out for yourself. It makes it much easier for your child to speak out. Imagine a group of teenagers hanging out together. One of them suggests smoking marijuana. If your teenager knows your values and his or her limits and has seen the effectiveness of speaking out first, he or she will know that it’s easier to be the first to say, “No, I’m not interested. It’s not safe, and there are health issues.” It makes it easier for the other teenagers to say “no” since they’re not the first. Imagine the challenge if everyone else says “yes” and you are the last one. He or she can still say “no” but it will be much more difficult.
“There is no freedom without limits.” “With freedom comes responsibility.” Maria Montessori
http://www.oaktrails.org/
*A parent group is a group of parents that have something in common. You may belong to several parent groups. If your child plays sports, the parents of teammates would be a parent group. A neighborhood parent group, a school parent group, friends’ parent group, children’s friends parent group are a few examples.
Saturday, February 13, 2010
Living with a Strong Willed Child - Parenting Class
My Urban Toddler, located in Saline, MI, is hosting classes on Living with a Strong Willed Child.
Class dates and times:
February 18 6-7:30 PM
March 18 6-7:30 PM
April 15 6-7:30 PM
May 20 6-7:30 PM
Presented by Nanette Glencer
Understand the mind of a young child and make it work for you.
Learn the way individualization, the sense of order, routines, independence, language, sleep, nutrition, and overstimulation affect children’s behavior.
Capitalize on your child’ quest for independence.
Create an environment that incorporates your child’s strengths, learn positive discipline techniques that last a life time, and learn to set limits.
Click here to register: http://www.myurbantoddler.com/p-10763-living-with-strong-willed-child.aspx
Class dates and times:
February 18 6-7:30 PM
March 18 6-7:30 PM
April 15 6-7:30 PM
May 20 6-7:30 PM
Presented by Nanette Glencer
Understand the mind of a young child and make it work for you.
Learn the way individualization, the sense of order, routines, independence, language, sleep, nutrition, and overstimulation affect children’s behavior.
Capitalize on your child’ quest for independence.
Create an environment that incorporates your child’s strengths, learn positive discipline techniques that last a life time, and learn to set limits.
Click here to register: http://www.myurbantoddler.com/p-10763-living-with-strong-willed-child.aspx
Thursday, February 11, 2010
Characteristics of an Exemplary Preschool Class
An exemplary classroom has real life works that have related activities on the shelves for the children to practice. These activities isolate different components of the whole work. These activities and works promote order, concentration, coordination, and independence. Everything is sized for the child, and there are functional items: tools, glass, knives, and hammers.
Materials are created to engage all of the children’s senses, and keen observation is developed by drawing attention to points of interest. Single attributes are isolated so that children can focus on one difference at a time. They move from the known to the unknown.
A classroom is the children’s place and the adults are the guests. The adults are guides that provide the structure of the environment so that the children may have freedom (within limits) to complete their work of self-construction. “There is no freedom without limits.”
Adults are role models and strong leaders. Role models always demonstrate and live what they expect the children to do. There are expectations and goals but not rules. Children are given appropriate choices, redirected, and presented lessons rather than correction. “Teach teaching, not correcting.” Strong leaders can unify a group by bringing a diverse group together to form a common bond. “All for one, and one for all.”
Children are shown ways to be assertive yet respectful, no victims. Children are shown ways to respectfully disagree and state their case in a positive manner, no bullies. Children are shown by example and appropriate choices ways to problem solve, no apologies necessary. Adults discuss and role model with children the way the community functions. Respect is modeled for the environment-people, animals, plants, objects. Adults are facilitators, not judges or arbitrators.
There is a mixed age grouping that allows a child to be the oldest, the middle, and the youngest child. The mind of a three year old is closer to the mind of a five year old than to the mind of an adult. Children are socialized by the peer group and by a strong role model and strong leader that can unify the group.
Visit http://www.oaktrails.org/
Materials are created to engage all of the children’s senses, and keen observation is developed by drawing attention to points of interest. Single attributes are isolated so that children can focus on one difference at a time. They move from the known to the unknown.
A classroom is the children’s place and the adults are the guests. The adults are guides that provide the structure of the environment so that the children may have freedom (within limits) to complete their work of self-construction. “There is no freedom without limits.”
Adults are role models and strong leaders. Role models always demonstrate and live what they expect the children to do. There are expectations and goals but not rules. Children are given appropriate choices, redirected, and presented lessons rather than correction. “Teach teaching, not correcting.” Strong leaders can unify a group by bringing a diverse group together to form a common bond. “All for one, and one for all.”
Children are shown ways to be assertive yet respectful, no victims. Children are shown ways to respectfully disagree and state their case in a positive manner, no bullies. Children are shown by example and appropriate choices ways to problem solve, no apologies necessary. Adults discuss and role model with children the way the community functions. Respect is modeled for the environment-people, animals, plants, objects. Adults are facilitators, not judges or arbitrators.
There is a mixed age grouping that allows a child to be the oldest, the middle, and the youngest child. The mind of a three year old is closer to the mind of a five year old than to the mind of an adult. Children are socialized by the peer group and by a strong role model and strong leader that can unify the group.
Visit http://www.oaktrails.org/
Wednesday, February 10, 2010
There's No Freedom Without Limits
There is no freedom without limits. Discipline is positive, it redirects, and it offers choices whenever possible or appropriate. Discipline is not punishment, rewards, or praise nor is it something we do to a child. The goal of discipline is for children to develop their own internal wisdom regarding choices they are making. When evaluating young children’s behavior, adults need to look at three things. Is it safe, is it polite, and is it respectful? Young children do not have the theory of the mind. They don’t understand that others aren’t thinking what they think. They also are concrete thinkers and don’t reach the age of reason until around ten years of age. Simply put, children under the age of four don’t lie. They think you’re thinking exactly what they are thinking. When looking at children’s behavior from age four and on, adults can gradually add two things. Is it legal and is it moral?
For young children, give them appropriate choices. Do you want to wear your brown pants or your green pants? Do you want to read before your bath or after your bath? When children say or do things that are not in your value system tell them what they need to be doing. For example, if children are fighting over a toy say, “In our house, we use words to solve problems. You can say, ‘Please give me my ball back.’ Look at Johnny and tell him.” Research has demonstrated that positively worded statements are one-third easier to comprehend than negatively worded statements. People have a difficult time moving away from the reverse of a statement. It is especially difficult for children. That’s the reason things are stated in a positive manner rather than “There’s no hitting.” What children hear is “hitting.”
As children become older, you can challenge them to solve their problems independently. “What do you think you could do to solve this problem that’s in our value system?” Be sure that your family talks about its values, and be sure that the adults in a child’s life role model the values.
“Actions speak louder than words.”
For young children, give them appropriate choices. Do you want to wear your brown pants or your green pants? Do you want to read before your bath or after your bath? When children say or do things that are not in your value system tell them what they need to be doing. For example, if children are fighting over a toy say, “In our house, we use words to solve problems. You can say, ‘Please give me my ball back.’ Look at Johnny and tell him.” Research has demonstrated that positively worded statements are one-third easier to comprehend than negatively worded statements. People have a difficult time moving away from the reverse of a statement. It is especially difficult for children. That’s the reason things are stated in a positive manner rather than “There’s no hitting.” What children hear is “hitting.”
As children become older, you can challenge them to solve their problems independently. “What do you think you could do to solve this problem that’s in our value system?” Be sure that your family talks about its values, and be sure that the adults in a child’s life role model the values.
“Actions speak louder than words.”
Tuesday, February 9, 2010
Avoid the Too Much Stuff Syndrome
Often, children have too much stuff. One way to deal with over abudance is to give on a birthday rather than receive. Set up birthday parties as a time for giving to others. At your child’s first school age birthday party, ask guests to bring a gift of a book (new or used) to be donated to a local charity. Talk to your child about the books he or she has and about children who have no books. Explain that one way to celebrate a birthday would be to give to those who have less. Involve the birthday child in the decision of whether to give the books to a woman’s shelter, a daycare for homeless children, or some other appropriate organization. When you deliver the books with your child, record it on camera, so you can revisit the occasion and talk about the book and what it meant to another child.
If children celebrate their birthday at school, they can give a book to their class in honor of their birthday. Place a photo of the birthday child with a handwritten inscription that the book was given in honor of his or her birthday. Childen in future classes will then have a wonderful example of generosity.
"It's better to give than to receive" takes on real life meaning.
If children celebrate their birthday at school, they can give a book to their class in honor of their birthday. Place a photo of the birthday child with a handwritten inscription that the book was given in honor of his or her birthday. Childen in future classes will then have a wonderful example of generosity.
"It's better to give than to receive" takes on real life meaning.
Monday, February 8, 2010
Observing Children
You can receive great insight into your children's interests and passions by carefully watching them . I’m reminded of my granddaughter who at 18 months started to dance to music. She had many interesting moves and as she became older her moves became more dramatic and complicated. She could dance to any type of music, and when her dad would play the guitar, she could always find a way to dance to it. When she was three, she was old enough to start a dance class. When I saw her, I asked how her dance class was. She came right up to me with an intense look on her face (only about two inches from my nose) and said with great conviction, “It was great! It was just great!”
My son said there has not been a time when she wasn’t smiling going into class, and she’s always smiling when she comes out. Follow your children’s lead as they dance you through their life.
My son said there has not been a time when she wasn’t smiling going into class, and she’s always smiling when she comes out. Follow your children’s lead as they dance you through their life.
Sunday, February 7, 2010
Creating Independence in the Classroom
Montessori classrooms are unique because they contain an area of the classroom called Practical Life, also known as Everyday Living. This is the basis of the Montessori program. This area assists children in developing order, coordination, concentration, and independence, and it establishes community within the class. This community is the group that will determine the behaviors and attitudes practiced in the classroom.
The physical and social environment must be prepared by providing the tools that enable the children to create themselves. There are three areas of activity in the practical life area. There is care of the environment, care of the person, and grace and courtesy.
These are a sample of the activities included in each area. Care of the environment includes cleaning, sweeping, mopping, polishing, washing cloths, ironing, gardening, and plant care. Care of the person includes dressing, changing clothes, hand washing, nose blowing, cooking, and food preparation. Grace and courtesy includes taking a chair out and putting it back under the table, walking carefully, rolling a mat, saying “please” and “thank you,” closing doors, and knocking.
These activities facilitate the classroom becoming a children’s house that the children maintain and use for the purpose of the family, the social group. Research has shown that the child’s peer group socializes him or her. This is the most important reason to choose a school carefully since it is the peer group along with a strong leader, the teacher , that will socialize the child.
In practical life, the work habits that the children develop will later lead to success in the later academic work. They practice eye-hand coordination, control of large and small muscles, the ability to carry objects, and the use good manners. Children complete the cycle of activity – to finish what was started - and to contribute to the important work of the classroom.
Children have consistently shown that they want to learn the way to become functioning and contributing members of society. Maria Montessori observed that children usually choose real work over imaginary work. They watch the adults around them and try to imitate the adults. Children would rather pour real tea than have a pretend tea party. When adults allow children to become part of the daily work that goes on around them, it shows great respect for the child, and it helps to build confidence. The child feels important to him or herself and to the group.
The children work to master an activity and to practice and perfect their abilities. The children’s purpose is not to complete the task but to construct the self. Children are born with an innately determined foundation, they have powerful learning abilities, and children use other people, usually their parents at first, as tools to discover the particularities of their society and culture. The practical life activities aid children in making choices and becoming physically and mentally independent. Children become responsible for their actions, learn to control their muscles, direct their attention, and sharpen their focus.
If we really want children to become independent and responsible adults, we need to allow them the respect of doing for themselves as soon as they are able. When children show an interest in doing an activity or are developmentally ready for an activity, such as wiping up a spill, we need to show them the steps involved, provide them the tools necessary (a bucket and sponge), and the time to practice and master the activity. Every unneeded help is a hindrance and impedes children’s progress.
When children have a peer group, they imitate the children. Research shows that babies and children categorize people first by age (adult or child) and then by gender. This is the reason children are first drawn to their age group and later to their gender group, and the reason children learn best from other children. In a Montessori classroom, there is a three-year age span. Initial presentations to the youngest children are given by the teacher, but subsequent or follow up presentations may be given by observation of another child’s presentation or by another child helping the child with a work. The older children in the class will socialize the younger children.
When children enter as three-year olds, they have the opportunity to be the youngest, the middle, and the oldest child. Multiple age grouping gives the children a more homelike atmosphere, and it facilitates what Vygotsky described as scaffolding. Children see other children just a bit older than they are doing work that is slightly more difficult than they can do, but it demonstrates that it is possible for a child to do it. The younger child will then practice a challenging work until, they have mastered it, and the older child will be nearby to offer assistance. If the older child offers too much help, the younger one can is often heard saying, “I can do it myself!”
The physical and social environment must be prepared by providing the tools that enable the children to create themselves. There are three areas of activity in the practical life area. There is care of the environment, care of the person, and grace and courtesy.
These are a sample of the activities included in each area. Care of the environment includes cleaning, sweeping, mopping, polishing, washing cloths, ironing, gardening, and plant care. Care of the person includes dressing, changing clothes, hand washing, nose blowing, cooking, and food preparation. Grace and courtesy includes taking a chair out and putting it back under the table, walking carefully, rolling a mat, saying “please” and “thank you,” closing doors, and knocking.
These activities facilitate the classroom becoming a children’s house that the children maintain and use for the purpose of the family, the social group. Research has shown that the child’s peer group socializes him or her. This is the most important reason to choose a school carefully since it is the peer group along with a strong leader, the teacher , that will socialize the child.
In practical life, the work habits that the children develop will later lead to success in the later academic work. They practice eye-hand coordination, control of large and small muscles, the ability to carry objects, and the use good manners. Children complete the cycle of activity – to finish what was started - and to contribute to the important work of the classroom.
Children have consistently shown that they want to learn the way to become functioning and contributing members of society. Maria Montessori observed that children usually choose real work over imaginary work. They watch the adults around them and try to imitate the adults. Children would rather pour real tea than have a pretend tea party. When adults allow children to become part of the daily work that goes on around them, it shows great respect for the child, and it helps to build confidence. The child feels important to him or herself and to the group.
The children work to master an activity and to practice and perfect their abilities. The children’s purpose is not to complete the task but to construct the self. Children are born with an innately determined foundation, they have powerful learning abilities, and children use other people, usually their parents at first, as tools to discover the particularities of their society and culture. The practical life activities aid children in making choices and becoming physically and mentally independent. Children become responsible for their actions, learn to control their muscles, direct their attention, and sharpen their focus.
If we really want children to become independent and responsible adults, we need to allow them the respect of doing for themselves as soon as they are able. When children show an interest in doing an activity or are developmentally ready for an activity, such as wiping up a spill, we need to show them the steps involved, provide them the tools necessary (a bucket and sponge), and the time to practice and master the activity. Every unneeded help is a hindrance and impedes children’s progress.
When children have a peer group, they imitate the children. Research shows that babies and children categorize people first by age (adult or child) and then by gender. This is the reason children are first drawn to their age group and later to their gender group, and the reason children learn best from other children. In a Montessori classroom, there is a three-year age span. Initial presentations to the youngest children are given by the teacher, but subsequent or follow up presentations may be given by observation of another child’s presentation or by another child helping the child with a work. The older children in the class will socialize the younger children.
When children enter as three-year olds, they have the opportunity to be the youngest, the middle, and the oldest child. Multiple age grouping gives the children a more homelike atmosphere, and it facilitates what Vygotsky described as scaffolding. Children see other children just a bit older than they are doing work that is slightly more difficult than they can do, but it demonstrates that it is possible for a child to do it. The younger child will then practice a challenging work until, they have mastered it, and the older child will be nearby to offer assistance. If the older child offers too much help, the younger one can is often heard saying, “I can do it myself!”
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