The Early Childhood Cheat Sheet

Get the hype on ADHD

2011-05-02T19:59:00.000-07:00

ADHD What is it and Who does it Affect?
Attention Deficit Hyper-activity Disorder (ADHD) is a ailment of the brain that causes atypical behavioral patterns. ADHD presents itself in the early childhood years (before the age 7) and may continue through adulthood. There is an estimated 2 million children (or one child in every classroom) with ADHD in the United States, with the number of boys tripling that of girls. Doctors have not yet developed a specific test for the diagnosis of ADHD and for this reason many children have been misdiagnosed.

There is no cure for ADHD and the exact cause of it is unclear, however there are several implications:
*Heredity
* Neurotransmitters in the brain
* Trauma or severe emotional stressors
* Exposure to high levels of toxin (such as lead)
* Sleep deprivation
* Fetal exposure to smoke, alcohol, or drugs
* Inappropriate diet can increase risks of ADHD
** ADHD is NOT caused by bad parenting**

Characteristics of ADHD
ADHD indicators should exist for at least 6 months and displayed in a variety of settings before attempting to receive a diagnosis.

Inattention
* Short attention span
* Trouble following through with activities
* Avoids or dislikes activities that are challenging
* Often misplaces things that are needed
* Difficulty following instructions
* Difficulty listening even when spoken to directly
* Easily distracted or forgetful
* Disorganized
* Tendency to make careless errors on schoolwork

Impulsive
* Excitability
* Difficulty taking turns
* Low frustration tolerance
* Constantly interrupts others
* Displays poor judgment and planning skills
* Blurts out answers before being called on
* Requires significant supervision

Hyper-Activity
* Excessive Talking
* Running, jumping, and climbing at inappropriate times
* Difficulty staying seated, even when expected
* Often seems fidgety or unable to stay still

Social Issues
*Difficulty following rules
* Poor interaction with peers
*Often needs to be the center of attention
* Constantly ask questions and interrupts class
* Engages in inappropriate behavior to seek attention
* May suffer from low self-esteem

Treatment
There are several treatment options for children with ADHD. These include behavioral therapy, medications and strong social support.

Positive behavior can be reinforced by using a reward chart or other type of system that gives small tokens for appropriate behavior. There should be clear consequences for inappropriate behaviors. It may also prove helpful for children and families to talk to a psychologist . Therapy sessions will allow children to talk about things going on in life and also learn new tactics for controlling attentiveness and positive ways to release energy. For families, therapies sessions will provide vital information on how to cope with a child or sibling that has ADHD.

Medication
At times medication may be needed to help control symptoms. There are variety of choices available which include stimulants and non-stimulants. Stimulants like Ritalin and Adderall are often prescribed because they have proven safe for extended usage. These medications are very potent so the proper dosing is cautioned. Many skeptics believe stimulants can cause addiction, but studies show no children have become dependent who were given the recommended dosage. Side effects of stimulants include decreased appetite, restlessness, anxiety, and headaches. Non stimulant medications may be better fitted for some individuals. The side effects for these include liver damage and suicidal tendencies. Talk to a physician about any concerns.

Parental Solutions

Inattention
* Make eye contact as you are talking
* Offer one directive at a time
* Reduce distractions when it is time to concentrate on completing a task (turn off television, radio, video games etc.)
* Praise appropriate behavior (high 5's, hugs, words of affirmation, other small tokens)
* Be realistic about your expectations, practice makes perfect
* Speak to your child in short and clear words (avoid long winded directions)
* Break down larger task in smaller ones ( instead of "clean your room" try "place all your toys in the toy box and make your bed" )

Impulsive
* Give clear expectations and repeated reminders
* Ensure proper supervision
* Create a routine and try to implement daily
* Provided structured activities, trying not leave substantial free time
* Get organized, place book bags, clothes and toys in the same place so child is less likely to misplace them
* Set grounds for acceptable silliness
* Limited choices to two ( more can cause the child to be overwhelmed)
* Teach proper behaviors
* Give consequences for inappropriate behavior immediately

Hyper-activity
* Ensure proper amounts of sleep and well balanced meals
* Find appropriate times during the day for child to release energy (allow to run)
* Allow to take brakes and get up if expected to sit for long periods
* Try to get teachers that are upbeat and can keep children's attention

Attention seeking behavior
* Give attention only to positive behavior
* Let the child know that you would like to give them attention, and help them find positive ways to get it

Diagnosis of ADHD
* Symptoms last at least 6 months
* Symptoms appear before the age 7
* Symptoms are present in a variety of places (home, school, childcare, with peers)
*Physical examine by physician to rule out any possible physical causes
* Answer several questions doctor will ask about child's development and behavior
* You, teacher, family members and childcare providers will fill out questionnaires about child's development
* Possible evaluation

Mother's day ideas that don't cost a dime

2011-05-02T09:34:00.000-07:00

As Mother's Day approaches, many mother's are anxiously anticipating traditional gifts such as jewelry, lavish dinners, flowers, store bought cards and visits to the spa. But there are many mother's (myself included) who prefer more sentimental approaches like creating memories, spending quality time, and receiving heartfelt passages. Rather you are an adult or a child, these ideas will be appreciated by mom. There are some things money just can't buy.

1. Grab a brush and stroke your moms hair. Many women love to have their hair brushed, this actually creates an opportunity for plenty of conversation, while still showing mom it's her day.

2. Get out the vivid colors and polish moms finger and toe nails. This is a fun way to pamper mom and it's sure to bring laughs and a great time spent.

3. Take a large blanket outside in the shade. Spend time with mom laying back and looking at the clouds. Try picking out objects that clouds look like, also talk to mom about things you may have not had a chance to in a while.

4. Go on a walk along the beach with your mom. Talk about old times and find out how mom's life is going currently. Collect seashells along the way, so that mom can keep them to remember this special day.

5. Take a nature walk on a trail through woods or a local park, talk about the surroundings and catch up on what's been going on, let mom know she is loved.

6. Use the phone or take a visit to make up with your mom if you have been upset. Mother's want what's best for us, and though they may mean well at times they still push our buttons. The truth is we only get one so why not take today as an opportunity for forgiving and making up.

7. Write your mother a letter. Let's face it moms do a lot. Take a few moments on this special day to write your mother a few heartfelt words to let her know how special she is. In today's age computers have caused hand written letters to become obsolete, so it will make a great impression that you took the time to hand write. If you are mailing your letter you may want to write it a few days before to ensure she will receive it in time for Mother's Day.

8. Write your mother a poem, rap, song, or short story. If you have a mom who loves warm words or just loves reading in general why not write her a unique message in your favorite form.

9. Get your camera (or borrow one) and take photos of items that represent your unique mom. For instance snap pictures of all of her favorites (colors, food, animal, shoes etc.).Write a small caption beside each photo to explain its significance. You can take a variety of angles for example if your mother is a teacher take a pictures of children, an apple or books. You could also snap items that represent love and put a sweet caption with those. Be creative and come up with your own unique photos for your special mom.

10. Use a clean glass jar and feel it with small messages of appreciation. When mom is feeling down, this is something great for her to look through to lift her spirits no matter what day it is.

*Combine a few of these ideas for an extraordinary Mother's Day.

Sleep Disturbances: Exposed

2011-04-26T17:24:00.000-07:00

When a baby is born, new parents are consumed with advice (wanted or unwanted) about ways to get some shut eye: "sleep when the baby is sleeps" or "you and your partner should take turns getting up with the baby". Rarely does anyone worn, you may still have bags under your eyes when your child reaches his/her preschool years . Sleep disturbances affect half of all children ages 3-6 years. As parents we can improve our children's sleep patterns by being aware of what sleep disturbances are, what causes them, and solutions to resolve them.

Nightmares VS. Night Terrors

Nightmares: Nightmares, the most common childhood sleep disturbance, are frightening dreams that occur during REM(Rapid-Eye-Movement) sleep. These dreams produce intense fears and distress, often awakening the child. Children may remember parts of the dream and feel scared, and need consoling. Nightmares usually occur in the early morning hours when dreaming is most likely.

Night Terrors: Night terrors may resemble nightmares but are far less common, affecting only about 1-6% of young children. These terrors are very different from nightmares and do not occur while dreaming, instead during NREM (Non-Rapid-Eye-Movement) sleep. Night terrors are repeated episodes of panic, screaming, crying, and intense movements. Children are usually still asleep when these episodes occur and may not allow you to console them. The episode may last for a few moments and then your child may look around with a blank stare and quickly drift back into a deep sleep. These episodes usually occur within the first few hours of the child falling asleep.

Causes

Nightmares: Nightmares are usually triggered by some sort of stress a child may be experiencing. For younger children this could be things such as moving to a new place, losing a favorite toy or item, overhearing a parental argument, starting daycare or preschool, lack of sleep, and fear or trauma (car accidents, home intrusion etc). For older preschoolers it could be things such as starting a new school, frequent disagreements with classmates, stresses about school work, world disasters on the news, fear or trauma.

Night Terrors: There are no known causes for night terrors, but they seem to be a genetic factor. The terrors seem to be heighted during stressful times, but can occur just as easily when there is no stress involved. Night terrors may continue through early childhood but usually subside by the adolescent years.

Solutions

Nightmares: Nightmares can be minimized by ensuring your child gets adequate sleep. Children in their early years (under 5 years) need about 11-12 hours of sleep a day. Be sure to set aside time for a nap (2 hours) during the day and they should get about 10 hours at night time. A child who is not resting at least 9 hours a day is not receiving adequate sleep. Find ways to encourage more physical activity for your child. Perhaps take family walks, or have a blast running outside.

Implement a regular nightly routine that encourages relaxation. (i.e. taking a warm bath and hearing a bedtime story)

Encourage self-soothing techniques for falling back to sleep for instance thinking about things that make him/her happy, listening to soft music, or holding on tight to a special doll or bear

If your little awakens from a nightmare, quickly and quietly assure him/her that he/she is safe and tuck him/her back into bed and leave the room.

Place a nightlight or night monitor in your child's room. It may also be helpful to leave the child's room door open so he/she does not feel isolated.

If your child mention's the dream in the morning or if the nightmares are persistent talk to your child to see if you can figure out what may help him/her feels safe and what the root of the problem may be. Once you find the source help your child come up with strategies to resolve the issue.

If your child is younger help them come up with alternate endings to the bad dreams. Children who are in their preschool years still believe in fantasy perhaps you could encourage endings with fantasy items such as magic wands, fairies, superheroes and invisible protectors.

For older children allow them to talk to you about their dream and help them come up with better endings. Perhaps you could role play the dreams out with the more suitable ending or have your child draw images of a more pleasant finale. Implementing these tactics will provide your child with solutions on how to handle nightmares and also equip them with the tools they need to problem solve the real life stressors.

Night Terrors: Try to sooth your child gently with your hug. Do not to try to forcefully wake your child, this may cause them to become more upset. Night terrors are often worse to witness, then they are to experience (the person experiencing them will not remember them upon awakening).

Do not try to talk to your child about their night time behaviors. This may only confuse them and make them feel guilty or embarrassed for actions they have no recollection of. However you may talk to them to see if they have any stressors going on in general (that could be causing the terrors).

If your child is getting out of bed or you feel they may hurt themselves, gently guide them back to bed or hold them until the terror is over.

If the problem persist for more than a week contact your child's doctor.

References:
The Health Central Network (2005).Health Encyclopedia-Diseases and Conditions
Sigel, Alan. Scholastic Parent & Child
Tassoni, Penny (2010). Nursery World
Center of Child and Family Services, Inc.
WebMD (2005)

Art Supply Recipes you can make at home

2011-04-23T15:06:00.000-07:00

Many early childhood specialist believe art is essential to young children's development. It encourages children to express themselves as unique individuals. Promoting art allows children to think creatively, which in turn increases problem solving. Art provides a neutral foundation for breaking language barriers, racial stereotypes, and other prejudices. It also encourages hand eye coordination and a vivid imagination. Children learn through the process of the art experience, not the finished product. As parents and caregivers remember to focus more on providing open ended art experiences that allow children to create what they vision. Purple ponies, blue grass, and pink skies all are expressions of your child's developing imagination. It's never too early to begin art experiences. Very young children learn through their senses, art is the perfect way to assist this. Here are a few art supplies recipes that you can make at home to use with your child.

Glue Recipe

What you'll need:
* 1 1/2 cups flour
* 2 cups hot water
* 1 cup cold water
* 1 tbsp alum
* 1/2 cup sugar
*Mixing bowl
* Sauce pan
* Large spoon

Procedure: Combine flour & sugar into mixing bowl. Slowly add cold water and stir as you pour. After ingredients are mixed well, transfer to sauce pan. heat on medium and add the two cups hot water. Stir mixture until it stiffens. Remove from stove top and add alum.

Tips: You may use promptly or place in an airtight container. This will conserve the glue for weeks. If the glue becomes hard, simply add a small amount of hot water.
Try adding food coloring for colored glue, or glitter for sparkles.

Crayon Recipe

What you'll need:
* 7/8 cups of Ivory Snow (powdered detergent)
*1/8 cups of water
* Food Coloring
* Mixing Bowl
* Candy Molds or Ice tray

Procedure: Mix water and food coloring to get desired color. Add mixture to soap powder and stir well. Press mixture into candy molds (or ice tray). Let crayons set for 1-2 days before removing and using. Repeat directions for different colored crayons.

Recycle Crayon Recipe

What you'll need:
*Old broken crayons (with paper removed)
*Muffin Tin or Candy Molds
*Muffin/Cupcake Liner

Procedure: Preheat oven to 250 degrees. Place muffin liners in muffin pan. Add similar colored broken crayons in muffin liners or candy molds. Place in oven until crayons melt. Remove from oven and allow to cool for several hours. Remove muffin liner or mold.

Tips: If muffin liner is stuck on the crayon place in freezer for a few moments and once frozen the crayon will remove easily.
For Rainbow crayons mix a variety of colored broken crayons in muffin pan.
Candy molds create unique fun shaped crayons.

Finger Paint Recipe (requires cooking)

What you'll need:
* 1/2 cup cornstarch
*2 cups cold water
* 1/2 tsp salt
* 3 tbsp. sugar
* Food Coloring
* Sauce pan
* Plastic cups or storage containers

Procedure:
Combine all ingredients into sauce pan. Heat on low for 10-15 minutes, stir consistently. Stir until paint is thickened and smooth. Remove from stove top and cool. Once cooled, pour into paper cups or storage containers (amount of cups or containers used will depend on number of colors desired). Add drops of food coloring to each container creating the desired color. Cover mixture tightly when storing.

Finger paint Recipe (No cooking, can make with children)

What you'll need:
*2 cups flour
*2 cups cold water
* Large Mixing Bowl
*plastic cups
*Food Coloring

Procedure:
Pour water into large mixing bowl. Slowly add flour as you (or your child ) stirs. Mix well. Pour into plastic cups (amount of cups will depend on how many colors you want to create). Add drops of food coloring to each cup to create the desired color. Cover mixture when storing.

Pudding finger paint ( Perfect for younger children)

What you'll need:
*2 packs Instant Vanilla Pudding (follow directions for preparation on package)
*Food Coloring
*Plastic cups

Procedure: Divide putting in plastic cups (the amount of cups will depend on how many colors are desired). Add drops of food coloring to each cup until the desired color is reached. Have fun!

Tips: You can purchase vanilla snack pudding already prepared. Add a few drops of food coloring to them and your ready to paint!
Remember to refrigerate pudding if storing.

Playdough Recipe

What you'll need:
*2 cups flour
*2 cups warm water
*1 cup salt
*2 Tablespoons vegetable oil
*1 Tablespoon cream of tartar (optional)
*Food coloring or pack of unsweetened kool-aid
*Saucepan

Procedure: Combine ingredients in sauce pan and stir on low. Allow playdough to thicken (mash potato consistency). Once the dough begins to pull away from sides of sauce pan and gathers in the center, remove from heat and cool.

Tips: If your dough seems to sticky, allow to cook longer.
Adding koolaid packs created scented playdough.

Peanut Butter Playdough (Edible)

What you'll need:
*1/2 cup powdered milk
*1/2 cup peanut butter
*1/3 cup honey
*Mixing bowl

Procedure:
In large mixing bowl combine ingredients. Stir with fork until mixed well. You may need the dough with your hands after it is mixed well. If need add more powdered milk until desired consistency.

Tips: If creating for children be sure to check for allergies!

10 Potty Training Gadgets under $10

2011-04-23T08:32:00.000-07:00

Toddler: Check. Potty Chair: Check. Mom pulling her hair out while chasing a naked child around the house: Check. Let's face it potty training can be one of the most challenging times in toddlerhood. Why not spruce up the adventure with some cool accessories that aid you and your child along the way. Did I also mention the accessories were cheap? Check out these 10 potty gadgets for under $10 bucks a piece. At these prices the only thing going down the drain is your kids poop.

Potty Watch: ($9.99) This potty gadget created by Potty Time reminds your little one when it is time to try to go potty. It does so by singing a whimsical tune and flashing colored lights. The potty watch can be set in 30-60-90 minute intervals. Once it begins to sing and flash it will automatically reset itself for the next time to go potty. This device is sure to cut the time spent potty training in half. The watch comes with your choice of pink, blue or green wrist band. Purchase Potty Watch Here

Mom's Helper Folding Padded Potty Seat: ($9.99) This product is perfect for mom's on the go. The folded seat is thickly cushioned for tushy comfort and safety. Bottom side brackets keep seat in place. Best of all it fits most toilets and is still small enough to fit into a diaper bag. Also comes with its own carrying case. Purchase Potty Seat Here

Potty 911 Public Restroom Survival Kit: ($9.95) This kit helps you and your child remain germ free in public restrooms. Kit includes: 5 flushable toilet covers, 10 flushable wet wipes, 1 travel size bottle of hand sanitizer, a card that teaches your child proper hand washing procedures, and a convenient carrying case. Purchase Kit Here

Potty Party: ($9.95) Once your toddler has completed the hard task of potty training it's time to celebrate! This kit comes with everything you need to have a small potty party! The includes: 3 potty-themed party hats, 6 assorted balloons, 2 noise makers, a potty success chart, 40 stickers, a winner's medal, a quick-start guide. Purchase Party Kit Here

Seasame Street Reward Kit: ($7.95) Potty training should be fun and rewarding. This kit is the perfect incentive for training your little one. The kit includes: 70 Seasame Street stickers, a potty training progress chart, and a potty training completion certificate. The chart allows children to mark their success by placing stickers on areas such as sitting on the potty, using the potty, washing hands and flushing. Purchase Kit Here

Piddle Pad Car Seat Liner: ($7.95) With potty training comes accidents. This waterproof car seat cover is here to save the day. The liner is made of soft absorbent terrycloth with vinyl backing and is machine washable. It fits most harnesses. Perfect for strollers as well. Purchase Liner Here

Potty Mitts: ($5.95) How cute. These disposable mitts are a fresh concept for keeping your toddler safe from germs in public bathrooms. The mittens are waterproof and decorated in child-friendly designs. A must have for families on the go. Purchase Mitts Here

Tinkle Targets: ($5.25) Ready aim go! These targets were created for little men who are just learning to aim. They are flushable and come in several manly themes (i.e. construction, sports) . Best of all they are flushable. 15 per pack. Purchase Targets Here

Wee Friend Stickers: ($4.95) No ordinary sticker, this one is sure to keep your toddler smiling! Place this black sticker at the bottom of any potty chair. When your child pee-pees in the pot a fun smiley design will appear. There are several designs to choose from. Once you clean the potty, the sticker will return to black and will be ready to use again! Purchase Sticker Here

Flush Stopper: ($2.95) Toilets can seem like monsters to little people, when they hear them flush. The flush stopper is made for toilets that have the automatic flush. You simply place it on the wall or pipe so that it blocks the toilets sensor. when your child is done and you are read y to leave the bathroom remove the stopper and the toilet will flush. Comes with a storage pouch to carry in purse or diaper bag. Purchase Stopper Here

*Attention: All photos used on this page belong to their rightful owners*

Temper Tantrums:Stop Them in Their Tracks

2011-04-21T13:17:00.000-07:00

We've all been there. You're out shopping with your toddler who seems to want everything within arm's reach. You lightly mutter the words "not this time honey" and within seconds you have a whirl wind going on in your shopping cart. Passer byes are giving you the eye (you want to give them the finger), and your toddler is screaming, falling to the floor, with body parts flailing everywhere! Here are a few simple solutions to stop temper tantrums in their tracks!

Be Consistent: Consistency is an essential key to modifying meltdowns. Set a daily routine for your child and try hard not to stray. Even a few moments off schedule can be enough to cause your child to go haywire. Consistency also means never giving in to tantrums. Children tend to remember the one time you did give versus the 12 times you didn't. Be sure your yes means yes and your no means no.

Be Private: When your child is in an uproar immediately guide him/her to a quite area ( a corner will work if you are in public) and wait. Allow your child to finish their tantrum before continuing activities.

Be Snub: Ignore your child's behavior. Do not look at your child as they have their meltdown. Paying attention to this behavior may cause the fit to last longer. Be sure to remain within eyesight.

Be Realistic: Toddlers do not yet have the sentence structure to express their wants and desires. This is one of the main reasons tantrums occur. They also have very short attention spans, making it critical to be conscious of the amount of time spent away from home.

Be Understanding: Talk to your child when he/she is upset. Let them know you understand they're frustration. Normalize their feelings by saying things like " I understand you are upset, when you stop crying, we can go outside." This helps ensure them that it is ok to be upset at times. Try not to make negative remarks when your child is having a tantrum, remember they are a normal part of early childhood.

Be Silly: Making a silly face or small tickle is a great way to redirect a tantrum before it is full blown. Getting a laugh can help your child forget why he was upset. You can also try redirecting your child's behavior by offering something else for them to do.

Be Diverse: Allow your child the freedom of choice. For instance holding out two shirts to choose from instead of just picking one for them to wear. Offering two items is a great start, several choices can be overwhelming to a small child.

Be Encouraging: Reward your child for learning to handle their tantrums. Use a Tantrum chart. Reward your child with stickers if he/she is able to shorten their tantrums or express themselves in a better way.

References
Center of Child & Family Services, Inc.

Physical Activities for Toddlers 24-30 months

2011-04-20T19:13:00.000-07:00

Nesting Boxes
Age: 24-30 months
Development: Physical
Materials: A variety of different size cardboard boxes
Objective: Fits boxes inside each other in the right order when shown how

Provide your child with different size boxes. Show them how to nest them inside one another.
Which box fits inside the little box, Gregory?
What about this box?
I think this one is next, and this one is last.

You've got Mail
Age: 24-30 months
Development: Physical
Materials: shoe box, construction paper, scissors, clear contact paper or lamination.
Objective: Puts small things into a small opening

Cut construction paper rectangles and cover them with clear contact paper or have them laminated. Cut a small slit in the top of the show box lid and place the lid on the shoebox. Show your child how to put the tickets into the opening.

Build a choo-choo train
Age: 24-30 months
Development: Physical
Materials: Blocks
Objective: child lines up four or more blocks to build a train

Encourage your toddler to help you build a train by lining up several blocks beside one another.
Terrence, I know you love trains.
Let's make one with these blocks.
You've got two blocks together, do you need more blocks to make a longer train?
Perfect! You've got a long train of four blocks.

Jump!
Age: 24-30 months
Development: Physical
Objective: Tries to jump in place

Play lively music and invite your child to jump. Younger toddlers may need their hands held as they jump. Have fun and jump along with your child.
Come on let's jump to the music Mario.
Whew! Jump is so much fun!

Paper Rain
Age: 24-30 months
Development: Physical
Materials: Colorful magazine, container
Objective: Tears paper with enthusiasm

Provide your child with magazine pages to rip into pieces. Place the ripped pieces into a container. Sprinkle the pieces out of the container as you sing:
Rain, rain, go away.
Come again another day.

Little Blue Bird
Age: 24-30 months
Development: Physical
Objective: Flaps arms and flies to objects and specific places in the room with the help of adult

Interact with your toddler and help them learn new words and objects. Show your child how to move his/her arms like a bird. As you recite this song:
Here comes a bluebird through the window. (Flap Arms)
Here comes a bluebird in the air.
Here comes a bluebird through the window.
Fly and touch a chair.
Have your toddler follow you as you lead them where to go.

Open the Gates
Age: 20-36 months
Development: Physical
Materials: Cars and other toy vehicles
Objective: Strives to raise middle body, but enjoys the game.

Gather several toy cars and trucks. Show your child how to lie on his/her tummy and lift the mid section of their body, while his/her hands and feet are still on the floor. Once your child has accomplished this posture have fun with this game. Each time that you say "Open the gates," your child lifts his/her torso. While his midsection is raised roll a car or vehicle under his/her body.
Open the gates as high as they sky.
And let the cars go passing by.References
Welcome To Learning (1997)
Kindercare Learning Centers, Inc.
Montgomery, AL

Physical Activities for Toddlers 18-24 months

2011-04-20T08:12:00.000-07:00

Rolling and Throwing
Age: 18-24 months
Materials: Small ball
Development: Physical
Objective: Encourage child to roll and throw a ball

Have your toddler pick up and ball and ask him/her to throw it to you. When your toddlers does, roll the ball back to him so he/she can throw it again. If throwing is too difficult right now, just try rolling the ball back and forth to one another, and in time your baby will soon throw as well.

Throw the ball to Daddy, Carlos. Good job!
You threw that ball so far!

Run is Fun
Age: 18-24 months
Development: Physical
Objective: Enjoys Running

Toddlers love to run outdoors. Interact with your toddler to encourage him/her to run. You can have him/her chase you, or chase a ball or run to a tree. Run with your toddler to encourage them to do the same.

Come on Oliver. Let's run and touch the tree.

Baby in a Blanket
Age: 18-24 months
Development: Physical
Objective: Rolls body in blanket

Spread a soft blanket on the floor. Help your toddler lie down on the blanket. Show your child how to hold one end of the blanket and wrap himself in the blanket by rolling. Remain close by in case your child becomes scared if the blanket wraps too snuggly. Encourage your child to hide under the blanket, shake the blanket or wear the blanket like a cape.

Look at Beverly roll herself in that blanket.
Now roll out of the blanket, Beverly.
Blanket rolling is so much fun!

Balance Board
Age: 18-24 months
Materials: 6-8 inch board or several sheets of paper
Development: Physical
Objective: Walks on wide balance board

Place a 6-8 inch board or a paper trail on the floor for your toddler to practice walking with balance. Encourage your child to stay on the beam or paper without stepping off.

Abigale, can you walk way over here?
Take it slow. I know you can do it.

Curvy Road
Age: 18-24 months
Materials: Several strips of colored construction paper, riding toy
Development: Physical
Objective: Scoots on riding toys

Place several strips of construction paper on the floor to form a road. Have fun with it and make the strips form a curvy road. Show your child how to follow the road as he/she scoots along on his/her riding toys.

Paris, follow the road with your bike.
That’s the way! Can you follow it all the way to the door?
Excellent!

Lacing Plates
Materials: disposable plate, hole puncher, shoestring
Development: Physical/fine motor
Objective: Strings with some help

Punch several holes in the disposable plate. Tie the shoe string to one hole. Help and encourage your child to lace the shoestring through the holes.

Sharon, do you see the string on in and then out of the whole?
Can you give it a try?
You've got the idea! Keep going.

References
Welcome To Learning (1997)
KCLC, Inc.
Montgomery, AL

Physical Activities for Toddlers 12-18months

2011-04-20T06:01:00.000-07:00

Push-N-Pull

Materials: A variety of push-n-pull toys
Objective: Encourages Walking
*Supervise child with push toys, children who have not learned their balance may place their weight on the toy which cause them to move really fast and fall.

Provide you baby with push-N-pull toys so he/she can hold on and walk while at play. As your child begins to find their balance, encourage him/her to walk to get toys.

Dazia, which push toy would you like?
Oh my! Look at Dazia go!

Ball Toss
Materials: A variety of balls
Objective: Throws a ball

Provide a variety of balls for your toddler. Encourage your baby to toss the ball in a large bucket. For a fun you can also use safe items such as rolled socks, balls of yarn, or stuffed panty hose as "balls".

Toss the ball into the bucket, Taylen.
Awesome! You can really throw that ball!
This let's see if you can get it in the bucket.
Hooray, that’s it!

I Can Write
Materials: paper,tape,crayons,music
Objective: Begins to scribble

Tape a large piece of paper to the wall, table or floor. Provide your child with several colored crayons. Play a mixture of fast and slow music (multi-cultural music is a great choice) and encourage your child to the music.

Nataveous, I see you like writing to the fast tunes.
How fun! Would like to try one of these colors when you write next?
Red seems to be your favorite color lately.

UP and Over
Materials: Large shirt (size 10-12 years)
Objective: Gets dressed and undressed with some help

Provide a large slipover shirt for your toddler to practice putting on and taking off. An older child's clothing is great because the size is big but not too big. Talk to your child as you do this.

Where is LaCresha's head?
There it is! Now, where is your left hand?
Oh I see it! Where is your other hand, Cresha?
There it comes. Wiggle it through the sleeve.
You did a great job putting this shirt on.
Now, let's see if you can take it off.

Towering
Materials: 3 shoe boxes, tape
Objectives: Stacks tower of 2-3 blocks

Provide you child with 3 shoe boxes, with the lids taped. Show him/her how to stack the boxes to make a tower. Talk as you go.

James, mommy is stacking the boxes to make a tall tower.
Can you put your box on top of mine?
Excellent, now we have two boxes.
Oh, there they go down on the floor!

Hoppy Little Bunny
Objective: Encourages jumping with excitement

Encourage your baby to jump along as you sing:

Little bunny, Little bunny, hop,hop,hop
Little bunny, Little bunny, stop,stop,stop (clap hands)
Little buny, little bunny, hop really high
Little bunny ,little bunny hop to the sky
Little bunny, little bunny wave good-bye (wave good-bye)

Bottle Bowling
Materials: Several empty plastic bottles, ball
Objective: Rolls ball; hit some targets

Position a few bottles upright on the floor. Encourage your toddler to roll a ball toward the bottles to knock them down. Ask your child to help you set the bottles back up and roll the ball again. If your toddler prefers to carry the bottles instead, save the roll game for another day.

Let's roll the ball at the bottles, Jonny.
Yes, that’s it!
Whoops! Down goes the bottles!

Strong Baby
Materials: Variety of Inflatables
Objective: Carries large toys around

Visit you local dollar store and provide your toddler with large inflatable toys. These are numerous in the summer months. Allow your toddler to carry large inflatable balls, floats, and other objects. Talk to your child as he/she explores carrying big things around.

Oh, look at this big ball, Meka.
Wow, Meka can carry that big ball.
You are a strong girl, Meka!

Jumping in and out
Materials: tape, paper, scissors
Objective: Jumps in and out

Cut out a circle and tape it to the floor. Encourage your toddler to jump in and out of the circle. Talk about in and out as you play. With younger toddlers you may need to hold hands and jump in and out of the circle together before they do it alone.

Let's jump in the circle, Jesus
Now let's jump out of the circle.
Jesus is jumping into the circle!
This is fun, Jesus.

Potty Wars: 10 Tips for Conquering Potty Training With Ease

2011-04-19T14:56:00.000-07:00

As a proud mommy of 7, I am a no amateur to the potty training crusade. I am proud to say I have successfully completed 5 missions, with only two operations left before I can officially earn my PPT (Professional Potty Training) merit badge (well if there was one of course). The only catch is the last two operations may have to be completed simultaneously! I have twin sons, 18 months old, who are showing signs of preparing for battle (i.e. removing diaper without warning every time they go #2). I have my toilet paper helmet, equipped with plunger and I'm ready to take on any potty that’s stands in the way! Luckily I'm armed with enough combat experiences for us all. As moms we're all on the same team so here are a few secret weapons to help you make your mission a complete and care free success!

Secret Weapon #1: Patience
Potty training curiosity usually blossoms around the same time toddlers are emerging their independence. It is best to remain patient and take cues from your child, who will inform you when he/she is ready to go to the bathroom. Signs of showing interest in the potty are remaining dry for long periods of time, tugging at their diaper when they are wet or have had a bowel movement, having regular bowel movements at about the same time every day, or simply asking to be changed. A child should never be forced into potty training simply because of his or her age. Potty training is a procedure that requires love and patience to be implemented for success.

Secret Weapon #2: Consistency
Once your child shows interest in the potty its a good idea to place a potty chair in the bathroom and invite your child to go when you go. After a few times with you, have your child sit on the potty every 30-60 minutes. Allow them to sit for as long or as short as they would like. This will help keep their interest and see potty training as fun. Remember consistency is the key. To help with timing, its good to sit on the potty on the hour.You can set a timer that goes off when its time to go to the potty or try one of these cute potty watches.

Secret Weapon #3: Decorating
What better way to have your child feel comfortable in the bathroom then to decorate it in his/her favorite character. This allows the bathroom to be bright and inviting. Who says potty training can't be fun?!

Secret Weapon #4: Praise
Children love praise (who are we kidding even adults love praise). Remember to Cheer your child on for his efforts and especially for his successes going to the potty. You can do this by creating your very own cheer personalized for your child, giving extra hugs, kisses or even tickles to show you are proud of him. If your child is still against the potty it doesn't hurt to show your child you are proud of yourself! Clap for yourself and your partner as you both use the potty. Your child will catch on quickly!

Secret Weapon #5: Bribery
Ok so I know bribing others may be looked down upon, but this is the one time when it is completely ok! For many children praise may be all they need for motivation, but then there are kids like mine. Praise may work at first but bribes are just a sweeter deal! I personally am not a huge fan of bribing with food (for example candy) but don't get me wrong if that’s what works by all means go for it! I would start out with things such as stickers, inexpensive toys (age appropriate), time together outside or phone calls to loved ones (uncle, aunt, nana, papa etc.) to brag about the accomplishments. If you would like to reward with treats then bite size m&ms are a great choice. Also keep in mind that each child is different so it is helpful to use unique bribes that work for your child.

Secret Weapon #6: Aimers
If you have a son this is a fun way for him to interact with the potty. You can purchase "targets" to place in the toilet and have your child aim at them. They can be purchased here. A quick way to save money and still have fun is to simply use cheerios or fruit loops as targets instead.

Secret Weapon #7: Cool Underwear
Similar to decorating the bathroom in your child's favorite characters you can also purchase underwear in your child's favorite characters. If you are using pull-ups perhaps you can find a character that your child is familiar with. I have found myself purchasing pull-ups and then a pack of underwear of my child's choice and then putting the underwear over top the pull-ups. That way your child stays dry from accidents but still gets the motivation of big boy/girl panties.

Secret Weapon #8: Figure out the Fears
Potty training can honestly be a very scary process for some children. If your child cries or seems to fear the potty try to figure out what is causing the fear. Is the bathroom to dull? Is the toilet too big and a potty chair preferred? Is your child scared only when in a bathroom that is unfamiliar? Talk to your child and see if you can gather what may be the problem and do everything you can to fix it.

Secret Weapon #9 Comfort
It is important to ensure your child is comfortable while potty training. If your child seems to fear the bathroom all together try placing a potty chair in their bedroom or in a play room. If he/she is often in the living room, that is a great place to start. Children fear public bathrooms because they are often different than the ones in homes. Public toilets can be a lot larger and more noisy than private bathrooms. A good way to familiarize your toddler with public bathrooms is to allow them to go and flush toilets when you are out. This way they will be used to the difference in sound before the time comes to actually use the public toilet.

Secret Weapon #10: Books
There are several books on the market that are geared towards potty training. If you read to your child at bedtime or before naptime, why not implement a potty book into the book choices? This is a great way for your child to hear about other children and their success with the potty. It's fun to have a doll of choice that can "go to the potty" as well. here are a list of books that are great for potty training just click of the name of the book to find out more:

Potty Time With Elmo

Potty Time With Abby

Everyone Poops

Social/Emotional Activities for Toddlers 18-24 months

2011-04-06T17:06:00.000-07:00

Happy/Sad Emotions

Age: 18-24 months

Materials: Mirror

Objective: Have show various emotions

Use a mirror to demonstrate happy and sad faces to your toddler.

Encourage him/her to make happy/sad faces in the mirror.

Look at my happy face Kenya.
Can you make a happy face?
Just look at that happy smile.

It's okay

Age: 18-24 months

Materials: Arms

Objective: To teach child to comfort others

Encourage your child to show compassion when friends or family members are upset or hurt. Talk about being kind to others when they are upset.

Yes, Jacob, Laila is upset that that her sister went to school.
I'm sure your hugs make her feel better.
Maybe Laila would like to build with blocks with you. That’s very sweet of you to help Laila this morning, Jacob.

Setting the Table

Age: 18-24 months

Materials: cups, napkins

Objective: Child pretends detailed house work

Show your baby how to put cups or napkins on the table for snack. Encourage him or her to clean up their own place after eating (wipe with sponge, put dish in sink, trash in trash can etc.)

Thank you, Michael for setting the table.
Yes, the trash goes in that can, honey.

Put Away Game

Age:18-24 months

Materials: Toys

Objective: To have child place toys in appropriate places

Encourage your child to help pick up toys. Hand your toddler items to put in the appropriate places. Make a game out of putting toys away. Remember to praise your child for their efforts!

Here's a drum L'oreal.
Where does it go?
Yes, the drum goes there!

Wet Sponge

Age: 18-24 months

Materials: Sponge/water

Objective: Encourage child to copy housework

As you are cleaning up a table, provide a damp sponge for your child to wipe the table as well.

Oh, I see you're cleaning the table with mommy, Kali.

That's the way to do it!
The table is clean now.
Thank you!

Childcare Provider Telephone Questionnaire /Interview

2011-04-03T07:51:00.000-07:00

Date:______________

Name:__________________________________________________________

Address:_________________________________________________________

Telephone:______________________________________________________

1. Do you have openings for my child(ren)?____________________

2. Will you be available to keep my child(ren) _____days a week?__________________

3. What is the cost for this care?_____________________________________________

4. What does this include?__________________________________________________

5. Are there any other cost?_________________________________________________

6. How many children do you currently provide for?_____________________________

7. What are the ages of the children who will be in my child's classroom or care in home?_________________________________

8. Is the building or home smoke free?_______________________

9. Do you have any pets?________________________________

If yes, what type of animals and where are they during the hours you are caring for children?______________________________________________________

10. What would be the routine and the types of activities for my child(ren)?_________________________

11. What are your discipline practices?_____________________________________

12. Are you licensed, registered, or exempt from licensure?_______________________

My impression of the provider:_____________________________________

References
Modified from
Division of Childcare and Development
Virginia Department of Social Services
Richmond,VA

Childcare Provider Characteristics (For Quality Care)

2011-04-02T18:27:00.000-07:00

In today's day and age many mother's are opting to work outside the home. This places several children in the hands of childcare providers for hours in the day. As parents do we know if the provider we choose is suitable for the position? The following list provided by the Division of Social Services will help you to decide if your care giver is among the most qualified. These characteristics are broken down into the following sections: Physical, mental and health, Social, Knowledge, Emotional and General.

Physical, Mental and Health Characteristics:

* Maintains good health
* Has a high energy level; is very active
* Does not use alcohol, drugs, or take medication that will effect responsiveness to children
* Can lift children weighing up to 50lbs.
* Can get on the floor with children and get up quickly
* Can run and play with children in active play
* Is attentive and always alert to the children and what they are doing in the environment
* Can work with and supervise children doing different things at the same time
* Is personally clean and appropriately groomed

Social Characteristics

* Enjoys working with children and their families
* Respects children as individuals
* Respects parents as the primary persons in the lives of their children
* Likes to be in an active, constantly changing environment where the needs of children and their families come first
* Has good communication skills, both verbal and non-verbal. Speaks clearly in English, listens to children and parents, does not use negative words or body language.
* Is courteous, consistent, and positive in interactions with children and parents
* Is considerate of others
* Is alert and sensitive to others' need and uses this sensitivity to anticipate what might happen in given situations
* Is tolerant and appreciates the differences in others' skills, appearances, interests, cultures, and personalities
* Is honest in both monetary and non-monetary matters
* Has a keen sense of responsibility and personal accountability
* Is intectually curious
* Enjoys learning and helping others to learn and solve problems

Knowledge Characteristics

* Can read ans write English at least on an eighth grade level
* Has broad general knowledge and information
* Is well organized and efficient
* Can locate and use resources creatively
* Can observe and evaluate children's progress and problems
* Can make referrals to appropriate resources as needed
* Understands basic behavioral guidance techniques, e.g., redirection, positive guidance, role-modeling, etc.
* Can assist children with learning acceptable behavior and dealing with the logical consequences of unacceptable behavior
* Understands the principles of program planning
* Understands the need for transitions and how to incorporate them successfully into the day-to-day
activities of working with children
* Can plan an environment that stimulates children to be active learners
* Is creative in approaches to problem-solving
* Understands healthy nutrition and the nutritional needs of children
* Knows first aid and rescue breathing or CPR
* Can maintain necessary files and records

Emotional Characteristics

* Is emotionally stable
* Is flexible
* Is warm and affectionate
* Is patient
* Is caring and calm, even in trying situations
* Can control temper
* Has healthy self-esteem
* Can objectively evaluate own performance and takes responsiblity for improving performance based on feedback and self-appraisal
* Can deal with conflict openly,comfortably and constructively,without becoming upset,vengeful or defensive

General Characteristics

* Knows and practices professional ethics
* Keeps information confidential
* Is reliable and available when services are needed and expected and makes arrangements with all necessary parties for time away from responsibilities
* Is interested in ongoing professional development

Reference
Reproduced from Choosing Quality Child Care (2006)
Quality Childcare Unit
Division of Childcare and Development
Richmond, VA

Inspiring Teacher Quotes

2011-04-02T17:12:00.000-07:00

In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years. ~Jacques Barzun

Teaching is the profession that teaches all the other professions. ~Author Unknown

A good teacher is like a candle - it consumes itself to light the way for others. ~Author Unknown

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward

The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself. ~Edward Bulwer-Lytton

Teaching should be full of ideas instead of stuffed with facts. ~Author Unknown

We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family. Then we expect them to educate our children. ~John Sculley

The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple. ~Amos Bronson Alcott

A teacher affects eternity; he can never tell where his influence stops. ~Henry Brooks Adams

Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. ~John F. Kennedy
I like a teacher who gives you something to take home to think about besides homework. ~Lily Tomlin

A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers

Good teaching is one-fourth preparation and three-fourths theater. ~Gail Godwin

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. ~Horace Mann

Social/Emotional Activities for Toddlers 12-18months

2011-04-02T14:06:00.000-07:00

Taking Turns Game

Age: 12-18 months

Development: Social /Emotional (Sharing)

Materials: Child's favorite toy

Objective: Baby offers the toy back, but quickly retrieves toy from adult

Give your little one an object, like a favorite toy. After he/she has had a chance to touch, look at, and explore the toy, ask for the toy back. If your baby returns the toy to you, hug and praise the him/her for taking turns. Continue trading, taking turns, and dividing resources.

Here is your race car, Hunter.

Will you give the car to Mommy, please?

Do What I Do

Age: 12-18 months

Development: Social/Emotional (Imitation)

Materials: Your hands

Objective: To have child attempt to imitate your actions

Play a game of imitation with your toddler. Perform different actions such as clapping or stomping and encourage your child to imitate these with you. If the child watches at first, move his/her hands or arms to make the action. Include lots of hugs as you play.

Can you clap your hands like Daddy, Sarah?

Yes, Sarah can clap her hands.

Dancing with Teddy

Age: 12-18 months

Development: Social/Emotional (Imitation)

Materials: Doll or Teddy bear

Objective: To have child imitate your actions

Set the stage by playing "Ring Around the Rosy" with your child. Then show your baby how to play the game with his/her teddy or doll. As he/she holds the bears arms, sing the song and encourage him to move in a circle. Play as long as child is interested.

Mommy is singing, and Shon is dancing with his bear.

Yeah that was fun Shon.

Mirror Play

Age: 12-18 months

Development: Recognition, Self Awareness

Materials: Mirror

Objective: Child recognizes his/her self in the mirror

Place a mirror low on a wall or use a hand held mirror so that your child can see themselves easily. Talk to your toddler about their reflection and who they see in the mirror.

What do you see in the mirror, Kelly?

I see Kelly there she is!

Yes, that’s Kelly in the mirror.

Which One?

Age: 12-18 months

Development: Indicates wants without crying

Materials: two objects (such as two toys)

Objective: Child indicates wants with language or gestures but without crying

Hold up two toys for a toddler to choose which one he/she wants. Encourage the child to say the name, but accept a reach, a look, or pointing finger for the desired toy.

Grandma has a block and a ball.

Brian wants a toy. You're reaching for the block, Brian.

Block, Brian. You want the block.

Housekeeping Supplies

Age: 12-18 months

Development: Pretends housework

Materials: Toy house hold items ( vacuum, mops, brooms)

Objective: Child enjoys imitating and pretending housework

Put brooms, mops and other cleaning supplies out for your toddler to explore with.

You did a awesome mopping Keisha!

Here's another spot you can mop.

Picking up Toys

Age: 12-18 months

Development: Picks up toys

Materials: Child room or other toy area

Objective: Child picks up toys and places them where indicated

Singing is an excellent way to help children complete necessary task. Once your child is done playing, have him/her help pick up toys and place them in appropriate places.

Song1:

We're picking up the toys.

We're picking up the toys,

High ho the derry-o,

We're picking up the toys.

Song2:

Clean up, clean up everybody everywhere

clean up, clean up everybody do your share.

Reference
Welcome To Learning (1997).
Kindecare Learning Centers, Inc.
Montgomery, AL

♥101 WAYS TO PRAISE A CHILD♥

2011-04-02T10:29:00.000-07:00

WOW ♥ WAY TO GO♥ SUPER♥ YOU'RE SPECIAL ♥OUTSTANDING♥ EXCELLENT♥ GREAT ♥GOOD ♥NEAT ♥WELL DONE ♥REMARKABLE ♥I KNEW YOU COULD DO IT♥ I'M PROUD OF YOU♥ FANTASTIC ♥SUPER STAR ♥NICE WORK ♥LOOKING GOOD♥ YOU'RE ON TOP OF IT♥ BEAUTIFUL♥ NOW YOU'RE FLYING ♥YOU'RE CATCHING ON♥ NOW YOU'VE GOT IT♥ YOU'RE INCREDIBLE♥ BRAVO ♥YOU'RE FANTASTIC ♥HURRAY FOR YOU♥ YOU'RE ON TARGET ♥ YOU'RE ON YOUR WAY♥ HOW NICE♥ HOW SMART♥ GOOD JOB ♥THAT'S INCREDIBLE ♥ HOT DOG♥ DYNAMITE ♥YOU'RE BEAUTIFUL ♥ YOU'RE UNIQUE ♥ NOTHING CAN STOP YOU NOW♥ GOOD FOR YOU♥ I LIKE YOU♥ YOU'RE A WINNER ♥REMARKABLE JOB♥ BEAUTIFUL WORK ♥SPECTACULAR♥ YOU'RE SPECTACULAR ♥YOU'RE DARLING ♥ YOU'RE PRECIOUS ♥ GREAT DISCOVERY ♥ YOU'VE DISCOVERED THE SECRET♥ YOU FIGURED IT OUT ♥FANTASTIC JOB ♥HIP, HIP, HURRAY ♥ BINGO♥ MAGNIFICENT♥ MARVELOUS♥ TERRIFIC ♥ YOU'RE IMPORTANT♥ PHENOMENAL ♥YOU'RE SENSATIONAL ♥SUPER WORK ♥CREATIVE JOB ♥SUPER JOB ♥FANTASTIC JOB ♥EXCEPTIONAL PERFORMANCE ♥YOU'RE A REAL TROOPER ♥YOU ARE RESPONSIBLE♥ YOU ARE EXCITING♥ YOU LEARNED IT RIGHT ♥WHAT AN IMAGINATION ♥WHAT A GOOD LISTENER ♥ YOU ARE FUN♥ YOU'RE GROWING UP♥ YOU TRIED HARD♥ YOU CARE♥ BEAUTIFUL SHARING♥ OUTSTANDING PERFORMANCE ♥YOU'RE A GOOD FRIEND ♥I TRUST YOU♥ YOU'RE IMPORTANT ♥ YOU MEAN A LOT TO ME ♥ YOU MAKE ME HAPPY ♥ YOU BELONG ♥YOU'VE GOT A FRIEND ♥ YOU MAKE ME LAUGH ♥ YOU BRIGHTEN MY DAY ♥I RESPECT YOU♥ YOU MEAN THE WORLD TO ME ♥ THAT'S CORRECT♥ YOU'RE A JOY ♥ YOU'RE A TREASURE♥ YOU'RE WONDERFUL ♥ YOU'RE PERFECT ♥ AWESOME♥ A+ JOB ♥ YOU'RE A-OK-MY BUDDY ♥ YOU MADE MY DAY ♥THAT'S THE BEST♥ A BIG HUG ♥ A BIG KISS♥ SAY I LOVE YOU!

♥P.S. A SMILE IS WORTH 1,000 WORDS♥

Multiple Madness: Together is Better

2011-04-02T05:05:00.000-07:00

Multiple Madness: Twin Classroom Separation

As humans we use our hands to perform many of life's daily routines. We use our hands to perform tasks such as writing, playing video games, participating in sports, cooking, and let's not forget the joy of hugging our children. The tasks we perform may seem very simple and sometimes may even be taken for granted. But imagine if you awakened in the hospital to find your dominant hand severed from your body! Do you feel this would result in emotional trauma? Now think of the task performed earlier, Do you believe writing, sports and bonding opportunities would prove more difficult? Twins who have been together since birth are abruptly separated by education personnel once they reach Kindergarten. School officials should reevaluate the belief that separation is better, acknowledge the scientific evidence that separation can be detrimental, and allow flexibility in the classroom placement of multiples.

Many school personnel believe that separation of twins and other high order multiples is beneficial. This belief is based on the theory that separating multiples will promote individuality and allow less pathological dependency on their twin counter parts. Studies concluded that 92% of teachers and personnel were for twin separation stating it was "better for the twins individual development", though no study has proven this assumption. 6.9% of teachers did not feel it was necessary to value the children's opinions while triple the amount of parents thought their children's voices should be heard (Beauchamp & Brooks, 2003). This difference places parents and teachers in a twin war battle. More than 86% of twin parents are in favor of common placement of their multiples. A study by Segal and Russell in 1992 concluded that nearly 84% of twins worldwide between the ages of 6 and 12 were separated in school. A parent survey provided findings that 80% of children were never separated before school. These results can be quite disturbing if we look at the fact that 1/3 of the parents of multiples reported that their twins were unhappy with this separation (Segal & Russell, 1992). A further study involving multiples indicated twins really wanted to be in the same classroom as their sibling.

Many multiples do develop an almost inseparable bond but this bond occurs years before children begin school. Identity development has already taken place and likewise the strict law of classroom separation should be put into question. A study performed by Pauluszny and Gibson in 1974 separated twins in preschool. This study believed that it was more of an advantage for twins to be separated to develop identity and to decrease mutual dependency. However a footnote at the end of this study read: "Referred for treatment because of neurotic issues". This makes these findings questionable because it did not provide any findings for twins without neurotic problems (Beauchamp & Brooks).

There was a study done with nonpathological twins that showed the bond between multiples was not related to social or intellectual functioning. The study concluded that the separation of twins has no benefits. Common placement of twins provides positive social and cognitive development, not social isolation as believed. A study performed three decades ago by Robinson in 1999 later showed that companionship of multiples was related to parent perceptions of twin dependency or decreased social development in nursery school. Robinson further concluded that twins who were separated as early as preschool showed not significant improvement of being independent of one another (Beauchamp & Brooks). Robinson stated these findings counteract with previous stereotypes of twins.

Many authors believe that twins and multiples are displayed to the media as a phenomenon, and sometimes seem to be viewed as an inseparable unit. Teachers, parents and society often treat twins different than singletons, or single births. This also may cause "twin-ship" ( the state of being a twin) to increase popularity and social characteristics of the individuals involved (Beauchamp &Brooks). Authors many times examine only the area of twin psychology that involves excessive dependency and loss of identity. When reading this type of information it is easy to assume all twins will have pathological issues. This false theory arises from the way that others view twins. In contrast, there is no difference in the social/emotional or behavior issues between twins and singletons. Interesting enough twins have a decreased incidence of behavior and suicide rates than singletons have (Beauchamp & Brooks). American and English parents believe that common placement will allow twins to be comforted and feel more secure when in the presence of their twin sibling. The policies of school officials are based on stereotypical views of twins and do not reflect true twin relationships.

After school officials understand that there is no proven evidence that separation is better for multiples, they must acknowledge however, there is ample evidence to prove separation to be detrimental to children and parents of multiples. Many articles written by parents of multiples refer to the emotional turmoil their children experiences being separated for the first time from their parents and twin sibling. Parents also felt emotionally raped by having to witness their twins being separated for the first time in many of their lives (Faulkner, 2009). Studies conducted show that separation of multiples also causes anxiety and academic struggles, especially when divorce is an issue at the time as well. Research has proven many twins may need to be within eyesight of one another just to relax (Bruno, 2008).

Parents of multiples go through a decision making process that singleton parents will never experience. Some of the decisions they have to make involve separate/common classroom placement, peer comparison, dependency, as well as educational abilities. These decisions can be some of the hardest parents of multiples have to make, yet studies report parents feel they have little information or help making this decision (Beauchamp &Brooks, 2003). It is reported that parents of twins are more likely to disagree with schools over any other service provider. One parent, Kathy Dolan when as far as to say " We are not a bunch of whining parents, principals are ignoring the research at hand. It comes down to nothing but discrimination and old wives tales". Dolan continued "I needed a doctor's note to keep my children together in kindergarten. After my battle I founded Twinslaws.com to push for laws in every state." After hearing these words from a mother of twin boys, you can imagine the difficulty of the situation. As if this weren't enough, parents of multiples are subjected to perpetual stress, both physical and psychological, that singletons parents will not undergo. Twin parents are clobbered with the double blow of having enough time to participate in events, resources and special programs for twins. School officials and child psychologist should be aware that an additional child may place additional stress on families, making twins more likely to be neglected than singletons (Beauchamp & Brooks, 2003). Primary school parents regularly reported that there is insignificant knowledge and training for educational issues involving twins. A study concluded only 34% of teachers indicated twins were mentioned in training. When twins were mentioned it only involved genetic issues not twin education (Beauchamp & Brooks). This may provide evidence that many teachers are not equipped with the proper knowledge in educating and development of twins. Parents and teachers agree on the fact that common placement of twins allow teachers to gain more knowledge of family dynamics and how twins respond to one another.

Finally, once school officials acknowledge the evidence that separation can be harmful and has no proven benefit, the value of flexibility in decision making for twin placement should be brought to attention. With new medical advancement in fertility and women starting families later in life, the amount of multiples has increased dramatically in recent times. According to the National Center of Health Statistics the rate of twins and triplets nearly doubled over a ten year period!

Statistics show that many school officials have began to reconsider the separation policies and allow parents and children to have a say so in placement. Minnesota in 2005 was the first state to pass a twins law allowing multiples in the same classroom. Georgia and Texas soon followed. Since 2007 five states have approved regulations that require public schools to respect the request of parents on common placement of multiples. This brings the number of states that maintain this law to nine. These states are Massachusetts, New Jersey, Pennsylvania, Louisiana, New Hampshire, Georgia, Texas and Minnesota. The law is currently pending in the states of New York, Virginia, South Carolina, Missouri, Michigan, Maryland. Parents are required to make requests for placement within the first fourteen days of the school year. Though it may seem that parents have the final say in the states with laws passed, school officials still reserves the right to request separation if the placement chosen is distractive (Larche, 2007).

Many supporters of these laws insist these laws are obsolete and should be an incident of the past. An organization called the Mother of Twins Club Inc., is positioning for a flexible placement policy to be put into effect (Faulkner, 2009). This policy asks schools, parents and children to make a decision on placement based upon a case by case situation. The policy wants to focus on twins needs as individuals that will allow proper growth and ease separation anxiety for parents and children. "No single policy can address all twins situations" states editor in chief of Twin magazine, Susan Alt. Segal later adds " School officials need to consider twins placement on a case by case basis" (Louise, 1999).

As parents, school officials and psychologist work together to consider this critical decision, parents can ask themselves questions to be able to help in the process. Some questions that may need to be considered are: Is one child more dependent on the other?, Do children play with others?, Are children on the same education levels?, Do children want to be in separate classrooms?" (Louise, 1999). Answering these questions will provide much insight on a case by case basis on the placement of twins.

Twins indeed share a special bond that many of us will never have the joy of experiencing. They are viewed by society as a phenomenon that is truly amazing. We as a society should not presume that because of their unique nature that they should be automatically separated for reasons of false benefit. Recall the example of the loss of your dominant hand. If there was no benefit to the loss of your hand would you still want doctors to remove it? No doubt we would all want doctors and staff to consider our feelings so that together the best ultimate decision can be made. Twins and their parents would appreciate the same respect.

References

Beauchamp, H. & Brooks, L. (2003). The Perceptions, Policy, and Practice of Educating Twins: A Review Psychology in schools, Vol. 40, p4
Retrieved October 1, 2009 from the Kaplan University Website: Academic Premiere

Bruno, L. (2008). Should twins be placed together?: More parents want laws to halt separation. U.S.A. Today, Section: Life,p.7.
Retrieved September 10, 2009 from the Kaplan University Website: Academic Premiere

Faulkner, C. (2009). Placing Twins in school: Guiding parents on whether to separate or place twins together in school. Child and Adolescent behavior letter, Vol. 25, No. 3.
Retrieved September 9, 2009 from the Kaplan University Website: Academic Premiere

Larche, S. (2007). From the Twin Cities to "Twin" States: Legislating the Classroom Placement of Twins and Other Higher Order Multiples. The Marquette Law Review
Retrieved October 5, 2009 from the Kaplan University Website: Academic Premiere

Tutelian, L. (1999). Twins: The Separation Question.
Parenting Nov99, Vol. 13 Issue 9, p257, 2p, 2 color
Retrieved October 5, 2009 from the Kaplan University Website: Academic Premiere

Quotes About Children

2011-04-01T17:47:00.000-07:00

Children are our second chance to have a great parent-child relationship ~ Laura Schlessinger

Whatever they grow up to be, they are still our children, and the one most important of all the things we can give to them is unconditional love. Not a love that depends on anything at all except that they are our children. ~ Rosaleen Dickson

Children will not remember you for the material things you provided but for the feeling that you cherished them. ~ Richard L. Evans

If you want children to keep their feet on the ground, put some responsibility on their shoulders. ~ Abigail Van Buren

Children have to be educated, but they have also to be left to educate themselves. ~Ernest Dimnet

Children begin by loving their parents; after a time they judge them; rarely, if ever, do they forgive them. ~ Oscar Wilde

Every child is an artist. The problem is how to remain an artist once he grows up. ~ Pablo Picasso

Parent Involvement: How to Increase it

2011-04-01T17:34:00.000-07:00

As an early childhood professional I feel parent involvement is essential to children's success in learning. In many Head Start programs today parents are encouraged to participate in classroom activities and decision making in school programming. Head Start ensures parents hold many positions on the governing board to allow (Head Start Bureau, 2004).

I believe teachers and parents need establish a close friendly partnership from day one. Parents and teachers should set guidelines and expectations of one another that will encourage children's proper growth and development. Teachers should review and continue to follow all NAEYC guidelines. Directors should ensure the center has a warm and inviting atmosphere. Parents should be involved in several areas of the center and their insight should be valued as their children's first teachers (Follari, 2007). Communication should be open and effective. Teachers should communicate the positive and not just the negative (Follari, 2007).

Suggestions to increase parental involvement would be for center directors to hold open house to meet parents and establish a warm relationship before the school year even begins. The initial contact with parents should be positive. Teachers should appreciate diversity and cultural differences of families and may even greet parents and children in their own native language to establish a special bond. Teachers should encourage parents to be involved in the classroom by volunteering to do things such read stories to the class or volunteer to help out at the center (IE: picture day). Centers can create questionnaire's for parents from time to time to see if parents have any suggestions that could make the center more successful. The center's atmosphere should appeal to parents and support family involvement, offering a parent resource center full of information. Center directors can create a center website that can be broken down into classrooms and allow teachers to interact with parents on a parent page. The communication between parents, teachers and directors should be open and positive. Weekly newsletters can entail what is happening at the center, discuss classroom themes, projects, and teacher/student birthdays. The center can strive to schedule events around parent work schedules and lunch breaks.

Parent Involvement Plan

1. Parent/Teacher Conferences:

This should be planned by the teacher. The teacher should set up conferences with parents and allow a flexible schedule for conferences. There should be time slots available in the morning and the afternoon. There may be a conference sign up booklet, placed by the classroom sign in. Center directors can arrange childcare for parents that are in a conference. They may also provide a few activities for parents who are waiting to be seen by the teacher for conference. The teacher will encourage parents to sign up for a conference as to discuss their child's progress. The conference information and request may also be available on the classroom web page.

2. Classroom Reading Program:

This program can be discussed at a parent/teacher meeting and a parent volunteer can create a log to have family volunteers alternate reading to their child's classroom. Parents and volunteers may want to wear their uniform to read if they have a job of interest for instance a community helper (firefighter, police officer, grocery store worker etc.). This will be an ongoing parent involvement that can last all year. This announcement can be in the parent resource center, on the classroom website, as well as mentioned by the teacher. Teachers can also have a parent board in their classrooms with parent information and "what we did today" information. A list of books can be displayed and parents can sign their name next to a book for that week.

3. Center Newsletter:

The director can create a center newsletter with information on what is happening in the center for the week. Teachers can also contribute each week in an area of the newsletter for their classroom. Important information about health and safety issues, birthdays, themes of the week and field trips may be included. Newsletter's can be placed in children's cubby every week and posted on the parent board. Have the newsletter available on the school website.

4. Classroom Website:

Teachers can create their own classroom website to keep parents informed on what happening in class. The website can display picture of the children in center areas as well as pictures of children's art work. Parents will be able to interact with their child's teacher and ask questions.

5. Classroom Monthly Email:

Teachers will email parents information on what occurring at the center. The will provide them with insight on the upcoming themes of the month and provide positive parenting techniques. Teachers may provide information on upcoming parent workshops and meetings.

6. Volunteer Program:

Center directors can establish a volunteer program for parents to come and help out in the classrooms. Parents may volunteer as a field trip chaperone, help with picture day and other special events.

7. Parent Resource Center:

Directors and Teachers will provide information on area such as child development, health and safety issues, children with disabilities, local help programs such as WIC, Social Services and the Health Department for immunizations. This area may contain pamphlets, magazines, brochures and more.

To maintain safety

2011-04-01T17:29:00.000-07:00

*Please Use this only as a guide to help you with your CDA*

With many mother's opting to work outside the home children are spending more time in child care centers than home (Maratoz, 2009). This makes it a crucial need for childcare facilities to provide an enriched learning environment that allows young children experiences that will promote development. These facilities should encourage social/emotional, physical, cognitive and language skills in a safe and clean environment. To maintain a safe, healthy learning environment for children I provide proper supervision, follow safety guidelines and use proper sanitary practices in my classroom.

To maintain proper supervision of children I always stay in the my state appointed ratio or the amount of children per adult to keep children safe (Vi-Nhuan, et al., 2006; Wishard, Shivers, Howes & Ritchie, 2003). I work with children ages 16-24 months. My state ratio in Virginia is 1:5. During the day I usually have a co-teacher in my classroom. Research suggest that smaller groups benefit the children's care (Burchinal, Howes, & Kontos, 2002; Munton, Blackburn, & Barreau, 2002). I also keep head count sheet updating this sheet every 15minutes. The head count sheet provides a list of children's names and when updating you do a "name to face check" to make sure all children are accounted for. I make sure children remain within my sight and sound. I am careful not to have children in "blind spots" which could be in a corner or behind something that I cannot visually see in the classroom. When outdoors I am careful to count each child before walking outside and once outdoors count the children again to make sure everyone is accounted. I walk around the play area constantly as I interact with the children so that I know where each child is at all times.

After making sure all children are properly supervised at all times I include developmentally appropriate activities and toys for my toddlers. I follow all guidelines to inspect toys for broken or sharp pieces. I am conscious that no toys pose a choking hazard to the children in my care. All toys are kept organized as not to cause any tripping hazards in the classroom. Duplicate items are available for children. The children are provided with a large comfortable place to play and explore. Children may be provided with push/pull toys as well as fill and dump toys. All cords on toys that could cause strangulation are removed. All toys will be tested with a toilet paper roll. If the toy can fit down it, it will be kept out of reach due to becoming a choking hazard. Toys on the playground may be large push and pull toys. The playground may have a slide but be covered with mulch, or some soft material to account for falls. The playground will be thoroughly inspected for any choking or other hazards before children play.

The childcare site provided for my children will be in an area that is large and kept at a comfortable temperature. Large furniture pieces should be securely grounded. Windows that are low should be made out of safety glass for the event hey may break, also colorful items may be placed on windows to discourage toddlers from bumping into them (Martoz, 2009). Quality lighting is crucial for the class and hallways. Are quality should be considered. The use aerosols should not be used around children (Landrigan, et al., 2004; Daisey, Angell, & Apte, 2003).The National Health and Safety Performance Standard recommends 50 square feet per toddler outdoors (APHA and AAP, 2002).The facility will have at least two exits in each room and exits should be labeled. There is an evacuation plan in order, along with regularly practiced fire drills. The playground will be away from any heavy traffic areas and other items that may cause concern. Play areas should also be fenced in and have a workable lock for safety.

To keep the facility safely maintained all items such as cleaning supplies are kept away from the children. Chemicals are labeled and in proper bottles. I do a thorough check around the classroom and outside of center to inspect for any broken items, cords that are in the way, and outlets not covered. A daily form is completed to insure a walk thru of things that can be fixed immediately or soon a s a maintenance tech arrives. This could be light bulbs out, fridge temperature for infant bottles. Any items that may cause a danger will be removed. In the summer and spring months the playground is inspected for bees nest or other seasonal concerns. Daily health practices are done as well. The use of proper hand washing is encouraged for all teachers and students. Toys and surfaces are sanitized regularly. Health alerts are sent out to inform parents of any contagious illnesses they may have occurred in the classroom. I also keep a first aid kit available and keep up to date on first aid and CPR classes.

As teachers we should remain aware that we are not only here to teach children but to provide proper supervision, appropriate activities, and follow state guidelines for the children in our care. Children thrive when their surroundings are met with love nurture and care. A clean and safe environment is essential to the proper learning and development of young children.

Beginner Tips for the "mamarazzi" or "paparazzi" in you: Capturing better pictures of your little one

2011-04-01T17:18:00.000-07:00

Tip#1 Stooping to their level!

When photographing children getting down to their eye level makes your photos appear more warm and inviting.

* It can be great to change angels for a more creative approach. Zooming in and out can add a variation of compositions.

Tip #2 What that in my eye?!

Ever took photos of your child and their eyes looked red? Well red eye is normally caused by improper lighting in the room. To reduce red eye in photos try to turn on more lights in the room. If there is no additional lighting, you may want to opt for taking your photo outdoors.

* You can also reduce red eye by not having your child look directly into the camera.

Tip #3 My flash is 2 faced!! (friend or foe?)

Well this can go either way. Most camera flashes range from about 8-10ft. So this means if you are too far from your subject your photo will appear dark. If you are too close to your subject then the flash will cause your photo to be too bright. Flash can cause harsh light and shadows on your subject. A fair neutral would be to step back from your subject and then opt for zooming in. That way the flash will be distant but you will still have the close up shot you want.

Tip #4 It’s a bird, it’s a plane, no it’s the freaking sun in my eye!

There is nothing worse than trying to get out in midday to do photos. Like the flash the sun will cause harsh light and have everyone in the photos eyes squinted. If you have to shoot in sunlight you should either have the sun to the back side of your subject with the sun to the side of the camera. You can also find a shaded area and turn your flash on for a fill flash.

Tip #5 Feeling a little Under the Weather is a good thing!

Cloudy days may wreck havoc on your afternoon plans but are a great opportunity for some really unique photos. The sunlight is diffused and this will help your colors look more vivid. It will also add interestingness to your photos.

* Rain can also make fun portraits with kids. Just be sure to cover your camera (you can wrap it in a plastic bag and make a whole for the lens).

Tip #6 Get out of my background!

Backgrounds can play a huge part of some photos. It is best to move distracting items out of the your portrait background. When shooting outdoors try to find an attractive area with few distractions.

* Remember to look out for items that seem to be sticking out of people's heads. Phone polls, trees, buildings etc.

Tip #7 Where You at?!

Sometimes placing a subject off center is a more pleasing approach. Think of your view finder as a tic-tac-toe board divided into thirds. Try placing your subject on one of the intersecting lines. If for some reason you cannot get a pleasing shot like this, you may be able to crop it later.

Tip #8 This is Child's Play

The best way to get unique or nontraditional photos of your child is by catching them while they are busy. This could be playing outdoors, engaging in their favorite pass times, or running around at the beach.

Tip #9 Just be yourself

So when we're about to go on an job interview or first date, what's the most common advice parents give?.. Just be yourself and you will be fine. Why does this advice go out the window at photo time? Children have short attention spans and will not stay posed for long. The one thing that drives me bonkers during my shoots is a parent who gets frustrated because their child will not stand there and smile. The child gets in a bad mood ( hate me for being there) and views picture taking as a dreaded task. Their smiles come across fake (because they are), if you even get one at all.

* The best tip for this is to allow your child to take some silly photos tongue out, cheek filled with air, sing, dance whatever floats their boat! Then sneak in a few pleasing shots along the way.

Tip #10 Ugh Mom not Again!

So honestly, no one in my house likes to take photos anymore. Therefore I have to venture out for new subjects every day. Seriously the best way to have more great photos is to take more photos. With digital cameras today there is no excuses. All you have to do is press delete and try again. Don't just wait for special occasions. You can't get good at something you only do a few times a year. If you find yourself at the point I am with my camera, you will drive your kids crazy. Just consider it being a good role model for the saying: "persistence is the key to success".

Hope you enjoyed these tips and good luck with your photos. Check back regularly for more tips for better photos!

To advance physical and intellectual development

2011-04-01T17:14:00.000-07:00

To advance physical and intellectual competence, I incorporate age appropriate activities in my classroom. These activities provide infants and toddlers with daily opportunities for growth and development. One way I support physical advancement in non mobile infants is by encouraging them to roll from front to back. I do this by placing the child on the floor, bending one knee and arm and then gently rolling the child. With older mobile infants I provide activities such as fill and dump items on a low table so that the children may stand and play. This will help children to learn to keep their balance and stand alone. To promote physical development in toddlers I encourage the use of their feet to move riding toys. I even use meal time for strengthening fine motor skills, as I encourage toddlers to fold napkins at lunch time, praising them for their efforts.
To support advancement in cognitive learning I provide a variety of age appropriate activities that will promote curiosity, exploration and problem solving. An activity that I perform with young infants is the game peek-a-boo. This improves infants cognitive skills by teaching them object permanence, or that an object still exist even when not in sight. With older infants I enjoy playing a game called find it. With this game I let infants watch as I hide a toy, then ask if they can find it. This activity displays intellectual growth by using memory to find the item hidden. An example of creating cognitive development in toddlers is by showing toddlers a large circle. Then taking them for a walk around the room finding items that resemble a circle.
I provide several opportunities to promote both verbal and non verbal communication for children in my classroom. One way I support communication in young infants is by placing two infants on the floor. I provide a variety of interesting toys that the infants may rattle, squeeze, or bang. This allows infants to verbally coo and babble at one another or simply just watch and smile. For mobile infants I encourage language by having family pictures posted on a family board. I point to family members and say "mama and dada". I then encourage infants to repeat me. I support language and communication practices with toddlers by singing songs and interacting with finger plays. I provide a diverse atmosphere utilizing songs from different cultural backgrounds.
To support creativity I provide many experiences for children to express themselves through play, art, music and rhythm. I know that it is the process not the product that is truly important. I allow children to see the world through their very own eyes which may include purple trees, pink skies, and even frogs that fly. I ask many open ended questions to allow children to imagine and create leaving their mind to hold the endless possibilities.

To Maintain a commitment to professionalism

2011-04-01T17:10:00.000-07:00

*Please Use this only as a guide to help you write your competency statements and goals for your CDA*

To maintain a commitment to professionalism I welcome opportunities that provide professional growth, serve as a children's advocate and follow NAYEC ethical guidelines for the early childhood field. As an early childhood professional I believe that teachers are life-long learners. In my junior year in high school I enrolled in a two-year occupational childcare course. This course gave me a hands on experience, working directly under a teacher in a preschool setting. I supervised snack, created art activities, and lead the class in circle time. After finishing high school I went on to receive my Early Childhood Certification from Cardean University. I am Medical Administration Training (MAT) certified, and First aid and CPR certified as well. I attend childcare training seminars whenever they are available in my area. I subscribe to parenting magazines that have lots of information on children's development and timelines of milestones. This magazine helps provide me with ideas to use in my classroom. I also share these magazines with the parents in my class. I feel I have acquired the knowledge and skills to work successfully with all children and families including those with special needs and multicultural backgrounds.

I serve as an advocate for children and strive to encourage parents to become advocates for their own children as well. I value keeping the communication lines open with parents and I encourage them to be involved in decisions made around the center. This includes decisions that both affect their child directly as well as the center as a whole. As an advocate myself I stay involved in the early childhood decision making in my state. I write letters to encourage or discourage decisions that are being made on the behalf of children. I also help my coworkers get involved in advocating. I share new information I have learned with them and encourage them to share new information with me.

As a professional I adhere to all NAEYC code of ethics and am dedicated to the statement of commitment. I keep all parental information shared with me confidential. I also uphold all health and safety regulations and make children's well-being my top priority. I remain trustworthy to children parents and staff at the center. I also respect family diversity. This includes but is not limited to cultural differences, orientation, or economic status. I encourage individuality in children. I treat each child with respect and help them to build a positive self image.

Is Your Child Safe? Accident Prevention Measures

2011-03-30T17:48:00.000-07:00

Did you know that accidents are the leading cause of injury and death to children in the United States? As a Health & Safety Coordinator for Knowledge Learning Cooperation for several years, I would like to share with you some accident prevention measures that will help insure the safety of children in your home.

Basics
* Learn CPR and first aid for infants and young children
* Keep a first aid kit on hand in case of injuries
* Find out if your home has lead
* Install safety outlet covers
* Never leave children unattended
* Have emergency numbers immediately available
* Do not let people smoke near baby
* Keep children away from windows

Precautions
* Never treat medicine as candy
* Label products and always check labels before giving or taking any medicine
* Destroy discarded medicines
* Keep all poisons in original containers

Common Poisons Ingested
* Asprin and other salicylates
* Contraceptive pills
* Iron pills
* Pesticides
* Disinfectants
* Laxatives
* Furniture Polish

Nursery
* Be certain that cribs are in good working condition and meet national safety requirements
* Always keep sides of cribs up while child is occupying it
* If toys are tied to crib, assure that strings are short and tight so child does not tangle himself
* Be aware of all safety recalls on toys and other baby products
* Be sure matress fits snug into place to prevent suffocation and strangulation
* Remove all toys, pillows and comforters from sleeping area
* Install window guards on windows (unless it is a designated emergency exit)
* Install a smoke detector
* Use flame-resistant pajamas
* Remove all cords and wind-ups on blinds out of children reach
* Be sure that toys are age appropriate for your child
* Never give infants and toddlers toys that have small or removable parts
* Be sure toys do not have any sharp or rough edging

Family Room
* Install and maintain smoke detectors and carbon monoxide detectors
* Plan and practice a fire escape plan (it is also helpful to post plan)
* Bolt heavy furniture such as the television and book shelves to the wall
* Keep clutter off of stairs and out of hallways
* Keep loose electrical cords out of reach
* Be sure electrical cords are not frayed
* Install edge protectors on edges of furniture
* Store unloaded hand guns and rifles in a securely locked cabinet and use gunlocks, lock boxes, or gun safes
* Install safety gates on both ends of the stairs

Kitchen
* Cook on back burners and turn pot handles towards the stove
* Keep hot meals in the middle of the table and be aware of hot grease splatter while cooking
* Keep appliance cords such as coffee makers out of reach
* Place poisons such as cleaners and pesticides in a locked cabinet or out of reach of children
* Keep a fire estinguisher on hand
* Be sure plants that may be poisoness are out of reach
* Post emergency contacts near phone
* Store knives and other sharp utensils in a drawer with child safety locks
* Keep hot beverages out of reach of children
* Never carry a child and a hot beverage at the same time
* High chairs should have a wide base to prevent tipping, safety straps and tray for baby

Bathroom
* Use slip-resistant strips in the bath tub to prevent slippery falls
* Lock medicines and sharp objects such as razors out of reach
* Supervise children in bathtub at all times
* Place safety locks on toilet lids
* Hot water that reaches 140*F can cause third-degree burns in just 5 seconds
* Set water tempertaure to 120*F or less
* Bath water should not exceed 100*F
* Keep electrical appliances stored away from water in locked cabinet
* Keep all electrical appliances stored away from water in locked cabinet
* When turning on faucet on cold, then hot water
* When turning off faucet turn off hot then cold water
* Do not place children in bathtub while the water is running
* Be cautious of small objects such as peas, buttons, popcorn, beads, nuts within children's reach

Car
* Be sure your child's car seat is approved by law
* Follow manufacter's instructions for installation or have a certified safety seat tech install the seat for you
* Always place the safety seat in the back row
* Never use a safety seat in a seat that may release an air bag
*The National Highway Traffic Safety Administration recommends booster seats for children until they are at least 8 years of age or 4'9" tall.

References
Riverside Health Inforamtion: Accident Prevention Birth to 12 Months (2010)
Virginia Department of Health Caring for Your Baby: About Newborn and Infant Care (2005)
Prevent Child Abuse: Virginia

Newborn Care

2011-03-30T12:34:00.000-07:00

Congratulations on the birth of your new baby! Motherhood and fatherhood are the most rewarding times in our lives, though I know we sometimes wish babies came with a manual. Since they don't, I have created a guide for you! Here are a list of tips to help you care for your little one once you leave the hospital.

Feeding
* Your newborn should eat about every 3-4 hours (formula) or every 2-3 hours (breastfed).
* You should burp your baby several times doing feedings.
* A small amount of spit up is normal and is usually the lack of burping, over eating, eating to fast, or swallowing to much air.
* Solid foods are not recommended until 4-6 months of age.

Diapering
* Choose the type of diaper you feel is most comfortable for your baby
* Fold diaper down until umbilical heals or falls off
* Newborns should be checked every hour and changed as often as needed
* Wipe diaper area with a clean, damp washcloth (wipe front to back)
* Allow diaper area to breathe for a short time
* Your baby should have at least one bowel movement a day
* Never leave baby unattended on changing table or other high surface areas
* Remember to wash your hands before and after diapering

Umbilical Cord Care
* Keep the cord clean and dry
* Using a cotton ball apply rubbing alcohol with each diaper change (continue until cord falls off, usually within 14days)
* Fold infant's diaper below the cord so that it will remain dry
* Contact your child pediatrician if you notice excessive blood, foul odor, drainage that is green, or if it looks red and irritated.

Circumcision

* Use soap and water to keep the area clean
* Apply ointment to sooth area which should heal in about 10 days
* If you observe fresh blood, swelling, redness or irritation call your pediatrician
* If your son is not circumcised remember to clean area with soap and water

Bathing
*Sponge bathe is best until the umbilical cord falls off or if your baby is a boy, until the circumcision is healed also(usually within 7-10 days).
* The bathing room should be warm with no drafts.
* Find a flat surface and lye your child on a towel
* Using a damp cloth (you may also use damp cotton balls) gently wipe all over your baby. Be sure to wipe between fingers, toes and behind ears

Sleeping
* Always put your baby to sleep on his or her back or side, not the stomach
* Remove any fluffy bedding including pillows, comforters, quilys and large toys from the baby's crib or sleeping area
* Do not smoke or allow others to smoke around your baby
* If needed use a clean dry pacifier to sooth baby to sleep

Clothing
* Dress baby in clothing appropriate for the weather
* If it is winter layers may work best in case baby gets hot or cold
* Clothing should be loose and light weight

Nails
* Use baby nail clippers or scissors to trim nails
* It is usually the easiest to clip nails while baby is sleeping or right after a bath

Bonding
* Hold your baby often (Remember to support his/her head and neck)
* Cuddle and sing to your baby
*Read to your newborn, the sound of your voice will comfort him/her
* Respond to your infants cries which is his only way of communication
* Remember babies usually cry when they are hungry, wet, in pain, or uncomfortable
* Help your baby get aquainted with other family members (with other children you may need to teach how to hold baby gently)

Signs of Illness

*High or low temperatures (normal is 97.6 to 101.0 rectally)
*Vomiting
*Refusing to eat
*Lethargic
*Unusual rashes
*Extreme irritability
*Unable to wake baby
*Remember to take your babies temperature before calling your health care provider

Well-Baby Check up
*First check up is at 2 weeks
*Second check up is at 4 weeks
*Remember to keep well-baby check up and shots up-to-date

Take Care of Yourself
*Try to get sleep or at least relax (even if it is just sitting or lying with with your eyes closed)
*Eat a healthy Diet (proper nutrition can help with a speedy recovery)
*If you are breastfeeding you need to add about 500 calories to your daily reccommendation
*Exercise (helps shed those baby pounds)
*Family Planning (be sure you have chosen a birth control option as it is very easy to become pregnant right after birth, even if you are breastfeeding)

References
Virginia Department of Health (2005)., Caring for Your Baby: About newborn and infant care
Channing Bete Company, Inc. South Deerfield, MA 01373
Nelson's Textbook of Pediatrics, p.214
Hornig, Current Problems in Pediatrics (1975). p.6-8