Teach Kids How https://www.teachkidshow.com/ Preparing Your Child For Life Wed, 20 May 2026 04:08:05 +0000 Teach Your Child to Take Responsibility Tue, 19 May 2026 23:08:05 +0000 Some important things to remember:
  • Teach them in love. Remember, they are learning.
  • Make sure your boundaries and expectations are clear.
  • Develop logical consequences for mistakes.
  • Empower them by encouraging rather than blaming when instructing and correcting them.
  • Believe in yourself as a worthy model. Get help if you need it.
Preschool Young babies cannot meet many of their own needs. Their dependence on you is purposeful. Your baby is witness to your daily actions and conversation. Your very young child is learning responsibility in this way. Some say babies need to be able to soothe themselves. Trusting a baby to fall back to sleep by himself after being fed, changed, held and played with is an example. Toddlers can begin to do some of their own self care and hygiene. They can pick up toys and put them where they go when finished playing with them. Even young toddlers can carry their soiled clothes to the hamper. Older preschoolers love to have a chore or two. Being responsible for putting the napkins on the table or feeding a pet helps them know they are part of the family. Age-appropriate tasks are good for showing youngsters they have an impact on their environment. Consistently telling the truth, following directions, reflecting on successes and goof-ups, displaying kindness and courage- show you that your child is learning to be responsible for themselves. Many times this process is three steps forward and one step back- but this is a normal part of growing up. Main points to address:
  • Babies learn by watching you and by your response to their needs.
  • Toddlers and older preschoolers can do some self care.
  • Give your preschooler a few jobs to do each day.
  • Celebrate your child’s milestones with praise and occasional rewards.
Grades K-3rd Young school age children are still learning from you, and also from other important adults in their life. Modeling continues to be very important, but learning from experience is becoming more important. Children have a built in sense of right and wrong, fair and unfair. Watching other children being responsible or failing to be responsible shows them the effect of either on them- individually and as a group. This is priceless training. Keeping a close working relationship with your child’s teacher is essential. Some children have difficulty in one area of responsibility or another, perhaps organizing belongings or accepting consequences. Working as a team you can help your child become more proficient in that area. Chores are important to this age group. Working along side of you is better than having them do chores independently. They need to know how things are done correctly from start to finish. Explicit instruction in being responsible for words and actions will give them a standard to measure their own progress in an area. Rewards for responsible behavior and a job well-done will encourage your youngster. But some things should be done just because they need to be done, with or without reward. Kids this age can begin to be responsible for the money they have earned or saved. Making wise financial decisions at this age will help your child grow up with healthy habits in this area. Remember your child is learning and practicing, learning and practicing! Main points to address:
  • Form a good working relationship with your child’s teacher.
  • Kids still need supervision with chores.
  • Not every success or compliance needs a reward.
  • Help your child form good money habits.
Grades 4-6th Older elementary children have formed much of their character by 4th grade. Many of their self-care habits, work and study habits and ways of dealing with peers and elders are established. Still, there is much to learn. Developmentally, this age is able to self-evaluate their behavior and performance with guidance. Setting kids up for success is vital. Do they have a study area that is set up just for them? Is there a calendar, a dictionary, a daily planner available? Is a chore list where tasks can be checked off when completed in plain view? Time management is very important and now is the time to learn it. Children 9-12 should be able to cooperate with adults and other children fairly consistently. When things don’t go smoothly, they need you to help them reflect on their part in things. Preaching does not work! But active listening and empathy does. You will see progress when they accept responsibility for some of the problem most of the time! Friendships provide good practice in being responsible. Letting your child RSVP and write thank you notes teaches them thankfulness and good etiquette. Volunteering to help with a community cleanup or club fundraiser is valuable practice for becoming a socially conscious adult. Reading to nursing home residents will help your child know the importance of serving others. Again, remember children are learning and practicing what they’ve learned. But this is not a rehearsal! Being responsible is woven into the fabric of their young lives as they live out each day. Year by year they will become more responsible for their thoughts, words and actions- and you’ll know you’ve done your job. Main points to address:
  • Children need “props Efor success.
  • Help them reflect on their own thoughts, words and actions (without blaming!) when things don’t go well.
  • Help your child learn good manners and etiquette.
  • Know that learning responsibility is a process. Don’t give up! Use encouraging words with your child.
Resources Resources that can help you in your venture include: ]]> https://www.teachkidshow.com/teach-your-child-to-take-responsibility/ http://www.teachkidshow.com/teach-your-child-to-take-responsibility/ Teach Your Child How to Use a Ruler Mon, 18 May 2026 21:48:50 +0000 Preschool Humans have a natural inclination to compare and contrast in measurable terms. Kids add words indicating size early on. “I want the big one! Eor “That’s too heavy for me.” Children often use non-standard measures when first measuring. They might say, “It’s higher than I am. EIt’s as wide as two of my hands. EFirst units of measure were not much different. The term “foot Efor example came from the length of a ruler’s foot! As awareness expands, older preschoolers will show interest in specific units of measure. When getting their checkup with the doctor, let them examine the lines on the ruler and see where the top of their head comes. This will demonstrate a standard measure of length that is personal to them. Hanging up a height chart at home and marking it every few months will delight your child as they “inch Eup! Fitting your youngster for a costume? Let them hold the tape measure while you record their dimensions. Deciding if wrapping paper is long enough? Let them help. Is Dad putting tiles down in the kitchen? They can help! Main points to address:
  • Preschoolers use comparing words and non-standard measures.
  • Let them assist when using a rule.
Grades K-3rd Primary school children can begin to use standard measures around second grade. Supplying a flexible plastic or simple wooden 12 inch ruler, metric or English, whichever is used where you live, will get your youngster measuring all over the house! Show your child how to line the zero up with the left hand edge of the object being measured. Go to the nearest inch at first, saying, “That’s about 5 inches! EThere is no need to be exact at first. It’s fun to use the ruler to measure small toys, stones from the garden, even fingers and toes! After some practice, you can point out the smaller markings between the numbers. Measuring to the nearest half or quarter inch will naturally follow as objects of similar but not exact lengths are compared and measured. There are several quality websites that may illustrate in an interactive format how to measure with a ruler. You may want to try one of these to reinforce what your child has already learned. Children this age are also able to measure with a yard or meter stick, a carpenter’s tape, or dressmaker’s tape measure and should start to know equivalent measures, such as 1 meter is 100 centimeters. Providing practice with a sewing, woodworking or other craft project would be timely. Planting a garden, building a tree house or putting up a bird feeder are all activities that will give your child practice using a rule. Using a ruler is one of those skills essential to many human activities. Knowing how to use a ruler correctly can be a source of pride and self-confidence. Main points to address:
  • Use a simple wooden or flexible plastic ruler with clear markings.
  • Make sure the zero is lined up with the left-hand edge of the object being measured.
  • Start with nearest inch, then half-inch, then quarter inch. (Centimeters and millimeters are somewhat simpler. Start with nearest centimeter, then count millimeters.)
  • Have your child use their new skill on a craft project.
Resources Resources that can help you in your venture include: ]]> https://www.teachkidshow.com/teach-your-child-how-to-use-a-ruler/ http://www.teachkidshow.com/teach-your-child-how-to-use-a-ruler/ Teach Your Child How to Research Information Sun, 17 May 2026 20:52:42 +0000 Preschool Even very young children are not always satisfied with Mom or Dad’s explanations to their questions of “Why? How? Who What? and Where? EWhen your youngster asks questions, you have a ready made “teachable moment E Going to a children’s picture dictionary to look up a dragonfly or a tornado might help you provide backup for your own explanations. Show them the words are in ABC order! As children begin to understand that our world has many interesting places and people, a children’s atlas can be useful. Looking in the index first will show your preschooler there is a quick way to find where China is! Exploring the pictures and limited text will give them an idea of what kind of information can be found in an atlas. Older preschoolers can also use the Internet to find out how marbles are made and what boa constrictors like to eat. The idea of keywords can be taught by saying, “Now, what do we want to know? ESorting out useful versus less useful or useless websites can be fun and teach them that some sources of information are more helpful than others. Main points to address:
  • Early research will be generated by your child’s natural curiosity.
  • Keep a children’s picture dictionary and child’s atlas handy.
  • Use the Internet with your youngster for select searches.
Grades K-3rd Children of early elementary age have many questions. Learning to effectively research will lay the foundation for fancier research later. Children should be taught in school or at home how to begin to use the dictionary independently. This will not be fully accomplished until about age 9 or 10. Knowing that items are alphabetized, that there are guide words, and what each entry offers will take repeated use. Switching to an intermediate dictionary from a children’s dictionary can then be done. Atlases provide lots of inspiration and fuel a child’s need to know about their world. Combining use of an atlas with the Internet is a good way to introduce the idea of multiple sources. Your child will delight in seeing the Iditarod dogs getting ready for the race (live) while learning about the climate in Alaska! Again, knowledge of how to use the table of contents, index, glossary, keywords, and guide words will become more sophisticated with practice. An important note: Make sure your child never uses the Internet without your direct, or a teacher’s direct supervision. Needless to say, the good is mixed with the useless, the questionable and the downright bad on the Internet. They will also learn more about researching information with your guidance. The library can be a great place to learn to research. The simple task of finding a favorite author or looking up how to care for a hamster will develop important research skills. Main points to address:
  • Children can begin to use the dictionary independently.
  • Combine use of an atlas with the Internet.
  • Always supervise your child’s use of the Internet.
  • Going to the library can help develop research skills.
Grades 4-6th Upper elementary children will have multiple opportunities to research information in school. Researching “real Ethings- like environmental conservation, the world’s record in soccer goals or how to design a skyscraper delight children of this age. Many schools are forsaking traditional research that employs original documents, books, periodicals and encyclopedias. But they remain important resources and should be used during these years to write reports, do badge work in scouts or just for personal knowledge. Encyclopedias give concise and fairly complete information on many places, people, historical events, and creatures. Combined with a second source, such as the internet, they can provide the basis for more research. Being able to back up findings with a second or third source is very important and appeals to this aged child. They love to “prove Ethings! Again, use of the Internet still needs to be supervised and you may want to consider using some sort of parent filter to protect your child. Helping your child to sort out essential information and organize their findings in a logical fashion is part of teaching them how to research. Create a Word file to record information or use index cards to do this, especially if they need to present their research. Older elementary kids should be adept at using a dictionary by now and can begin using a thesaurus when writing. The progression from following up on a preschoolers curiosity about the world to helping your 6th grader write a report for geography is indeed a natural one. Researching with your child can help them gain valuable skills and give both of you a time to interact and learn with each other. Main points to address:
  • Older kids love to research “real Ethings.
  • Children still need to be able to use an encyclopedia, periodicals and books for information.
  • Help your child organize their findings with index cards or a Word file.
  • Keep a dictionary and thesaurus handy.
  • Continue to monitor Internet use.
Resources Resources that can help you in your venture include: ]]> https://www.teachkidshow.com/teach-your-child-how-to-research-information/ http://www.teachkidshow.com/teach-your-child-how-to-research-information/ Teach Your Child How to Count Money Sat, 16 May 2026 20:46:13 +0000 Preschool Preschoolers can begin to count money as soon as they begin learning to count. They may not know coin values, but show them small sets of coins separated by denomination and let them count with you. Keeping a “piggy Ebank even at this age is a good idea. Children seem to know they are collecting something important. As your child puts coins in her bank, say 1 penny (or other coin name), 2 pennies, 3 and so on. Then go to the next type of coin and repeat. If there are bills to deposit, do the same, separating and naming denominations while counting. Let your child make small purchases with some of their savings. Have them count out what is needed with you. When you get home redeposit the coins and bills and do the same. Older preschoolers like to handle money. Sorting money in the sections of a muffin tin, counting while adding, can be fun. As they get older, you may want to say, “Okay, let’s see how many more quarters there are than dimes. EThis will help them to count and compare amounts. Try the idea of equivalence if you think they are ready- 5 pennies equals I nickel, and so on. Main points to address:
  • Preschoolers can begin to count money as soon as they learn to count.
  • Provide a “piggy Ebank for your youngster.
  • Let your child make small purchases; count the money aloud with them while paying, then count the change.
Grades K-6th Older children are very interested in earning, saving and spending money. Allow them to continue saving, or go to the bank and open up a savings account. Many banks promote the idea and provide special perks just for kids! Young elementary children learn “skip counting Eeasily, an important skill for counting money. Practice counting 5, 10, 15, 20, and so on, then 10, 20, 30 …. Count to 100 with 5s, 10s, 25s and 50s. Practice in a sing-song rhythmic way, clapping or rocking back and forth for those kinesthetic learners! When your child is handed money to make a purchase count it out to them and have them count it back to you. Do this by “adding on Eas you go. Say, “There’s 3 dimes making 10, 20, 30 cents and 1 nickel, makes 35 and 4 pennies makes 36, 37, 38, 39. Eadding on values as you count. It is good to start with the coin of the largest value. You will be surprised how quickly they learn to “add on E A fun game that 6 to 12 year olds can play is called “Muffin Money E(using the muffin tin mentioned above with 6 sections). Place 50 pennies in one section, and 20 nickels and 20 dimes in two other sections, 8 quarters in another, 2 half dollars in the last. Each player gets 1 penny to start. The youngest player goes first, flipping their penny. If it is “heads E they get to pick another penny. If tails they do not and play goes to the next player. Any player reaching 5 pennies, gets to exchange them for a nickel or keep adding pennies. When a player has three nickels they may flip for a dime. Play is repeated, exchanging 2 nickels for a dime, 2 dimes and 1 nickel or 1 dime and three nickels for a quarter and so on. You may also go backwards (exchanging a dime for 2 nickels for example) if you need to. The goal is to continue flipping, earning and exchanging coins until you have enough for a dollar. This can be played with coins from any nation, just change the amounts needed for exchange. Kids love to spend money. Teaching them to save one-third, spend one-third and give one-third (for gifts, church, charity) is good training. Each time they have an opportunity to handle money they will become better and better at counting money and knowing the value of it! Main points to address:
  • Learning to “skip count Eis good preparation for counting money.
  • Buying and receiving change is excellent practice in counting money.
  • Games with real money can provide practice in a fun way.
  • Teach your child to save 1/3, spend 1/3 and give 1/3.
Resources Resources that can help you in your venture include: ]]> https://www.teachkidshow.com/teach-your-child-how-to-count-money/ http://www.teachkidshow.com/teach-your-child-how-to-count-money/ Teach Your Child How to Be Outgoing Fri, 15 May 2026 19:44:24 +0000 Preschool Preschoolers are still checking things out! They need to explore and handle their environment and the people in it. Some are more adventurous and step right out. If your little one needs encouragement to open to new experiences and people, go gradually. New situations and people provide an overload of sensory input to a sensitive child. Holding her close while she surveys a situation is best, letting her know you are listening for her and watching out for her if she does venture out. Reassurance that you are still connected is important. Small playgroups in quiet surroundings might be a good way to provide an encouraging setting. Going to a park where your child can observe other children having fun may draw her into the activity. Starting with short periods and then extending the time after a bit will prevent your child from being overwhelmed. Don’t forget to applaud her small successes by saying, “That was fun! We’ll come another time. ETake care not to push her into situations as this is a process that could take years. Patience and understanding without creating a fuss is best. Know that time will likely be the key. Main points to address:
  • Some children are naturally more sensitive to new situations and people.
  • Go gradually, extending social and play experiences slowly.
  • Remember to offer lots of hugs and smiles.
Grades K-3rd Reluctance to separate from Dad and Mom at the start of school is quite common. Teachers are experienced with drawing children into activities. The adjustment time can seem like an eternity! Loving support can include “I know you can do this.” Having some successful experiences with cousins or playmates previous to school will help. Reminding your child you are coming back, or that you will do something fun together will help ease separation emotions. Giving your child a picture of your family to keep in her lunch pail or on her table at school will comfort her. Having a special code phrase or sign, like “See you later, alligator, Ecan ease parting times. If your child still seems to be less outgoing than you’d like, invite a gentle playmate to visit your home for short periods. An hour is enough for 5 and 6 year olds; a little longer, but not much for 7 to 9 year olds. Do not push your child into parties or sleepovers if they don’t want to attend. Practicing shaking hands and introducing yourselves can be fun. Some children have been able to become more outgoing by dressing up and being someone else for a while. Physical sports, martial arts, and dance are safe ways of self-expression that empower and build confidence. Main points to address:
  • “Separation anxiety Eis common with 5 and 6 year olds.
  • Send a picture of the whole family to school.
  • Plan “short and sweet Eplay periods at your home.
  • Physical sports, martial arts and dance can build confidence.
Grades 4-6th Most but not all children will have become more outgoing by age 9 or 10. If your child still seems shy but is generally happy, then let time do its magic! But if your youngster is withdrawn and insecure in a way that worries you, trust your instincts and find a counselor to talk with. But most times continuing to support your child by providing opportunities for interaction with others alternating with periods of fun and close family time will eventually build self-confidence and a willingness to be more social. Some children connect with elders better than those of their own age group. Volunteering to read to an older person or work in a soup kitchen might be a safe way to open up to others. Any activity that opens the heart without feeling threatening is good. It is interesting to note that many of the most famous and influential people in history were not very outgoing. They were thinkers and planners, many times creative types who preferred quietude and sometimes solitude to a more stimulating lifestyle. We walk a fine line as parents between wanting our child to follow their own natural bent and “wanting the best Efor them. Your loving acceptance and support and the passage of time will help your child find their own balance. Main points to address:
  • Most, but not all, older children have become more outgoing by 9 or 10.
  • Volunteering can be a safe way of opening up to others.
  • Many folks prefer quietude, even as adults.
  • Never force the issue. Time and loving support will help your child grow to be the person they are meant to be.
]]> https://www.teachkidshow.com/teach-your-child-how-to-be-outgoing/ http://www.teachkidshow.com/teach-your-child-how-to-be-outgoing/ Teach Your Child to Be A Good Listener Thu, 14 May 2026 18:24:41 +0000 Preschool Babies and very young children are very good listeners. They listen for and instinctively know the difference between Mom and Dad’s footsteps on the floor. The soft hum of a lullaby can work wonders. So can the rattle of a favorite toy. Much pleasure is derived from the sense of hearing. Until children are a little older, listening is not an option. As the will develops, listening can become more deliberate and at times optional! Using music, singing or saying rhymes and catchy songs can keep listening skills developing. Talking to your infant often throughout the day can keep them “plugged in Eand responsive to you. Maintaining eye contact with your baby is important. Varying your expression to suit the situation will help your young child learn the subtle meanings that accompany changes in tone, volume, pace and pitch. As your child begins to babble, then form recognizable sounds and words it is good to show interest by your facial expression and listening posture. Modeling real listening will let them know you are listening and that it is something people do to communicate with each other. Main points to address:
  • A hearing baby uses the sense of hearing as a means to survive and to get meaning from his experience.
  • Use your voice, music and other sounds to stimulate and soothe.
  • Model careful listening by attending to your preschooler with sincerity, using eye contact, appropriate facial expression, and listening posture.
Grades K-3rd Children ages 5 to 9 are developing listening skills along with all the other learning they are doing. Watching a kindergartener or first grader listening to a story is a joy. Their whole body is in tune with the teller. No one needs to say “Listen!” Communication with playmates is purposeful, listening and speaking being fairly evenly portioned. As children age, they begin to lose their careful listening in deference to their urgency to communicate their thoughts and wishes. This is the time, between ages 7 and 9, when deliberate care needs to be taken to preserve and build listening skills. Playing listening games can be fun and helpful. Musical chairs can keep the mechanism of attending to sound active. Having children follow a clapping pattern, then having them answer in like will do the same. The classic game of sending a whispered message around a circle will inspire careful listening. Listening to poetry, especially rhyming poetry can keep a young listener engaged. Playing musical games, having fun with homemade percussion instruments or learning to play the piano can keep kids listening. This is the age when children must be reminded to listen to each other and to you. Interrupting should be met with an insistence to wait and to listen first. If consistently applied in a matter of fact way, they should get the message! Practicing listening manners can be made fun by role-playing or pretending. Continuing to model good listening must be balanced by the expectation that you want to be listened to. When your child fails to listen to you, he must be gently reminded to attend to your voice and to what you are saying. This will become increasingly important as time goes on. Main points to address:
  • Listening sometimes takes second place to talking.
  • Musical and listening games, role-playing, storytelling and poetry can keep kids listening.
  • Children need to be gently but firmly reminded to attend to you.
Grades 4-6th Socialization is a major activity at this age. Children 9-12 are usually very adept at listening to peers and responding with enthusiasm. They may not communicate as well with you or with their teachers! Use the quiet sounds in nature to remind them how to listen. A quiet walk in the park or the woods without chatting can activate their listening ears. Taking a rest from verbalizing while listening for the call of a bird or the peep of the tree frog will refresh the listening skills of your older child. Taking your child to concerts, a well-chosen movie or to hear someone speak on a favorite topic will further develop their receptive skills. If your child will not listen to you at times, asking them how they feel when someone does not listen to them may hit home. Taking time to sit with your child and listen to them is time very well spent. This will give them practice with appropriate listening and response. Interrupting again needs to be firmly dealt with, as it sabotages even adult interchange! Appealing to their sense of fairness can open their ears. If you are conscious but casual about your child’s active listening skills, and if you truly listen to him, expecting to be listened to in turn, you will likely have helped your child to become a good listener. Main points to address:
  • Children need to know you expect them to listen to you.
  • Connecting with the sounds of nature will reawakening deliberate and thoughtful listening.
  • Attending concerts, movies and presentations will provide extended times of pleasant listening when talking would be inappropriate.
]]> https://www.teachkidshow.com/teach-your-child-to-be-a-good-listener/ http://www.teachkidshow.com/teach-your-child-to-be-a-good-listener/ Teach Your Child How to Make a Scrapbook Wed, 13 May 2026 17:22:12 +0000
  • Scrapbooks document life, saving precious memories for later.
  • Scrapbooks preserve photographs safely through time.
  • Kids can express their creativeness in a tangible form that can be shared.
  • Scrapbooks encourage sentimentality and family closeness.
  • Kids of all ages can do it- even the youngest toddler can take part.
    • Why not introduce the craft to your child? It’s fun, and represents an evolving record of your child and their accomplishments. You will need:
    • Acid-free paper of favorite colors, shapes and sizes
    • Crayons, markers, pens of various colors, tempera or poster paint
    • Safety scissors
    • Glue
    • Glitter and/or sequins, stickers, yarn
    • Favorite personal items- buttons, ribbons, certificates, photos, etc.
    You may want to buy a pre-made scrap-book with acid-free pages. You can also take shirt box or cereal box cardboard and make your own, fastening the sides with yarn or ribbon. Either is fine. There are loads of sites with great ideas. Preschool Preschoolers will love the idea of making a “Me Book E Combining early photos with birth records and announcements, Mom and Dad’s anecdotes, and your child’s art work can form the basis of the book. Adding decorations, special items like memorabilia from a walk in the woods or a trip to Grandma’s, and perhaps birthday cards or invitations will round out the content. Don’t forget to have your preschooler dip their hand and foot in their favorite color tempera paint and press on a page. Adding new prints every year or so can be a fun family tradition! Store the work in progress in a large Ziplock bag and keep in an out of reach place, as your toddler may want to carry it from place to place! Main points to address:
    • Use photos and memorabilia along with inexpensive decorations.
    • Don’t be too fussy! Let your preschooler safely cut and glue some of the decorations.
    • Include some favorite artwork and whatever else comes to mind.
    Grades K-3rd This is an age when children are growing and branching out into the world in a big way. Use life’s everyday richness to add to the “Me Book Eor start a new one! School provides lots of people and events to remember. Keep select photos, certificates of accomplishments and souvenirs from parties, celebrations and family vacations. Take time every month or two to add to the scrapbook. Children of this age love to design and decorate! Supply them with fabric, ribbons, twine, burlap, colored cellophane and watch them go! They will still need to be supervised with scissors and glue, but they will be able to do much of the work all by themselves. Main points to address:
    • Children of this age love to “do their own thing E
    • Vary decorating materials.
    • Save memorabilia, photos and other potential items in a clear bag for your child to pick and choose from.
    Grades 4-6th This may be one of the optimum times for childhood scrap-booking! Spending time with friends and family is a priority for the upper elementary child. They are beginning to be more active in clubs, sports and outings. There will be many people and events to remember. Boys will enjoy including items from camping and field trips and documenting important current or sporting events. Girls may want to include a lock of hair after a major haircut, pictures of animals or faraway places, or even recipes from a favorite aunt. Having a place for titles of favorite books, movies or hobbies will preserve this time of their life to remember and enjoy later. Kids this age are old enough to matte their own work and use fancy edged-scissors. Leafing through a “how-to Ebook on scrap-booking or visiting a few websites can inspire them. Teaching your child to make a scrap book will help them learn to treasure and celebrate their life! Good luck! Main points to address:
    • Older children need little or no assistance.
    • Providing them with information on scrap-booking from a book or a good website can fuel their imagination.
    • Help them find a safe, but personal place to store their scrap-book.
    Resources Resources that can help you in your venture include: ]]>     https://www.teachkidshow.com/teach-your-child-how-to-make-a-scrapbook/ http://www.teachkidshow.com/teach-your-child-how-to-make-a-scrapbook/     Teach Your Children How to Defend Themselves Tue, 12 May 2026 17:05:14 +0000 Preschool We always think of physical strategies when we think of defense. But most times defending yourself means being able to speak up on your own behalf. Teaching your baby and preschooler that it is okay to express their feelings will let them know their feelings and needs are important. Having limits and boundaries that are clear shows your little one that life has rules that apply to everyone. Play groups are great settings for learning to respect others while still asserting yourself as needed. Learning to take turns, share and move away from a rough or selfish child can be the start of self-assertion and defense. Forcing a young child to surrender what they have been enjoying (first!) is not always a good idea. A very young child should not always have to submit to a play mate. Hitting or pushing back is not okay with toddlers. but moving away from a mean or careless child or saying “Stop! Eis appropriate. Helping your child to find phrases that get their message across without escalating a situation will teach them that most times they can defend themselves by 1) their words or 2) by steering clear of trouble. Also, let your child know it’s always okay to talk to you about a situation that’s troubling them. Seeking help from a big person is better than engaging with a selfish or bullying child. Main points to address:
    • Have clear limits and boundaries at home to show life has rules.
    • Let them know their feelings of anger, hurt and confusion are natural.
    • A very young child should learn to share, but not be forced to always surrender a turn or an object to another.
    • Help your youngster find appropriate phrases for stating their position.
    Grades K-3rd Young school age children have a better idea of their rights. If they feel over-powered by another, they are quick to “tell E Continuing to teach them key phrases such as “I don’t like what you did. Please don’t do that again, Ewill help them come to terms with the situation themselves. Children aged 5-7 need more help with this. Practicing at home with role play can help them rehearse their response to a difficult situation or person. Just practicing can let some of the fear and anger out. Kids 8 and 9 are learning to stay away from “bullies E Something as simple as playing with a gentler group or moving to another activity can prevent problems. Many schools initiate anti-bullying or anti-violence programs at this level. Tattling at this age can be a problem. Letting them know that telling is saved for when they cannot work things out for themselves will show your confidence in their ability to do so. Of course continue to listen to complaints, but look for their small successes and mirror them back to them. There may be times when you need to help your child, however. Repeated bullying must be dealt with on an adult level. Hurtful or threatening behavior or words must never be dismissed. You are really all your young child has between him and the world. Depending on your personal philosophy, you may need to give your youngster permission to fight back as a last resort. Main points to address:
    • Continue to teach and practice verbal defense strategies.
    • Advocate for your child if hurtful or threatening behavior has occurred.
    • Let them know fighting back physically is a last resort.
    Grades 4-6th Older elementary children are highly aware of their own rights and the rights of others. They are also better able to articulate issues of fairness and to advocate for themselves. At this age they are also able to see their own part in a situation and if there is anything they could do to avoid conflict. Children eventually find a comfort zone at school or on the play ground, based on what they have observed in the past and a more acute awareness of cause and effect. If your child seems to have been a “victim Emore than seems normal, you may want to introduce him or her to some form of martial arts or child self-defense. Chances are they will never have to use it, but knowing they are equipped to physically defend themselves may build self-confidence. Learning martial arts can be a family activity that is also fun and good for everyone! If your child ever needs to defend himself physically, he will be better equipped. Again, don’t hesitate to talk with your child’s teachers or other school personnel if problems persist or become an issue of dread or fear for your child. Remember too - your child still needs dependable supervision at all times at this age. Main points to address:
    • Children eventually find a comfort zone with children most like them.
    • Try some form of martial arts or take a family self-defense course.
    • Keep listening and continue to advocate if needed.
    Resources Resources that can help you in your venture include: ]]>     https://www.teachkidshow.com/teach-your-children-how-to-defend-themselves/ http://www.teachkidshow.com/teach-your-children-how-to-defend-themselves/     Teach Your Child to Trust Their Instincts Mon, 11 May 2026 15:39:50 +0000 Preschool With babies and very young children, the primary way of preserving their natural protective urges is to validate their feelings with words and body language. They need to get feedback from you as they experience the world. When they startle when a pan hits the floor, casually say, ”That was loud, wasn’t it? Your affirmation of their everyday experiences will help them trust all their feelings. As they get a little older, feel free to discuss what they already know to be true. “That lady on TV was scary! Or, “It hurts to be left out. Reflecting back in a simple way what you see your child experiencing will let them know their perceptions are valid. If your way of relating with your child about feelings common to everyone - pleasure, love, anger, fear, has been natural and consistent, then talking to them about dangerous situations and untrustworthy people will be natural also. Letting them know that their protective feelings or instincts are real and that they should pay attention to them will set the stage for later discussions. For now tell them a few simple rules: Always stay with the big person you’re with. If anyone tries to give you a gift, or asks you to help them and it feels like a trick, it is. Scream “No, you’re not my Mommy (or Daddy). EAnd run to the nearest mom, policeman, store clerk. Main points to address:
    • Children are born with natural protective instincts.
    • Reflecting back what your child is experiencing in the moment helps preserve those instincts.
    • Teaching your child to trust their feelings can keep them safe.
    • Keeping safety rules simple minimizes hesitation when instincts are activated.
    Grades K-3rd Children in early elementary are much more “worldly" in a sense. Going to school with children of many different family styles and backgrounds helps keep those instincts active. Feeling compassion for an embarrassed classmate, or disappointment at a friend who breaks a rule keeps that inside “knowing" active. Children have an innate knowledge of right and wrong, fairness and unfairness and of safe and unsafe. As they develop a greater awareness of the world around them, some of the trusting innocence is lost to reality. This is a natural process and a parent’s part is to stay positive, but “real". Stranger danger is explicitly taught in most schools. Teaching children simple self-defense can build confidence in their ability to survive a dangerous situation. Role play various scenarios if not overdone can empower an older child to trust their instincts and respond quickly. All danger aside, you want your child to be able to trust the information they are receiving from their senses. Just as the saying goes- dogs and children are good judges of character. Believe your child. Show understanding. Sometimes you will have to help them sort it all out. Just letting them know that you trust their perceptions and their instincts will give them permission to trust them too. Main points to address:
    • Many schools teach stranger danger and simple self-defense.
    • Learning about the world and its dangers is a natural process.
    • Be positive, but “real"
    • Trust your child’s inner sense of right and wrong, safe and unsafe.
    Grades 4-6th As time goes on, life will provide more cause for using and trusting instincts. Children of this age group face moral dilemmas often in school and on the playground. As children venture out from the safety of their parent’s continual vigilance, they will face predicaments that call on their instincts. Sleepovers and slumber parties are opportunities for doubtful discussions and activity. Have them at your house! Be the parent chaperon on camping trips and extracurricular events. Make sure supervision is reliable if you can’t be with your child. Have the family sit down together and develop some agreed upon safety rules. Write them down and post them. Review the family’s safety rules before a vacation, outing or shopping trip. Tell them to trust their instincts and follow the plan! Respect your child’s unwillingness to do something they don’t feel ready or comfortable with. By honoring their reluctance, you are showing them their “inner knowing" is reliable and trustworthy. This self-knowledge will help them develop confidence in their ability to make sound judgments. Remember to be respectful of your child’s developmental readiness when you discuss sensitive matters. You will do just fine, Mom and Dad, if you trust your own instincts. Main points to address:
    • Children will need to rely on their instincts to a greater extent as they grow older.
    • Be a chaperon. Have the sleepover at your house!
    • Develop a set of family safety rules together and review them periodically.
    • Respect your child’s reluctance or discomfort. Listen to them. Then honor your own instincts.
    Resources Resources that can help you in your venture include: ]]>     https://www.teachkidshow.com/teach-your-child-to-trust-their-instincts/ http://www.teachkidshow.com/teach-your-child-to-trust-their-instincts/     Teach Your Child How to Play T-Ball Sun, 10 May 2026 14:59:07 +0000 Preschool Children ages 2 and 3 love to toss and catch. Start with a rubber or stuffed ball of about 6 inches in diameter. Practice rolling the ball back and forth while you both sit on the floor. Peels of laughter will echo as your youngster eventually gets the hang of tossing and catching. Add bounce-catching after a bit, then mix it up- rolling, underhand tossing and bouncing. When your child is around four they have the motor skills to start swinging with the goal of connecting with the ball. Set up the T-Ball stand, adjusting it to your preschooler’s height and place the ball on top. Telling your preschooler that hitting the “fat “part of the ball makes it go farther will help with the hand eye part of batting. Making no distinction between hitting and missing is important. Just have fun! The next step is to go to a baseball field (when no one is playing) to see the diamond. Run the bases together, always in the same direction. Set the stand up and have a few swings, then run the bases. Because the ball must travel at least 10 feet in T-Ball to not be a foul, start distinguishing between a “run Ehit and a “stay Ehit. If there is a team in your neighborhood and you feel like attempting weekly practices, sign up and remember to keep it fun. Coaches will emphasize skill development and making it enjoyable. Parents often participate, but are not required to. Main points to address:
    • Start out slow with rolling, tossing and bouncing.
    • Gradually decrease the diameter of the ball and increase the distance away from each other as you catch.
    • If you feel your 4-6 year old is ready and will enjoy it, find a team. If no interest is shown, or you think they are not ready, wait.
    Grades K-3rd Children in early elementary school are beginning to learn how to take turns and follow directions. T-Ball will reinforce these important skills. If your child shows continued interest in T-Ball as a team sport, sign up and get ready! It is a good idea to practice catching, throwing, batting and running to prepare for the T-Ball season (usually April to June). Make sure your youngster’s glove fits and that they have practiced with it. Remember it will take some time to learn the rules and that all kids have to begin somewhere. Because everyone gets to hit each inning and everyone gets to play the field each game, fairness is built-in. Being a good sport will help your child become one also. As Ken Singleton, a former Oriole and T-Ball dad says, “… remember that not everyone is talented in the sport, so create a belief in your sons and daughters that they can learn to play well. More important than skill, the type of bat, or the rules, is the quality time you are afforded together as a family. E So go have some fun! Main points to address:
    • Children do not have the motor skills, patience to wait their turn, or attention span for team sports earlier than age 5 or 6, some later.
    • Using a T-Ball stand, rather than trying to hit a pitched ball, sets players up for success.
    • T-Ball is good practice for team sports that will come later.
    • Have fun! Show your youngster what it means to be a good sport.
    Resources Resources that can help you in your venture include: ]]>     https://www.teachkidshow.com/teach-your-child-how-to-play-t-ball/ http://www.teachkidshow.com/teach-your-child-how-to-play-t-ball/