VERY Moving Video

This video makes me tear up every time I watch it. This is why I do what I do and believe what I believe folks!

http://youtu.be/GbSp88PBe9E

Sign language with infants and toddlers

http://youtu.be/PtYv1AL-CkQ


 When nonverbal children have a means of expressing their wants and needs it reduces frustration for the adult as well as the child. Just think of how often your young child wants or needs something but you are not sure what it is. Your child becomes exacerbated with you and you become completely frustrated with the whole situation. Sign language is one way for communication to take place between adults and children to limit the times of frustration.

There is much research in the child development field implying that using sign language with your young child enhances not just language development, but also cognitive development, fine motor development, and - if used correctly - social and emotional development.

The tips at the beginning of the video are essential. Only use the signs that are important to your child. Children need concrete ways to build the connection between language and their environment. Remember to use the signs in context and continue it (often for months) until your child picks it up.

The appropriateness of time out with toddlers

As infants develop independence and grow into toddlerhood they naturally test boundaries, limits and often choose to ignore adult requests. When and how do you as a caregiver consistently stick to boundaries and limits with your toddler in the face of all that "defiance"?

Natural consequences often do not work in the heat of  opposition when a child is simply refusing to do as you ask. However, it can be a logical consequence to tell a child that they cannot do anything else until they follow through with what you've asked them to do, which is essentially time out. It is all about presentation though, and how you set it up.

I disagree with the standard way time out is used. It should not be a punishment, but it can be used as discipline (that is, to TEACH a child). In this sense it works well for out right defiance. The major difference in using it this way is that it does NOT go by the standard one minute of sitting for every year of age the child is. Here is an example of when and how it would be appropriate:

Adult: "Please put your cars back in the bucket they go in."

Child: does nothing or says "No"

Adult: "Put your cars where they go so nobody steps on them."

Child: still does nothing

Adult: "You can either put the cars away or you can sit until your ready."

Child: still does not comply

Adult: Takes child by the hand or gently picks up, depending on age, in a calm manner and firmly states, "You can sit until your ready to put the cars away. You will not do anything else until the cars are picked up." as they sit the child down in a designated spot away from distractions and attention.

*As the child gets up, if they do not go to pick up the cars then the adult takes them back and sits them down, repeating the above statement. If the child tries to get up again without complying the adult no longer speaks or makes eye contact but simply, calmly and gently leads them back to sit down. This continues for however long it takes for the child to put the cars away. THIS ONLY WORKS WHEN A CHILD UNDERSTANDS WHAT YOU ARE ASKING OF THEM, YOU REMAIN CALM AND DO NOT GIVE ATTENTION UNTIL THE CHILD COMPLIES. BE CONSISTENT AND FOLLOW THROUGH EVERY TIME!

Toddler Hitting

http://youtu.be/bs8Ji1CsSEg

I hate to advertise for free, at least when I do not feel strongly about a company deserving it. Please know that I am NOT advertising for this company! I felt that the parenting information given in this video was vague so I thought finish the job for pampers.

First, I am curious about the title. Why does it give the impression that hitting is just a boy behavior? It is not, and, yes, hititng is a typical phase that toddlers go through. This phase usually starts as the infant gains more ability to get around physically and be more social (the telltale signs that toddlerhood has begun!).  Refer back to the "toddler creed" post. Given toddlers egocentricism and lack of experience in the social world it is no doubt that this is typical development. So what do you do as a parent when your toddler hits another child?

Conflict resolution strategies are the best way to teach your child socially acceptable behavior in the heat of the moment. Your demeanor, tone and reaction (basically, all the nonverbal cues) are all key in the process. Keep in mind that your toddler is not hitting because they are trying to be mean, hurtful or because they are bad. They simply do not know better yet, which is where conflict resolution comes in.

Conflict resolution has taken a large role in early childhood classrooms with many prescribed methods being researched, refined and facilitated. Rarely does the research let parents know how to use the strategies. Even rarer yet, does research look at how to use the methods with very young children. Here is a quick break down of how it looks in a hitting situation:

1. Approach the situation calmly. Gently stop the hurtful behavior if it is still happening. This can usually be done by simply putting your body in the way while you in the process of step 2.
2. Get on the child's level. Acknowledge the hurt child first. "Ouch. I saw that. You were hit."
3. In a firm, disappointed voice tell the "aggressor" that the hitting is unacceptable, making sure to point out the reaction/hurt the other child experienced. "No hitting. Do you see their face? Look, they are sad/hurt because you hit them." Depending on the other child you could have them tell the "aggressor "no", "hurts", etc.  How can you make them happy again?"
4. Help the "aggressor" by suggesting hugs, soft touches, or an apology (if they have the language for that). Do NOT force the child to say sorry or give a hug. Help them help the hurt child until the hurt child is feeling better (feelings in toddlerhood moves quickly so it should not take too long!), this may be a hug but it may also be finding a toy. The goal is to teach the child how to problem solve to find a solution that will work - in the adult world "sorry" doesn't always cut it and we usually prefer the creative apologies.
5. If you know what the root of the hitting was, such as wanting to gain access to a toy, help the child(ren) solve that problem. "I see you were wanting that toy in their hand. Hitting is not how we get it. You can ask for a turn (help the child with this) or we can go look for another toy."
6. Use the strategy every time. Consistency is necessity!

Conflict resolution strategies take some getting use to but the more you go through the steps with your toddler the better you will both become!!!

Also, keep in mind that these steps are flexible as the child develops and needs less facilitation.


IF YOU ARE INTERESTED IN MORE SPECIFIC INFORMATION ON THIS TOPIC DROP A COMMENT - THIS IS MY AREA OF EXPERTISE!

Sensory Experiences for Young Children

In the lives of infants and toddlers almost every experience is a new one. How do they learn everything they need to know about their environment? In short,  they use ALL five of their senses. This is, in part, why they put everything in their mouths! So what can you do to build on your child's natural need for sensory experiences?

Easy Set-ups

• Use small tubs or tote containers (lidded ones work well for storing and reusing) 
• When using water as the sensory base the sink or tub works great 
• For messier items put an old tablecloth, blanket, sheet or large towel down
• BE CREATIVE - Find ways to use all the senses. For example try adding scents like vanilla extract. 

Easy Sensory "Fillers"

• Flour 
• Cornmeal 
• Sand 
• Mash Potato Flakes 
• Beans 
• Rice 
• Pasta Noodles
• Corn Packing Peanuts (add a small amount of water for a little science experiment) 
• Confetti 
• Birdseed 
• Cotton Balls 
• Coffee (whole or ground) 
• Shredded Paper 
• Tissue Paper (again try adding water) 
• Pudding 
• Jello
• Bubble Wrap 
• Cool Whip 
• Shaving Cream 
• Ribbons 
• Bows 
• Scarves 
• Carpet Samples
• Tile Samples 
• Pumpkins or Squash (let them explore the insides and outsides)
• Grass Seed 
• Dirt 
• Mud 
• Easter Grass 
• Felt Pieces 
• Fabric Pieces 
• Feathers 
• Aquarium Rocks 
• WATER - THIS IS EASY TO ADD TO - TRY:
• Cotton Balls 
• Easter Grass 
• Feathers 
• Tissue Paper 
• Corn Starch 
• Floating Toys 
• Hard Baby Dolls 
• Cars 
• Dishes 
• Soap 
• Paper 
• Ice Cubes 
• Watercolor or Food Color 
• Rocks 
• Shells 
• Large Marbles 
• Corks 
• Funnels 
• Pipes (PVC for plumbing works well)
• Sponges
• Washcloths
• Syringes 
• Pump bottles (i.e. old soap dispensers)
• Squeeze Bottles (i.e. honey bottles)
• Cups of Various Size 
• Strainers 

Simple Sensory Tools (items to enhance their play with the sensory filler)

• Buckets 
• Bowls 
• Containers 
• Tongs
• Spoons 
• Scoops 
• Cups 
• Measuring Cups 
• Ice Cube Trays 
• Film Canisters 
• Strainers
• Colanders 
• Cookie Cutters 
• Sifting Toys 
• Whisks 
• Turkey Basters 
• Egg Cartons 
• Toilet Paper Tubes 
• Muffin Tins 
• Ladles 
• Pump Bottles 

Simple Sensory Recipes

• CLEAN MUD
• GRAT 3 BARS OF IVORY SOAP. INA BOWL MIX GRATED SOAP, 1 ROLL OF TOILET PAPER (TORN INTO PIECES) AND SOME WARM WATER. KEEP WIXING UNTIL IT FORMS THE CONSISTENCY OF MASHED POTATOES. STORE IN AN AIR TIGHT CONTATINER. ADD A LITTLE MORE WATER WHEN IT DRIES OUT. DISPOSE IN THE TRASH AND NOT DOWN THE DRAIN
• MOON SAND 1: 
• 10 LBS,  1 Bottle Baby  Oil 
• Mix Ingredients to make moldable sand
• GOOP:
• 2 C WARM WATER, 3 C CORNSTARCH PUT INGREDIENTS INM A BOWL AND MIX. THIS IS SOLID WHEN LEFT ALONE, BUT TURNS TO A LIQUID WITH THE HEAT OF LITTLE HANDS! 
• SILLY PUTTY:
• MIX TWO PARTS ELMER’S GLUE TO ONE PART LIQUID STARCH. POUR STARCH INTO GLUE A LITTLE AT A TIME AND MIX. IF THE MIXTURE IS TOO STICKY ADD MORE STARCH. COVER AND REFRIGERATE OVERNIGHT. 
• EASY PLAYDOUGH:
• 1 C COLD WATER, 1 C SALT, 2 tsp VEGETABLE OIL, 3 C FLOUR, 2 TBS CORNSTARCH, TEMPRA PAINT OR FOOD COLOR
• MIX THE WATER, SALT, OIL AND PAINT TOGETHER. GRADUALLY WORK IN THE FLOUR AND CORNSTARCH UNTIL YOU GET THE CONSISTENCY OF BREAD DOUGH.
• OATMEAL PLAY DOUGH: 
• 1 PART FLOUR, 1 PART WATER, 2 PART OATMEAL 
• MIX ALL INGREDIENTS WELL UNTIL SMOOTH. KNEAD AND PLAY.

What do Young Children Gain from Sensory Experiences? 

• Cognitive Development
• Pre-math skills filling, dumping, estimating, figuring out more and less, etc. 
• Pre-science skills through exploring matter, weight, volume, etc. 
• Ability to focus on a task 
• Problem solving skills 
• Language Development 
• As you build on their play with conversations 
• New vocabulary 
• Physical development 
• Fine Motor is needed for later writing (think fingers)
• Playdough or clay 
• Pinching, grasping or picking up items with thumb and index fingers 
• Using Tongs
• Gross Motor is also known as large motor (think whole hand or arm)
• Pouring items 
• Holding cups or other large items 
• Hand-Eye Coordination 
• Emotional development 
• Sense of accomplishment 
• Independence 
• Building self-regualtion 
• Social Development 
• This is dependent on whether or not your child is working alone 
• If you work with them you can work together to fill and dump material, take turns with items, etc. 
• FOLLOW YOUR CHILD'S LEAD WHEN YOU PLAY WITH THEM! 

Breakdancing Toddler - What can be learned here?

Okay, I cannot lie, I found this video randomly and liked it so much I had to find a way to add it into a discussion!

http://youtu.be/FiNUkDnDMFA

A natural way to add this to a discussion is to talk about how every child has their own unique interests and natural abilities. At a very early age you can see what your child is more drawn to doing during play that can give you an insight as to what their natural abilities might be. For instance, the child in the video is obviously just naturally good at physical movements and probably shows some abilities with music. As his parents have done their are ways to tap into to your child's natural abilities by scaffolding their abilities, providing them more opportunities to do what they are drawn to do, and providing them with new experiences that build on the skills they are show preference for. With the child in the video I am guessing that a caregiver does breakdancing so they can show their child the "next move" to scaffold what the child is already able to do. The parents are obviously giving the child free time to play in this area that they show interests in. To provide more experiences that build on this interest the parents could expose the child to capoeira, other forms of dancing, gymnastics, etc.

Watch what your child is naturally drawn to and build on what you see to give your child the best possible start in unlocking their unique abilities. For instance, a child I had the pleasure of getting to known in the classroom setting showed a natural interest in care taking. This child was almost always caring for a doll or stuffed animal. As a teacher I saw this (and this lucky child had parents that were aware of this too!) and provided more opportunities for the child to care in real life ways while giving them more knowledge on how to take care of others. I see this child being a wonderful teacher, doctor, vet, social worker, etc down the road!

Your interest may vary from your child's but it is your job to help them discover who they are and what their natural abilities are!

PAINTING - QUICK HOWS AND WHYS!

Quick Paint Recipes that are OUTSIDE THE BOX: 

Sorry there are not exact measurements for some of the recipes - be a scientist with your child and experiment with how much of each ingredient you need! 

• Puff Paint 
• Glue, Shaving Cream and Washable Paint  

• Shiny Paint 
• Condensed Milk and Color (food color if you don't mind staining or washable liquid watercolor)

• Finger Paint (thicker than regular paint) 
• 1/2 Cup Flour, 2 Cup Water, and Color 
• Mix flour with a little water 
• Stir out lumps until smooth
• add rest of water
• cook over medium heat until thick and shiny 
• add color 

• Sticky Paint
• Corn Syrup and Color 

• Shampoo Paint
• Shampoo, Water and Color 
• Mix shampoo with small amount of water and color with an electric beater 
• if too thick add more water, if too thin add more shampoo

Things to Remember when Painting with your Child: 

• It is the process not the product that matters! 
• It will be messy - that is the fun of it!!  
• Plan ahead
• Washcloths, Soap Water, Wet Wipes, etc. handy
• Take off their clothes and let them paint on their bodies 
• Put an old sheet under them 
• Paint in the bathtub  
• REFRAIN FROM COMMENTS LIKE, "WHAT DID YOU MAKE?" (LOOK AT ITEM ONE! AND CONSIDER HOW YOU WOULD FEEL IF YOU WERE WORKING HARD ON YOUR ART AND SOMEONE ASKED THAT), "THAT'S PRETTY" OR "I LIKE IT" AS THESE FOCUS ON THE PRODUCT. 
• INSTEAD TRY FOCUSING YOUR CONVERSATION DURING THEIR PAINTING EXPERIENCES ON WHAT THEY ARE DOING AND HOW THEY ARE DOING IT "I SEE YOU USING THE PURPLE." ; "YOUR DRIPPING THE PAINT OFF YOUR FINGERS, I SEE THE SPLATTERS IT MAKES ON YOUR LEG"; "YOU ARE VERY FOCUSED ON YOUR WORK" ; "YOU ARE WORKING SO HARD ON YOUR ART" THESE COMMENTS ARE SPECIFIC TO THE CHILD'S EFFORTS AND INCREASE THEIR AWARENESS OF WHAT THEY ARE DOING WHILE ADDING IN NEW VOCABULARY WORDS! 

What your Child is Gaining, Developmentally Speaking, from these Experiences: 

• Physical Development: 
• motor skills need for later writing skills
• hand-eye coordination 
• Emotional Development: 
• a sense of accomplishment 
• self-efficacy and self-esteem (a sense that they can!) 
• a medium for self-expression 
• Language Development 
• this depends on how YOU approach the situation
• as they work to can build on their thinking by talking about their actions in detail and asking questions (even if they do not have the verbal skills to respond! See "Language Development" Page)
• builds their vocabulary and exposer to new words  
• gives them practice in the workings of conversations 
• connects words (symbols, if you will) and their environment in a concrete, meaningful manner 
• Cognitive Development: 
• gives them a chance to explore and experiment with:
• cause and effect
• textures 
• connect the words for colors and possibly numbers (this, again, is based on how YOU facilitate their work) with what they actually represent

Giving Toddlers "Jobs"

In my last post, "The Toddler Creed...", I mentioned that you can help ease challenging behavior that your toddler may be expressing by giving them tasks. This video is a great example of how to engage your child in a tasks that revolves around the families daily life. The more you allow your child to do that is with in their capabilities, the less they feel the need to control or gain power over because they already feel like they have power in their world.

http://youtu.be/xbYBaj9H-Eg

"The Toddler Creed" and ways to DEAL with it!

If I want it,
IT'S MINE!

If I give it to you and change my mind later,
IT'S MINE!

If I can take it away from you,
IT'S MINE!

If it's mine it will never belong to anybody else,
No matter what.
If we are building something together,
All the pieces are mine!

If it looks just like mine,
IT'S MINE!






Toddlers are VERY egocentric beings; they do not have the capacity to understand another's perspective (i.e. that someone else might want that toy). To help with this specific problem look at the post about EMPATHY. Taking the time to talk with you toddler about other's needs/wants goes along way! 


Being egocentric trickles into other behavior problems that are typically associated with toddlers, such as temper tantrums and refusing to do as you ask. This is because part of being an egocentric toddler is learning that you have control over your environment. That's right folks, it is actually -  developmentally speaking -  your toddler's job to behave in those less than desirable ways! Here are some simple ways to ease your life and your toddlers: 

• Be consistent - 
•  If you say no, you have to ALWAYS mean no. 
• Also, be consistent in how you enforce requests. 
• Offer a choice - 
• Make sure you are okay with either option 
• This gives your child a sense of control without you losing it!
• Try not to interrupt your child's play - 
• If you have to, give a warning first 
• Wait a few moments before you repeat a request 
• Remind your child of your expectations BEFORE  - 
• "We are going into the store. We are only buying what is on the list. I expect for you to use an inside voice while you help me find these items." 
• Give your child a job or task 
• This creates a sense of accomplishment and a sense of belonging 
• See above example
• Expect less self-control during stressful times 
• Close to nap, meals, going to the doctor, moving, etc. 

Toddler Language Development Video

http://youtu.be/fCl3LSEJRig

This toddler is very talkative....good luck understanding what she is saying. You can tell by the child's face that even her mom's interpretations are very wrong! Although this video makes the point that toddlers often babble, and use expressive jargon to communicate to adults who simply do not get it hilarious, it can often times be very frustrating for your child and for you. Stay tuned for more ideas on how to promote language development and easy some of the frustration in the toddler world of language!