Archive for January, 2010

Read to Me!

Sunday, January 31st, 2010

Some reading tips from The Goddard School.  It is generally agreed among educators that one of the best things adults can do for their children is to read to them.

Parent Tips:

  • During early infancy, reading helps babies build neural pathways that will eventually provide language development and acquisition.
  • Reading aloud to children encourages association with happiness, love and enjoyment. All of this can lead to children’s greater interest in reading and can result in larger vocabularies and better literary skills.
  • Choose a childcare environment that encourages storytime as an important aspect of the school’s routine.
  • Reading aloud to children also helps them with pronunciation and phonetics. Some children are able to recognize letters and numbers before they can speak, but if they are left to this without guidance their weaknesses can lie in pronunciation and sounding out words.
  • When children speak incorrectly they should be gently corrected so that they are encouraged to use proper grammar and pronunciation. Reading books can help children learn the proper format of sentences which they often mistake in late toddlerhood.
  • Children who are read to regularly, are more likely to continue reading throughout their lives.
  • Children who read are more likely to have better writing skills and be placed in higher level classes.
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Literacy and How to Build a Prison

Thursday, January 28th, 2010

Ever wonder how to build a prison?  I don’t know the details behind the brick and mortar process but it’s pretty easy to predict where one will be needed.  Like many states do, look at the literacy rate per capita geographically.  The population reading at or below a third grade level is a very reliable predictor of where crime will flourish.  This is tied to the dismal illiteracy rate in the prison population – a whopping 70%!
Illiteracy also creates a “prison of the mind.”  Lets imagine that you find yourself enrolled in an advanced graduate course on quantum mechanics.  Problem is, you’ve never had a single course in this subject matter prior!  You’d find yourself on the first day dealing with terms and ideas such as “black body radiation” that have no meaning to you.  Unfortunately this is what some of our young elementary students experience their first day in class.  They have had no exposure to the most basic concepts of reading.  Without aggressive intervention, they will never catch up.

A child reading in Brookline Booksmith, an ind...
Image via Wikipedia

How does this happen?  One reason is the lack of books in the child’s home during preschool years.  The average middle income family will have 13 child appropriate books per child.  A lower income family has none – there will be 1 book per 300 children in these communities!

Besides the cost of crime, illiteracy has other social implications.  How about this sad statistic?  Illiteracy will cost the country $225 billion per year when you consider job training, health and other problems it creates.  This equates to a third the cost of the current financial bailout!

For the next several weeks, I’ll be exploring in more depth the impact illiteracy has to our community.  I’ll also have some suggestions and ideas on what we can do to address it.  As Joseph Addison once said, “Reading is to the mind what exercise is to the body.”  I hope that together we’ll get more of our children “fit” for reading!

Butch Aggen is owner of The Goddard School of Cedar Park and volunteers for Leander Educational Excellence Foundation’s efforts to promote early childhood literacy.   Questions or comments are welcome.

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Goddard School is Writing a Book!

Tuesday, January 26th, 2010

National Geographic Society has selected Goddard Systems, Inc. for development of an intriguing new book for families. The Goddard School — its teachers, children and parents — will play an integral role in developing the look, feel and content of a new book from NGS and award-winning author Susan Magsamen. Filled with magical science and nature adventures, the book will offer unique and memorable multi-sensory experiences for children to enjoy in the classroom and at home.

To participate in this national event, please visit our Goddard Facebook Page. As part of our participation in this activity, I’ll be blogging the next several articles on child reading and literacy.  Let me know your questions on this topic and your comments are always appreciated!

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Siblings

Sunday, January 24th, 2010

So your expecting your second child?  Congratulations!  At The Goddard School of Cedar Park, parents often wrestle with how to make it a smooth transition for the oldest child.  Here are some great suggestions by Kyle D. Pruett, M.D in a guest article:

Nothing unsettles the lives of children quite like the birth of a sibling: special event for parents = profound disruption of familial bliss for children.  Some children take it in stride, but the majority may not. Having a sibling forces children to share the wealth in an important and healthy adaptation to living in the real world.  Here are a few ideas about how to ease the pain, and promote the joy:

  • ‘Me, myself and I’ – The mantra of toddler-hood reminds us that 18 to 24 months finds most kids falling short of being able to participate in the care of a younger sibling. They have just begun to take care of their own business, so looking after someone else’s (with whom you have to share mom and dad) is annoying to say the least.
  • By 48 months:  Children are able to feel some ownership of a new baby – rocking, diapering, comforting, and playing with a baby are possible, if not always high on their list of fun things to do.  They own enough familial territory by now that they can afford to share.
  • A younger sibling often adores an older sibling.  Teach your older one (don’t ignore the boys) to be tender and gentle when holding or feeding the baby.  This is great training for future intimacy and competent parenting.
  • Preserve time alone with your older children several times a week. They may no longer be the ‘only,’ but they are the still the ‘first,’ and certain privileges pertain, along with new responsibilities!
Dr. Kyle D. Pruett, M.
Image via Wikipedia

Don’t underestimate how your own experience as a sibling -in a particular birth order – affects your perception of your children’s experience. You may be off by a mile in your evaluation of your child’s jealousy of a new baby if you are the baby in your own family, or the first-born.

Keep the dialogue open with your children about the shape of their sibling relationships and you will learn a lot.

Kyle D. Pruett, M.D. is an advisor for The Goddard School®.  Dr. Pruett is an authority on child development who has been practicing child and family psychiatry for over twenty-five years.  He is a clinical professor of child psychiatry at Yale University’s Child Study Center.

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Mom and Dad are Different

Sunday, January 17th, 2010

At The Goddard School, the subject of parenting differences comes up on numerous occasions.  Read the following for some great insight on this topic!

by Kyle D. Pruett, M.D.
Mothers and fathers care for their children in very unique ways.  Children can recognize the differences between mother and father care, which actually enhances their development.  This article focuses on the critical role fathers play in a child’s development.

Newborns can differentiate between mom’s voice and touch and dad’s voice and touch.  Although mom may have gotten a head start on the bonding process with the baby, dads have their chance, too.  By six weeks old an infant can distinguish a father’s voice from a mother’s, and while a quiet baby may pay more attention to mom’s voice, an upset baby will calm more readily to his father’s handling.  Mothers usually are very consistent in the way that they handle their children, often picking them up in the same manner, saying the same thing before they handle them, for example, at bath or bedtime.  Dads rarely approach the baby with such consistency.  Each time they pick up the baby, they usually do so in a different manner than before, but this helps the baby recognize that it is dad who is holding him.

Parents with child Statue, Hrobákova street, P...

Time with dad is typically less structured and more play-oriented than with mom.  Most of mother’s time with her children is dedicated to care-giving tasks or educational play, while dad’s time is less structured and full of impromptu play.  Where mom uses toys, dad tends to use his body.  Dads are typically more physical with the kids and they love it.  Physical play helps to stimulate both physical and brain development.  Dads also have a tendency to make any situation educational, even if they don’t realize it themselves, so that a father’s tasks around the house might be an adventure for the child.

Fathers challenge their children to learn.  Obviously, both mom and dad want to help their child learn in any way they can, but they do this differently also.  For example, when teaching a frustrated child, a mother tends to assist her in finding the answer; whereas, a father is more likely to guide the child through the frustration and challenge her longer to find the answer on her own.  Fathers also encourage more exploration and boundary pushing than moms do.  A father’s way of teaching his child persistence in the face of adversity results in positive academic and social performance in the long run.  Certainly, one style is not better than the other, and children absolutely benefit from both.

THE ROLE OF FATHERS
Recent research about the role of fathers and their approach to parenting include the following:

  • Fathers tend stylistically to encourage problem-solving skills by letting their kids struggle with frustration a little longer before stepping in to help.  (Of course, there is a huge personal variation here, as there is in mothers.)
  • Fathers permit a little more emotional autonomy during learning sequences with their young children, supporting and encouraging but without the same emphasis on intimacy that is more typical among mothers.
  • Fathers tend to mix play with learning a little more successfully, from the child’s point of view, allowing longer work periods.
  • Fathers’ more functional (‘do it because it needs to be done,’ rather than ‘do it because it will go better between us if you do’) approach to academic work builds in the child a larger range of problem-solving skills over time that probably contributes to more lasting self-esteem.

Kyle D. Pruett, M.D., is an advisor for The Goddard School®.  Dr. Pruett is an authority on child development who has been practicing child and family psychiatry for over twenty-five years.  He is a clinical professor of child psychiatry at Yale University’s Child Study Center.

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx &  follow us on Twitter @  http://twitter.com/GoddardSchoolCP

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Children’s Educational software

Friday, January 15th, 2010

At The Goddard School, parents are interested in educational software applications appropriate for children.  Here are some suggestions for ages 3 years to 6 years old and areas of cognitive development focus.  If you’ve some other suggestions that you like, let us know!

Computers for small children
Image by petaj via Flickr

CURIOUS GEORGE
Ages 3 through 5
* Creativity
* Shape Recognition
* Color Recognition

LEARNING IN TOYLAND
Ages 3 through 5
* Number Recognition
* Animals Sounds
* Telling Time
* Shape Matching
* Following Directions
* Shape Recognition
* Visual Discrimination

CASPER
Ages 3 through 5
* Memory
* Listening Skills
* Mouse Control
* Mix and Match

I SPY JUNIOR
Ages 3 through 5
* Word Recognition
* Problem Solving
* Letter Recognition
* Matching Words to Objects

ELMO’S PRESCHOOL
Ages 3 through 5
* Turn Taking
* Sound Discrimination
* Problem Solving
* Sound Patterns
* Letter Recognition
* Animal Names
* Color and Shape Recognition
* Counting

LEGO PRESCHOOL
Ages 3 through 5
* Number/Letter Recognition
* Spatial Relations
* Color Recognition
* Creativity

READER RABBIT PRESCHOOL
Ages 3 through 5
* Critical Thinking
* Shape Discrimination
* Recognizing Patterns
* Auditory Perception
* Counting
* Number and Letter Recognition

BLUE’S CLUES BIRTHDAY ADVENTURE
Ages 3 through 6
* Shape Recognition
* Problem Solving
* Matching
* Logical Thinking
* Visual Discrimination
* Spatial Perception
* Deductive Reasoning
* Color Recognition

MR. POTATOE HEAD
Ages 3 through 6
* Problem Solving
* Following Directions
* Counting
* Shape Recognition
* Matching

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx &  follow us on Twitter @  http://twitter.com/GoddardSchoolCP

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Toddler Biting Behavior

Wednesday, January 13th, 2010

Continuing from my last post on toddler biting behavior, if it happens again, or if your child bites someone for reasons other than first time curiosity, behavior modification may be needed.

Sometime as parents, we tend to panic and draw a blank, when our child does something unexpected. Especially, if it is something that hurts another person. Keep these things in mind if your toddler displays biting behavior:

A few side tips:
-Don’t ever laugh if your child playfully bites. This will reinforce their behavior.
-Don’t bite them back. This will also reinforce their behavior or cause confusion for them.
-When you play with your toddler, eliminate the use of playful and fake biting. This is another thing that reinforces their biting behavior and causes confusion.
-Pack plenty of snacks when your toddler is out and about. Sometimes they might be trying to satisfy an urge of hunger.

If your toddlers biting behavior is occurring while you are not present, you may want to talk to your childcare provider about taking some ideas and implementing some of these tips.

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx & follow us on Twitter @ http://twitter.com/GoddardSchoolCP

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Toddlers and Biting Behavior

Sunday, January 10th, 2010

Your little one is growing so fast, right before your eyes….Ah yes…those years of realization and exploration. They are adventurous. They are risk takers. They are fearless. They are our toddlers! We love them to pieces! So cute and precious. Look at those big innocent eyes. Those precious, little rounded cheeks. They can do no wrong. You could never get upset at such cuteness and….”OUCH! My child bit me!”

Who knew those little teeth could inflict so much pain?! You begin to wonder where things went wrong. You question yourself as a parent and wonder if your child hates you. How could your little one have committed such an act? Do not fret fellow parents! Toddlers and their biting behavior is nothing new.

Que fominha.. nhac ;B
Image by maria clara de melo via Flickr

First, forgive the little one. No matter how vicious the biting behavior of a toddler may seem, there is not a malicious bone in their body. Biting behavior needs to be dealt with just like all other aggressive behaviors that toddlers often display. It is a matter of discipline. It’s not an issue of weather or not the child is bad. It is not due to bad parenting. Children bite due to a number of reasons. They might bite to gain attention, release emotions of frustration or fear, to soothe gums during teething, to experiment, or to taste something…or someone!

Children use their mouths as a major way to explore the world. They put their mouths on anything they can touch. Sometimes a child wants to know what will happen if they bite someone. They might wonder to themselves, “Will this hurt daddy?” If the child is exploring, it will usually only take one incident for them to learn from a persons reaction that, “Yes! It does hurt!” If this is the case, then you may only need to confirm to the child that they hurt the person, that it was wrong, and should not be done again. Let them know that there will be consequences if it happens again. Supervise your child for a time after the incident, to make sure that they do not repeat their actions.

I’ll continue with more info on biting behavior in my next post.  Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx &  follow us on Twitter @  http://twitter.com/GoddardSchoolCP

Child Sleep Issues

Saturday, January 9th, 2010

At the Goddard School, parents will express concerns about their child’s sleeping habits and patterns.  The following article by Kyle Pruett, M.D., provides excellent insight on this topic.
Children’s sleep issues are among the more challenging developmental stages for parents to master.  But biology is on the parents’ side in this one, because sleep patterns mature over time just like other developmental skills.

  • Polls tell us that one-third of American children and their parents sleep together some or most of the time before children start school. Co-sleeping varies hugely by culture and ethnicity. So think about what you want to do, and discuss the pros and cons with your pediatrician.
  • Make sure your crib is safe (locking rails), that your older child’s ‘big bed’ has side rails, and if you are co-sleeping, that there is plenty of room.
  • The human brain is active during sleep, but the deepest sleep is typically at the beginning of the night.  Babies spend more time than older children in stimulating REM sleep, with eye movements and irregular breathing. Don’t worry about all that action in your child’s body – it too is growth.
  • Start them young – do not ignore the importance of naps, watch for the yawn, and start bedtime early in the evening.
  • The transition from crib to bed is also a time of sleep pattern changes, but most kids want it to work.
  • To instill good sleep habits remember that consistency matters so much:

o Bath Time
o Goodnights
o Tuck and Talk Bedtime Story
o Lullabye (yours are best)
o Goodnights
Goddard School
This all sounds well and good, but it is a rare family that hasn’t had to handle some sleep trouble along the way.  If your family is trying to re-establish a lapsed routine, stay calm and reassuring.  We almost all need more sleep than we get, and it is a tremendous gift to our children to teach them how to sleep well.

Suggested Resource: American Academy of Pediatrics http://www.aap.org
.
Kyle D. Pruett, M.D. is an advisor for The Goddard School®.  Dr. Pruett is an authority on child development who has been practicing child and family psychiatry for over twenty-five years.  He is a clinical professor of child psychiatry at Yale University’s Child Study Center.

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Creating Quality Family Time

Friday, January 8th, 2010

The Goddard School of Cedar Park knows creating quality family time can be quite a challenge, especially when you are a modern day family in which both parents work. However, just because you and your significant other work full time jobs does not mean that your family has to suffer. It is possible for you and your spouse to hold down full time jobs to support your family and still be able to take a time out for your family.

Raineri Children family portrait Watford 2001 ...

Creating quality family time is a crucial part of your family. It may seem like a challenge to fit the time in there, but it is possible and it is necessary. Taking a time out to spend time with your family is beneficial to your entire family, especially children. Family time should be exactly what it says, a time for you and your family to spend time together. Make the most of this time and make it solely about your family.

One of the most important things about this time besides that the time should be about your family is that it should be a time that everyone enjoys. For instance, if your family loves to watch movies, then spending time having a family movie night would be a great idea for creating family quality time.

The key to creating quality family time is to make time. We all have busy schedules, but family is one of the most important things, if not the most important thing that we have. We need to step back from our busy schedules and take time to enjoy our families more often. Sit down with your family and evaluate your schedules. Do you really need to go to the gym seven days a week? Find a way to make a “family night” once a week or a time frame each night. You will find that this time becomes one of the mandatory events in your planner.

This time for your family is great. The more often that you can do it is wonderful. However, it does not matter whether you have a family day or a certain time every evening that you spend quality time together, the important thing is that you do it.

Once your family has created a specific day or time frame that is good for creating quality family time, you should find a way to spend your time. Doing the same thing every time can become boring and may cause someone in the family to become bored with the activity, so it may be best to mix up family time. For instance, you could rotate turns on who gets to pick the activity for family night.

Some great ideas for family time include:
-Crafts
-Family game night
-Family movie night
-Outdoor activities

These are just a few of the many things that you and your family can enjoy during your family’s quality time together. The key to having an enjoyable family time is spending time with your family, doing something that you all are enjoying and having fun doing together.

Your kids will enjoy getting to be in charge of creating quality family time when it is their day to pick an activity. This is also a great way to spend time with your child. Your child can express themselves and you will learn more about your child. Your child will have a good time because they got to pick an activity for family time that they enjoy and you will enjoy it because your child chose the activity. Quality family time is a time that everyone will love.

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx &  follow us on Twitter @  http://twitter.com/GoddardSchoolCP

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