Archive for September, 2009

Biting

Wednesday, September 30th, 2009

Biting

by Kyle D. Pruett, M.D.

 

Why does a nearly universal event in a child’s development evoke such strong feelings? Odds are – as children we were either a biter or a victim – and often both. Plus, biting hurts and frightens us a lot. And though we know aggression is a normal part of development, regular cruelty is not, and we fear the connection between the two.

 

Some thoughts to help us manage:

 

  • When children first bite, it is often their mother while breast-feeding, and their motive is most probably curiosity – not aggression. Mothers should send the following message to their infant: “Ouch, no and if you bite, you lose the breast – end of discussion.”
  • Biting often begins as exploration, but may be quickly associated with out-of-control feelings or feelings of being overwhelmed – with excitement, fear or curiosity. Parents should manage these feelings by staying as calm as possible and firmly saying:
    • “No one likes biting, especially me.”
    • “You just cannot bite.” 
    • “I’ll help you stop until you stop yourself.”
  • Parents often fear biting at school most. Peers, especially close ones, are fascinated by each other’s aggression, and the dramatic reactions it evokes. Adult overreaction just makes things more exciting! Experienced teachers have radar for when ‘the chompies’ are in the air and become particularly vigilant.
  • If all adults involved in a biting incident are convinced that it was not an isolated but willful, premeditated event, both children should be kept safe.  Adults should explore the language of what went on and be able to offer alternative responses.

 

Finally, it bears stating – parents should never bite children back. Believe me, I understand the impulse, but all you accomplish is establishing mutual violence as an acceptable value in your family, embarrassing yourself, and degrading the natural authority you have with your children.  They want your help with this stuff, not your indulgence.

 

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.  

To learn more about The Goddard School click here.

Thumb-Sucking & Pacifiers

Monday, September 28th, 2009

Thumb-Sucking & Pacifiers

by Kyle D. Pruett, M.D

 

Thumb-sucking and pacifiers are guaranteed to evoke debate whenever the topic is raised with parents, especially new ones. We have no trouble remembering relevant stories in our own families about thumb-suckers and how old they were when they stopped. Fact: Many children choose to suck their thumbs from before they are born because it is an important form of self-soothing and comfort. 

 

Here are a few considerations that shape this debate as you make your decision about skin versus plastic:

 

  • Contemplating germs?  Thumbs and pacifiers are about equally un-hygienic, but both can be washed frequently.
  • Concerned about teeth deformity? Dentists have found that genetic tendencies forecast the need for braces more often than sucking a thumb or pacifier in infancy. The exception may be “24/7-suckers” through kindergarten and beyond.
  • Pacifier versus thumb?  Your thumb is always with you – no late night 911’s to the nearest pharmacy.  The pacifier, however, is easier to remove when the day comes (typically first in a parent’s mind), and seems less self-indulgent to many parents.
  • Partner consensus?  Talk to your partner. Do not assume that your partner has an identical philosophy about thumb versus pacifier as yours. This is an
    important conversation to have and revisit. Discuss this topic with your child’s teacher.  Most parent magazines also cover this issue regularly.

 

Try not to make this a big deal.  Very few children go to college with their pacifiers.  At the same time, denying your children their comfort at a time when they may need it most will backfire more often then not, increasing their attachment to it. Children who know when it’s time for their comfort are showing you they know a thing or two about their needs, not that they have a habit.

 

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. 

To learn more about The Goddard School located in Ballantyne click here.

Loving To Read

Friday, September 25th, 2009

I love reading, I love books

 

Students at The Goddard School® located in Charlotte, NC, benefit from our literacy enrichment program provided for children ages 6wks-6yrs.

 

Scholastic® ReadingLineTM is an early childhood reading program that fosters a love of reading in preschool students as they build foundational literacy skills. The program provides teachers with engaging instructional materials and assessment tools. It provides cognitive learning opportunities and enhances the fundamental knowledge and skills necessary for optimal reading development, such as:

 

·        Phonological awareness: rhyming, blending and segmenting

·        Print awareness: story-related content and sight words

·        Alphabet knowledge: letter formation/recognition and sound/letter relationships

·        Oral language: vocabulary development,   expressive language and listening comprehension

To learn more about The Goddard School located in Ballantyne click here.

Open Communication to Keep the Kids Safe

Wednesday, September 23rd, 2009

Open Communication Keeps our Kids Safe

 

Students and parents at The Goddard School® located in Charlotte, NC, benefit from our instant alert system which keeps students safe and parents informed.

 

Open communication is an essential component of The Goddard School® program.  School Owners, Directors and teachers are available to families every day. 

 

CommunitySafe™, an instant alert and communications system, is a tool that allows schools to disseminate vital information to home phones, wireless phones, PDAs and email boxes quickly and effectively.

 

Goddard Schools can transmit a simultaneous broadcast to families within a matter of minutes on topics, such as:

·        School Delays

·        School Cancellations

·        Emergency Information

To learn more about The Goddard School located in Ballantyne click here.

Going Green

Monday, September 21st, 2009

Going Green

 

Students at The Goddard School® located in Charlotte, NC, benefit from exposure to real world issues, like global warming.

 

Climate change and greenhouse gas emissions are issues in the world today.  Renewable Choice Energy, a national leader in providing renewable energy and carbon effects, is working with The Goddard School to offset electricity usage with clean, renewable wind power.

 

Why is supporting renewable energy so important?  Generating renewable energy:

  • Saves natural resources
  • Does not create air pollution, such as carbon dioxide and mercury
  • Provides supplemental income for farmers and ranchers who lease their land
  • Reduces our dependence on fossil fuels
  • Helps fight global climate change

To learn more about The Goddard School located in Ballantyne click here.

Child’s Play

Friday, September 18th, 2009

Child’s Play: It’s All in a Day’s Work

In Choosing a Preschool, Experts Recommend Child-Centered Play

 

With so much information about preschools available to parents, it can be difficult to choose the right program. One approach to evaluating a school that can help parents choose is the level of emphasis on learning through play. For young children, play is the natural way to learn, according to the experts.

 

In fact, research studies confirm that children who are allowed to play function better later in life, both socially and academically.

 

“Young children who learn through play are more ready to make their own decisions, advocate for themselves and use creativity to solve problems as they grow,” says Dr. Kyle Pruett, a Yale University child psychiatrist and consultant to the Goddard School, the fastest-growing franchise preschool program in the United States.

 

Dr. Pruett points out that play helps children learn to solve problems, promotes flexibility and motivation, teaches regulation of emotions and builds resilience and confidence. Play is also essential to the development of the child’s brain, triggering trillions of neural connections that form the basis of healthy cognitive function and mastery of the child’s physical world.

 

Playing alone and with others not only builds brain development, it also helps children develop social skills and a sense of ethics. The most effective play is free of evaluation and correction (after all, throwing a ball shouldn’t be “right” or “wrong”), while promoting autonomy.

 

“True play is actually hard work,” says Sue Adair, Senior Manager of Quality Assurance at Goddard Systems, Inc. “The child lost in play is exploring infinite possibilities. Caretakers and parents can assist the child’s growth by participating in play and creating an environment that encourages play as a means to meet new developmental challenges.”

 

So after parents have checked the basics that are required for any preschool, how can they find one with the right emphasis on play?

 

Adair suggests looking at three things:

  • Find a school that puts a priority on learning through play. For young children, play is unstructured and freeing. It’s not about expensive toys, in fact, the simpler the toy, the more ways it can be used by a child developing his or her imagination. Toys and equipment should be carefully chosen, first for safety and then for how they stimulate young imaginations and help children develop.
  • Look at the total environment. Environment means having clean, safe and spacious places to play, as well as the resources to provide imaginative, rewarding playtime. It also means a caring and well-trained staff, a critical element for any preschool. “Remember, how children are treated is as critical to their development as what they are taught,” says Dr. Pruett.
  • Ask about enrichment programs. Only the best preschools offer special enrichment programs at no extra cost, as part of the tuition. Enrichment programs – including yoga, manners and world cultures, for example – develop the whole child by encouraging their innate curiosity and imagination.

 

“At the end of the day, parents know they’ve chosen the right child care program when their children are given time for child-centered exploratory play during the day,”

Adair says. “For a child, play isn’t optional. The educational and other benefits of play are so important – in terms of healthy bodies and minds – that parents should put play at the top of their list when comparing preschool programs.”

To learn more about The Goddard School in Ballantyne click here.

Fathers Influence on Children’s Development

Wednesday, September 16th, 2009

The Fathering Phenomenon

A Father’s Involvement Is Critical to a Child’s Healthy Growth and Development.

 

Prior to the 1970’s, being a parent meant taking the place of a child’s mother.  In fact, the word mother is synonymous with to look after, care for, and protect.  Today, we know that men and women differ in their ways of relating to their child.  The role of each parent is significant but research supports that a father’s role is not only essential but unique.

 

Research on fatherhood shows children who perform better in school and exhibit less behavior problems have involved nurturing fathers.  This may be due to a father’s unique perspective on parenting.  A father’s interaction with their child differs from their mother’s on everything from discipline to play.  An everyday child rearing task can turn into a stimulating event because fathers tend to engage more physically with their children, especially when playing.  However, fathers want their children to have good behavior and discipline them knowing they will not suffer as many consequences and will be more easily accepted by the outside world.

 

Quote from Dr. Kyle Pruett

“Children raised by involved dads are thriving, healthy kids, and fathers do not mother any more than mothers father” says Dr. Kyle Pruett, a clinical professor of child psychiatry at Yale University’s Child Study Center.

 

That is why The Goddard School® proactively builds a foundation of trust with parents to help them accomplish the difficult job of parenting.  Several elements work simultaneously to develop the cooperative relationship Goddard strives to have with their families.  The Goddard School® provides families with Goddard Parent Guides featuring Dr. Kyle Pruett’s advice on fathering, biting, and many more child development topics.  These parents also receive the Goddard Parent, a quarterly publication with topical information.  In addition, the parents receive a “Daily Activity Report” to establish ongoing communication about what happens each day with their child.

To learn more about The Goddard School in Ballantyne click here.

Worrying

Monday, September 14th, 2009

Worrying

by Kyle D. Pruett, M.D

 

As a (former) pediatrician and child psychiatrist for three decades, I increasingly respect the significance of children’s fears in shaping our shared everyday lives. Inconvenient though fears of the dark, animals, water, and monsters may be, they are meaningful clues about what children are trying to master about their world.

 

Worries all mean something, and we let our children down when we ignore and belittle, not to mention waste opportunities to master, so let’s spend a minute to understand them better:

 

  • Fears appear like clockwork in childhood. The adrenalin fears stimulate heightens learning of vital lessons, like when to run in the face of real danger, when to cry for help, and eventually to distinguish what is really dangerous (speeding cars) from what is not (family dog).
  • Fears only seem to emerge ‘from nowhere.’ Actually, they typically surface during periods of accelerated development – when children lose their old equilibrium while looking for a new one. Actively toilet- learning toddlers are often more afraid of the dark than before or after they get the potty thing solved.
  • Stranger anxiety begins when children start to crawl around and need to be more aware of who knows them and who doesn’t.
  • Other common fears which emerge and fade with predictability during preschool years may be insects, animals, loud noises, the dark (and its imagined inhabitants – monsters, witches, ghosts), high places, and parental loss to name a few.

 

Listen thoughtfully to your children as they describe their fear. Their fears have their reasons, though they may not be instantly clear to you. Reassure your children that you’ll help them feel better- get your flashlight out and check under their bed. Cuddle them a little extra during such times, and let them slip back toward babyhood a little. Finally, when children work it out, remind them that they worked it out. This will help them as new fears emerge.

 

Suggested resource: American Academy of Child and Adolescent Psychiatry website www.aacap.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. 

To learn more about The Goddard School located in Ballantyne click here.

Apple Printing

Friday, September 11th, 2009

APPLE PRINTING

 

The Goddard School® located in Charlotte, NC, recommends trying new activities with your child!

 

 

Materials:

Apples

Paint (Use washable poster paint for paper prints and fabric paints for clothes)

Paper plates

Something to print on

Newspaper to protect table

Art smocks

Knife to cut the apple

*Children should have adult supervision throughout this activity.

 

How To:

  1. Cover your working area with newspaper, and make sure everyone is wearing old clothes or a smock!
  2. Pour paint on to paper plates (one color per plate).
  3. Cut the apples in half.  Create an apple silhouette by cutting the apple from top to bottom, or create a circle with a star by cutting the apple horizontally.  Have your child guess what each shape will look like before you cut the apple, or brainstorm different ways to create different shapes with the apple.
  4. Have your child dip the flat side of the apple in the paint, thoroughly covering the apple, and then place it on the printing surface.
  5. Have fun creating fun designs and pictures with your homemade stamps!

To learn more about The Goddard School located in Ballantyne click here.

Child’s Play in a Grown-Up World

Wednesday, September 9th, 2009

Child’s Play in a Grown-up World

by Kyle D. Pruett, M.D.

Find ways to involve your children in the richness of your ‘grown-up’ life.  Be creative and patient because the results are worth your effort!

For young children, play is a lot more than entertainment. It is central to their development.  A wonderful way to play with and teach children is to bring them into your world, where ‘real-life’ happens.  Children love to do ‘grown-up’ things and to imitate you.  And when they contribute, they see themselves as players and get a well-earned self-esteem boost!

Children also learn about important values and concepts from watching you.  They see the result of practice and perseverance, and they come to know that learning is a lifelong process. They see that everyone, even a grown-up, can make mistakes and can learn from them.

There are two easy and enjoyable ways for your children to play in the grown-up world: you can let them help with your chores and you can include them in your favorite pastimes.

Work as play:  Include your children in your household routine.  There are countless safe ways for children to help with meals, laundry, shopping or cleaning.  They can help mix recipe ingredients, pick fruit at the grocery store, water the garden or pack their lunch.  These activities are fun learning experiences, especially if you are teaching informally along the way.  The chores may take a little longer as they learn the ropes, make mistakes, and work at a snail’s pace, but the value for their learning and their self-regard are more than worth the extra time.

Hobbies and pastimes:  Share your interests with your children.  This is one of the most intriguing, emotionally rich forms of learning that children can receive.  Teach your children about your avocations, and keep up with your piano, chess, painting, hiking or gardening.   Your enthusiasm for your hobbies will be infectious and offer many ways for your children to learn and develop skills.

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.

For more information on The Goddard School located in Ballantyne click here.